School Roll - Main Home Language

School roll statistics are based on the national census of schools which takes place annually in September.

In the September 2014 census there were 39 main home languages used by the pupils of Moray, including English.  These languages are (in alphabetical order):-
Afrikaans, Arabic, Bengali, Bosnian, Bulgarian, Cantonese, Czech, Doric, Dutch, English, Estonian, Fijian, French, Gaelic (Scottish), German, Greek, Gujarati, Hungarian, Italian, Japanese, Konkani, Latvian, Lithuanian, Maltese, Mandarin, Polish, Portuguese, Punjabi, Pushto, Russian, Scots, Spanish, Swahili, Swedish, Tagalog, Thai, Turkish, Turkmani, Urdu

Current census information - Roll Summary by Main Home Language

Main Home Language of Pupils within Schools
2014 Primary Secondary Moray

English

93.7%

93.4%

93.6%

Scots/Doric/Gaelic

2.1%

3.4%

2.7%

Polish

2.1%

1.4%

1.8%

Portuguese

0.3%

0.3%

0.3%

Lithuanian

0.3%

0.1%

0.2%

German

0.1%

0.2%

0.2%

Latvian

0.1%

0.2%

0.1%

Urdu

0.1%

0.1%

0.1%

European (Other)

0.4%

0.2%

0.3%

Other Languages

0.6%

0.7%

0.6%

Not known / not disclosed 0.1% 0.0% 0.0%

 

100%

100%

100%


Information is also available in PDF format:
2014/15 School Roll Summary (PDF format, 1 page, 79KB)
2013/14 School Roll Summary (PDF format, 1 page, 79KB)
2012/13 School Roll Summary (PDF format, 1 page, 78KB)
2011/12 School Roll Summary (PDF format, 1 page, 78KB)
2010/11 School Roll Summary (PDF format, 1 page, 77KB)

Information is also available on the Ethnic Background and National Identity of Moray pupils.  More...
 


Current census information - Roll Summary by Level of English

Level of English within School
Level of English* 2012 2013 2014

English as a “first language”

97.2% 96.7% 96.3%

Fluent

0.5% 0.5% 0.5%

Competent

0.7% 0.8% 1.0%

Developing Competence

0.7% 0.8% 0.8%

Early Acquisition

0.3% 0.5% 0.7%

New to English

0.4% 0.5% 0.7%

Limited Communication / Not Assessed

0.1% 0.3% 0.1%

 

100% 100% 100%


The level of English of each pupil reflects the professional assessment of the school, whether this is carried out by a school teacher or by specialist EAL (English as an Additional Language) staff.

* The following descriptions are taken from Scottish Government guidance:

English as a “first-language” - All pupils who have not required, do not require and will not require English as an Additional Language support. This includes pupils of varying ability in English, but their level of English is not related to it being in any way a foreign/additional language. This may be chosen as the default code for nearly all pupils in Scotland.

Fluent – Has become fluent in English as an Additional Language, and can operate across the curriculum to a level of competence equivalent to that of pupils in the English as a “first-language” category.

Competent - Oral English will be developing well, enabling successful engagement in activities across the curriculum.  Can read and understand a wide variety of texts.  Written English may lack complexity and contain occasional evidence of errors in structure.  Needs some support to access subtle nuances of meaning, to refine English usage, and to develop abstract vocabulary.

Developing competence - May participate in learning activities with increasing independence.  Able to express self orally in English, but structural inaccuracies are still apparent.  Literacy will require ongoing support, particularly for understanding text and writing.  May be able to follow abstract concepts and more complex written English.  Requires support to access the curriculum fully.

Early Acquisition - May follow day to day social communication in English and participate in learning activities with support.  Beginning to use spoken English for social purposes.  May understand simple instructions and can follow narrative/accounts with visual support.  May have developed some skills in reading and writing.  May have become familiar with some subject specific vocabulary.  Still needs a significant amount of support.

New to English - May use first language for learning and other purposes.  May remain completely silent in the classroom.  May be copying/repeating some words or phrases.  May understand some everyday expressions in English but may have minimal or no literacy in English.  Needs considerable support to operate in English.

LC - complex learning difficulties affecting communication make assessment for level of English as an Additional Language inappropriate. This is likely to be used in a very small number of cases in the special sector.

NA - not assessed, pupils who have not been in school long enough for an assessment to be made.

Information is also available on the Ethnic Background and National Identity of Moray pupils.  More...
 

Contact Us

Education and Social Care
Council Office
High Street
Elgin
IV30 1BX

01343 563374

educationandsocialcare@moray.gov.uk

Rate this Page