This article, the first in a series of articles on supporting EAL learners that will appear in the coming year, examines the recent research report from the Education Policy Institute (EPI), with the Bell Foundation and Unbound Philanthropy – entitled Educational Outcomes of Children with English as an Additional Language.
The series will provide insights into, and best practice on, how to support individual learners through a whole school approach.
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This article examines issues raised by a report which used data in the UK Data Service collection:
National Pupil Database
Original report: Educational Outcomes of Children with English as an Additional Language