I have learned that even within the category of EAL learners there are still so many varied additional barriers that impact equality and attainment. There are many factors such as length of time in the country, previous school experience, literacy levels in the first language and so on that generate further barriers to learning.

I was surprised by the amount of Data and information that is missing within EAL statistical breakdowns which make it particularly challenging to make data informed targeted changes to practice.

I believe my enquiry and the passion I bring to my role means that I have tried to spotlight the importance of meeting the needs of EAL learners and highlight areas of good practice within mainstream classes. The wider school community is more engaged with EAL matters and I am collaborating more with other colleagues.

There is definitely more work to be done in ensuring consistent support for EAL learners, within the school community EAL learners without refugee status only receive minimal support 0.05 if any and these learners are often off track for writing and likely still developing academic fluency in English.

I am particularly passionate about supporting the integration of English as an Additional Language learners into the school community. Going forward I would be interested in reviewing the New Scots Integration strategy and what this looks like in practice in primary schools in Scotland.