At St Thomas Cantilupe school we warmly welcome all children and their families. We are proud of our diverse and inclusive school. 

We have many children who learn to speak English as an Additional Language (EAL) whilst simultaneoulsy learning through the medium of English. At St Thomas over 60% of our children are EAL, nationally this is 21.2% and in Herefordshire 10.2%. Our 'superdiversity' includes over 20 languages, children who have joined the school at times other than reception, children who have special education needs and those who are gifted. Our values of unity, perseverance and love enable each child to shine brightly. 

How do we support children who are new to English?

When children first come to school we make sure that they have all they need in terms of uniform, a lunch and most importantly friends to help them to settle in. Children support one another as language ambassadors.

Parents are supported with completing forms, accessing online portals and making sure that children are registered with a GP. 

In terms of learning, we have experienced staff who assess children's strengths and next steps. We then plan how we will support each child in the classroom and through working together with families. This support includes access to specific phonic programmes, Seesaw, Boom Reader and TT Rockstars/Numbots. 

Every child and their family is included in four main ways:

1. Socially
2. Academically
3. By having inclusive attitudes as a school
4. Linguistically

Children feeling safe, happy and settled is our priority.

How do we support children and their families socially?

Everyone being and feeling included is paramount. We do this through providing prayer spaces, additional parent meetings, careful seating plans, a language of the month, using translation apps and having additional welcome meetings. 

How do we support children and their families academically?

We assess children using the Bell Foundation assessment. This helps us to ascertain children's starting points.  We use visuals, widgits, pre teaching and a range of other strategies to ensure academic progress. We place a strong emphasis on reading and use specific books which make a real difference to EAL learners. Parents are fully included in these strategies so that we can maximise learning for all.

How do we ensure great teamwork between home and school?

We take time to learn about what your child likes, is unsure of, enjoys or worries about, and we listen carefully to what matters most to you as a family. We work closely with parents and children to celebrate the rich cultures within our school community through special Culture Days, including India Day, Eastern European Day, Africa Day and Asia Day. These events help children feel proud of their roots, strengthen a sense of belonging, and create valuable opportunities for staff and parents to build trusting relationships and learn from one another.

All children have opportunities to join our wide range of clubs, take on roles such as subject ambassadors, and lead worship. We also offer English lessons for parents and warmly encourage families to share their languages, traditions and celebrations with the school community.

How do we promote linguistic inclusion?

We believe every child should feel confident, included and able to take part in learning, whatever language they speak at home.

Following guidance from The Bell Foundation, we support children who are learning English by focusing on their strengths and helping them develop language alongside their learning. Children are given time to become familiar with key words before lessons, and we use pictures, symbols, gestures and modelling to help meaning make sense.  We prioritise talking and listening, giving children regular opportunities to speak, listen and share ideas with others. Supportive peer work and structured talk help children build confidence and develop their English.

Our teaching reflects Mary Myatt’s “high challenge, low threat” approach. This means we have high expectations for all children, while creating a safe and supportive environment where it is okay to make mistakes, practise new words and have a go. Teachers use rich language, open questions and structured talk so that all children can join in, think deeply and feel successful.

By combining clear support with high-quality teaching, we help every child feel included, valued and ready to learn.