{"id":1091,"date":"2018-08-11T11:12:34","date_gmt":"2018-08-11T10:12:34","guid":{"rendered":"http:\/\/eal.pjb.co.uk\/?page_id=1091"},"modified":"2018-08-29T14:44:53","modified_gmt":"2018-08-29T13:44:53","slug":"fla","status":"publish","type":"page","link":"http:\/\/eal.pjb.co.uk\/index.php\/fla\/","title":{"rendered":"FLA"},"content":{"rendered":"
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First Language Assessments<\/span><\/h1>\n<\/span>\n<\/div>\n<\/div><\/div><\/div><\/div>
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A First Language Assessment (FLA) plays a significant role in identifying additional needs of EAL learners.<\/span><\/p>\n

An FLA might be requested if the child is not making fast enough progress in school and the school wants to know whether the slow progress is due to some intrinsic learning problem or is related to second language learning.<\/span><\/p>\n<\/div>\n<\/div><\/div><\/div><\/div>

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FLAs can be requested by the headteachers, teachers, specialist teachers, SENDCOs, SALT team, social workers, family workers and doctors.<\/span><\/p>\n<\/div>\n<\/div><\/div><\/div>

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Some reasons for requesting FLAs:<\/span><\/p>\n

-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The child is not making enough progress<\/span><\/p>\n

-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cannot reliably say number names<\/span><\/p>\n

-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Chatters in the language nobody understands<\/span><\/p>\n

-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The child is experiencing behavioural, emotional or social difficulties<\/span><\/p>\n

FLA reports:<\/span><\/p>\n

-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 give background details re: school\u2019s concerns (behavioural, medical issues, progress, etc)<\/span><\/p>\n

-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 mention child\u2019s wellbeing<\/span><\/p>\n

-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 comment on the child\u2019s language<\/span><\/p>\n

-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 give information about child\u2019s access to first language. This information is used to interpret findings.<\/span><\/span><\/p>\n<\/div>\n<\/div><\/div><\/div><\/div>

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Outcomes:<\/span> schools receive information about dyslexia\/dyspraxia\/<\/wbr>dyscalculia; speech and language issues and therapy; special needs; behavioural problems; medical needs; family bereavement, home situation and child\u2019s interests.<\/span><\/p>\n

Official paperwork from the children\u2019s country of origin often submitted, making it easier for school to apply for EHCP, if need be.<\/span><\/p>\n<\/div>\n<\/div><\/div><\/div><\/div>