Evaluation of the Key Stage 2 Language Learning Pathfinders

Generally, there was a sense that secondary teachers (as much as primary teachers)needed reassurance about what they are doing.‘I feel very much … I hope it’s OK, people seem to be happy with what we’ve done, but Idon’t really know.’ (outreach teacher)There were also issues over continuity of staffing, with some secondary teachers beingdeployed in primary for a single year, or less, and then returning to the secondary languagesdepartment, without, on occasion, passing on much information to their successors in theprimary school, even where those came from the same MFL department. In severalinstances, expertise was being built up but lost almost at once.Many Pathfinders had set up networks of schools (often involving groups of feeder primariesand a secondary school, although sometimes solely primary schools). These were referredto variously as ‘clusters’, ‘pyramids’ etc. and could be very valuable in sharing anddisseminating resources and methodology, (See Martin C, 2000, 2001a, 2001b). EffectiveCPD was also provided through the visiting teachers in some of the outreach models. Forone headteacher, the opportunity for staff to talk with other colleagues and plan jointly meantthat‘It’s adding value to the actual curriculum and further strengthening the partnerships we’reworking on.’ (headteacher)74