Evaluation of the Key Stage 2 Language Learning Pathfinders

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considered, may, even in the longer term, be capable only of support work. Oneheadteacher was actively considering alternative solutions:‘We are also looking at a wider range of options: language assistants and other people withlanguage competence, including native speakers, who are not necessarily tied to a timetable.There is a need to consider a long-term plan of how these kinds of people can betrained and supported with a real career to make the national policy work.’ (headteacher)The use of native speaker assistants was seen to be a very cost effective way of ensuringbasic levels of provision, but it was recognised by most headteachers in most localauthorities that it was necessary to increase the linguistic and methodological skills of theclassroom teachers if the whole of KS2 was to be provided with a proper languages diet inthe future. There was still very heavy reliance in a number of local authorities on thepresence of external experts, either in the form of FLAs or secondary outreach teachers.One headteacher, though perhaps overstating the case, stressed the need for continuingsupport:‘The initial idea of going in and setting something up and the primary teachers then taking iton themselves is difficult to run. They have so little time and for them to turn around andstart writing schemes of work and to start producing all the materials without any help isvery, very difficult. I don’t think it is enough for primary colleagues just to be sent on Xamount of courses and to be told: there you go, that’s your training and that’senough.’ (headteacher)Getting the class teachers to take a more active role in lessons when they observeassistants or visiting teachers, and in between visits, were acknowledged to be problems forsustainability in at least three local authorities. In the words of one AST:‘There is tremendous variation in how much they will join in and how much they follow upafterwards.’ (AST)One outreach teacher was proud of the increasingly active role of several of her classteacher colleagues, but there was also the recognition that there was a long way to gobefore even these keener and more confident teachers could take over entirely the whole ofthe teaching.Some classteachers interviewed admitted that it was not always possible to devote as muchtime to languages in between the FLAs lessons. One confessed:109
‘Usually it is impromptu: 10 or 15 minutes of French at the end of lessons, but the timetableis very busy and it is sometimes less.’ (primary teacher)This was not untypical of reactions. The challenge of getting primary classroom teachers toengage more with the language work should not be underestimated. There were successstories in some local authorities where:‘as resources are developed and the teachers are more ready to have a go when the door isshut’ (Pathfinder co-ordinator) language confidence, boosted and supported by a goodsupply of materials and ICT developments, is seen to be less of a problem. But in others,there was still a long way to go before schools could ‘go it alone’ (Pathfinder co-ordinator).One discerning headteacher pushed the argument further and considered that her ownteachers needed:‘to step up their efforts and skills to be able to teach a proper form of language syllabus –one based on the national curriculum, not just the fun-like, basic level as at present.’(headteacher)Some Pathfinder local authorities with substantial, previous experience of primary languageshad fewer problems with sustaining their provision. This was at least partly due to the factthat efforts had been made to produce a clearly defined scheme of work and resources toaccompany it as well as a continuing programme of training sessions. Access to technologywas also seen to provide an additional ‘mechanism for sustainability’. One headteachersummed it up thus:‘The fact that we’ve been doing it for so long and it’s custom and practice and it’s what wedo; we have the resources that (...) have provided available and when these interactivewhiteboards really kick in across all classes and the links through to the Internet, the world’sour oyster because there are so many more resources available.’ (headteacher)Resources were considered to be the key mechanism for sustainability in anotherPathfinder. The advisor/co-ordinator, as mentioned earlier, had decided to focus onmaterials development in four languages with teachers’ guides to accompany the learningresources, but justified the concentration of effort in this way:‘I think that you cannot rely on individual people for sustaining provision. It has to besomething more permanent and accessible. It‘s really the training of class teachers throughthe resources.’ (advisory teacher)110
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RESEARCHEvaluation of the Key Stage
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Contents1. Executive summary 32. In
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practice and factors that might imp
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of the experience. Individual feedb
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• The analysis revealed the need
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• Are pupils with SEN and gifted
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Both respondent characteristics and
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Interviews were recorded and a 25%
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2.2. Advantages and disadvantages o
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2.2.2. Languages Delivery by the Pr
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2.2.4. Languages Delivery through a
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Analysing these models, conditions
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• Schools should be encouraged to
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however, instances of schools where
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3.1.3.4. Time allocated to language
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‘French would not be taught now a
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• beneficial for the subject’s
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Many teachers remained very depende
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Table 2: Integration and Communicat
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‘We’ve written a letter and dra
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‘it makes you realise that if acc
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Table 5: Languages and Learning - Q
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3.1.5. Pupils - Learning and Attitu
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• useful for travelling abroad -
Page 49 and 50:
• ‘Comments at the end to help
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‘At times they find it difficult
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teacher who knew our level.’ In t
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In most Pathfinders, however, there
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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
Page 63 and 64: Nineteen respondents had specialise
Page 65 and 66: As revealed in questionnaire 1, in
Page 67 and 68: However, some teachers were pleasan
Page 69 and 70: However, there were frequent instan
Page 71 and 72: • team-teaching on the ground•
Page 73 and 74: involved external bodies in the del
Page 75 and 76: Generally, there was a sense that s
Page 77 and 78: • Methods of recording progressio
Page 79 and 80: However, there were challenges in a
Page 81 and 82: In one Pathfinder one school cluste
Page 83 and 84: One example of assessment included
Page 85 and 86: trying to evaluate, prior to each u
Page 87 and 88: Case study: exemplar of a well deve
Page 89 and 90: In some Pathfinder schools effectiv
Page 91 and 92: ‘Only a very small number (6/7) g
Page 93 and 94: • transfer of more sensitive info
Page 95 and 96: ‘…I know the Year 7 teachers we
Page 97 and 98: 3.4.5. Links to KS3 Framework/Natio
Page 99 and 100: situation was especially difficult
Page 101 and 102: 3.5. Sustainability and Replicabili
Page 103 and 104: develop ‘effective and replicable
Page 105 and 106: 3.5.4. Leadership and managementThe
Page 107 and 108: on one aspect of delivery. This was
Page 109: 3.5.5. Staff and staff expertiseIn
Page 113 and 114: ‘The reason why I have decided to
Page 115 and 116: c) there is obvious progression fro
Page 117 and 118: to be constrained. Methodologies ge
Page 119 and 120: Time spent on the project was gathe
Page 121 and 122: Estimating development costs of res
Page 123 and 124: There were significant differences
Page 125 and 126: on staff costs, with the impact on
Page 127 and 128: 5. CONCLUSIONSOverall, this evaluat
Page 129 and 130: 5.2. Teacher Competence• Primary
Page 131 and 132: o for training secondary teachers i
Page 133 and 134: ReferencesBell, E with Cox, K. (199
Page 135 and 136: Case Study 2Case study 2 is a compa
Page 137 and 138: channelled through this school. At
Page 139 and 140: Case Study 5This LA is a large auth
Page 141 and 142: Case Study 7Case study 7 is a joint
Page 143: Copies of this publication can be o
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Evaluation of the Key Stage 2 Language Learning Pathfinders

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