Evaluation of the Key Stage 2 Language Learning Pathfinders

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• There is need for better dissemination of good practice within and across localauthorities, especially involving headteachers, in order to support the integrationof languages in the curriculum.• Local authorities should appoint specialist primary language advisors or advisoryteachers to oversee training and co-ordination of resources.2. INTRODUCTIONThis project aimed to evaluate the effectiveness of the KS2 Language Pathfinders. The basicintention and design was to contrast and compare different models so that the relativestrengths and also any limitations of each model could be identified. The different modelsidentified were compared on a number of dimensions:• Allocation and use of resources. Which model of resource allocation and use is mostefficient and effective?• Impact upon the timescale of language learning throughout KS2 by the end of thedecade.• Added value in comparison with pre-Pathfinder plans. Has the additional fundingallowed Pathfinders to increase the numbers of programmes without sacrificingquality?• What different work models are used in the Pathfinders, and to what extent do theyfoster flexibility, creativity and a wider dissemination of resources?• Have Pathfinders been able to develop models that do not impact negatively on therest of the curriculum? Has introduction of language learning enhanced teaching andlearning in other subjects?• What impact have the different Pathfinder models had on pupil, teacher andheadteacher commitment and motivation?• Do the Pathfinder models differ from one another with regards to cost effectiveness?• To what extent are the different models sustainable and reliable?• To what extent have the different Pathfinder models succeeded in producingreplicable materials, processes and resources?• Have the Pathfinders put in place effective plans and mechanisms to ensure asmooth transition to KS3?• To what extent is training provided in the different Pathfinders focused towardssustainability and the involvement of classroom teachers as well as languagespecialists?9
• Are pupils with SEN and gifted and talented pupils able fully to take part in theprogrammes?2. 1 MethodologyThe approach taken was grounded in the recognition that each system developed byPathfinders within the project must be evaluated within the working context of schools andlocal authorities (LAs). In order fully to capture the complexity of the Pathfinder programmes,a mixed methods design was devised, incorporating quantitative and qualitative elements.This mix of quantitative and qualitative research allowed a combination of in-depthunderstanding of processes and statistical generalisations on effectiveness and costeffectiveness. The evaluation comprised five elements:1. Telephone interviews of key staff in all Pathfinder LAs and collection and analysis ofdocumentary evidence from Pathfinder LAs2. A questionnaire to all Pathfinder LAs3. In-depth case studies in a sample of Pathfinder LAs4. Cost analysis of the different models5. A desk study of existing research and analysis of existing datasets2.1.1. Telephone interviews of key staff in all Pathfinders and LAs’ collection ofdocumentary evidenceIn order to obtain an initial picture of the type of initiatives, interviews were held duringJanuary and February 2004 with LA advisors responsible for the Pathfinder at local authoritylevel in the 19 LAs. These interviews also helped the selection of the 8 Pathfinders whichwere to form the nucleus of the case studies investigation.Interviews were semi-structured using open questions supported by prompts, and addressedboth the model being developed, and the key factors outlined in ‘aims’ above in order toensure both consistency with regards to questions asked of different interviewees, and asufficient amount of flexibility to be able to respond to interviewee comments and allowinformation to emerge from the interviewee as well as from the pre-determined schedules.10
Page 1 and 2: RESEARCHEvaluation of the Key Stage
Page 3 and 4: Contents1. Executive summary 32. In
Page 5 and 6: practice and factors that might imp
Page 7 and 8: of the experience. Individual feedb
Page 9: • The analysis revealed the need
Page 13 and 14: Both respondent characteristics and
Page 15 and 16: Interviews were recorded and a 25%
Page 17 and 18: 2.2. Advantages and disadvantages o
Page 19 and 20: 2.2.2. Languages Delivery by the Pr
Page 21 and 22: 2.2.4. Languages Delivery through a
Page 23 and 24: Analysing these models, conditions
Page 25 and 26: • Schools should be encouraged to
Page 27 and 28: however, instances of schools where
Page 29 and 30: 3.1.3.4. Time allocated to language
Page 31 and 32: ‘French would not be taught now a
Page 33 and 34: • beneficial for the subject’s
Page 35 and 36: Many teachers remained very depende
Page 37 and 38: Table 2: Integration and Communicat
Page 39 and 40: ‘We’ve written a letter and dra
Page 41 and 42: ‘it makes you realise that if acc
Page 43 and 44: Table 5: Languages and Learning - Q
Page 45 and 46: 3.1.5. Pupils - Learning and Attitu
Page 47 and 48: • useful for travelling abroad -
Page 49 and 50: • ‘Comments at the end to help
Page 51 and 52: ‘At times they find it difficult
Page 53 and 54: teacher who knew our level.’ In t
Page 55 and 56: In most Pathfinders, however, there
Page 57 and 58: 3.2.2. Recommendations• Primary t
Page 59 and 60: Effective staffing is essential to
Page 61 and 62:
Martin and Mitchell 1993). In anoth
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Nineteen respondents had specialise
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As revealed in questionnaire 1, in
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However, some teachers were pleasan
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However, there were frequent instan
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• team-teaching on the ground•
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involved external bodies in the del
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Generally, there was a sense that s
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• Methods of recording progressio
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However, there were challenges in a
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In one Pathfinder one school cluste
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One example of assessment included
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trying to evaluate, prior to each u
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Case study: exemplar of a well deve
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In some Pathfinder schools effectiv
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‘Only a very small number (6/7) g
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• transfer of more sensitive info
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‘…I know the Year 7 teachers we
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3.4.5. Links to KS3 Framework/Natio
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situation was especially difficult
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3.5. Sustainability and Replicabili
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develop ‘effective and replicable
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3.5.4. Leadership and managementThe
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on one aspect of delivery. This was
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3.5.5. Staff and staff expertiseIn
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‘Usually it is impromptu: 10 or 1
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‘The reason why I have decided to
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c) there is obvious progression fro
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to be constrained. Methodologies ge
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Time spent on the project was gathe
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Estimating development costs of res
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There were significant differences
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on staff costs, with the impact on
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5. CONCLUSIONSOverall, this evaluat
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5.2. Teacher Competence• Primary
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o for training secondary teachers i
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ReferencesBell, E with Cox, K. (199
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Case Study 2Case study 2 is a compa
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channelled through this school. At
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Case Study 5This LA is a large auth
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Case Study 7Case study 7 is a joint
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