Best Practice

Closing the gap: Supporting the most disadvantaged EAL pupils during the pandemic

When supporting learners with English as an additional language to catch-up with their studies following this year’s disruption, formative assessment is vital to understanding new starting points. Emily Curran continues SecEd’s recent focus on supporting EAL pupils


Over the past 10 months national and local restrictions have resulted in disrupted schooling across the country. However, not all learners have experienced the same level of disruption.

An analysis from the Education Policy Institute (Sibieta, 2020) has shown that there is a correlation between attendance and low socio-economic status suggesting that disadvantaged pupils are at greater risk of missing learning opportunities.

Disruption and closures will have affected learners who use English as an additional language (EAL) who typically also face added linguistic and systemic barriers.


Previous articles in this series



As outlined in the first article in this series, published in October, the EAL learners for whom lockdown is likely to have had the greatest impact include:

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