Skip to content


EAL coordinator checklist

Area Actions When
Admin and management
  • update EAL Records-pupils, languages, needs and data
  • set up intervention where appropriate
  • check resource needs with class teachers, make up resources as necessary
  • order dictionaries and graded readers, bilingual materials
  • manage teaching and office space and other subject specific resources
  • respond to EMTAS emails, flyers, support.
  • manage other agency communications/signposting communications (e.g.: school nurse, social services, ESOL support)
New arrivals
  • ensure Induction packs are updated and ready for New Arrivals
  • book interpreters for newly arrived families if needed
  • register new arrivals to EMTAS and request support if needed
  • plan and deliver EAL New arrival – Survival English group when possible
  • identify pupils who need intervention (this could be new arrivals, underachievers, pupils causing concern)
  • plan and deliver intervention-sourcing materials, tracking progress and reporting on impact
  • communicate with class teachers about intervention needed
BSWs and interpreters
  • book and support BSWs or Interpreters in the school
  • direct BSWs and ensure teachers are fully aware how to use bilingual support effectively
EAL assessments
  • ensure class teachers have copies of EAL assessment tool
  • collate EAL levels half termly and track progress
  • use EAL records to analyse data and plan intervention
Home languages
  • celebrate European day of Languages
  • organise language survey and that language and ethnicity information on SIMS is accurately collected, recorded and analysed
26th September annually
GCSE/SATs provision
  • apply for Special Arrangements and extra time for EAL students for GCSE and other public exams
  • make sure school has correct bilingual dictionaries for GCSE exam season
  • make arrangements for pupils to do GCSE home language exams and access any preparation classes provided by EMTAS
  • make arrangements for pupils to complete Maths SATs with the support of an interpreter with EMTAS Team
Start of Spring Term
  • refer EAL students not making progress to SENCO/EMTAS
  • provide evidence for SEND, e.g. home language assessment, diagnostic reading assessment
  • monitor EAL students on SEND Register and ensure bilingual support is provided for AR meetings
update termly
EAL training
  • deliver CPD INSET for staff& liaise with EMTAS for provision of CPD on Teaching and Learning of EAL
  • attend training termly EAL network meetings provided by EMTAS (book on Devon Education Services CPD online)
EAL clubs
  • set up and run a weekly club to support pupils in completing their homework or to provide pupils with extra opportunities to practise reading
  • set up home language club so that pupils have opportunities to discuss class work in their home language
Set up in September ongoing weekly
Parental support
  • arrange termly parent meetings on key education themes
  • book interpreters (if needed) for termly meetings
  • arrange alternative dates for parent/teacher meetings for parents who need bilingual support and book an interpreter.