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SEND / EAL Assessment and Support

Judge each strand of English from evidence, then plan and review the teaching.

The EAL area brings together pupils learning English as an additional language. Staff record what they have observed, judge listening, speaking, reading and writing separately, agree a few teaching targets and review whether the support helped.

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Bands, targets and plans are staff judgements built from what the pupil has been seen to do. Student Radar does not work them out, and being on the EAL list says nothing about SEND or a need for extra support.

The learner register: who is in the language cohort, how many records the counts rest on, and each learner’s latest final bands.

From cohort to reviewed support

Assess, plan and review, one learner at a time

EAL sits apart from SEND and from demographic filtering. It is a cycle of assessment, teaching and review for each learner.

  1. 01

    Find the learner

    The language cohort counts pupils with EAL recorded and pupils whose first language is not English but who have no EAL flag, and says how many records the figures rest on.

  2. 02

    Assess each strand

    Record what the pupil did and said, then judge each strand with how sure the assessor is: insufficient evidence, provisional interpretation or current professional judgement.

  3. 03

    Plan and review

    Agree two or three teaching targets with an owner and a review date, then record what the pupil showed and decide whether to continue, adjust or close the support cycle.

Language profile

Four strands, four separate judgements

The language profile shows the band for each strand from the latest final assessment, with the evidence behind each band a click away. There is no overall score.

  • Missing evidence recorded as missing, not as a low band
  • Finalised assessments corrected with a reason, never overwritten
  • Observed strengths and next teaching priorities kept with the bands
Each band is a recorded judgement for one strand, with observed strengths and next teaching priorities beneath.

Planning support

Evidence first, then the plan

Support planning shows which sources are available for the learner, such as recent EAL assessments, attendance, curriculum assessments and interventions, and how many records each holds. Once a final EAL assessment exists, staff can ask for an AI draft of strategies from that evidence and the strategy library. The draft opens in the plan form to be checked and changed; it cannot judge the pupil’s English or decide what they need.

  • A strategy library with its sources, filtered by focus and phase
  • Agreeing a plan sets its first review and a reminder for the plan lead
  • Reviews record what the pupil demonstrated, not only what was taught

What stays with the learner

Assessment, planning and review stay together, so the next member of staff can see what was judged, what was tried and what happened.

A language cohort read from recorded evidence

Recorded EAL and first-language evidence are counted separately, with the records behind them stated.

Bands that are honest about what is not yet known

Each strand carries the assessor’s confidence, and missing evidence is never treated as low proficiency.

Teaching plans reviewed against what the pupil showed

Each review records a decision to continue, adjust or close, and earlier plans stay in the history.

Related help guides

See how to carry out these tasks in Student Radar, with step-by-step product help for the people using them.

The value of a connected school

A plan matters when support reaches the child.

Bring the evidence around provision into the review, so the SENCO and teaching team can decide the next step together.

SEND

Context for the next step

Student Radar

Follow a connection to see what it makes possible

Relevant context, with access set by each staff member’s role and responsibilities. Staff decide the response.

  1. Attendance + SEND

    Check attendance alongside planned support

    Look at absence and late arrival around provision. A pupil may have a plan in place and still miss opportunities to receive that support.

    Explore attendance

  2. Assessment + SEND

    Bring progress evidence to the review

    Consider recorded learning and small steps alongside targets and provision. Keep the evidence visible while staff judge what is helping and what needs another look.

    Explore assessment

  3. Family communication + SEND

    Include the people who know the pupil

    Gather family contributions and coordinate review conversations around the same pupil, with named actions and dates to keep the agreed work moving.

    Explore family communication

Ask to see EAL Assessment and Support in the Demo School

The learner register, a language profile and a support plan.

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