Post-16 qualifications and pathways

Key stage 4 pupils with English as an additional language (EAL).

Some pupils who arrive in the UK during key stage 4 may need an alternative route to gain qualifications and prepare for their next steps.

Schools should consider each pupil's:

  • previous education
  • literacy in their first language
  • English language proficiency
  • future plans and aspirations
  • expected length of time in the UK

Education options

  • Depending on a pupil's needs, schools may wish to consider these options for EAL learners.

    These qualifications can help pupils demonstrate their skills, build confidence and progress to further education, training or employment.

    Functional skills qualifications 

    An alternative to GCSEs for EAL pupils who arrive in the UK late in KS4 or who find a standard GCSE qualification too challenging to access. The benefits of functional skills qualifications are:

    • the level can be chosen to suit a learner’s needs, with entry 1 to 3 and level 1 to 2
    • available in English, maths and digital
    • a good progression to GCSEs or vocational pathways 

    For qualification specifications and assessment information, visit their website Functional Skills qualifications.

    Entry Level Certificates (ELC)

    Alternative qualifications that can be considered for EAL students who struggle to access regular GCSEs. They are offered at entry level 1-3. They offer an:

    GCSE community language qualifications

    There are many reasons for maintaining and developing a student’s first language. In addition to building self-esteem and a positive sense of identity, research shows high levels of proficiency in more than one language has cognitive benefits for learners and can accelerate the learning of additional languages. 

    Taking a GCSE qualification in a student's home language gives them an extra opportunity to achieve strong results and may improve their future education and career prospects.

    To do well in the qualification, students should:. 

    • be fluent in speaking, listening, reading and writing
    • take a mock exam before the final assessment, where possible, to help them prepare and meet the examiner
    • work with their school, which is responsible for arranging and administering the examination

    On request, EMTAS staff may act as interlocutors for the speaking element of the exam. For more information, email emat@westsussex.gov.uk. 

    For information about available language qualifications, visit:

  • Students who continute learning through English as an additional language after leaving secondary school have serveral routes to take.  

    Depending on previous schooling experiences and proficiency in English students can either:

    • focus on their English skills and study English for Speakers of Other Languages (ESOL)
    • select courses that offer ESOL alongside vocational skills

    Some providers also offer bursaries, taster days, enrichment activities and wellbeing support.

    As this offer is always changing contact providers directly to find out about courses, entry criteria, local availability and support options.

    Local providers include:

  • Apprenticeships allow young people to earn while they learn and gain qualifications alongside practical work experience.

    To find out more about apprenticeships and current opportunities, visit the National Apprenticeship Service.

Education in a different year group

Ordinarily, we would not recommend holding a pupil back a year as a matter of course. However, cases should be considered on an individual basis it might be considered the extra year spent developing proficiency in English will enhance their ability to do well at:

  • GCSE
  • A Level
  • university

Alternatively consider comprehensive support to develop proficiency in academic English. This could include:

  • reduced timetable with appropriate provision
  • differentiation in lessons to enable the student to access national examinations in Y11.

For more information visit the admission of children outside their normal year group page. For support you can contact the Pupil Admissions Team.

Exam access arrangements

Some pupils learning EAL may be eligible for examination access arrangements, including the use of a bilingual dictionary and additional time.

Schools should check eligibility against the latest Joint Council for Qualifications (JCQ) guidance and make sure arrangements reflect the pupil's normal way of working.

For current regulations and guidance, visit the Joint Council for Qualifications website.

Supporting transition to education, employment and training

Planning for post-16 progression should begin as early as possible.

Develop relationships with local colleges and the staff in those colleges who can help students learning through EAL. Find out if there is a key person who will become the key contact for the student once they join the college - who will help, guide and support them.

Find out the student's:

  • interests
  • academic and other skills
  • aspirations
  • parents/carers aspirations

Ensure the family and the student fully understand the meaning of GCSEs and are informed about the options after.

Help the student choose an appropriate course. Help them find out:

  • what the entry requirements are
  • if blended courses with ESOL or vocational elements are available 
  • if the course is free to your student

Involve your career advisor if possible and facilitate conversations with professional interpreters or EMTAS Bilingual Liaison Officers to help provide unambiguous and comprehensive guidance. 

You can help them by:

  • working with the student to create a CV
  • accompany them to college open days or arranging for a volunteer to go with them - perhaps you could help fill in an application during the visit?
  • consider if an alternative college visit would help if they have limited English - perhaps someone from college could visit school to explore options? 
  • helping the student to complete their college application.  
  • helping the student prepare for their college/apprenticeship interview
  • providing a letter of recommendation highlighting the student’s willingness and ability to learn
  • giving extra support if they are turned down for a college place - get in touch with your contact in the college to see what can be done or help the student to apply to other local colleges
  • helping the student to apply for bursaries for college funding or transport