At Gors Community School we are proud of the diversity within our community and within our school. Our school learners can currently speak 33 different languages including Welsh as a second language. In our school we provide support for all learners and for our learners for whom English is their second language we employ two wonderful specialist support assistants to provide language rich support both inside and outside the classroom. 

On entry to the school all children for whom English is a second language are assessed by the BELLS assessment. We use The Bell Foundation EAL Assessment Framework to assess, plan and monitor the progress of pupils who are learning English. This nationally recognised framework allows us to accurately identify each pupil’s stage of English language proficiency and ensure that support is carefully matched to their individual needs.

EAL support is delivered through high‑quality classroom teaching, adapted resources, vocabulary support, and, where appropriate, small‑group or individual intervention. Teachers and support staff use assessment outcomes to inform lesson planning and ensure that EAL learners are supported across all subjects.

At Gors we are able to provide intervention support. That support is delieved by Mrs Rahman. 

What is the BELLS Foundation EAL assessment Framework?

Children who are learning English as an Additional Language develop their language skills in stages. We use The Bell Foundation EAL Assessment Framework to identify each child’s current level and ensure they receive the right support at the right time.

The levels describe how confident a child is using English for learning and everyday communication.

Level A – New to English

Children at this stage are just beginning to learn English. They may:

• Use their home language most of the time
• Understand only a few familiar words or phrases
• Communicate through gestures, pointing or actions

Support focuses on helping children feel settled, understand routines, and build basic English vocabulary.

Level B – Early Acquisition

Children are starting to use English more regularly. They may:

• Use simple words and short phrases
• Understand basic classroom instructions
• Begin to read or write simple words

Support focuses on developing vocabulary, confidence, and understanding across subjects.

Level C – Developing Competence

Children can communicate more confidently in English. They may:

• Speak in short sentences
• Take part in discussions with support
• Read and write simple texts

Support helps children understand more complex language and use English accurately for learning.

Level D – Competent

Children at this stage are fluent in everyday English. They may:

• Speak confidently with peers and adults
• Read and write independently in most situations
• Still need support with subject‑specific vocabulary

Support focuses on developing academic language needed across the curriculum.

Level E – Fluent

Children are fluent in English and can:

• Use language confidently across all subjects
• Communicate effectively in social and academic situations
• Perform at a level similar to peers whose first language is English

At this stage, children usually no longer require EAL‑specific support.