1.3 Identify the types of information relevant people may require to help them in meeting the learning, language development and well-being needs of the bilingual learner

This guide will help you answer 1.3 Identify the types of information relevant people may require to help them in meeting the learning, language development and well-being needs of the bilingual learner.

Working with bilingual learners in schools requires sharing the right information with the right people. This helps with their learning, language development and well-being. The term “bilingual learner” means a pupil who has fluency or developing skills in two languages, one likely being English and the other their home language. Staff and others involved need details that give them a full picture of the pupil’s needs, strengths and background.

Information must be shared carefully following data protection and safeguarding rules. It should be accurate, up to date and from reliable sources such as assessment records, observation notes and family input.

Types of Information About Learning

For bilingual learners, learning information helps staff plan lessons, adapt activities and give the right level of support.

People working with the learner may need:

• Academic progress reports showing grades, assessment results and reading ages
• Teacher observations detailing participation, engagement and areas of difficulty
• Individual learning plans if the pupil has an Education, Health and Care Plan or other target sheet
• Work samples that show progress in writing and speaking both in English and the home language
• Learning style preferences such as better response to visual aids, group work or practical tasks
• Support history showing strategies that have worked well before

This kind of information enables teachers, support staff and intervention specialists to set realistic goals. It also avoids repeating strategies that have been tried and found ineffective.

Information on Language Skills

Language development is central to supporting bilingual learners. Staff need to know the current level of skill in both English and the home language. This includes understanding of grammar, vocabulary range, pronunciation, and comprehension.

Relevant details can include:

• Baseline language assessment results showing starting points in English and the home language
• Regular updates from speech and language therapists
• Information from language support groups or community classes
• Notes on code-switching patterns where the pupil mixes languages in speech or writing
• Listening comprehension ability for following spoken English in lessons
• Confidence levels when speaking in front of peers or adults
• Any additional language barriers such as hearing difficulties or speech disorders

Knowing these details allows staff to adapt communication, give instructions clearly, and pair the learner with peers who can help them process classroom talk.

Family and Cultural Background Information

Culture and family life play a large role in supporting bilingual learners. Understanding a pupil’s background helps teachers respect traditions and values while connecting learning to home experiences.

Types of useful information include:

• Home languages spoken daily and which family members use them
• Parent or carer language skills in English for school communication
• Family expectations around education and behaviour
• Key cultural or religious practices that may influence attendance or participation in certain activities
• Significant celebrations the pupil takes part in, which can be linked to curriculum content
• Migration history that may explain gaps in education or different schooling systems experienced

This helps staff avoid misunderstandings and build trust with the family, which supports the child’s confidence and motivation in school.

Health and Well-being Information

Well-being affects a pupil’s capacity to learn. For bilingual learners, well-being includes emotional, social and physical needs.

Information that relevant people may require includes:

• Medical history and current health needs such as asthma, diabetes or hearing loss
• Access to healthcare and if interpreters are needed during appointments
• Social relationships in school and whether the pupil experiences isolation or bullying
• Emotional state indicators from pastoral staff or counsellors
• Sleep patterns and nutrition which might be shared by parents during meetings
• Recent changes such as moving house, family separation or bereavement

Emotional and social information helps schools offer targeted support through mentors, counselling services or structured peer activities.

Behaviour and Engagement Information

Staff need guidance on how the bilingual learner engages with school routines and behaves in varied settings. Behavioural information helps identify whether challenges are language-related or linked to understanding of expectations.

Information can include:

• Classroom behaviour logs
• Break time observations showing social integration
• Response to different teaching styles
• Triggers for misbehaviour such as confusion over instructions
• Strategies that improve focus like visual schedules or buddy systems
• Attendance records showing punctuality patterns

Understanding behaviour alongside language development prevents misinterpretation. Poor behaviour might sometimes be frustration from not understanding the language rather than deliberate disruption.

Assessment and Support Records

Records of assessments and interventions give important evidence for decision-making. This ensures all relevant people work from the same facts.

Useful records include:

• Initial placement reports describing why the pupil was identified for extra language support
• Ongoing monitoring sheets with measurable targets
• Intervention programme outlines showing time spent and methods used
• Results from national curriculum tests alongside language assessment reports
• Feedback from learning support assistants

Sharing these records keeps the approach consistent between class teachers, subject specialists, and support staff.

Information Sharing with Colleagues and External Agencies

Some bilingual learners may receive support from outside agencies. Teachers and support staff need both internal and external information.

Relevant people could include:

• Speech and language therapists needing school data on progress
• Educational psychologists needing behaviour and assessment records
• Social workers requiring notes about well-being and family context
• Community language tutors asking for reading materials linked to curriculum topics

In each case, the information must be specific enough to support action but restricted to those authorised under data protection laws.

Safeguarding Information

Safeguarding protects pupils from harm. For bilingual learners, language differences can mean they do not always report concerns easily.

Staff and others may require:

• Information about any current safeguarding concerns
• Understanding of communication needs so the learner can share worries in a safe way
• Contact details for family and emergency contacts in both languages if possible
• Knowledge of any social risks such as unsafe housing or exposure to exploitation

This ensures relevant people can protect the pupil and respond appropriately to risks.

Parental Input

Parents and carers are valuable sources of information. They can give detail about learning outside of school, language exposure at home and the child’s personality.

Information gathered from parents might be:

• Updates on home language use
• Changes in the child’s mood or confidence seen at home
• Learning interests they engage with outside school
• Difficulties with homework connected to English instructions
• Family strengths and resources such as bilingual relatives who can help

This encourages a partnership between home and school that benefits the learner’s development.

Recording and Updating Information

Information is only useful if it is recorded clearly and kept up to date. Relevant people need access to the latest details to make effective decisions.

Best practice includes:

• Using agreed school formats for notes and reports
• Storing records securely following the Data Protection Act 2018
• Updating regularly after assessments, meetings or changes in circumstances
• Removing outdated information to avoid confusion
• Using simple language for clarity when sharing with parents and staff whose first language is not English

This process maintains accuracy and confidence across all staff involved.

Communication Methods

Sharing information must be clear and efficient. For bilingual learners, this may mean using language support when briefing parents or staff.

Useful communication methods:

• Face-to-face meetings with interpreters if needed
• Clear written reports in plain English, and in the home language if possible
• Secure email systems for sending confidential data
• Briefings during staff meetings for teams working closely with the learner
• Digital tracking systems for recording academic and language progress

Choosing the right method prevents misunderstandings and keeps everyone informed.

Final Thoughts

Supporting a bilingual learner requires consistent sharing of accurate information between relevant people. This involves learning progress data, language skill assessments, cultural details, well-being records, behaviour logs, intervention reports and safeguarding information. Each category plays a part in building a complete profile of the learner.

When staff, families and external agencies have the right details, they can make decisions that directly improve the learning experience and well-being of the pupil. Good practice involves gathering data from varied sources, keeping it secure, updating it regularly and communicating it clearly. In the classroom, playground, and family home, the right information in the right hands makes a genuine difference to how a bilingual learner thrives in school life.