French - Modern Foreign Languages
Impact Statement Autumn 2025
The impact of French teaching at our school is evident in pupils’ growing confidence, enthusiasm, and ability to communicate in another language. Through the structured and progressive Language Angels scheme, pupils build secure foundations in listening, speaking, reading and writing, while developing accurate pronunciation and an awareness of grammatical patterns.
Pupils are increasingly confident to speak French aloud, participate in songs, games and short conversations, and apply previously taught vocabulary in new contexts. Regular retrieval practice and revisiting of prior learning through Language Angels ensures knowledge is embedded and retained over time.
Assessment tools within Language Angels allow teachers to track progress effectively and identify next steps, ensuring all pupils are supported and challenged appropriately. By the end of Key Stage 2, pupils can understand and respond to simple spoken and written French, write short phrases independently, and demonstrate a positive attitude towards language learning.
Current Data or KS2:
| Year Group | Average class score |
| Year 3 | 67.2% (exceeding) |
| Year 4 | 78% (exceeding) |
| Year 5 | 69.2% (exceeding) |
| Year 6 | 66.6% (exceeding) |
Learning French also enhances pupils’ cultural awareness and curiosity about the wider world, supporting the school’s commitment to diversity, inclusion and global citizenship. As a result, pupils leave primary school well-prepared for further language study in Key Stage 3, with strong foundations and a willingness to communicate in another language.
Next steps:
- For KS2 children to showcase their language skills within termly sharing assemblies.
- To analyse data and consider adaptations to support specific learners.
- To consider the possibilities of wider curriculum opportunities and enrichment, linked to modern foreign languages.
Impact Statement Summer 2025
Building on the progress made during the Spring term, we are continuing with the implementation of our long-term plan that provides regular weekly French teaching for Key Stage 2. For Key Stage 1, one topic is covered each term, while in the Early Years Foundation Stage (EYFS), a single topic is explored over the course of the year. This structure has proven effective in ensuring that pupils in EYFS and KS1 receive meaningful exposure to the French language, laying a solid foundation for learning in Key Stage 2. Early Years teachers have reported that a slower and more measured pace of learning is well suited to the developmental stage of younger children, with noticeable positive outcomes.
We have successfully run our 5th annual french cafe and this year we saw the introduction of “what is your name?” as well as “how are you?”. The children were much more confident in having a 2 way conversation in French, particularly noted in KS2 where they have consecutively practiced these oral skills in each end of year “cafe”.
Next steps:
- To further challenge our pupils speaking and listening, add the question “quel age as tu?” (how old are you?) to our yearly french cafe
- Due to my upcoming maternity leave, ensure handover at the start of the next academic year to new temporary subject leader
- Ensure at end of this academic year all year groups are moved up on our scheme LanguageAngels to ensure data input will be accurate for each class next year
- Continue to focus on cultural appropriation in some classes (focusing on correct pronunciation and minimising any over exaggeration)
Impact Statement Spring 2025
It has been an exciting term for Modern Foreign Languages, with International Mother Language Day being celebrated in the school during the week commencing Monday 10th February. This was a great opportunity to raise awareness of all languages and how important it can be to communicate with people who have English as an additional language. We started the week with a whole school assembly to share an awareness of other languages and we looked at how to say hello in 6 other languages: japanese, polish, spanish, italian, mandarin and russian. We then continued the celebrations in class where we encouraged children who spoke another language at home to share some of their culture and traditions with the rest of the class.
We continue to use LanguageAngels to teach French as our chosen modern foreign language. Staff feedback has been positive and we continue to teach French every week in KS2, and in KS1 classes teach 6 sessions per term. This has been showcased in each class's sharing assembly and children were confident to speak french in every year group in front of the rest of the school and their parents. In Early years, children are introduced to the language by naming their groups after french colours, and singing songs in French.
Next steps:
- Start planning for the next “whole school french cafe” which is our annual event where children practice their conversation skills. After the success of last year which was the first year we included questions about their name before asking for their food order, this year we will also ask their age so they can practice their numbers. This will be just for KS2.
- Increase opportunities for french to be used in other areas of the school, potentially during register or during lunch (speak to kitchen staff to see if for one week children can order in french)
- Analyse data at the end of summer term to check how many children are at expected level in each year group.
Impact Statement Autumn 2024
We have made a good start to the learning of French this term, with LanguageAngels continuing to provide a consistent curriculum that the children are familiar with. KS2 are continuing with weekly lessons between 30-45 minutes, and KS1 are completing 6 lessons per term. Below is the yearly timetable:
Feedback from teachers has been positive and with new teaching staff to KS2, it has been a successful handover to them to deliver the curriculum. Pupils work continues to be of a good standard and the curriculum ensures a variety of topics. Some topics such as “Animals” focus on learning new vocabulary and other topics such as “Romans” focus on decoding longer texts and pulling out words that they have learnt previously or might be able to decode based on their similarity to english.
Next steps:
- Check in with new staff that they are confident with uploading data and gain feedback on how teaching the curriculum has gone so far
- Plan for international Mother Language Day which will be on Friday 21st February