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Schools in England are allocating a record £540 million annually to support pupils who do not speak English as their first language, reflecting rising demographic shifts and presenting new educational challenges amid ongoing societal changes.
Schools in England are allocating a record £540 million annually to assist pupils who do not speak English as their mother tongue, according to recently released figures from the Department for Education (DfE). This represents an increase of £125 million over five years, rising from £415 million in 2020. The funding is distributed by local authorities based on pupil numbers with English designated as an additional language, and while it is not ring-fenced, schools typically use it to cover the costs of specialist English language teachers, bilingual teaching assistants, translators, and resources in various foreign languages.
The surge in expenditure mirrors a significant demographic shift in schools, where, in some areas, children speaking languages other than English now form the majority. For instance, in Newham, east London, two-thirds of pupils reportedly have a mother tongue other than English. Nationwide, one in five pupils—approximately 1.8 million—have English as an additional language, a sharp rise from 1.1 million a decade ago. This increase aligns with record levels of immigration to the UK in recent years and is reflecting broader societal changes in school populations.
This growing linguistic diversity presents considerable educational challenges and has sparked debate about the impact on native English speakers. Critics argue that the additional resources devoted to teaching English as a second language could detract from support for English-first language pupils, particularly those from disadvantaged backgrounds. Professor Alan Smithers of Buckingham University emphasised this concern, stating that while there is a moral duty to educate legally resident immigrant children, the government must address illegal migration and better support English-born children, noting that 40 percent failed GCSE English last year.
Some commentators suggest structural reforms, such as capping the proportion of non-English speakers in individual schools to 20 percent or providing separate institutions focused on English language acquisition before integrating pupils into mainstream classes. Chris McGovern, chairman of the Campaign for Real Education, contends that immigrant children generally perform well academically, whereas white working-class children lag behind. He argues for a rebalancing of focus and funding to support this “forgotten generation,” cautioning against diverting resources from pupils who are “stuck at the bottom of attainment league tables.”
Research from reputable organisations sheds light on the evolving educational outcomes for pupils with English as an Additional Language (EAL). Data analysed by The Bell Foundation show that the proportion of EAL pupils in England has risen from 7.6 percent in 1997 to 20.5 percent in 2023, underscoring the increasing importance of proficient English language skills for long-term success. The Education Policy Institute (EPI), in its 2025 report, found that 21.3 percent of reception-age pupils have EAL, although the gap in attainment with their English-native peers is narrowing, currently standing at around 1.6 months. However, older pupils still face a wider attainment gap; the 2024 EPI report highlighted nearly a 10-month lag for pupils entering the final two years of primary school.
Academic research from the University of Oxford supports the need for targeted and effective educational support for EAL pupils, who continue to grow in number and cultural diversity. Government statistics from the 2023/24 school year report that 37 percent of pupils come from minority ethnic backgrounds, reinforcing the case for tailored approaches in schools to accommodate linguistic and cultural diversity.
The financial investment and policy response to this issue remain contentious. While funding allocations are not specifically ring-fenced, the Department for Education stresses that schools are best placed to decide how to allocate resources to meet their pupils’ needs effectively. Yet, the challenge remains significant for schools balancing linguistic support alongside broader educational priorities, especially in areas with high concentrations of non-English-speaking pupils.
With the linguistic landscape of English schools rapidly evolving, the debate continues over how best to support diverse student populations without disadvantaging native English speakers or other traditionally underserved groups. The issue encapsulates broader societal questions about immigration, integration, and educational equity that policymakers and educators must navigate in the years ahead.
📌 Reference Map:
- Paragraph 1 – [1] (Daily Mail)
- Paragraph 2 – [1] (Daily Mail)
- Paragraph 3 – [1] (Daily Mail)
- Paragraph 4 – [1] (Daily Mail)
- Paragraph 5 – [1] (Daily Mail)
- Paragraph 6 – [1] (Daily Mail)
- Paragraph 7 – [2] (Bell Foundation), [3] (Education Policy Institute 2025), [6] (Education Policy Institute 2024)
- Paragraph 8 – [4] (University of Oxford), [5] (UK Government statistics 2023/24)
- Paragraph 9 – [1] (Daily Mail)
Source: Noah Wire Services
Noah Fact Check Pro
The draft above was created using the information available at the time the story first
emerged. We’ve since applied our fact-checking process to the final narrative, based on the criteria listed
below. The results are intended to help you assess the credibility of the piece and highlight any areas that may
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Freshness check
Score:
8
Notes:
The narrative presents recent figures from the Department for Education (DfE), indicating a £540 million annual allocation to assist pupils who do not speak English as their mother tongue. This figure has increased by £125 million over five years, rising from £415 million in 2020. Funding is distributed by local authorities based on pupil numbers with English as an additional language. While the data is current, the narrative relies heavily on a single source and lacks corroboration from other outlets, which may affect its perceived freshness. The updated data recycles some older material, resulting in a relatively high freshness score but still warrants caution due to limited source diversity.
