Devon guidance pathway to SEN identification in multilingual pupils

1. Expression of concerns about development or progress of a multilingual pupil

Every multilingual pupil is different and will have their very own learning preferences, styles, strengths and areas of challenge. Be specific, state clearly the reasons for concerns.

2. Collect background information

A pupil profile should be completed to provide information on the pupil’s family and linguistic background. Gather information about the pupil’s previous educational experience, including how many years of formal education has the pupil received, length of exposure to English language, medical information, attendance record and attainment levels.

3. Collect evidence

This could be samples of work, teacher assessments, test results, observation notes, completed Proficiency Assessment and parents’ and pupil’s views that clearly show which areas of development or progress are causing concern. It is important to consider what teaching and learning strategies you have already used and how much support the pupil has received so far.

You can consider completing the Talking point progress checker to build an accurate picture of the pupil’s language development. This assessment can be completed alongside the pupil’s parents.

Teachers should be aware:

• that the multilingual learner may know some things in one language, but not in the other
• that there may be aspects of the curriculum that they have not experienced before
• that many multilingual families may limit using their home language when they arrive in the UK
• that some families may find it hard to maintain their first language
• of young children’s expectations in speaking and listening exchanges – this varies from culture to culture

4. Analyse the supporting information and review your current provision

Using the information and evidence provided, identify the pupil’s rate of progress. Identify any factors that may be affecting the pupil’s progress. Review the current provision and support.

• Are the tasks and instructions appropriate for the pupil’s Proficiency Level?
• Is the content of the curriculum culturally familiar?
• Has the pupil received appropriate specialist support?
• How long has the pupil been learning English?
• Has the pupil had the usual sensory and physical screening?
• Are you familiar with the pupil’s attendance?
• Is the pupil literate in their home language?

Are there any other factors that may be causing the difficulties? For example, cultural shock, stress related to recent experiences such as war, bullying, family circumstances, house move or trauma.

5. Complete the Multilingualism/SEN checklist

Complete the EDEAS Multilingualism/SEN checklist to unpack any possible additional underlying issues that might be causing the difficulties.

6. Evaluation – identification of needs and further support plan

Outcome	Plan
Learning a new language needs only	Decide on appropriate interventions Review your resources and current practice Monitor progress regularly by using the Proficiency Assessment Contact EDEAS to request further support
Lack of progress due to possible SEN	Make further referrals to specialist services Contact SEN team Monitor progress regularly by using the Proficiency Assessment
No decision made/further investigation required	Use multiagency approach Gather more specific information and evidence Request a home language assessment by completing our HLA referral form Monitor progress regularly by using the Proficiency Assessment