FINAL REPORT EVALUATION OF PHASE 2 OF THE KEY STAGE 2 MODERN FOREIGN LANGUAGES PILOT PROJECT. April 2010

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1 FINAL REPORT EVALUATION OF PHASE 2 OF THE KEY STAGE 2 MODERN FOREIGN LANGUAGES PILOT PROJECT April 2010

2 CONTENTS EXECUTIVE SUMMARY INTRODUCTION TO THE EVALUATION Purpose of the report Background and context: Modern Foreign Languages in schools in Wales Overview of the Key Stage 2 Pilot Project Aim, objectives and scope of the evaluation Overview of research methods used Structure of the report Definitions and terminology used in this report Acknowledgements PILOT PROJECT DELIVERY ARRANGEMENTS Delivery models Hours of MFL delivered Year Groups taught Development of clusters over time IMPACT ON PUPILS Skills and motivation Building on prior knowledge Fast tracking of pupils Addressing a mix of pilot and non pilot pupils Attitudes of pupils to MFL Additional benefits for pupils with SEN Impact on attainment at Key Stage Impact on participation at Key Stage IMPACT ON SCHOOLS AND PROVISION OF MFL Support from Senior Management Impact on the curriculum Languages and culture Delivering additional routes into MFL learning Impact on staff numbers WIDER IMPACTS OF THE PILOT PROGRAMME Transition Professional development Local Education Authority (LEA) support Triple literacy Sustainability Funding CONCLUSIONS AND RECOMMENDATIONS ANNEX 1: ADDITIONAL DATA ON TAKE UP OF MFL IN PILOT SECONDARY SCHOOLS ANNEX 2: PILOT PRIMARY SCHOOL QUESTIONNAIRE ANNEX 3: PILOT SECONDARY SCHOOL QUESTIONNAIRE

3 EXECUTIVE SUMMARY 1. This report presents the findings of the evaluation of Phase 2 of the Key Stage 2 Modern Foreign Languages (MFL) Pilot Project. The project was commissioned by the Department for Children, Lifelong Learning and Skills (DCELLS) of the Welsh Assembly Government and undertaken by Arad Consulting. The overall aim of the evaluation was to assess the impact and effectiveness of the Key Stage 2 Modern Foreign Languages Pilot Project. METHODOLOGY 2. The study took place over a two year period between December 2007 and December The research involved collecting both qualitative and quantitative data from teachers and head teachers in primary and secondary schools, pupils, Local Education Authorities (LEAs) and a range of other partner organisations. The evaluation team also analysed national data on participation and attainment in MFL. OVERVIEW OF THE MFL KEY STAGE 2 PILOT 3. The pilot took place in two phases: Phase 1 (Sept 2003 July 2006) involved 96 primary schools as part of 21 primary secondary clusters; Phase 2 (Sept 2006 July 2009) saw an expansion, with 118 primary schools and 18 secondary schools involved. CILT Cymru was funded to provide support and guidance to participating clusters. The overall objective of this initiative was "to develop experience of how foreign language learning can complement and enrich the statutory curriculum at Key Stage 2, and benefit pupils when they move on to Key Stage 3." 4. Guidance issued by the Welsh Assembly Government encouraged participating primarysecondary clusters to develop provision that suits [their] circumstances, to be imaginative, to experiment and to evaluate outcomes. Schools were encouraged to take a flexible approach to the delivery of MFL provision. 5. Consequently, a variety of approaches and models were employed by the 18 clusters involved in Phase 2 of the pilot. Broadly the different models can be summarised as follows: Peripatetic: Secondary led: Primary led: A specialist MFL teacher employed collectively by the cluster to deliver provision in some/all feeder primaries. Provision delivered by specialist secondary MFL teacher(s), with staff timetabled to deliver lessons in KS2. Provision delivered by primary teachers, with secondary MFL departments providing support. CONCLUSIONS AND RECOMMENDATIONS 6. The study focused on a number of key areas where the pilot has had an impact. These include impact on pupils, schools, teachers and provision of MFL as well as wider themes such as 3

4 transition, funding and sustainability. The conclusions below address these key areas and wider themes and offer recommendations to build on the impact of the pilot. EFFECTIVENESS OF DELIVERY MODELS 7. The cluster led approach promoted effective, progressive and sustainable partnerships between primary and secondary schools. The models enabled schools to take informed decisions about the most efficient and effective way of using their expertise to deliver MFL at Key Stage For the most part clusters considered that regular language learning throughout the school year was the most effective way of delivering the provision at KS2. The provision was largely concentrated in Years 5 and 6. The majority of schools delivered more than 19 hours of MFL at KS2 during the school year (the number of hours recommended in guidelines). COMPLEMENTING THE NATIONAL CURRICULUM 9. MFL provision at KS2 has complemented and enriched the statutory curriculum and provided opportunities to develop greater international awareness in schools. The pilot also promoted incidental learning opportunities, linking MFL to statutory KS2 subjects. These links, along with whole school and extra curricular events, helped raise the profile of MFL within schools. 10. Schemes of work evolved over the lifetime of the pilot, reflecting the introduction of a skillsbased curriculum. MFL has been successfully introduced to complement the national KS2 curriculum, with great enthusiasm for language provision shown by primary schools. 11. Despite the opportunities presented by the pilot, there has been little progress in developing triple literacy. Recommendations: i. The next curriculum review will decide whether MFL should be a statutory requirement at KS2.The pilot has demonstrated that MFL at KS2 complement the existing curriculum, are popular among schools and can be delivered effectively, given sufficient resources. Until that time, MFL should be promoted as a non statutory subject at primary schools across Wales. ii. There should be a more strategic focus on linking English, Welsh and MFL provision at KS2 and KS3 levels to promote triple literacy. IMPACT ON PILOT PUPILS 12. The pilot had a beneficial impact on pupils motivation and attitudes towards language learning. Linking MFL to transition activities has benefitted pilot pupils progression from KS2 to KS3, building successfully on language skills and knowledge gained in primary school. 4

5 13. Partnerships between primary and secondary/peripatetic teachers reinforced learning and provided an enjoyable, interactive environment for pupils. 14. Quantitative data on attainment at KS3 suggests a notable impact on attainment levels among both boys and girls. Academic performance in MFL at the end of KS3 improved at a quicker rate in participating pilot secondary schools than in other schools in Wales. KS3 attainment levels for all pupils in participating pilot schools increased by 12.3 percentage points, compared to a 7.8 percentage point increase across all schools in Wales. 15. Boys attainment levels in pilot schools improved rapidly during the course of the pilot. The percentage of boys achieving the expected KS3 attainment levels increased by 14.8 percentage points, compared to the average 8.2 percentage point increase among boys in non pilot schools. This is notable given previous trends in boys attainment. 16. There have also been additional benefits for pupils literacy and oracy and increased confidence and self esteem among pupils with Special Educational Needs (SEN) and Additional Learning Needs (ALN). 17. The first group of pupils to have received MFL provision at Year 6 as part of the pilot reached the end of Year 11 in July Overall the validated data for boys and girls collectively shows favourable trends in GCSE attainment at pilot schools relative to non pilot schools. The percentage of pupils achieving A* C has remained broadly constant in pilot schools (at around 78 per cent) compared to a decline of some 1.7 percentage points at non pilot schools. Boys attainment at pilot schools has increased notably, with 78.7 per cent of entries achieving A* C in 2009, compared to 69.3 per cent A* C in Entries in French and German at GCSE level have continued to fall over the six year period, however the rate of decline is less marked in pilot schools. For example, the proportion of all pupils studying French at GCSE fell by 2.9 percentage points in pilot secondary schools, compared to a decline of 5.8 percentage points in non pilot schools. In contrast, Spanish entries saw an increase: there was a 39 per cent increase in Spanish GCSE entries in pilot schools, slightly above the average across all other schools of 33 per cent. 19. Separate data collected from heads of MFL at participating pilot schools pointed to an increase in the number of pupils studying one MFL in year 10. This data also showed an increase in pupils studying more than one MFL in year Trends relating to entries and take up of MFL will, however, need to be monitored over time before any firm conclusions can be reached about the impact of MFL provision at KS2 on later take up at GCSE level. Recommendations: iii. Over time, ongoing monitoring of attainment and participation data at participating secondary schools will more fully reveal the impact of the pilot. The Welsh Assembly Government, working with CILT Cymru, should review available data over coming years as 5

6 successive cohorts who benefitted from the introduction to MFL at KS2 reach KS3 and KS4. iv. Any future model for provision of MFL at KS2 should ensure continuity between Key Stages and enable pupils to build on previous knowledge and learning. IMPACT ON SCHOOLS AND TEACHERS 21. The pilot led to the creation of effective partnerships between primary and secondary schools. Schools communicated well and took decisions collectively to enhance and improve MFL provision over the 6 year period. 22. These partnerships led to the exchange and joint development of new teaching methods and tools as well as increasing the knowledge, confidence and skills of some primary teachers. This process was enhanced through structured training opportunities supported by CILT Cymru and some LEAs. 23. Senior management support for MFL in both primary and secondary schools was an important factor in maximising the impact and benefits of the pilot. 24. The pilot strengthened transition arrangements within clusters. The pilot s focus on transition encouraged the joint development of teaching materials, which led to a quicker pace of learning in the majority of secondary schools to reflect pupils progress. 25. The development of these partnerships has been consistent with the philosophy of the School Effectiveness Framework in building networks of professional practice and promoting a trilevel approach to learning through partnership between the Welsh Assembly Government, LEAs and schools. PROVISION AT KS4 AND OPPORTUNITIES FOR FURTHER MFL STUDY 26. Providing a continuum of learning and opportunities for students to study at least one MFL is an important factor if provision is to be further promoted and embedded. Some pilot schools introduced new languages through the adoption of the Welsh Bac and others are exploring the potential of additional routes into languages through Learning Pathways. 27. There are, however, a number of issues affecting the development of a continuum of learning for MFL in a few pilot schools. These schools reported timetabling pressures, lack of senior management support and issues relating to options choices as being the key factors in a lack of current provision for MFL at KS4 onwards. Recommendation: v. If MFL are to be introduced on an all Wales level at KS2 then further attention has to be given to ensuring a continuum of learning through the key stages and to wider forms of provision including the Welsh Bac and Learning Pathways. 6

7 SUSTAINABILITY 28. The pilot demonstrated that the secondary led and peripatetic models can be operated successfully, provided sufficient specialist MFL teachers are made available to the primary schools: there would be a considerable resource cost in offering this model across Wales. 29. The primary led clusters, alongside those that have developed a combination of delivery models involving primary led delivery, have also successfully delivered the pilot s overall objectives. This particular model enhanced the skills and confidence of primary staff as well as encouraging partnerships between primary and secondary schools. 30. In terms of the primary led model any future roll out would require that primary schools have MFL specialists among their staff and a comprehensive (national) programme of training would be required. Whether approached through Initial Teacher Training or through specific INSET courses, this would require considerable additional funding. 31. The pilot appears to have been a catalyst for MFL provision at KS2 in other parts of Wales, with additional clusters being established outside the pilot using similar delivery models. FUTURE PROVISION OF MFL IN SCHOOLS 32. The partnerships, expertise and momentum built up by the clusters over the six year period of the pilot can provide a range of good practice that can influence future MFL provision. This is illustrated in the success of the provision of MFL through the cluster model and also through the additional activities encouraged such as transition, pedagogical exchanges and skills development. The schools and teachers involved in the pilot also should be credited for their enthusiasm and hard work and they have played a major part in the pilot s successes. 33. CILT Cymru has made the unique contribution envisaged by Languages Count and its advice, support and expertise has greatly contributed to the overall success of the pilot. LEAs are also an important part of the collaborative working for developing and sustaining MFL and providing a continuum of learning. Nevertheless, LEA support for MFL across Wales remains uneven and can affect any further strategies for extending provision. 34. This expertise and momentum built through the pilot has been recognised by the Welsh Assembly Government and CILT Cymru through Innovator Schools funding being rolled out in This funding will enable pilot schools and other clusters to further improve existing provision and share their good practice with other schools. 35. The success of the pilot in meeting on its overall aims and objectives, as well as wider Welsh Assembly Government policy, provides a model through which extended provision of MFL at KS2 level can be delivered. This inevitably has to be linked to additional funding to ensure stability, assist strategic planning and further build momentum and partnerships. 7

8 36. Greater support at senior level within schools, LEAs and Welsh Assembly Government level is also vital for the continued development and promotion of MFL in order to allow Wales to promote cultural understanding and play a role on the world stage as Languages Count originally envisaged. Recommendations: vi. The findings of this report should be used to form part of the evidence base for the launch of Making Languages Count. vii. viii. ix. CILT Cymru have provided support of good quality for the implementation of the pilot and should be considered as a key supporting partner for any future roll out of the pilot alongside LEAs. Further partnership is necessary with LEAs to encourage a cohesive and pro active approach to developing MFLs at school level. MFL should be strategically linked to the provision of Welsh and English as well as initiatives to develop cultural awareness and global citizenship. 8

9 1 INTRODUCTION TO THE EVALUATION 1.1. Purpose of the report Arad Consulting was commissioned in October 2007 to carry out an evaluation of Phase 2 of the Key Stage 2 Modern Foreign Languages Pilot Project. This report presents the findings of the evaluation, based on fieldwork carried out over an 18 month period between February 2008 and July Background and context: Modern Foreign Languages in schools in Wales There is no statutory requirement in Wales for pupils to be taught a Modern Foreign Language (MFL) at Key Stage 2 (KS2). At Key Stage 3 (KS3) there is a statutory requirement for schools to teach MFL to pupils aged and at Key Stage 4 (KS4) pupils may choose whether to study a MFL. At the time of the publication of Languages Count 1 in 2002 there were concerns about both attainment levels in MFL at KS3 and the continuing decline in the study of modern foreign languages at KS4 and beyond. In % of pupils achieved Level 5, the expected level of attainment in MFL at the end of Key Stage 3. The proportion of young people continuing with a modern foreign language to GCSE had fallen from 49% to 39% during the previous 5 years. Languages Count included a commitment to reverse declining take up of MFL and improve attainment levels, with the then Education and Lifelong Learning Minister, Jane Davidson AM, underlining the importance of languages economically, culturally and personally. The Strategy cited a number of studies, including the Nuffield Report 2 (2000), which supported early language learning and committed the Assembly Government to funding pilots of Modern Foreign Language learning at KS2, beginning in Overview of the Key Stage 2 Pilot Project The pilot took place in two phases: Phase 1 (between September 2003 and July 2006) involved 96 primary schools as part of 21 primary secondary clusters; Phase 2 saw an expansion, with 118 primary schools and 18 secondary schools involved. Two of the primary schools operated outside clusters as stand alone schools 3. An original aim of the initiative had been to ensure that Key Stage 2 activity was piloted across all parts of Wales. Figure 1, below, illustrates a good spread of 1 Languages Count, The Welsh Assembly Government s National Modern Foreign Languages Strategy (2002) 2 Languages: the next generation the final report and recommendations of the Nuffield Languages Inquiry (2000), The Nuffield Foundation 3 These primaries decided to continue in Phase 2 and build on the good practice developed during the first three years, despite the fact that the secondary schools which they fed withdrew from the pilot. 9

10 activity during Phase 2 of the pilot with MFL provision introduced in 19 out of 22 local authorities at KS2 under the pilot 4. Figure 1: Participating clusters, stand alone primary schools and their location Clusters Ysgol Gyfun Gwynllyw Fairwater Comprehensive Ysgol Gyfun Cwm Rhymni Ysgol Gyfun Glantâf Whitchurch High School Cyfarthfa High School Ysgol Gyfun Cymer Rhondda Bryn Celynnog Comprehensive Cowbridge Comprehensive Pencoed Comprehensive Ysgol Gyfun Ystalyfera Ysgol Gyfun Gwyr Ysgol Glan y Môr Ysgol Uwch. Tregaron Ysgol y Moelwyn Ysgol Syr Thomas Jones Ysgol John Bright Ysgol Bryn Elian Secondary school Stand alone primary school Stand alone primary schools Ysgol Tir y Berth Ysgol Frongoch While the Department for Children, Education, Lifelong Learning and Skills (DCELLS) oversaw the pilot project (and has commissioned this evaluation), CILT Cymru, the National Centre for Languages, was funded to manage and provide support to participating clusters. The overall objective of this initiative was described in the circular issued to local education authorities and schools as being: "to develop experience of how foreign language learning can complement and enrich the statutory curriculum at Key Stage 2, and benefit pupils when they move on to Key Stage 3. 5 " Guidance issued by the Welsh Assembly Government encouraged participating primary secondary clusters to develop provision that suits [their] circumstances, to be imaginative, to experiment and 4 Ysgol Gyfun Gwynllyw includes feeder primary schools from 4 local authorities in the former county of Gwent. 5 Modern Foreign Languages at Key Stage 2: Invitation to submit proposals for pilot projects, Circular No 41/02 (December 2002) Welsh Assembly Government. 10

11 to evaluate outcomes 6. There was, therefore, an emphasis on enabling schools to respond to their own situations and to be as flexible as necessary in delivering MFL provision. The guidance also noted: we are not prescribing any single set of learning outcomes or any single scheme of work. An external evaluation of Phase 1 of the pilot was completed in The evaluation found that notable benefits had emerged from the introduction of MFL at KS2, including the enthusiasm for MFL demonstrated by pupils, parents and teachers involved in the initiative and the improved collaboration between primary and secondary schools. Following the evaluation of Phase 1, the then Minister Jane Davidson agreed to extend the funding for the pilots until the end of the academic year. The reason for the three year extension was that the first pilot cohort (those entering year 6 in September 2003) would have reached the end of Key Stage 4 by the time the pilot ended. This would enable a fuller evaluation of the pilot s impact. Greater emphasis in Phase 2 of the pilot project was placed on the role of the secondary schools both in terms of building on pupils prior knowledge and continuing to work with feeder primary schools to ensure the existence of effective transition arrangements. This is reflected in the Phase 2 evaluation objectives, below, which focus on understanding the deeper impact of the pilot through KS3 and KS4; the evaluation also considered the pilot s broader strategic contribution to the Languages Count strategy, the sustainability and comparative strengths and weaknesses of the different models of provision introduced. Therefore this evaluation has sought to develop more concrete qualitative and quantitative evidence relating to the impact, effectiveness and quality of the programme Aim, objectives and scope of the evaluation The aim of this evaluation was to assess the impact and effectiveness of the KS2 Modern Foreign Languages Pilot Projects. The objectives of the evaluation were to: 1. Assess the extent to which the overall aim and objectives of the pilot project have been met; 2. Assess the extent that delivery arrangements are being put in place that provide for a consistent, effective and sustainable approach to the delivery of MFL at Key Stage 2 with particular reference to the use of the Key Stage 2 non statutory framework for MFL and the effectiveness of partnership working between primary and secondary schools; 6 Modern Foreign Languages at Key Stage 2: General Guidance for Pilot Schools, (2002) Welsh Assembly Government 7 People and Work Unit Evaluation of Phase 1 of the Key Stage 2 Modern Foreign Language Pilot Project (2006) 11

12 3. Determine the extent to which pupils were able to build quickly and effectively on the knowledge and skills in MFL developed in Key Stage 2 on transfer to Key Stage 3; 4. Examine the extent to which primary and secondary schools have effective systems in place and work together to track pupil attainment in MFL and can produce evidence that the standards achieved by pupils have improved as a result of their involvement in the pilots; 5. Assess the impact of the pilot on provision at Key Stage 3 and the range of MFL options offered at Key Stage 4 and as part of wider learning pathways; 6. Track the extent to which the pilot is impacting on take up of MFL in Key Stage 4 and the qualifications in MFL awarded to pupils on completion of compulsory education; 7. Identify the key strengths of the pilot and any constraints/issues that may have impeded their effectiveness; 8. Provide details of good practice that might be used to improving provision of MFL in Key Stages 2 to 4; 9. Assess the value for money of the Key Stage 2 Modern Foreign Languages pilot projects, in particular in terms of impact on the learning outcomes of pupils included in the pilot programme; and 10. Identify the contribution(s) the programme has made to the vision and targets of Languages Count, the Assembly Government s National Modern Foreign Languages Strategy. A number of these objectives were examined in an interim report, presented by Arad in October Further fieldwork has been undertaken since then, and each of the 10 objectives above is addressed in this evaluation report Overview of research methods used The research methods used in this evaluation involved collecting both qualitative and quantitative data from teachers and head teachers in primary and secondary schools, learners, Local Education Authorities (LEAs) and a range of other partner organisations. There was an emphasis, throughout, on understanding the approaches taken to the delivery of the pilot project and its wider impact on pupils, on the provision of MFL and on the school more broadly. It was made clear to contributors that this was not an evaluation of the approach taken by any individual cluster or of the impact on any single school. While there was a need to consider the 12

13 experiences and outcomes from each cluster, the evaluation team s primary concern was to identify the main impact of the pilot and consider what lessons could be drawn out to inform future approaches to the delivery of MFL in KS2. The specific methods used were: I. Desk research: A review of policy and other background documentation; a review of relevant guidance and documentation produced by the Welsh Assembly Government and by CILT Cymru. II. Fieldwork: The fieldwork took place between February 2008 and September 2009 and consisted of the following: a) interviews with a sample of participating primary schools (teachers and head teachers at 34 schools were interviewed during the evaluation); b) survey of primary schools (see questionnaire used in Annex 2) 78 responses were received from the 118 schools involved in the pilot, a response rate of 66%; c) observation of KS2 language lessons at primary schools. The evaluation team attended 4 classes between February and June 2009; d) visits to all 18 secondary schools; e) focus groups with KS3 pupils; f) survey of secondary schools (see questionnaire used in Annex 3) a 100% response rate was achieved with questionnaires submitted by all 18 participating schools; g) interviews with partner organisations; and h) interviews with a sample of four non pilot schools where MFL has been introduced at KS2. III. Secondary data collection: To boost the data collected from participating secondary schools, the evaluation team requested further data from the Education and Lifelong Learning Statistics Unit within the Welsh Assembly Government. We are thankful to the Unit for their support and assistance in providing the necessary data. These data have enabled an analysis of attainment and participation data between pilot schools and non pilot schools. IV. Analysis and reporting: In analysing the evidence collected, the evaluation team returned to the original study objectives, which have helped shape this report (see Section 1.6, below). One of the key evaluation objectives was to consider the impact of the pilot on provision and take up at KS3 and KS4. In analysing and reporting findings, the evaluators were conscious of the difficulties in seeking to identify direct causal links between KS2 provision and attainment and participation among pupils aged

14 While the pilot has introduced MFL provision to learners at an earlier age, instilling enthusiasm among KS2 learners, there are many complex and diverse factors which impact on attainment and participation at later ages. The data collected enables us to consider broad trends over time and to make some guarded conclusions about whether early exposure to languages has succeeded in reversing the decline in the take up of MFL. The fuller impact of the pilot, however, also lies in the many individual stories and experiences that have occurred at primary and secondary schools across Wales. Therefore, as in any report which draws on a combination of qualitative and quantitative data, there is a balance to be struck in reporting the views and perceptions of participants and in identifying key quantifiable outcomes as evidenced in available data Structure of the report The following sections of this report outline the qualitative and quantitative evidence collected during the evaluation. Section 2 reports on the project delivery arrangements developed by the clusters; Sections 3 and 4 illustrate the impact of the pilot on pupils and schools and include quantitative data for pupil attainment at KS3 and take up at KS4; Section 5 examines the wider impact of the pilot including on transition, partnerships and its potential sustainability over the longer term. Section 6 includes conclusions and recommendations for further actions for the future provision of MFL at KS2. Examples of the methodological tools used during the evaluation are enclosed as annexes Definitions and terminology used in this report In summarising findings in this report, we have sought to reflect and represent evidence submitted in an accurate and balanced way. When faced with data that is largely qualitative and descriptive in nature, this can pose some challenges. We have followed the guidelines and terminology used by Estyn, which are summarised below: Nearly all = with very few exceptions Most = 90% or more Many = 70% or more A majority = over 60% Half = 50% Around half = close to 50% A minority = below 40% Few = below 20% Very few = less than 10% 1.8. Acknowledgements We would like to place on record our thanks to all those who contributed their time and effort to this evaluation. All contributions both written submissions and contributions during interviews with the evaluation team were greatly appreciated and provided the team with a substantial body of evidence and information upon which to base this report and its findings. 14

15 2 PILOT PROJECT DELIVERY ARRANGEMENTS This section presents an overview of the structure of the KS2 pilot. It sets out the different approaches taken by clusters to delivering provision in feeder primary schools, including the variations in year groups taught and hours of MFL delivered. The section ends with some observations on the development of clusters over time, considering the overall effectiveness of different models of delivery and key messages to emerge during Phase 2 of the pilot Delivery models The KS2 MFL Pilot was intended as a developmental initiative, aiming to test new approaches to delivering language provision in a range of settings. As such, while a broad framework of guidance was issued at the beginning of the pilot, there was a school led approach to planning and delivering activities, with decisions about the structure of provision taken by participating clusters. Consequently, a variety of approaches and models were employed by the 18 clusters involved in Phase 2 of the pilot. Broadly the different models can be summarised as follows: Peripatetic A specialist MFL teacher employed collectively by the cluster to deliver provision in some/all feeder primaries. MFL lessons are delivered in the primary schools. Secondary led Provision delivered by specialist secondary MFL teacher(s), with staff timetabled to deliver lessons in KS2. In most cases, provision is delivered in the primary schools; in some clusters, primary pupils are invited to the secondary schools for lessons, linking MFL to transition activities. Primary led Provision delivered by primary teachers, with secondary MFL departments providing support. Table 1, below, summarises the approaches taken by different clusters. It reveals that in some cases, a combination of approaches was taken. Equally, clusters evolved over the lifetime of the pilot, with additional provision and models of delivery introduced. The secondary led approach was the principal form of delivery in 9 out of the 18 clusters, with specialist secondary school teachers allocated time to visit feeder primary schools. This secondary led model itself included variations in terms of year groups taught, languages delivered, the amount of hours of MFL delivered and the number of secondary school teachers involved in delivery. 5 clusters used a peripatetic model, with funding pooled to cover the costs of employing a designated MFL teacher. 15

16 One cluster, and two stand alone schools, adopted a primary led approach, drawing on the existing language skills of Key Stage 2 teachers while the MFL departments in the secondary schools provided support in preparing schemes of work. The remaining clusters offered a mixture of primary and peripatetic led provision with some secondary teaching support where required. These clusters models evolved over the pilot period to reflect the progress made by schools and teachers. Table 1: Overview of models employed in participating schools and clusters SECONDARY SCHOOL IN CLUSTER PRIMARY SCHOOLS LANGUAGE(S) YEAR GROUP MODEL Ysgol Gyfun 6 French 5 & 6 Peripatetic Gwynllyw Fairwater 4 French 5 & 6 Secondary led Comprehensive Ysgol Gyfun Cwm 9 French 4, 5 & 6 Peripatetic Rhymni Ysgol Gyfun Glantâf 5 French/German 5 & 6 Peripatetic Whitchurch 9 French/German 5 & 6 Secondary led Cyfarthfa High 7 French (some 5 & 6 Secondary led School Spanish & Italian) (some 3&4) Ysgol Gyfun y Cymer 5 French 4, 5 & 6 Secondary led Bryn Celynnog 5 French 6 Secondary led Comprehensive Cowbridge Comprehensive 7 French 5 & 6 A mixture: secondary led initially, with peripatetic and primary led elements Pencoed 8 French 5 & 6 Primary led Comprehensive Ysgol Gyfun 6 French (some 5 & 6 Secondary led Ystalyfera Spanish) Ysgol Gyfun Gwyr 5 French 6 Secondary led Ysgol Glan y Môr 4 French 6 Secondary led Ysgol Uwch. Tregaron 8 French 6 A mixture: secondary led, with some primary led delivery Ysgol y Moelwyn 6 French 6 Peripatetic Ysgol Syr Thomas 8 French 6 Peripatetic Jones Ysgol John Bright 9 French 5 & 6 A mixture: peripatetic, with additional secondary delivery Ysgol Bryn Elian 5 German 6 Secondary led, with some delivery by primary staff during Phase 2 INNOVATIVE SCHOOLS Ysgol Tir y Berth 1 Spanish 5 & 6 Primary led Ysgol Frongoch 1 French 6 Primary led 16

17 Decisions about what particular model of delivery to adopt were taken at the beginning of Phase 1 of the pilot and appear to have been driven by a range of factors. Some secondary schools opted for arrangements that were most feasible or which suited their individual circumstances, in keeping with the guidance issued at the beginning of the pilot. Others reported that they had discussed the overall structure of the partnership with participating primary schools at the outset and had taken a collective decision on delivery arrangements as a cluster. In other cases, the secondary school had taken a clearer lead, setting out plans and presenting these to primary schools. The rationale for selecting a particular model varied from cluster to cluster. One common factor, and an issue to which we return in later sections of this report, is that clusters saw opportunities to link MFL provision to transition activities. The evaluation found that a number of schools had aligned MFL delivery with transition lessons and activities, with Year 6 pupils being invited to the secondary schools for language lessons delivered by KS3 teachers. Both the guidance issued by the Welsh Assembly Government and the support provided by CILT Cymru in overseeing the formation of the pilot encouraged schools to play to their strengths and take informed decisions about the most efficient and effective ways of using their capacity and expertise to deliver provision at KS2. Furthermore, the cluster driven approach promoted a strong sense of partnership working between primary and secondary schools from the outset which has characterised the work of the clusters over the full 6 year period. Because we have been responsible as a cluster for delivering the pilot, we have had to work closely as a team from the start... taking decisions together on our approach, schemes of work. Regular meetings have helped us to communicate well throughout. Primary school head teacher 2.2. Hours of MFL delivered The development of a variety of different cluster models has resulted in different approaches and variations in both the amount of MFL provision delivered and the year groups receiving MFL lessons. The original aim of the pilot project was to deliver the equivalent of at least 30 minutes per week within the ordinary school timetable 8. Based on data collected through the survey of participating primary schools (see Table 2, below), around half the schools timetabled approximately 30 minutes per week for MFL and 23% allowed 45 minutes. A further 19% reported spending one hour each week on language learning. This indicates that 1 school in 5 delivered approximately double the minimum amount required under the pilot. Table 2: Average MFL provision per week in participating primary schools Amount of provision per week % of schools* Less than 30 minutes 4 8 Modern Foreign Languages at Key Stage 2: Invitation to submit proposals for pilot projects, Circular No 41/02 (December 2002) Welsh Assembly Government. 17

18 30 minutes minutes 23 1 hour 19 2 hours morning session 3 Intensive blocks throughout academic year 4 Source: Survey of pilot primary schools *based on responses to a survey of primary schools participating in the KS2 Pilot estimated to be equivalent to 30 minutes per week As is indicated in the above data, some schools saw opportunities to introduce additional MFL provision: We deliver between minutes each week and an additional 50 minutes every fortnight as part of transition lessons. Primary school teacher Overall, the amount of time allocated to MFL provision in primary schools has exceeded the Welsh Assembly Government s guidelines. Quantitative data in section of this report indicates that where additional provision (in this case one hour a week) has been provided for pupils at KS2 their attainments levels at KS3 are higher. A number of schools visited during the evaluation reported the joint planning and cooperation required to ensure that this additional level of provision was delivered. This was attributed largely to the fact that clusters had established close working relationships from the outset. The fact that we have been able to find time to deliver the best part of an hour of language learning per week in what was already a very busy curriculum gives an indication of how popular and successful we think the pilot has been. Primary school head teacher Clusters were encouraged to timetable provision in ways that best suited them, whether in shorter intensive blocks or on a regular weekly or bi weekly basis. As can be seen from the data above, it 18

19 appears that only a small proportion of schools (fewer than 5% based on survey data) opted to deliver in intensive bursts, usually towards the end of summer term. For the most part clusters considered that regular language learning throughout the school year was the most effective way of delivering the provision. Some schools reported that where classes take place once every two weeks pupils did not appear to retain what they had learned. A consistent approach across the teaching year was considered to be far more effective as it allows for more coherent provision and enhanced opportunities for incidental learning in partnership with other statutory subjects. This issue was also discussed with primary school teachers and head teachers who saw the benefits of regular lessons on a weekly basis, noting that French had become an embedded part of the Year 6 timetable. Regular weekly visits to primary schools enabled us to plan staff timetables across the whole school year. Regular lessons helps give languages a sort of official status within the primary curriculum, even If it isn t a statutory subject. Head of MFL, secondary school At a secondary school level there has been no change in many schools timetabled provision for MFL. A few schools reported that there had been a reduction in the amount of MFL delivered in KS3, with various timetabling and financial pressures given as reasons for these reductions. One secondary school has, however, increased MFL provision, a decision directly linked to the pilot: the top set in both Years 7 and 8 have been allocated an extra lesson a week in order to prepare the groups for GCSE at the end of Year 10 to reflect their accelerated progress as a result of their earlier introduction to MFL in KS Year Groups taught Of those primary schools providing MFL teaching, over half (59%) noted that MFL provision was limited to Year 6 pupils. However, a third of schools also offered provision to Year 5 pupils and a relatively small percentage delivered MFL lessons to younger year groups (including Years 2 and 3), although they acknowledged that only very basic language provision was delivered to the youngest year groups. Table 3: Provision in schools, by year groups taught Years groups in which MFL lessons are % of schools delivered Year 6 59 Years 5 & 6 32 Years 4, 5 & 6 5 Years 2,3,4,5 & 6 4 Source: Survey of pilot primary schools The primary school survey also asked respondents to report in which year group they thought MFL should begin. There was a general view in favour of starting earlier, with the majority of those schools where MFL provision was delivered only to Year 6 expressing a view that lessons should 19

20 start at Year 5. The principal barriers to this were reported to be a lack of access to specialist MFL teachers and restrictions on time in an increasingly tightly packed curriculum. A number of primary and secondary teachers consulted pointed to the benefits of ensuring consistency or uniformity in terms of starting points / years for MFL. However, despite these issues, a considerable number of schools extended provision to other year groups during the lifetime of the pilot project, with broadly equal numbers of Welsh medium and English medium schools finding the time and resources to do this. Qualitative evidence collected points to MFL becoming a more embedded part of the school ethos in some schools. 20 out of 75 respondents reported new provision and this can be seen as another success factor of the pilot and an indication of commitment within primary schools towards building on the pilot s success Development of clusters over time Most of those consulted considered that the clusters have evolved over the six year period of the. Clusters reported that progress was made in aspects such as partnership working, pedagogical exchange and cross curricular activities. Examples of this cooperation include flexible partnerships between primary and secondary schools that have enabled schemes of work to be revised to reflect wider curriculum developments, including the introduction of the skills framework. MFL provision in these clusters has therefore been tailored to reflect and complement these broader developments. The cluster has developed progressively over the course of the pilot. First the meetings were focused on budgets and resources but the partnership has moved onto more pedagogical aspects as well. Head of MFL, Secondary School These developments are consistent with the philosophy and vision set out in the School Effectiveness Framework 9 which has promoted collaboration between families of schools as professional learning communities. The clusters established as part of the pilot have worked as networks of professional practice, sharing innovative and effective approaches in the delivery of MFL at Key Stage 2. Furthermore, the tri level approach in the development and delivery of the pilot, involving the Welsh Assembly Government (and CILT Cymru), local education authorities and schools is also a cornerstone of the School Effectiveness Framework. A majority of clusters reported that a key factor for the success of their partnership was the sense of joint ownership that has developed over the six year funding period. These clusters also outlined the importance of consistency in terms of approach that this joint ownership encouraged and its potential benefits for more effective transition activities. Other success factors that were reported include the creativity and flexibility that cluster partnerships inspire for the delivery of 9 School Effectiveness Framework: Building effective learning communities together (2008), Welsh Assembly Government 20

21 MFL. One cluster also pointed to a focus on wider community partnerships, including local employers, through MFL pilot spin off events. The evaluation found examples of clusters extending MFL provision, forging new links with other providers and introducing additional language courses as a result of accelerated learning. Of the schools that have extended provision, one school has developed links with a local further education college to deliver GCSE Spanish. In one secondary school, pupils took GCSE French at the end of Year 10 (the whole of Year 10 sat the exam) and then followed up with the Certificate in Business Language Competence (CBLC) in Yr 11 (level 2). Since September 2009 this school has been one of 16 schools piloting the NVQ business languages course, an indication that schools, working with CILT Cymru, are already looking towards other possible developments under the Learning Pathways agenda. Early feedback from these pilots suggests that learners are motivated by the course, which focuses on languages in the world of work. CILT Cymru have found that LEAs are supportive of these initiatives to develop additional routes into MFL, which present opportunities for schools to ensure a continuum of learning for pupils who want to study MFL outside the GSCE route. The pilot has also been a catalyst for the creation of other clusters (outside the pilot) to provide additional Key Stage 2 MFL provision. This can be considered as a positive additional outcome for the pilot and one that has particular consequences for any future roll out as well as other key themes such as sustainability, transition and partnership opportunities. By the academic year 2008/09 over 20 non pilot clusters had emerged across Wales since the pilot s inception in These clusters have based their organisation and delivery on the models funded under the pilot, delivering MFL through a range of secondary, peripatetic and primary led provision. In several cases it was reported that pilot clusters provided support and materials developed during the Pilot to assist non pilot clusters in developing provision. The evaluation team carried out interviews with a number of non pilot secondary schools who are delivering MFL at KS2 in partnership with feeder primary schools. In one case, the head of MFL in the secondary school had been keen to apply for pilot funding but had failed to gain the support of local primary head teachers. Over time, the attitude of the primary schools to MFL had changed, largely as a result of successful after school French clubs. This, in turn, developed further to the point where provision was timetabled, supported through Better Schools Funding. One LEA MFL adviser considered that non pilot clusters had developed within the local authority through the enthusiasm of schools and that Better Schools Funding was an important factor in supporting these developments. DELIVERY MODELS: key findings The cluster driven approach has promoted effective, progressive partnerships between primary and secondary schools; 21

22 The cluster driven approach has enabled schools to play to their strengths and take informed, flexible decisions about the most efficient and effective way of using their expertise; Cluster partnerships have developed to include pedagogical exchanges and a focus on sustainability; Provision at KS2 has largely exceeded the Welsh Assembly Government guidelines given at the start of the pilot; Additional clusters have developed outside of the pilot using the same models to deliver MFL. 22

23 3 IMPACT ON PUPILS One of the key initial goals of the pilot outlined in the Welsh Assembly Government s general guidance for the clusters was to enrich pupils learning and give them an enjoyable experience of MFL. This section illustrates the impact of the pilot on pupils attainment and attitudes to learning MFL. Qualitative evidence details a very positive impact on motivation and enjoyment of languages with pupils also attaining highly and building successfully on prior knowledge gained at KS2. Quantitative data outlined in this section broadly supports this qualitative evidence, indicating higher attainment levels for all pilot pupils at KS3 and for boys at KS Skills and motivation The impact of the MFL pilot provision on pupils has been highlighted by primary and secondary teachers consulted as almost universally positive. Nearly all primary teachers surveyed considered that the pilot has had a positive impact on pupils language learning, reporting that pupils attitudes and motivation is excellent and that this bodes well for attitudes to work in KS3. Qualitative evidence from secondary schools confirmed this positive outlook, indicating major improvements in the ability and confidence of pupils in MFL classes at Year 7 since the pilot began. All pupils have a more positive attitude to languages and language learning and feel they can obtain good results and enjoy the subject and they are no longer daunted by the prospect of a new subject. Secondary School teacher It was also reported by nearly all secondary school teachers that the baseline skills in MFL of pupils from pilot schools are much higher, that they remain keen to participate in lessons at KS3 and that their confidence to do so has been enhanced through language learning at KS2. Positive impacts have also been reported by secondary schools relating to pupils understanding and appreciation of grammar and teachers outlined the additional benefits that this progress can have for oracy and literacy. There is evidence of pupils being more confident in their ability to structure sentences and understanding grammar and there is resourcefulness in their attitude to languages now and this can be attributed to the pilot. Standards in pronunciation at Year 7 have improved markedly. Secondary School Teacher 3.2. Building on prior knowledge Building on prior knowledge and maintaining the learning advantage of starting MFL at KS2 has also been an important focus for the pilot and there is qualitative and quantitative evidence of a quicker pace of learning in a majority of pilot secondary schools. For example, some secondary 23