Primary Languages : Primary Languages Inspecting languages - Section 5 : Inspecting languages - Section 5 As you know, subjects are not inspected as separate entities in section 5 (whole school) inspections.
Issues arising from the school SEF and pre-inspection briefing may be investigated, so primary languages may be visited to probe generic pre-inspection issues. Some ‘clips’ from s5inspections : ‘The French language pervades the school…’
‘A pilot scheme to teach Spanish in Years 3 and 4 broadens horizons, builds self-esteem and adds to pupils’ enjoyment...’
‘Recently introduced Spanish lessons have spurred on pupils’ interest in another language and this is having a good effect upon their understanding of letter sounds in Spanish as well as English…’ Some ‘clips’ from s5inspections Inspecting languages – subject survey inspections : Inspecting languages – subject survey inspections Subject inspections are carried out as part of the survey inspections Ofsted is required to do. These are inspected according to the headings in the section 5 schedule but each subject also selects an issue to look at in more detail.
In languages, the current subject issue is ‘progress towards entitlement in Key Stage 2’. 2007-08 Areas still to improve and develop : 2007-08 Areas still to improve and develop Sound spelling links
Reading from early in learning
Building on pupils’ own languages
Teacher confidence to build the language into everyday teaching and learning contexts
Self, peer, continuous and summative assessment
Working with with secondary schools Inspection programme 2008/09 : Inspection programme 2008/09 Key Issues for the inspection of primary languages:
entitlement; curriculum models Slide 7: The process of a primary subject visit:
Phone calls to the school (2 weeks notice)
Pre - visit letter
Timetable in school
Visit (no requirement for subject SEF)
Written feedback = post-visit letter
Subject survey protocols: www.primarylanguages.org.uk
>Teaching and Learning>Planning>scroll down to bottom of page Slide 8: Inspection - making judgements Case studies: 1. Achievement is good : Case studies: 1. Achievement is good French is taught in all year groups. Standards are above average. Progress made by the pupils overall is good.
Pupils listen well and respond to the teachers’ instructions and questions in French, for example when playing games and responding to greetings.
They recall words from previous sessions well.
Their pronunciation and intonation are very good.
Pupils identify patterns in the language from text and incorporate what they have learned in their own speaking and writing. Continued : Continued They are keen to speak and participate in oral activities. Some older pupils hold short conversations in French, developing social as well as language skills.
Children in the Reception class are very proud of their achievement in recognising and responding to greetings and counting in French.
All pupils view language learning as an important skill and can talk about this.
Importantly, children are very excited about their current language-learning and are keen to learn more. Slide 11: In contrast … case study 2 Achievement is inadequate
Pupils can say a small number of single words and short phrases but seldom manipulate the language to create their own sentences.
There are weaknesses in their pronunciation and intonation.
Their ability to retain what they have learned is weak; pupils, for example, who have learned Spanish for three years have an insecure grasp of basic items such as numbers.
They have a poor understanding of the meaning of some of the vocabulary they have been taught.
Pupils’ progress to date has been slow largely because of weaknesses in the way the modern languages curriculum has been planned.
Pupils have positive attitudes to the subject and have some appreciation of the reasons why it is important to learn other languages. Slide 12: Case study 2
Implementing entitlement is satisfactory.
All classes in Key Stage 2 now get a regular timetabled lesson.
There is a comprehensive development plan which sets out the intended actions in all the important areas over the next year or so.
Staff have made contact this term with key staff in other institutions, including the local authority and the partner secondary school.
The staff are committed to making the subject successful, but the initiative is at a very early stage. Slide 13: Case study 2: Areas for improvement:
preparing a curriculum plan for languages in Key Stage 2
improving staff’s subject knowledge, particularly their pronunciation, and their understanding of good language teaching so that pupils make better progress
agreeing arrangements for transition in the subject with the partner secondary school. Recording provision in the SEF : Recording provision in the SEF EXEMPLAR
The school has planned provision for primary languages for all pupils in Key Stage 2 by 2010 – see the School Development Plan.
Currently all pupils in Years 3 and 4 have one 45 minute lesson of Spanish a week supplemented by 15 minutes spread across the week.
Currently Year 3 is taught by the two classroom teachers, one of whom has Spanish A level, and one has been on a two week’s intensive Spanish course in Spain. Year 4 is taught by a local secondary school teacher.
Year 3 teachers, Year 4 teachers and the headteacher are attending twice monthly methodology sessions with the LA Primary Language consultant after school. Recording in the SEF : Recording in the SEF EXEMPLAR cont.
The headteacher is monitoring the teaching on a regular basis.
The school is seeking to appoint a Year 5 or Year 6 teacher for September 2009 year who has primary ML initial teacher training.
The school’s international work with Spain has provided opportunities for visits to Spain for pupils and teachers and reciprocal visits here, as well as e-mail links and lots of fun.
Record outcomes where you can – enjoying and achieving.