Educational outcomes of children with English as an additional language

Recent GCSE results have shown that on average, pupils with English as an Additional Language (EAL) outperformed children whose first language is English on all key measures. Such findings, however, obscure huge disparities in the attainment of pupils in this group. This report looks beyond headline figures – examining the range of EAL performance, and how pupils are affected by their time of arrival into the school system, language background, and levels of fluency in English. The analysis also assesses funding provision and the impact of the government’s new national funding formula (NFF), before considering support available to EAL pupils, and how England compares with other English-speaking jurisdictions.

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