To support EAL/ESOL students so they can:\n\nDevelop English language skills (speaking, listening, reading, writing)\n\nAccess the secondary school curriculum\n\nBuild confidence, independence, and social integration\n\nKey Responsibilities\n\n1. In-Class Support\n\nSupport students during mainstream lessons (e.g. English, Maths, Science)\n\nClarify teacher instructions using simplified language, visuals, or modelling\n\nPre-teach or reinforce key vocabulary and subject-specific language\n\nCheck understanding and encourage participation\n\nSupport note-taking, reading tasks, and written work\n\n2.

Language Development Support\n\nHelp students develop:\n\nAcademic English (subject language, exam vocabulary)\n\nSocial English (everyday communication)\n\nSupport speaking and listening through discussion, questioning, and modelling\n\nAssist with reading comprehension and writing structure\n\n3. Small Group / One-to-One Support\n\nWork with individuals or small groups outside the classroom\n\nDeliver targeted ESOL interventions planned by the teacher or EAL coordinator\n\nSupport newly arrived students or those at early stages of English acquisition\n\n4. Supporting Inclusion and Wellbeing\n\nHelp students feel safe, included, and confident in school\n\nSupport social integration with peers\n\nBe aware of cultural differences and sensitivities\n\nOffer emotional reassurance, especially for newly arrived pupils or refugees\n\n5.

Working with Staff\n\nWork closely with:\n\nClass teachers\n\nSENCO and EAL coordinator\n\nPastoral staff\n\nShare observations about student progress and challenges\n\nSupport assessment of English proficiency where required\n\n6. Supporting Assessment and Progress\n\nHelp students understand assessment tasks and expectations\n\nSupport preparation for tests and exams (without giving answers)\n\nMonitor progress in English development and report back to teachers\n\nSkills and Qualities Needed\n\nClear, patient communication\n\nStrong English language skills\n\nUnderstanding of EAL/ESOL strategies (scaffolding, visuals, modelling)\n\nCultural awareness and empathy\n\nAbility to encourage independence (not over-support)\n\nTeamwork and flexibility\n\nTypical ESOL Strategies Used\n\nVisual aids, diagrams, and real objects\n\nSentence starters and writing frames\n\nKey vocabulary lists and glossaries\n\nChunking instructions\n\nModelling answers and thinking aloud\n\nUse of first language where appropriate (if allowed by school policy)