Developing language is a whole-school priority at St Nicholas. Strong language and vocabulary help pupils communicate, understand what they read, express their thinking and successfully access learning across the curriculum.

Every subject identifies core vocabulary which is explicitly taught and which pupils are expected to understand and use securely. Alongside this, pupils encounter exposure vocabulary, which broadens their language, comprehension and understanding of the wider world.

Teachers support language development through explicit vocabulary teaching, modelling, visuals and dual coding, purposeful talk, repetition and meaningful experiences. Vocabulary is deliberately revisited and applied so that pupils move from encountering new language towards understanding and using it independently.

Our emphasis on oral language, explicit vocabulary teaching and repeated opportunities to hear, understand and use new language reflects evidence-informed approaches identified by the EEF.

Language development is a particular focus within our Early Years provision.

In Reception, pupils learn within a language-rich and visually supportive environment, with adults modelling and extending language throughout the school day. All pupils are screened for speech and language needs, helping us to identify potential barriers at an early stage.

Children also benefit from whole-class NELI (Nuffield Early Language Intervention), with targeted NELI continuing for pupils who require further language development as they move beyond Reception. NELI has a strong evidence base, with EEF evaluation finding positive effects on children's language skills, including for pupils with EAL.

Reading is central to our approach to language development. Pupils develop English not only through specific EAL provision, but through high-quality phonics, stories, vocabulary, discussion and reading experiences every day.

Our universal reading and literacy offer includes:

• Read Write Inc. phonics, providing systematic and explicit teaching of the sounds, words and spelling patterns pupils need to read and write;
• Explicitly taught reading sessions, developing vocabulary, comprehension and understanding of increasingly complex texts;
• Talk Through Stories, providing rich opportunities to hear, discuss, understand and use new language through high-quality texts;
• Explicit fluency teaching and practice, helping pupils move from decoding towards fluent reading and comprehension;
• Daily reading and additional reading practice for pupils who need it;
• Explicit spelling teaching and opportunities to apply new language through speaking, reading and writing.

EEF evidence highlights the importance of phonics, vocabulary, language comprehension and fluency within effective literacy teaching.

We recognise that being confident in everyday spoken English does not necessarily mean that a pupil has developed all of the language needed to access an increasingly complex curriculum.

During Reception, children's language development is understood through observation, assessment, speech and language screening and their everyday learning. This enables us to develop a rich picture of children's communication and language from the beginning.

As pupils progress through Key Stage 1, EAL pupils' English language proficiency is assessed to build on this existing picture and identify any continuing language acquisition needs. New entrants are also assessed where appropriate.

Pupils at earlier stages of English proficiency are reassessed to monitor language acquisition over time, evaluate progress and adapt provision accordingly.

For most pupils with EAL, high-quality, language-rich classroom teaching is the most important provision.

Alongside our strong reading offer, pupils benefit from:

• explicit teaching and revisiting of vocabulary;
• visuals and dual coding to support understanding;
• modelling of spoken and written language;
• purposeful opportunities for talk and interaction;
• scaffolding and modelling;
• repetition and opportunities to overlearn important language;
• meaningful experiences that connect new vocabulary to concepts, prior knowledge and the wider world.

This means language development is embedded across the curriculum, rather than being something pupils only access through a separate EAL intervention.

Assessment helps us identify pupils who require something additional to our universal provision.

For pupils at earlier stages of English language acquisition, this may include pre-teaching and overlearning key curriculum vocabulary, delivered by trained support staff, additional opportunities to hear and practise new language, and access to FlashAcademy in school and at home to develop their English language bank.

Where assessment identifies a specific barrier in phonics, reading, spelling or language, pupils can access appropriate targeted support. Provision is selected according to the identified barrier rather than simply because a pupil has EAL.

Pupils at lower proficiency levels are reassessed so that we can monitor improvement and adapt support as their English develops.

EAL is not SEND. However, a pupil can have both EAL and SEND.

This distinction is particularly important at St Nicholas because Communication & Interaction is our most prevalent broad area of SEND need, which includes Speech, Language and Communication Needs. Language acquisition and an underlying communication need can sometimes present with similar barriers.

Our strong whole-school focus on language, alongside observation, assessment, English proficiency information, pupil and parent voice and our SEND Pathways and Early Identification processes, helps staff build a detailed picture of each pupil.

This enables us to consider carefully whether a pupil's barrier relates to English language acquisition, an underlying additional need, or both, and to respond appropriately without assuming that difficulty with language is SEND.

Parents and carers are important partners in children's language development. We value pupils' home languages and recognise their importance to children's identity, relationships and communication.

Families of pupils accessing FlashAcademy can also use the platform at home, providing further opportunities for children to develop their English language knowledge beyond the school day.

We encourage families to speak to their child's class teacher if they have any questions or concerns about their child's language development, learning or progress.