Tag: Inclusive Education
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Inclusion Isn’t a Department
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Inclusion Isn’t a Department by Amanda Archbald At its core, inclusion is simple. It means that every learner is supported to access, engage and thrive within the mainstream classroom. Not occasionally, and not only with additional help, but as a consistent expectation of everyday teaching. Despite this, there remains a persistent misconception in schools that…
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Why an EAL Specialist is Not an English Teacher
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Why an EAL Specialist is Not an English Teacher by Amanda Archbald There is a persistent assumption in schools that EAL sits within English. It is an easy conclusion to reach. Multilingual pupils are learning English, English teachers teach English, so the responsibility must sit there. In practice, this is where provision begins to weaken.…
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What CAT4 Made Me Reconsider
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What CAT4 Made Me Reconsider by Amanda Archbald CAT4 is a familiar presence in many schools. It is trusted, widely used, and often referenced with confidence in conversations about potential, progress, and placement. For a long time, I accepted it as part of the background architecture of school data. More recently, working at a whole-school…
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When Language Lives in the Background
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When Language Lives in the Background by Amanda Archbald It can be unsettling for parents to hear that their child may benefit from additional language support, particularly when that child speaks English confidently and has been educated in English for most, or all, of their schooling. For many families, a recommendation linked to language feels…
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