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Disaggregating EAL and SEND
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Authors
Editors
Date
2025
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This action research case study explores the intersection between English as an Additional Language (EAL) and Special Educational Needs and Disabilities (SEND) in a mainstream junior school. It addresses the challenge of accurately identifying learning needs in pupils who may present with overlapping or misinterpreted barriers, particularly in contexts of high deprivation and mobility.
Aims: The study aimed to investigate how a holistic view of pupil data could support more accurate identification of SEND among learners with EAL. It sought to refine school processes to distinguish between language acquisition needs and learning difficulties, ensuring appropriate support and inclusion.
Methods: Using a two-cycle action research model, the study involved data analysis, staff consultation, and scrutiny of school documentation. Whole-school assessment data and contextual information were reviewed to identify pupils consistently working below age-related expectations. Staff meetings and one-to-one discussions informed the development of a new monitoring tool. Ethical consent was obtained for anonymous data publication.
Findings: The research revealed that existing systems were largely effective but lacked a mechanism for tracking pupils with persistent learning concerns not yet on the SEND register. A'monitoring list' was developed to capture contextual factors - including EAL status - and support early intervention. Staff valued the holistic approach and contributed to refining SEND procedures.
Implications: The study highlights the importance of disaggregating EAL and SEND through careful data analysis and collaborative practice. Other teachers might explore similar methodologies to enhance their understanding of individual student requirements, leading to improved educational practices and inclusivity.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), English as an additional language (EAL), holistic approaches, data analysis