Observe the bilingual children to assess access; if a child does not use equipment or join in an activity ask why not?

·                When children first arrive introduce them to the routine using a visual timetable.  

·                At appropriate times have an adult on hand to assist access e.g. modelling what to do.

·                Give the child time to watch others first when a new activity is introduced.

·                In all activities be realistic about what a child can achieve but give him/her a challenge too.

·     Encourage pupils to make links with their home language e.g. find words that are similar or the same with parent’s support and use them.

·     Encourage pupils to use their own language (e.g. with peers who speak the same language, listening to songs, nursery rhymes or stories in their own language or use a talking pen with a picture dictionary and repeat the words with the child). These should be used regularly. Songs, rhymes and stories can be recorded or invite parents/grandparents/carers in to sing and read. (For the Talking Pen see Mantra Lingua)

·     Label displays in English and the languages of the bilingual pupils so that they can look, see the differences in script and so that the parents can read them to their child.

·     Send lists of key words for topics or a new story home so that parents/carers can use the words in their home language to build their vocabulary and aid understanding.

·     Send home books that the group is going to share or base a topic on, so that the story can be discussed in the home language. Use bilingual books if they are available.