The number of pupils who have English as an Additional Language (EAL) in our English schools is increasing with an increased influx of migrants from Europe. This paper investigates how schools are addressing the needs of these children. Using survey and interviews with teachers and paraprofessionals (teaching assistants and bilingual assistants), the identification of personal assumptions and challenges of EAL provision are explored. Early indications suggest huge differential practice for EAL provision, support and training. Many staff suggested that they are culturally unaware and have little experience of supporting EAL children. Furthermore, the key challenge for leaders is how best to cater for EAL children using a diverse workforce creatively and within tight financial constraints and competing school priorities. (Contains 2 tables.)