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EAL (English as an Additional Language) is not a special educational need in itself. This guide explains the important distinction between EAL and SEN, how to tell them apart and what London schools must consider when assessing pupils who are learning English.
English as an Additional Language (EAL) is not in itself a special educational need. The Children and Families Act 2014 explicitly states that a child should not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught. This distinction is particularly important in London, where over 40 percent of pupils in some boroughs have EAL, and where the risk of either over-identifying EAL pupils as having SEN or missing genuine SEN in EAL pupils is significant.
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The Children and Families Act 2014, Section 20(4), explicitly states that a child must not be regarded as having a learning difficulty solely because the language or medium of instruction at school is different from a language spoken at home. This means that difficulty learning English, difficulty communicating in English or a different pattern of language development in a child learning English is not in itself evidence of SEN. The difficulty must arise from a genuine learning difficulty, not from the process of acquiring English as an additional language.
Getting the EAL-SEN distinction right matters for several reasons. Misidentifying EAL pupils as having SEN can stigmatise children and lead to provision that does not address their actual needs. Failing to identify genuine SEN in an EAL pupil because their difficulties are attributed to language learning leaves the underlying SEN unaddressed, potentially for years. Both errors have significant consequences for the child’s educational experience and outcomes. London schools serving highly diverse populations need robust processes for making this distinction accurately.
Distinguishing EAL from SEN requires assessment that goes beyond English language proficiency. Key indicators that suggest SEN rather than EAL include: the child having difficulties in their first language as well as in English; difficulties in non-verbal or non-language-dependent tasks; a pattern of difficulty that persists despite good EAL provision and is not consistent with normal language acquisition; difficulties that are qualitatively different from those of peers with similar EAL backgrounds; and a family history or other indicators of developmental conditions such as autism, dyslexia or learning disability.
Assessment of possible SEN in EAL pupils requires specialist approaches. Standard cognitive assessments and literacy assessments standardised on English-speaking populations may underestimate the ability of EAL pupils. Assessment should be carried out over time and in multiple contexts, should wherever possible involve assessment in the child’s first language and should use non-verbal assessment tools alongside verbal ones. Educational psychologists with experience of EAL assessment are the most appropriate professionals to conduct this assessment.
A pupil can have both EAL and genuine SEN: having EAL does not prevent a child from also having a learning difficulty or disability. Where assessment indicates that both are present, provision should address both. EAL provision supports the acquisition of English and access to the curriculum in English. SEN provision addresses the underlying learning difficulty or disability. Conflating the two or providing only one type of support when both are needed will not meet the pupil’s full range of needs.
London is home to one of the most linguistically diverse school populations in the world. The proportion of pupils with EAL is particularly high in inner London boroughs. This context makes the EAL-SEN distinction a critical professional skill for London SENCOs and SEN staff. It also creates specific assessment challenges: many London schools serve children whose first languages are not well supported by available assessment tools, and some languages are sufficiently similar to English that distinguishing language-transfer effects from genuine language difficulties is complex.
For related information see our articles on Special Educational Needs Meaning and Types of Special Educational Needs.
No. English as an Additional Language is not in itself a special educational need. The Children and Families Act 2014 explicitly states that a child must not be regarded as having a learning difficulty solely because their home language differs from the language of instruction. However, a pupil can have both EAL and genuine SEN: having EAL does not exclude the possibility of a co-existing learning difficulty.
Distinguishing EAL from SEN requires careful assessment over time and across multiple contexts. Key indicators of SEN rather than EAL include difficulties in the child’s first language, difficulties in non-verbal tasks, a pattern of difficulty that differs from peers with similar linguistic backgrounds and difficulties that persist despite good EAL provision. Educational psychologists with EAL assessment experience are the most appropriate professionals to carry out this assessment.
If assessment indicates that an EAL pupil has genuine SEN alongside their EAL needs, the school should follow the graduated approach and put in place appropriate SEN provision. Where the needs are complex, an EHC needs assessment may be warranted. Provision should address both the EAL and SEN dimensions of the pupil’s needs: good EAL provision does not substitute for specific SEN provision and vice versa.
Visit our SEN London Resource Hub for more guides on EHCP rights, SEN legislation, staffing costs, agency use, Ofsted expectations and borough-by-borough funding variations across the capital.
The information in this article is provided for general guidance only and does not constitute legal or professional advice. Legislation, funding and local authority policies change: always verify current requirements with the relevant authority. SENDhelp Education Limited accepts no responsibility or liability for any loss or damage arising from reliance on this content. Any links to third-party websites are provided for convenience only and do not constitute endorsement of their content.
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