As another school year draws to a close, many school leaders are already beginning to think ahead to September. This period of reflection offers a valuable opportunity to consider what is working well, what could be improved, and how support for multilingual learners can be strengthened across the school.

Too often, planning for multilingual learners happens once students arrive in September. However, the most effective provision is built before the new school year begins. By having the right conversations now, schools can create more inclusive systems, and ensure multilingual learners are set up to thrive from day one.

Here are five conversations every EAL lead, EAL coordinator, and senior leadership team should be having before the summer break.

1. Is It Time for a Language Policy?

Most schools have policies relating to inclusion, literacy, SEND, and behaviour. Yet many do not have a clear statement outlining their approach to multilingualism and language development.

A language policy can provide a shared vision for how multilingual learners are supported and how home languages are valued throughout the school community. It helps ensure consistency in practice and gives staff a framework for decision-making.

Questions to consider:

• How does your school view multilingualism?
• Are home languages recognised as strengths and assets?
• What expectations do staff have for supporting multilingual learners?
• How is this communicated to families and the wider community?

A well-developed language policy can become the foundation for a whole-school approach to multilingual inclusion.

2. Is Your EAL Support Model Still Fit for Purpose?

Many schools continue to use support structures that were developed years ago. While these may have been effective at the time, changing student demographics and educational priorities often require a fresh look.

This is an ideal opportunity to review the support currently in place and ask whether it is achieving the outcomes you want for learners.

Questions to consider:

• How are decisions made about who receives support?
• Are interventions evidence-informed and purposeful?
• Are students missing valuable curriculum learning through withdrawal sessions?
• Could support be delivered more effectively within the classroom?

If you were designing your EAL provision from scratch today, what would it look like?

3. How Well Are You Engaging Multilingual Families?

Families are children’s first educators and one of the most important partners in a learner’s educational journey. However, language barriers, unfamiliar systems, and limited opportunities for meaningful engagement can sometimes prevent families from fully participating in school life.

Schools that successfully engage multilingual families often see improvements in communication, trust, attendance, and student outcomes.

Questions to consider:

• How accessible are school communications?
• Do families feel welcomed, valued, and included?
• How are home languages acknowledged and celebrated?
• How do you gather and respond to family voice?

When multilingual families are treated as genuine partners, schools create stronger and more inclusive communities.

4. How Confident Are Staff in Supporting Multilingual Learners?

Supporting multilingual learners should not sit solely with an EAL coordinator. It is a whole-school responsibility.

While many teachers are committed to supporting multilingual learners, they may not always feel confident in doing so. Building staff knowledge and understanding can have a significant impact on learners’ experiences and outcomes.

Questions to consider:

• Do staff understand the difference between learning English and having a learning difficulty?
• How confident are teachers in adapting lessons without lowering expectations?
• Do staff have practical strategies to make curriculum content accessible while developing language?
• Is support for multilingual learners seen as everyone’s responsibility?

Targeted professional learning can help staff move beyond good intentions and develop effective classroom practice.

5. What Does an Inclusive Start to the School Year Look Like?

The first few weeks of school can have a lasting impact on a student’s sense of belonging, confidence, and engagement.

For multilingual learners, particularly new arrivals, these early experiences matter enormously. Planning ahead allows schools to create systems that help students feel welcomed and supported from the moment they arrive.

Questions to consider:

• How are new arrivals welcomed into the school community?
• Are key resources available in students’ home languages?
• How are families supported during the transition process?
• Do multilingual learners see themselves reflected in the school environment?

Small changes made before September can make a significant difference to students’ experiences throughout the year.

Why Have These Conversations with Every Language Learner?

Reviewing provision can be challenging when you are working within the day-to-day demands of school life. An external perspective can help schools identify strengths, uncover opportunities for improvement, and develop practical next steps.

Every Language Learner can support schools to:

• Gain an objective perspective on current EAL provision.
• Build a whole-school approach to multilingual inclusion.
• Develop practical, evidence-informed strategies.
• Strengthen family engagement and belonging.
• Turn reflection into meaningful action.

The end of the school year is the perfect time to reflect, plan, and prepare for a stronger start in September.

Every multilingual learner deserves to feel valued, included, and able to thrive. The conversations you have today can help make that happen next year.

Ready to Strengthen Support for Multilingual Learners?

Whether you are reviewing your current EAL provision, developing a language policy, planning staff training, or looking for ways to engage multilingual families more effectively, Every Language Learner can help.

I work with schools to create inclusive, practical, and evidence-informed approaches that recognise multilingualism as an asset and help learners thrive.

Support can include:

• EAL and multilingual provision reviews
• Language policy development
• Staff training and professional development
• Strategic planning for school leaders
• Family engagement and inclusion strategies
• Support for newly arrived learners

Summer is the ideal time to reflect on current practice and plan for the year ahead.

If you’d like to explore how Every Language Learner could support your school, get in touch for an informal conversation about your goals and priorities for next year.

Together, we can build learning environments where every language learner feels valued, included, and able to succeed.