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Step 1 of 39

Get started with our free EAL evaluation tool

Develop inspection-ready provision for your multilingual learners with clear, tailored recommendations for next steps.

Please provide your details and we’ll email you a summary of your results.

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Section 1

Select a score (1–4)

1 – Emerging: Practice is limited, inconsistent, or at an early stage 2 – Developing: Some implementation is evident, but not yet consistent 3 – Established: Practice is consistent and embedded across the school 4 – Leading: Practice is exemplary, fully embedded, and influencing others

The development of all learners’ English proficiency is integrated into the school’s strategic priorities and improvement planning.*

Emerging

Developing

Established

Leading

Section 1

Select a score (1–4)

A senior leader has overall responsibility for EAL/multilingualism and ensures consistent implementation across the school.*

Emerging

Developing

Established

Leading

Section 1

Select a score (1–4)

A multilingualism policy sets out principles of inclusion, translanguaging and adaptive pedagogy; its use is monitored and regularly reviewed.*

Emerging

Developing

Established

Leading

Section 1

Select a score (1–4)

1 – Emerging: responsibility and policy unclear; practice relies on individual staff. 2 – Developing: policy exists; senior lead identified; awareness raised. 3 – Established: policy drives consistent practice; leadership monitors and supports provision; transitions structured. 4 – Leading: multilingualism embedded in school vision; leaders champion research-informed practice locally/nationally.

All staff are trained and supported to personalise the curriculum and ensure access to learning for students at all stages of English proficiency.*

Emerging

Developing

Established

Leading

Section 1

Select a score (1–4)

Systems are in place to share learners’ linguistic profiles, strengths and needs with all staff, ensuring joined-up provision.*

Emerging

Developing

Established

Leading

Section 1

Select a score (1–4)

Quality assurance includes a focus on inclusive, language-aware pedagogy and provides developmental feedback to staff.*

Emerging

Developing

Established

Leading

Section 1

Select a score (1–4)

Home languages are recognised as assets; information about linguistic repertoires informs planning and pedagogy.*

Emerging

Developing

Established

Leading

Section 1

Select a score (1–4)

Families are welcomed as partners in learning, with multilingual communication strategies in place to support engagement.*

Emerging

Developing

Established

Leading

Section 1

Select a score (1–4)

Clear pathways support multilingual learners through key transition points (primary → secondary, secondary → post-16/employment).*

Emerging

Developing

Established

Leading

You’ve completed:

Section 1: Leadership and management

Up next:

Section 2: Teaching and learning

Section 2

Select a score (1–4)

1) Emerging – adjustments for EAL learners are ad hoc; support staff underused. 2) Developing – teachers adapt some resources; CPD delivered but patchy; language focus developing. 3) Established – inclusive strategies consistent; academic language embedded; staff skilled in adaptive pedagogy. 4) Leading – innovative multilingual practices (e.g. translanguaging, disciplinary literacy) shared as best practice

Multilingual learners achieve well across all subjects, with progress monitored against both curriculum standards and English proficiency.*

Emerging

Developing

Established

Leading

Section 2

Select a score (1–4)

Multilingual learners achieve well across all subjects, with progress monitored against both curriculum standards and English proficiency.*

Emerging

Developing

Established

Leading

Section 2

Select a score (1–4)

Teachers and support staff collaborate to scaffold both curriculum content and academic language.*

Emerging

Developing

Established

Leading

Section 2

Select a score (1–4)

Learning activities are differentiated by language demand and cognitive challenge, ensuring equity of access without lowering expectations.*

Emerging

Developing

Established

Leading

Section 2

Select a score (1–4)

Language support staff are well trained in adaptive strategies and deployed strategically for maximum impact.*

Emerging

Developing

Established

Leading

Section 2

Select a score (1–4)

Whole-school CPD builds expertise in inclusive pedagogy, academic language development, translanguaging practices and culturally responsive teaching.*

Emerging

Developing

Established

Leading

Section 2

Select a score (1–4)

All teachers recognise that they are responsible for language as well as content and adapt teaching to support disciplinary literacy and English acquisition.*

Emerging

Developing

Established

Leading

Section 2

Select a score (1–4)

Learners access additional, time-bound interventions to accelerate English development while maintaining curriculum access.*

Emerging

Developing

Established

Leading

Section 2

Select a score (1–4)

Academic language (vocabulary, grammar, discourse) is taught explicitly, embedded in subject teaching and supported with visual, oral and collaborative strategies.*

Emerging

Developing

Established

Leading

Section 2

Select a score (1–4)

Provision for EAL learners is systematically reviewed for effectiveness and adjusted in response to data and research.*

Emerging

Developing

Established

Leading

Section 2

Select a score (1–4)

Withdrawal from mainstream lessons is exceptional, purposeful, time-limited and explicitly linked to classroom learning.*

Emerging

Developing

Established

Leading

You’ve completed:

Section 2: Teaching and learning

Up next:

Section 3: School environment and pastoral provision

Section 3

Select a score (1–4)

1) Emerging – diversity acknowledged but not systematically embedded in ethos. 2) Developing – inclusive ethos promoted; some systems support induction and participation. 3) Established – multilingualism celebrated across school life; induction and pastoral support embedded. 4) Leading – students, families, and staff co-create a culture of belonging; home languages and cultures enrich school life.

The school ethos celebrates linguistic and cultural diversity, positioning multilingualism as an asset.*

Emerging

Developing

Established

Leading

Section 3

Select a score (1–4)

Learners with emerging English proficiency are supported to participate fully in trips, clubs and wider school life.*

Emerging

Developing

Established

Leading

Section 3

Select a score (1–4)

Multilingual learners report high levels of belonging, wellbeing and confidence in using English and their home language(s).*

Emerging

Developing

Established

Leading

Section 3

Select a score (1–4)

The school actively encourages maintenance and development of home languages alongside English, recognising their role in cognitive and academic growth.*

Emerging

Developing

Established

Leading

Section 3

Select a score (1–4)

New arrivals are welcomed with inclusive induction programmes, ensuring a smooth academic and social transition.*

Emerging

Developing

Established

Leading

Section 3

Select a score (1–4)

Families are supported to engage meaningfully with school life through interpretation, translation and community partnerships.*

Emerging

Developing

Established

Leading

Section 3

Select a score (1–4)

Staff are aware of the social-emotional and identity needs of multilingual learners and can access systems of pastoral support.*

Emerging

Developing

Established

Leading

Section 3

Select a score (1–4)

Peer relationships across language groups are fostered through cooperative learning, buddy systems and inclusive extracurricular opportunities.*

Emerging

Developing

Established

Leading

You’ve completed:

Section 3: School environment and pastoral provision

Up next:

Section 4: Assessment

Section 4

Select a score (1–4)

1) Emerging – data on EAL learners is incomplete or underused. 2) Developing – proficiency assessed; staff awareness growing; support reactive. 3) Established – robust systems track attainment and proficiency; data informs adaptive pedagogy and provision. 4) Leading – assessment practice is innovative, research-informed, and contributes to system-wide improvement.

Attainment and progress of multilingual learners is tracked across subjects, with data disaggregated by English proficiency.*

Emerging

Developing

Established

Leading

Section 4

Select a score (1–4)

Admissions and induction processes gather accurate information about linguistic background, prior education and strengths.*

Emerging

Developing

Established

Leading

Section 4

Select a score (1–4)

Proficiency in English is assessed using validated frameworks (e.g. Bell Foundation, WIDA, CEFR) and shared with teachers to inform adaptive teaching.*

Emerging

Developing

Established

Leading

Section 4

Select a score (1–4)

Additional support is identified and provided quickly, with clear communication to staff, learners and families.*

Emerging

Developing

Established

Leading

Section 4

Select a score (1–4)

Teachers can access and interpret English proficiency and attainment data to adapt their teaching responsively.*

Emerging

Developing

Established

Leading

Section 4

Select a score (1–4)

Progress in English and across subjects is reviewed regularly, identifying strengths, gaps and next steps.*

Emerging

Developing

Established

Leading

Section 4

Select a score (1–4)

Assessment informs provision and practice; follow-up actions are timely, evidence-based and lead to improved outcomes.*

Emerging

Developing

Established

Leading

Accelerate English language acquisition from 48 home languages, on any device. Supports classroom and remote learning of EAL and ESOL.

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