Overall, EEF-funded trials have had a small positive impact on EAL pupils’ attainment in literacy. Among literacy trials, the average impact corresponds to one month’s additional progress in literacy attainment, with the impact for EAL pupils eligible for FSM also translating to one month’s additional progress. There was no impact on EAL pupil attainment in mathematics. In both literacy and mathematics, the average impact on pupil attainment was similar for EAL and non-EAL pupils.

The analyses focusing on a pupil’s time since arrival into the UK schooling system reveal that, on average, EAL pupils who arrived later had lower prior attainment scores than both earlier-arriving EAL pupils and non-EAL pupils. However, late arrival EAL pupils also experienced marginally greater positive impacts on attainment from EEF-funded trials than their earlier arrival peers. The average impact of EEF-funded trials on EAL pupils’ maths and literacy attainment marginally decreases with each additional prior year in the UK schooling system.

These insights highlight the importance of tailored support for EAL pupils, especially for those who arrive late into the English school system and are eligible for FSM. Understanding the specific needs of these groups can help schools put in place more effective interventions to close the attainment gap.