Bilingual Learners Accreditation 2013



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BILLINGUAL LEARNERS AND ACCREDITATION, 2013

National Curriculum Assessments,

GCSE concessions, alternative accreditation for GCSE English and accreditation in languages other than English

|Assessment and reporting arrangements –Early years foundation stage |Page 2 |

|Assessment and reporting arrangements –Years 1 and 2 (Key Stage 1) |Page 5 |

| | |

|Assessment and reporting arrangements –Years 3 to 6 (Key stage 2) |Page 8 |

|Teacher assessment and reporting arrangements – Years 7 to 9 |Page 10 |

|(Key Stage 3) | |

| | |

|GCSE and Concessions |Page 11 |

|Alternative accreditation for GCSE English |Page 11 |

|Approaches to KS4 options for EAL students |Page 14 |

|Accreditation in Languages other than English |Page 16 |

2013 EYFS Assessment and reporting arrangements

See full document at:



NB Numerical references refer to paragraphs in the document above.

1.1 Changes for 2013

The Early Years Foundation Stage (EYFS) Profile – and arrangements for completing the Profile – have changed for 2013 in response to:

• recommendations resulting from Dame Clare Tickell’s independent review of the EYFS;

• the results of a national public consultation.

The new EYFS framework sets out revised arrangements for completing the EYFS Profile in 2013. The revised EYFS Profile requires practitioners to assess children against a new set of 17 early learning goals (ELGs). Practitioners should use their judgement to decide whether children have met each ELG or whether their level of attainment is above or below the level described by the ELGs. This will result in a judgement of expected, emerging or exceeding, for each child.

2.3 How does this ARA apply to different EYFS settings?

The ARA applies to all Early Years settings, including maintained schools, non-maintained

schools, independent schools and all providers on the Early Years Register.

Academies in England

Academies are required to implement the requirements of the EYFS as set out in section 40 of the Childcare Act 2006 and must comply with local authority moderation requirements.

All registered Early Years providers are required to complete the EYFS assessment for any children in the final year of the EYFS and to participate in moderation. This includes an academy providing for children in the final year of the EYFS.

Funding for EYFS moderation activities for all schools rests within local authority budgets.

Details of funding agreements for all academies are available on the Department’s

website at .uk/schools/adminandfinance/financialmanagement/

efafundingfinance/b00212650/funding .

Overseas schools

Service Children’s Education (SCE) schools are required to participate in Early Years National Curriculum assessment and reporting arrangements in line with the arrangements for administration in England.

All other overseas schools cannot participate formally, but may choose to download the

Early Years Foundation Stage Profile Handbook from the Department’s website at

.uk/eyfsp.

Pupil referral units, hospital schools and children educated at home

Children attending a pupil referral unit (PRU) or hospital school are not subject to the

assessment requirements in this ARA. Children still on the register at a maintained school

but attending a PRU or hospital school are required to be assessed, and the results should

be reported by the home school.

These assessment and reporting arrangements do not apply to children who are

being educated at home, unless they are on the register of a maintained school or

independent school.

2013 EYFS Assessment and reporting arrangements 7

Independent schools and EYFS providers registered with Ofsted under the Childcare

Act 2006

All independent schools and registered EYFS providers must comply with the information

in this document unless they have been granted an exemption from the EYFS learning

and development requirements1. This includes participating in moderation arrangements

for the EYFS Profile and submission of EYFS Profile data to the local authority (this data

collection is governed by section 99 of the Childcare Act 2006), as specified in the table in

section 3.2.1.

All settings with children who are not in receipt of government funding

Under section 99 of the Childcare Act 2006, local authorities are allowed to collect EYFS

Profile data with contextual child data for children not in receipt of government funding in

the summer term. EYFS providers are required to comply with local authority requests for

this data. Local authorities are not required to submit this data to the Department.

The local authority can request data including:

• the learning and development category for each ELG

• the child’s date of birth

• the home address where the child normally resides

• the child’s ethnic group

• the child’s gender

• whether the child has a special educational need

• if the child has English as an additional language (EAL)

2.4 Responsibilities

All those responsible for assessing and reporting on the EYFS need to refer to this

document and ensure they are aware of any changes from previous years.

The ARA provides guidance on the responsibilities of those involved in assessment and

reporting for the EYFS. EYFS Profile assessments must be completed for all children in the final year of the EYFS who will be five years old on or before Saturday 31 August, although some exceptions apply (see section 3 below).

The EYFS Profile must be completed no later than Thursday 4 July. This date applies to

all EYFS providers, including maintained schools, non-maintained schools, independent

schools, children’s centres, academies and childcare providers registered by Ofsted on

the Early Years Register. The EYFS Profile must be completed by the provider at the setting where the child spends the majority of their time between 8am and 6pm.

3.1 Completing the EYFS Profile

The EYFS Profile must be completed for each child who will be five years old on or before

Saturday 31 August unless:

•an exemption from the Profile has been granted for the setting by the Secretary of State

•the child is continuing in EYFS provision beyond the year in which they turn five

• the child has arrived from abroad less than two weeks before the Profile

submission deadline and so an accurate and valid assessment cannot be

completed

• the child has spent the majority of the academic year away from the setting, for example, due to illness or medical treatment.

Profile judgements should be made on the basis of cumulative observational evidence recorded over the course of the year. Profile summaries must be completed no later than Thursday 4 July.

3.3.2 Alternative assessments

The EYFS Profile is an inclusive assessment, capable of capturing a wide range of children’s learning and development outcomes. For some children, the processes of observation and assessment present a particular challenge to practitioners, which must be addressed for attainment to be accurately judged and recorded. Practitioners should refer to the STA 2013 EYFS Profile Handbook for more information.

2013 Assessment and reporting arrangements

in Key Stage 1

Changes in assessment and reporting for pupils with EAL

See full document at :



NB Numerical references refer to paragraphs in the document above.

Assessment and reporting arrangements for pupils who are in the early stages of acquiring English as an additional language have changed for 2013. Below are the main changes. The indented sections are the text from the ARA.

‘NOTSEN’ code replaces previous ‘EAL’ code

1.4 Reporting teacher assessment for children

working below level 1 of the National Curriculum

The code used to report teacher assessment for a child working below level 1 of the National Curriculum who does not have a special educational need changes this year. ‘NOTSEN’ replaces the code ‘EAL’ that was used in previous years.

Reminder that P scales should not be used for pupils with EAL unless they also have SEN

4.2 What do teachers have to assess?

P scales

P scales are not to be used to assess children with English as an additional language (EAL) at any age unless they have additional special educational needs.

Pupils with EAL who do not have SEN and are working below Level 1 National Curriculum should be reported using the code ‘NOTSEN’

4.2 What do teachers have to assess?

If a child is working below level 1 of the National Curriculum and they do not have a special educational need, then ‘NOTSEN’ should be reported. This includes children who are working below level 1 solely because they have English as an additional language (and they do not have a special educational need). They should only have a P scale recorded if they are working below level 1 and have a special educational need. ‘NOTSEN’ is not a P scale, but a code to explain why a child working towards level 1 does not have P scales reported. ‘NOTSEN’ replaces the code ‘EAL’ that was used in previous years.

Use of translation and other access arrangements

5.5 Access arrangements

Children who may need access arrangements

Access arrangements are adjustments based primarily on normal classroom practice for particular needs. They should neither advantage nor disadvantage individual children.

Teachers should decide whether any access arrangements are appropriate by carefully considering the assessment needs of individual children.

Access arrangements may be appropriate for children:

• for whom English is an additional language and who have limited fluency in English.

Adaptations to the end of Key Stage 1 tasks and tests

The language of the tests and tasks and children’s response language

The language of the tests and tasks and children’s response language

The English tasks and tests are designed to test children’s ability to read and write in English. The assessment must be conducted in English and children must respond in English, although when necessary the procedures of the tests and tasks may be given in the child’s preferred language.

In mathematics, the tasks and tests are designed to test children’s mathematical knowledge, skills and understanding. Teachers and/or language support staff may translate the assessment materials or children’s responses. However, teachers should bear in mind that children with EAL …….. may not be familiar with some subject vocabulary and technical terms in their preferred language.

Schools can translate whole mathematics test papers or tasks for children with EAL and those that regularly have their work translated. If translations are provided orally, the assistance for the written questions guidance which is included in the Teacher pack must be followed. The use of free web-based translation services is not recommended.

8. Reporting results of the end of Key Stage 1 assessments to local authorities

Children working towards level 1 of the National Curriculum who do not have a special educational need should be reported as ‘NOTSEN’. This includes children who are working towards level 1 solely because they have English as an additional language.

Phonics Screening Check

Pupils with EAL who cannot yet speak confidently in English, who are not able to understand letters and sounds in English should not take the phonics screening check

9.1.2 Children who are new to the country and cannot yet speak confidently in English

If children have only recently moved to the country and are not able to understand letters and sounds in English they should not take the phonics screening check. They should, however, be considered for it the following year.

11.4 Adapting the phonics screening check

Teachers may need to adapt the phonics screening check for some children. They may make adjustments based primarily on normal classroom practice for children with specific needs. These adaptations should neither advantage nor disadvantage individual children.

Those who may need adjustments include children:

- for whom English is an additional language and who have limited fluency in English. Those who have only recently moved to the country and are not able to understand letters and sounds in English should not take the phonics screening check.

An adaptation of instructions that could be used for pupils with EAL who do take the phonics screening check

11.4.1 Examples of adaptations to the phonics screening check- rephrasing instructions

The phonics screening check has a standard introduction. However, if a child is likely to be confused by this, schools may choose to develop their own. The instructions may refer to the practice words but must not refer to the words within the actual phonics screening check

2013 Assessment and reporting arrangements KS 2.

See full document at:

NB Numerical references refer to paragraphs in the document above.

Changes for 2013

There will not be an English writing test or English writing sample in 2013. Instead the English writing test will be replaced by a new statutory test of English grammar, punctuation and spelling. This change follows the Government’s acceptance of Lord Bew’s recommendation that writing composition should only be subject to teacher assessment, with the more ‘technical’ aspects of English assessed via an externally marked test. The new-style English SATs which will be taken by all Year 6 pupils in English schools from May 2013 and will include the level 3-5 tests in: English reading; English grammar, punctuation and spelling ; and Mathematics.

EAL now 'NOTSEN'

The arrangements for the 2013 SATs have for the first time changed the coding for pupils who are at early stages of learning EAL and are therefore working below Level 1. In previous years these pupils were entered as 'EAL' but for 2013 a new 'NOTSEN' category has been introduced. The document also re-iterates that 'P scales must not be used to assess children with EAL at any age, unless they have additional special educational needs.'

The new Assessment and reporting arrangements Key Stage 2 2013 (DfE), contains the following guidance

10.2 Children working below level 1 of the National Curriculum

The use of P scales is statutory for children with SEN who are working below level 1 of the National Curriculum. In this context, SEN is defined in the Education Act 1996 as all those on the school’s Special Needs Register.

Schools will need to use P scales to record and report the achievements of children with SEN in English, mathematics and science. The P scales must not be used to assess children with EAL at any age, unless they have additional special educational needs.

Children working towards level 1 of the National Curriculum who do not have a special educational need should be reported to STA as ‘NOTSEN’. This includes children who are working towards level 1 solely because they have English as an additional language. ‘NOTSEN’ is not a P scale, but a code to explain why a child working towards level 1 does not have P scales reported. ‘NOTSEN’ replaces the code ‘EAL’ that was used in previous years.

The guidance also makes clear that the discounting of the results of pupils learning EAL who have arrived within the previous two years will remain.

11.5 Discounting children’s results from performance tables

A small number of children may be discounted from calculation of a school’s performance measures before publication of the performance tables. These will be children who have recently arrived from overseas with little or no English. To be eligible, a child must meet all three of the following criteria:

1. they were admitted to an English school for the first time during the 2011/12 or 2012/13 school year;

2. they arrived from overseas before their admission; and

3. their first language is not English. Dialects of English such as Patois or Krio will not be accepted as a language other than English.

During the annual performance tables checking exercise schools can apply to remove children from the ‘number of eligible pupils’ figure that is used for calculation of performance measures. This exercise is expected to run in early September. If a request is accepted, the child will be excluded from calculation of all measures. Omissions will not be granted for an individual subject.

The first autumn release of 2012 data that is published on RAISEonline will not take account of any amendments that have been submitted by schools. Amendments will be included on RAISEonline as and when the data is validated.

The guidance also confirms that EAL learners should be registered for the new style level 3-5 tests and clarifies the arrangements schools should be making to ascertain early stage EAL learners levels in mathematics using language support staff.

5.5 Children with English as an additional language

Children with English as an additional language (EAL) should be registered for the level 3-5 National Curriculum tests.

English tests

If children cannot communicate in English then they will be working below the level of the English tests and should not take them, (see section 5.2).

Mathematics tests

To establish the child’s level for mathematics, teachers and language-support staff should work together to translate National Curriculum work into the child’s preferred language.

If a child is working at the level of the mathematics tests, the school should administer the tests using the access arrangements summarised in section 7.

Children working below the level of the mathematics tests should not take them, (see section 5.2).

2013 Key Stage 3 Teacher assessment and reporting arrangements

See full document at:



NB Numerical references refer to paragraphs in the document above.

Changes for 2013

1.1 Teacher assessment deadline

The deadline for submitting teacher assessment is Friday 28 June. This is earlier than in previous years and has been changed to bring it in line with the Key Stage 2 submission date.

1.2 Reporting teacher assessment for pupils working below level 1 of the National Curriculum

The code used to report teacher assessment for a pupil working below level 1 of the National Curriculum who does not have a special educational need changes this year. ‘NOTSEN’ replaces the code ‘EAL’ that was used in previous years. See section 4.1.4 for more information.

4.1.4 Submitting P scale data

The use of P scales is statutory for pupils with SEN who are working below level 1 of the National Curriculum. In this context, SEN is defined in the Education Act 1996 as all those on the school’s Special Needs Register.

Schools will need to use P scales to record and report the achievements of pupils with SEN in English, mathematics and science. The P scales must not be used to assess pupils with EAL at any age, unless they have additional special educational needs.

If a pupil is working below level 1 of the National Curriculum and they do not have a special educational need, then ‘NOTSEN’ should be reported. This includes pupils who are working below level 1 solely because they have English as an additional language. ‘NOTSEN’ is not a P scale, but a code to explain why a pupil working towards level 1 does not have P scales reported. ‘NOTSEN’ replaces the code ‘EAL’ that was used in previous years.

Further information about P scales and submitting teacher assessment data is available on the Department’s website at .uk/assessment.

4.3 Pupils for whom the school is unable to make a teacher assessment

A pupil who does not speak English should be recorded as ‘W’ (working towards level 1) for reading, writing, and speaking and listening, and ‘A’ (absent) for mathematics and science. The pupil should also be recorded as ‘NOTSEN’, to indicate that there is no P scale information.

GCSE and concessions

Refer to the Joint Council for Qualifications :





See section 8.2, page 21

It is now permissible for a candidate to use an electronic bilingual translation dictionary.

Alternative accreditation for GCSE English

Appropriate accreditation is needed for some bilingual learners whose English is insufficiently developed for entry to GCSE English. A number of these exams are also valid internationally.

See:

On the above link, in the section ‘Exams for Learners’, click on ‘Category: English language tests’.

There follows a list of exams which are suitable as alternative accreditation in English for EAL students studying at Key stage 4 or above.

The following definitions should be noted:

ESL English as a second language

ESOL English for speakers of other languages

EFL English as a foreign language

Alternative examinations:

1. EDEXCEL: ESOL Skills for Life



• Entry levels 1-3 and levels 1 and 2

• Paper set externally; marked internally and verified externally

• Speaking and listening, reading and writing can all be assessed separately

• Students have to be 16 before they can be entered

• ESOL for Schools is available for 14+ students at Entry 1-3, and at Levels 1 and 2

2. Trinity College London



• Trinity College London offers several sets of ESOL exams: Graded Examinations in Spoken English at 12 levels; Integrated Skills in English (ISE), Spoken English for Work (SEW), a suite of five exams; ESOL Skills for Life and ESOL for Work.

3. IELTS



• (International English Language Testing System), accepted by most tertiary academic institutions in the UK, Australia, New Zealand and Canada, and by many in the USA.

• Not recommended for students under 16

4. Pitman’s ESOL



• A new ESOL qualification available at six levels benchmarked to the Common European Framework of Reference for Languages (CEFR)

• The upper levels (Expert and Mastery) are recognised by many English speaking universities as evidence of language proficiency for entry purposes

• Assessment by a single exam which covers listening, reading and writing

5. Cambridge UCLES



• Recognised by universities and employers around the world

• All exams aligned to CEFR

• Young Learners English: Starters; Movers; Flyers

• KET: Key English Test -Elementary level

• PET: Preliminary English Test - Intermediate level

• FCE: First Certificate in English – Upper Intermediate level

• CAE: Certificate in Advance English – Advanced level

• CPE: Certificate of Proficiency in English – very advanced level

7. City and Guilds



• Spoken ESOL on demand examinations available at six levels: Basic Skills, Vocational, International, NVQ and QCF

8. Other

▪ TOEFL (Test of English as a Foreign Language), an Educational Testing Service product, developed and used primarily for academic institutions in the USA, and now widely accepted in tertiary institutions in Canada, New Zealand, Australia, the UK, and Ireland. The current test is Internet based, and is known as the TOEFL iBT. Used as a proxy for English for Academic Purposes:



(example tests)

(example tests)

▪ TOEIC (Test of English for International Communication), an Educational Testing Service product for Business English



example tests)

(example tests)

▪ TWE – Test of Written English



Approaches to KS4 options for EAL students. English Language and literacy in curriculum learning.

See link below for EAL GCSE infomation



This is a one or two year GCSE option. It aims to prepare students 14-19 who have limited or disrupted schooling and who are new to English, for further curriculum studies through the medium of English.

The link above enables download of:

• Curriculum framework overview

• Principles

• Language levels

• Understanding and using the framework

• Lesson planning and course organisation

• Accreditation through ASDAN CoPE.

|Course |Rationale |

|AQA Entry Level |A possible alternative for late arriving students with limited |

|Certificate |educational backgrounds and new to English. The work links with AQA GCSE|

| |so the same texts can be used. The skills needed for Paper 1 can be |

| |adapted and students gain an NC Level (up to level 3) |

|GCSE English Lang/Lit |Students are taught additional coursework assignments so that they have |

| |wider range to choose from. The Anthology and set texts can be taught |

| |earlier. Specific grammar work and approaches to text level work can be |

| |reinforced (e.g. for Paper 1) as well |

| |as providing an invaluable space for enhancing knowledge of cultural |

| |aspects of language (idiom, literal v metaphorical etc) |

| | |

| |The teacher should be closely linked to the English dept in terms of the |

| |selection of on-going work. |

|AQA Entry Level Literacy |A possible alternative for late arriving students with limited |

| |educational backgrounds and new to English. |

|IGCSE in ESL |This offers an alterative accreditation route for those students seeking |

| |to continue into the 6th Form and university. The advantages for |

| |late-arriving students are that there is no coursework (just 2 papers) |

| |and the range of socio-cultural knowledge underpinning GCSE English is |

| |not as daunting. However, this exam is not suitable for all EAL students|

| |and a balance needs to be struck between the time devoted to this exam |

| |and potential |

| |Time that could be devoted to GCSE English. |

| |Students at KS4 also take GCSE English. |

| |Note: May have to be taught outside of official time-tabled lessons. |

|CLAIT |A basic ICT qualification offered to new arrivals, many of whom have |

| |missed out on basic ICT skills. The course covers word processing, |

| |spreadsheets and databases. |

Accreditation in Languages other than English

Asset Languages

See:

This is a new assessment scheme for language learners of all ages and abilities from primary through to higher and adult education. Asset Languages is the assessment scheme for the DCSF Languages Ladder and is being developed by Cambridge Assessment through OCR and Cambridge ESOL, as part of the National Languages Strategy.

The qualifications are recognised and transferable.

• Asset languages are not about learning and testing particular words and phrases – they are a way of summarising what you can do in a language in general.

• They are taken in the classroom – no exam hall stress

• They can be taken at different points during the year

• They are available when students are ready

• They show that students are making progress as their skills develop

• They may be added to later in life

The Languages Ladder is made up of six stages:

1. Breakthrough

2. Preliminary

3. Intermediate

4. Advanced

5. Proficiency

6. Mastery

Each stage is further broken down into up to three smaller grades and four skill areas: listening, speaking, reading and writing.

For each grade and skill there is a corresponding ‘Can Do’ statement which describes what learners can do at certain levels, for example, ‘I can talk about my plans for the future’.

The assessment scheme is being developed in over 20 different languages so that learners can have their achievements recognised. It is planned to include more languages.

Current languages include:

| | | | |

|Arabic |Hindi |Sinhala |

|Bengali |Italian |Somali |

|Cantonese |Japanese |Spanish |

|French |Mandarin |Swedish |

|French (Welsh medium) |Panjabi |Tamil |

|German |Polish |Turkish |

|Greek |Portuguese |Urdu |

|Gujerati |Russian |Welsh |

| | |Yoruba |

Languages other than English offered by exam boards

1. EDEXCEL

•

International GCSE

Arabic, Bengali, Classical Arabic, Chinese, French, German, Gujerati, Hindi, Italian, Modern Greek, Russian, Sinhala, Spanish, Swahili, Tamil, Turkish, Urdu

2. OCR .uk/search/index.aspx?keyword=other+languages

GCSE

|Dutch |G German |Portuguese |Turkish Persian |

|French |Gujarati |Spanish |Latin |

3.AQA - look at Languages at a Glance section

GCSE

|Bengali |German |Italian |Polish |Urdu |

|French |Modern Hebrew |Panjabi |Spanish |Chinese |

5.WJEC

GCSE

|French |Italian |Mandarin |Welsh |

|German |Japanese |Spanish | |

6. CCEA .uk/microsites/languages/

GCSE

|French |Italian |Spanish |

|German |Irish | |

7. CIE: The University of Cambridge International Examinations

IGCSE (International General Certificate of Secondary Education) is an international qualification for 14 – 16 year olds (Key stage 4). It develops successful students, preparing them for their next steps in education, including progression to A and AS level. It also equips them with skills for immediate employment. It is an exam which tests students’ proficiency in English Language and is a suitable alternative for EAL students at GCSE level. No coursework is involved.

A range of languages are also available as qualifications, as First, Second and Foreign Languages (see list below). Typically these courses would prepare students as follows:

First language courses: designed to hone language skills, developing the ability to communicate clearly, accurately and effectively, using a wide-ranging vocabulary, accurate grammar, spelling and punctuation; there is also a literature component.

Second language courses: prepares students who have a working knowledge of the languages to consolidate their understanding in order to progress in their academic/professional career; aims to achieve a level of practical communication ideal for everyday use and to form the basis for more in-depth study.

Foreign language courses: aims to develop the use of language for practical communication based on the four skills of listening, speaking, reading and writing; also aims to offer insights into the culture and civilisation of countries where the language is spoken.

Languages offered:

|Afrikaans – first and second language |Isizulu – secondary language |

|Arabic – first and foreign language |Japanese – first and foreign language |

| |Khazak as a second language |

|Chinese (Mandarin) – first and foreign lang. |Korean – first language |

|Czech – first language |Latin |

|Dutch – first and foreign language |Malay – foreign language |

|French – first and foreign language |Portuguese – first and foreign language |

|German – first and foreign language |Russian – first language |

|Greek – foreign language |Spanish – first and foreign language; literature |

|Hindi – second language |Thai – first language |

|Indonesian – foreign language |Turkish – first language |

|Italian – foreign language |Urdu as a second language |

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