Supporting EAL learners, children in care, young carers and pupils with health needs

Key takeaways

• →More than one in five pupils in England (21.6%) have a first language other than English. Learning English is not a special educational need.
• →Teach to the student’s thinking, not their level of English: use visuals, key vocabulary and their first language as a bridge.
• →Every child in care has a virtual school head and a personal education plan. Stability and high expectations matter most.
• →Young carers and pupils with health needs need flexibility and understanding, never lower expectations.

1. Start here: five habits for every student in this guide

The groups in this guide are very different, but the same five habits help each of them.

2. Students learning English (EAL)

In January 2026, 21.6% of pupils in England were recorded as having a first language other than English. Some are fluent; others have recently arrived and are still learning English.^[1]

The SEND Code of Practice says difficulties that come only from learning English as an additional language are not special educational needs. It also says identifying SEN in these pupils needs particular care, to work out whether slow progress comes from learning English or from a special need.^[2]

Guidance for London schools suggests encouraging students to use their first language, using images, diagrams and gestures, repeating key vocabulary with visual prompts, allowing translation tools, and setting work that matches their thinking rather than their level of English. It also suggests reassuring parents about the benefits of growing up bilingual.^[3]

For new arrivals, the same guidance suggests letting them settle before formal assessment. Explain how GCSEs, grades and exams work in England, and ask what they studied before: many arrive with strong subject knowledge.^[3]

In the lesson: Write key words down as you say them, and ask the student to add the word in their own language next to each one.

3. Children in care, and children who have left care

Every council has a virtual school head who champions the education of the children it looks after. Each looked-after child has a personal education plan (PEP), an evolving record of what needs to happen for them to make progress, and schools get extra funding, called Pupil Premium Plus, to support them.^[4]

The statutory guidance asks schools to understand the impact trauma and attachment difficulties can have, gives top priority to high educational aspirations, and says stability and continuity in education matter at every stage, especially at Key Stage 4.^[4]

For a tutor, that means: be reliable, prepare the student well ahead for any change, keep expectations high and avoid sudden endings. Talk to the carer, and through Brainhub to the school or virtual school, about the goals in the PEP. Never share information about a child’s care with anyone who doesn’t need it.

Reliability is the support. Turn up, every time.

4. Young carers

Young carers look after someone in their family who is ill, disabled or struggling. They may be tired, behind on homework or worried about home. Offer flexible homework and a catch-up when they miss a lesson, notice what they do manage, and never make them feel judged.

If you think a young carer is struggling, tell Brainhub, so the family can be pointed towards support. If you are worried about their safety or wellbeing, follow the safeguarding policy the same day.

5. Pupils with health needs

Councils must arrange suitable education for children who can’t go to school because of their health, full time or as much as their health allows. Government guidance says councils should act as soon as it is clear a child will miss more than 15 school days, and that the education should be of a high standard and suit the child’s age, ability and any special educational needs.^[5]

In lessons, agree shorter sessions when energy is low, keep in close touch with the family about good and bad days, and focus on the topics that keep the student in step with their class, so returning to school feels possible.

6. Working with families who speak other languages

Keep messages short and in plain English, and ask whether the family would like key points written down so they can translate them. For anything sensitive, such as a worry about progress or wellbeing, ask Brainhub to arrange an interpreter rather than relying on the child to translate.

7. How Brainhub can help

Brainhub works with families, schools and local authorities, including virtual schools for children in care, to support students in every situation in this guide. Schools and councils can find out more on our alternative provision page.

1. 1. Is learning English as an additional language a special educational need?

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2. 2. What is a personal education plan?

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3. 3. When should a council arrange education for a child who can’t attend school because of health needs?

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Your next steps

1. 01

   Ask each family what the student finds easy, what is hard and what is going on for them.

2. 02

   For an EAL student, start a bilingual list of key words.

3. 03

   For a child in care, ask Brainhub for the goals in their PEP.