Primary Modern LanguagesInspection :Primary Modern LanguagesInspection


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.


Slide 3:The changing landscape of languages An evaluation of language learning 2004/07 July 2008 www.ofsted.gov.uk Reports – reference no: 070053 This report also details some generic findings from whole school inspections.


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’.


Background to the present :Background to the present Subject Inspection Findings 2005/07


2005/07 Report :2005/07 Report In half the schools the effectiveness of the introduction of languages and progress towards entitlement was judged to be good. Pupils were enthusiastic and enjoyed their lessons and had good speaking and listening skills. Teachers were enthusiastic, planned lessons well and made good use of resources.


2005/07 Report :2005/07 Report Areas to improve: sound spelling links use of ICT by pupils assessment monitoring reliance on external providers liaison with secondary schools


2005/07 Report :2005/07 Report One third of schools identified were not visited because they had not begun languages, or, significantly, had begun but stopped due to staff leaving. These schools have all been telephoned this term and only two have not now introduced a language.


Slide 10:Subject Inspection Findings 2007-08 – what has changed?


2007-08 :2007-08 Context: Mostly a language is now taught to Year/s 3 and/or 4 If provided in Years 5 and 6, mainly similar content to Years 3 and 4 Very few schools with progression from Year 3 to Year to 6. Early days The large majority teach French, 30-40 minutes a week, plus some extra provision


2007-08 :2007-08 Effectiveness good or better in two thirds of schools. Achievement and provision graded good or better in two thirds of schools. Personal development nearly always at least good and outstanding in one fifth. Almost all schools fostered excitement and pupils looked forward to their lessons.


2007-08 Strengths :2007-08 Strengths Pupils’ listening skills good; speaking skills mostly developing well. Pupils respond with confidence and enthusiasm to instructions and questions. Teachers use a variety of means to help students pronounce well and have good intonation. In some schools KAL and IU developing well. (Still some way to go.)


2007-08 Strengths :2007-08 Strengths Teaching and learning are good overall, often supported by native speaker input. Senior leaders are very committed to making the initiative work. Self-evaluation is good and schools generally know what they should improve – e.g. assessment, monitoring and evaluation. There is mainly good access to training.


2007-08 Areas still to improve and develop :2007-08 Areas still to improve and develop Sound spelling links Reading from early in learning Writing Building on pupils’ own languages Teacher confidence to build the language into everyday teaching and learning contexts Time Self, peer, continuous and summative assessment Working with with secondary schools


Current inspection programme 2008/09 :Current inspection programme 2008/09 Key Issues for the inspection of primary languages: entitlement; curriculum models


Slide 17: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) Oral feedback Written feedback = post-visit letter


Slide 18: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 21: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 22: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 23: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.


The Rose Review :The Rose Review A language to become compulsory in primary schools from September 2011. Currently sits within the area for learning: ‘English, communications and modern languages’. Current debate about which and how many languages. Do respond to the next consultation.


Slide 27:Thank you pam.haezewindt@ofsted.gov.uk