We explored the vocabulary and metaphor comprehension of learners of English as an additional language (EAL) in the first two years of UK primary school. EAL vocabulary knowledge is believed to be a crucial predictor of (reading) comprehension and educational attainment (Murphy, 2018). The vocabulary of five- to seven-year-old children with EAL was compared to that of English monolinguals (N = 80). Comprehension was assessed for both verbal (e.g., "time flies") and nominal metaphors ("be on cloud nine") of varying frequency. Results showed that children in year 2 (age six to seven years) had better comprehension than their younger (age five to six) peers, particularly for low-frequency metaphors. Children with EAL had weaker metaphor comprehension than their monolingual peers, particularly on a reasoning task. The results document how metaphor comprehension develops over the first critical years of schooling and indicates where learners with EAL differ from monolingual peers, thereby supporting targeted vocabulary teaching at primary schools.