Case Study

Background

Elizabeth Garrett Anderson Language College (EGA) is situated at the south end of the London Borough of Islington, on the border of the London Boroughs of Camden and Hackney. It welcomes students from approximately 70 feeder primary schools from these three London boroughs as well as students from Haringey and Westminster.

Statistics for this girls’ comprehensive school of 1097 students, show the following about its school community:

• 43% are entitled to free school meals
• 92% are black or minority ethnic from 66 ethnic backgrounds;
• 74% are EAL and EAL heritage students
• 21% have refugee/asylum status
• 19% are on the SEN register
• 9% have statements of special educational need
• 17% is the current mobility figure
• 59 languages are spoken

EGA is always keen to be involved in exciting initiatives to support their vision of maximising attainment, aspiration and creativity through working closely with students, families/carers, the local community and a wide range of partners at local and national level. This commitment is exemplified within the languages faculty by the fact that the team currently includes; a KS2 outreach teacher and Islington KS2 regional trainer, a KS3 SLN Lead Teacher, with EGA as the Lead School and an Association for Language Learning KS3 Regional Subject Adviser for London.

EGA as a Language College

In 2000, EGA stood poised ready to write their bid to become a Specialist Language College, a defining moment for the school as they took the decision to put their language and cultural diversity at the heart of their bid. Their most immediate aims at this early stage were to fund Bengali and Turkish within the mainstream timetable and to create the full-time post of Community Curriculum Co-ordinator.

The successful bid was celebrated by the school and the local community with the launch of the now annual European Day of Languages (EDL) celebration at the end of September 2001. The celebration took place despite the events of 9/11, and despite worries of any negative feedback, there was none. The EDL celebration allowed students from across the school to celebrate and inform others about their language and cultural heritage which is one of the ways that EGA opens its doors to the local community.

All of these crucial decisions in the early stages had a significant impact upon the ethos of the school, and subsequent developments have meant that diversity continues to be celebrated and built upon to support achievement across the curriculum.

Self-evaluation exercise

In September 2005 the school welcomed a new Head who approached The Guardian, a bid sponsor, to investigate the potential for an initiative that would allow the school to carry out a self evaluation exercise to support them in cementing pupil pride in their school and their learning, and in improving their already excellent reputation in the national and international arenas within the local Islington community.

The project took the form of a re-branding exercise led by a design and branding agency who took the specific identity of the school, a multicultural girls' comprehensive, where over 60 different languages are spoken – and explored how this could be expressed across areas ranging from internal and external communication to logos, websites, uniforms and pupil behaviour.

Professionals and pupils worked on the project throughout 2006 and in March 2007, International Women’s Day saw the launch of the ‘Without limits’ theme: 'Attainment, aspiration, creativity without limits'. This is the description of a school that extends beyond its school boundaries and plays a significant role in the local, national and international communities.

International School Award

In 2007, the school was awarded the International School Award, again allowing all curriculum areas to explore ways in which they make a contribution to the school ethos and as a means of raising awareness. Seven projects were identified including the Languages and Geography joint CLIL work and the PE links with La Réunion.

Successes

• EGA feels it has a genuinely cohesive and harmonious school community.
• The self esteem amongst students has increased and students are proud of their cultural heritage and their interest and curiosity about other cultural language backgrounds has increased. Significant links with partners and the broadening of horizons for students, families and staff.
• The continuation of the post of Community Curriculum Co-ordinator despite facing challenging financial circumstances.
• Enhanced student voice – Arabic and Japanese are on now offer within language curriculum time in response to student requests. The Languages Faculty works an extended day to cater for all the extra provision.
• All students study one language at GCSE level, in 2008 there are 16 students who study more than one language within the mainstream school.
• Excellent attendance records in the out of hours learning lessons after school twice a week in Arabic, Bengali, French, German, Italian, Japanese, Spanish and Turkish.
• Cross curricular opportunities for all.
• Genuine collaboration between staff and students who are learning together.
• Family learning project – paired learning with parents/carers working towards the GCSE qualification with their children in Arabic and Turkish – over 20 families involved.

Challenges

• Constantly changing language mix within the school – there are always more than 50+ languages spoken, but they keep changing
• Generational loss of language skills
• Labels and trends that come into school and can potentially dilute the focus
• Funding/finance
• Timetabling
• Space

Future plans

• Development rather than change!
• 2008 SLC re-designation bid – aiming to strengthen cross curricular links and cross-curricular learning opportunities
• ‘Languages Unlimited’ - Year 9 summer term post SATs pilot programme in languages. All learners will be offered a second language as either a taster or a pre GCSE booster - in Bengali, French, German, Italian, Spanish and Turkish. The aim is to develop knowledge about Language and Language Learning Skills. The programme will also allow all teachers to come together to plan and share approaches to methodology and promote Bengali and Turkish as possible options for non-home speakers

Impact on students

• Improved GCSE results overall , in 2000/01, 21% received A*-C at GCSE, in 2007 54% received A*-C in GCSE
• Improved communication with parents and carers
• Students have a stronger voice and raised/positive profile in the school
• Improved self identity and self esteem amongst learners and that impacts on behaviour

About the School