This document is one of a series of guides to self-evaluation which builds on the advice given in the publication "How good is our school?" (2002 edition). This guide should be used to evaluate the quality of educational provision for bilingual learners, principally those who are learning English as an additional language (throughout the document the term "bilingual learners" is taken to mean learners for whom English is an additional language). The guide is designed for use by headteachers, senior managers, teachers, specialist English as an additional language (EAL) staff and education authority officers. It highlights effective ways in which schools can fully support bilingual learners. "Bilingual learners are pupils who function in more than one language in their daily lives. The term "bilingual" emphasises that learners already have one language and that English is a second or additional language. The term does not imply an equal or specified level of fluency in two or more languages." This self-evaluation guide will help in evaluating current practice and identifying strengths and areas for further development. This guide: (1) asks key questions derived from themes within selected indicators from "How good is our school?"; (2) looks at how evidence can be captured from more than one source in order to provide a robust basis for evaluations; and (3) encourages one to reflect upon and weigh up the strengths and areas of improvement from observations in order to come to an overall evaluation of the quality of provision. One can then use the evaluations and evidence to plan for improvement and to report on the standards and quality of what one has found. [For "How Good Is Our School? Inclusion and Equality Part 3: Promoting Race Equality. Self-Evaluation Series," see ED538122.]