Promoting improvement
ITE thematic dissemination conference:
secondary modern languages
26 November 2013
Elaine Taylor HMI, National Lead for Modern Languages
Angela Milner HMI, National Lead for ITE, including FE
Welcome, introductions and objectives
To promote improvement in the quality of initial teacher
education (ITE) by:
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sharing the key findings of the ITE thematic inspections
of secondary modern languages which took place in
2012−13

identifying areas of strength and what needs to be
improved

sharing expectations and good practice.
A web link to associated materials and published resources
will be available on Ofsted’s website after the event.
Promoting Improvement | 2
Thematic inspections:
secondary modern languages
Thematic inspections − secondary
modern languages: key questions
 Recruitment and selection
What would your answers be?
 Training
What would your answers be?
 Coherence
What would your answers be?
The evidence base
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Evidence from nine inspections: two SCITTs, two
employment-based routes and five HEI courses.

Final inspection grades: one provider graded
outstanding for outcomes, training and
leadership; seven graded good for all three
judgements; one with a mix of grade 3 and grade
2 depending on route.

Subject grades were good in eight providers and
outstanding in one.
Key strengths of trainees
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The vast majority demonstrate passion for the subject.
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They manage behaviour well.
They have good subject knowledge.
They develop well pupils’ knowledge of the cultures of the
countries where the languages are spoken.
They plan a wide range of activities.
They make very good use of technology to deliver lessons.
Case study of good practice
Good practice

Cross-phase working and training sessions increase
trainees’ understanding of transition
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A recognition of the need for all primary teachers to have
language skills
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Developing subject leaders in the primary phase
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High level of linguistic competence
Raised expectations for secondary trainees of what even
the youngest pupils can achieve
Strengths of training
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Subject leaders keep the courses up-to-date on key issues
Good support for developing behaviour management strategies
Good training in planning both short and medium term
Examples of good preparation to teach disabled pupils and those
who have special educational needs:
‘Given a bag of tricks for use in the classroom’

Some good practice in developing trainees’ understanding of
transition:
‘Trainees link with primary trainees at another local provider which
includes shadowing their primary partner and vice versa.’
Areas for improvement

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Use of target language
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The quality of subject knowledge auditing varies greatly

Experience of teaching pupils for whom English is an
additional language
Understanding of transition matters
The experience trainees have of sixth form and in some
cases Key Stage 4 teaching is very variable
Subject knowledge enhancement for trainees’ second
language
How does this compare with what
is working well (and not so well)
in schools?
Primary headlines from subject retrieval

Teaching is improving in primary schools where teachers are
gaining confidence in the subject.

A significant proportion of schools are not meeting entitlement
requirements.

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Teachers generally use good primary pedagogy to positive effect.

Progression in one language is not built
into curriculum plans.
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Most of the primary schools visited have no
systems for assessing pupils’ progress.
Teaching results in positive attitudes and good intercultural
development but does not consistently develop linguistic
competence.
Secondary headlines
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Internet developments support the use of authentic materials.
Departments are broadening approaches to teaching and learning to
include:
− tried and trusted methods done well
− imaginative topics
− cross-curricular dimensions.

Little or no account is taken of
primary or middle school experiences.

Some pupils are withdrawn from
language lessons.
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Lessons are often insufficiently
differentiated.
Cross-phase headlines
 Across all phases, good practice in the use of information
and communication technology is helping to improve
learners’ listening skills.
 Insufficient use of the target language by teachers across
all phases leads to a lack of spontaneity on the part of
learners and over-dependence on written prompts.
What to do to improve the quality of
training for all trainees

How can we ensure trainees see or hear about innovative approaches
to curriculum design?

What is the best way of ensuring primary trainees are aware of the
wealth of support available e.g. through subject organisations?

Do subject knowledge audits include a wide range of issues e.g. upto-date cultural understanding and the ability to select appropriate
resources?
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How can we provide trainees in both phases with an experience of
primary language teaching in areas where there is little practice to
draw on in local schools?
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Does the training programme ensure trainees are skilled in providing
meaningful activities using ICT for their pupils?
and finally…
What to do back at base
Target language
How can we:
 ensure trainees have ample opportunities to hone their
skills in practice in schools?
 support mentors in setting targets to ensure this aspect of
trainees’ practice receives sufficient emphasis?
Resources to support:
 good practice case study
 guidance on judging the use of the target language.
Conclusion and departure
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Any questions?
Conference online evaluations
Web link and associated materials available on the
Ofsted website:
www.ofsted.gov.uk/resources/our-expert-knowledge/modernlanguages
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Departure