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English as an Additional Language
English as an Additional Language
We welcome pupils from all over the world and understand that English may not be a child's first language. The term EAL (English as an Additional Language) is used when referring to pupils whose main language at home is a language other than English. At Bilton Grange, we believe multilingualism is a real asset. If your child's first language is not English, please do complete the form below to enable us to put in place the best possible support. If your child's first language is English, you do not need to complete this form. For families wishing to explore further, Rugby School have launched an online EAL Academy. For further information, please see: https://eal.rugbyschoolonline.com/
Pupil's Name
First
Last
Pupil's Preferred Name (if different)
Year Group on entry to Bilton Grange
The Nest (pre-school)
Reception (Year 0)
Year 1
Year 2
Year 3
Juniors (Year 4)
3rd Form (Year 5)
4th Form (Year 6)
5th Form (Year 7)
6th Form (Year 8)
Nationality
Afghanistan
Albania
Algeria
American Samoa
Andorra
Angola
Anguilla
Antarctica
Antigua and Barbuda
Argentina
Armenia
Aruba
Australia
Austria
Azerbaijan
Bahamas
Bahrain
Bangladesh
Barbados
Belarus
Belgium
Belize
Benin
Bermuda
Bhutan
Bolivia
Bonaire, Sint Eustatius and Saba
Bosnia and Herzegovina
Botswana
Bouvet Island
Brazil
British Indian Ocean Territory
Brunei Darussalam
Bulgaria
Burkina Faso
Burundi
Cabo Verde
Cambodia
Cameroon
Canada
Cayman Islands
Central African Republic
Chad
Chile
China
Christmas Island
Cocos Islands
Colombia
Comoros
Congo
Congo, Democratic Republic of the
Cook Islands
Costa Rica
Croatia
Cuba
Curaçao
Cyprus
Czechia
Côte d'Ivoire
Denmark
Djibouti
Dominica
Dominican Republic
Ecuador
Egypt
El Salvador
Equatorial Guinea
Eritrea
Estonia
Eswatini
Ethiopia
Falkland Islands
Faroe Islands
Fiji
Finland
France
French Guiana
French Polynesia
French Southern Territories
Gabon
Gambia
Georgia
Germany
Ghana
Gibraltar
Greece
Greenland
Grenada
Guadeloupe
Guam
Guatemala
Guernsey
Guinea
Guinea-Bissau
Guyana
Haiti
Heard Island and McDonald Islands
Holy See
Honduras
Hong Kong
Hungary
Iceland
India
Indonesia
Iran
Iraq
Ireland
Isle of Man
Israel
Italy
Jamaica
Japan
Jersey
Jordan
Kazakhstan
Kenya
Kiribati
Korea, Democratic People's Republic of
Korea, Republic of
Kuwait
Kyrgyzstan
Lao People's Democratic Republic
Latvia
Lebanon
Lesotho
Liberia
Libya
Liechtenstein
Lithuania
Luxembourg
Macao
Madagascar
Malawi
Malaysia
Maldives
Mali
Malta
Marshall Islands
Martinique
Mauritania
Mauritius
Mayotte
Mexico
Micronesia
Moldova
Monaco
Mongolia
Montenegro
Montserrat
Morocco
Mozambique
Myanmar
Namibia
Nauru
Nepal
Netherlands
New Caledonia
New Zealand
Nicaragua
Niger
Nigeria
Niue
Norfolk Island
North Macedonia
Northern Mariana Islands
Norway
Oman
Pakistan
Palau
Palestine, State of
Panama
Papua New Guinea
Paraguay
Peru
Philippines
Pitcairn
Poland
Portugal
Puerto Rico
Qatar
Romania
Russian Federation
Rwanda
Réunion
Saint Barthélemy
Saint Helena, Ascension and Tristan da Cunha
Saint Kitts and Nevis
Saint Lucia
Saint Martin
Saint Pierre and Miquelon
Saint Vincent and the Grenadines
Samoa
San Marino
Sao Tome and Principe
Saudi Arabia
Senegal
Serbia
Seychelles
Sierra Leone
Singapore
Sint Maarten
Slovakia
Slovenia
Solomon Islands
Somalia
South Africa
South Georgia and the South Sandwich Islands
South Sudan
Spain
Sri Lanka
Sudan
Suriname
Svalbard and Jan Mayen
Sweden
Switzerland
Syria Arab Republic
Taiwan
Tajikistan
Tanzania, the United Republic of
Thailand
Timor-Leste
Togo
Tokelau
Tonga
Trinidad and Tobago
Tunisia
Turkmenistan
Turks and Caicos Islands
Tuvalu
Türkiye
US Minor Outlying Islands
Uganda
Ukraine
United Arab Emirates
United Kingdom
United States
Uruguay
Uzbekistan
Vanuatu
Venezuela
Viet Nam
Virgin Islands, British
Virgin Islands, U.S.
Wallis and Futuna
Western Sahara
Yemen
Zambia
Zimbabwe
Åland Islands
Pupil's first language
Is the pupil able to read and write fluently in their first language?
Yes
No
Other languages spoken at home and approximate level of ability
How long has the child been learning English?
Where and how has the child been learning English (e.g. in school, online, with a tutor)?
Has the child been assessed in English on the CEFR scale? If so, please state their level.
Recent schooling - Please indicate the location of your child's school(s) and language(s) of teaching of your child's school over the past three years.
Development of English. Please use this space if you would like to let us know of any areas of strength or areas you would feel would benefit from additional focus in your child's English language learning.
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EAL pupils are assessed by the EAL Department upon arrival at Bilton Grange. Following the EAL assessment period some children will require significant support to develop their English alongside the support they receive in lessons. In such cases it will be recommended to their parents that they have individual or small group EAL lessons. These lessons are chargeable and take place during the school day in lieu of a non-core academic or non-academic subject. Whilst we will always inform parents of our plans and intentions, the school reserves the right to insist on EAL teaching where we decide that this is essential to assist with a pupil’s integration and learning. Should you wish to provide any additional information or have any questions please do not hesitate to contact admissions or email the Head of EAL, Mrs Danielle Barnes. dlb@biltongrange.co.uk directly.
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