How to use the WellComm toolkit with children with English as an Additional Language (EAL)

All children can be included in the WellComm approach. The aim of the WellComm toolkit is to identify underlying language difficulties, rather than assessing a child’s second language learning. The following top tips will provide some guidance on how the toolkit could be used to support children with EAL. Please refer to the ‘Further support’ section below for further advice and information for supporting children with EAL in your setting/school.

Carrying out the screen with children with EAL

it is recommended that you complete the screen in the child’s strongest language, an interpreter may be required to support with this (see below)
it is also possible to screen bilingual children in English to gather information about how the child’s English is developing. However, this would not necessarily reflect the child’s skills in their home language
when screening in English you may decide to start at a lower section than the child’s age-related section. It is advised that the practitioner uses their knowledge of the child’s English skills to choose the appropriate section for the child
if you have concerns about a child’s language skills or if the WellComm screen highlights language difficulties communicating, speak to parents/carers to find out more information about whether the child has difficulties in their home language

You can use this questionnaire with parents/carers to gather further information on the child’s language levels in their home language.

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Using The Big Book of Ideas to support children with EAL

The Big Book of ideas can be used to support children with EAL with their language development. It is important that the child is supported in all languages, an interpreter may be required to support with this (see below).

share and gather information with parents/carers about interventions so these can be supported in all environments and reinforced in all languages
positive adult child interaction strategies such as simple language, repetition and use of visuals to support understanding are beneficial for the development of all languages. See ‘Strategies for developing use of language’ (page 209 in The Big Book of Ideas)
it can be particularly helpful for parents of children with EAL to see practitioners modelling activities (in person or via recordings)

Using an interpreter:

you could link with family members/friends to support with translating information from the WellComm screen and Big Book of ideas. For further information see GL Assessment's video on WellComm and working with pupils and GL Education’s guide to testing Children with EAL
you can also approach ‘York Students in Schools’ (YSIS) for support with translating the screening assessment (see further support) – they will endeavour to find students who speak that specific language
in some cases, a student interpreter may be able to undertake a longer placement with the setting to provide ongoing support for the child
when using a interpreter during the screening assessment, the assessment must still be led in person by a member of staff who knows the child well. They should instruct the interpreter step by step on what to say to the child and record their responses
where possible, work with an interpreter to explore equivalent skills in the strongest language
be cautious when translating WellComm into other languages as they have different grammar and word orders
consider whether difficulties are evident across all languages spoken, rather than in English alone
practitioners should be mindful of safeguarding related matters when using interpreters including the increased chance that a child may say things that they have previously been unable to communicate to staff at the setting. Student volunteers all have safeguarding training and this should be supported by good induction by the setting
it is recommended that you create a WellComm profile for each language that the child speaks so that the variation in skills between languages can be recorded and progress tracked

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Further support for children with EAL

You can access further support in the following ways:

see ‘Working with children who have English as an Additional Language’ pg. 22-23 in The WellComm Handbook
to request interpreter support contact YSIS on email: [email protected]
contacting the Speech Language and Communication Hub - A group of practitioners with experience and training in Speech, Language and Communication who can be contacted to provide support with any aspects of WellComm
contacting the York and Scarborough NHS Foundation Trust Speech and Language Therapy Service

Useful Links:

A Better Start Southend - Frequently Asked Questions on supporting children with EAL
National Association for Language Development in the Curriculum, Guide for Supporting children learning English as an additional language in the Early Years

If you have any questions or comments about WellComm toolkit as part of Early Talk for York please contact [email protected]

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