Rising Costs of Supporting EAL Students in UK Schools
Schools across the UK are receiving substantial funding to support pupils who do not have English as their first language. According to recent data, some institutions are pocketing up to £700,000 annually for this purpose. This trend has sparked debate about how these funds are being allocated and whether they are being used effectively.
In particular, two schools—located in Manchester and Northampton—have been reported to receive at least £500,000 each to cover the costs of translators, bilingual teaching assistants, and other support materials. These figures come from the Department for Education (DfE) and highlight the growing financial burden on schools.
The funding is not specifically earmarked for EAL students but is instead integrated into a school’s overall budget. Local authorities have stated that this money can be spent on “almost anything,” raising concerns about transparency and accountability.
Nationally, schools received a record £539 million this year to cater to pupils with English as an additional language (EAL). For the 2026-27 academic year, this figure is expected to rise to £572 million. The increase is projected to be £157 million since modern records began in 2020, driven largely by rising immigration levels.
Critics argue that the rising cost is a burden on taxpayers, especially as immigration continues to reach all-time highs. Some have called for a reallocation of resources to address the needs of white working-class children, who they claim are being overlooked.
Disproportionate Impact on White Working-Class Students
According to statistics, only one in five white working-class pupils achieve a good pass in English and maths, compared to 45.4 per cent across all demographics. This disparity has led to calls for targeted support for this group.
Chris McGovern, from the Campaign for Real Education, argues that policymakers should stop focusing on the “poor immigrant” and instead prioritise the needs of white working-class children. He suggests that pre-education English courses should be established in local authorities to help struggling pupils before they enter the school system.
McGovern also criticises the education sector for a lack of imagination and urges a shift in focus. He claims that immigrants are actually the education system’s biggest success story and that the emphasis on them is misplaced.
Understanding EAL and Its Implications
The DfE defines EAL as pupils who have been exposed to a language other than English during early development and continue to be exposed to it at home or in the community. This definition includes individuals born in Britain who may still have English as an additional language.
According to the 2024/25 school census, English is not the first language of 1.8 million pupils, or one in five. This number has increased from 1.2 million a decade ago. Schools receive extra funding for EAL pupils through the national funding formula, which accounts for the higher costs associated with educating these students.
Local authorities distribute the funds within their boundaries, and the allocation also considers the number of pupils with special needs and those living in deprived areas.
Top Recipients of EAL Funding
Manchester Academy, located in the crime-ridden Moss Side suburb, received over £670,000 in EAL funding for the 2025/26 academic year—more than any other school. Northampton International Academy and St Claudine’s Catholic School for Girls in Brent, north London, followed closely with £517,287 and £459,659 respectively.
On average, schools received around £27,418 in EAL funding, or approximately £320 per pupil who does not speak English as their first language. Most of this money is spent on teachers specialising in EAL, bilingual assistants, and interpreters for parent-teacher meetings.
Job advertisements frequently seek translators fluent in languages such as Romanian, Arabic, and Polish, reflecting the diverse linguistic backgrounds of students.
Challenges and Concerns
Approximately 2,000 schools from the Daily Mail’s audit did not show funding figures. Of these, around 1,700 received no EAL funding, while the rest have merged with multi-academy trusts and generated new identity numbers that make historical comparisons difficult.
This issue has raised concerns among critics, who argue that the increasing number of languages spoken in schools can be disruptive to learning and integration. Teachers have previously expressed that they are under pressure due to mass immigration and have called for better funding to manage the diversity of languages among students.
EAL provision is now included in Ofsted’s new ranking system, highlighting its importance in assessing school performance.
Government Response
A Department for Education spokesman said: “Every child deserves a high-quality education, including children who speak English as an additional language. We trust schools, who know their pupils best, to make decisions about how to invest their funding to support every child while getting the best value for money from overall resources.”
The government has pledged to break the link between background and success, aiming to halve the disadvantage gap for this generation. Initiatives such as Mission North East and Mission Coastal are designed to improve outcomes for white working-class children and disadvantaged communities.
The Schools White Paper outlines plans to reform how disadvantage funding is allocated to schools, ensuring that all students have equal opportunities to succeed.
