A clear picture of your school's languages provision and what to focus on next: in under 10 minutes.

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Role

Step 1 of 5

These questions are about how languages are planned & coordinated across your school.

There is a named languages subject lead with dedicated time for the role

Not yet

In progress

Yes- Embedded

Staff know what they are expected to teach and when, without needing to ask the coordinator.

Not yet

In progress

Yes - Embedded

Languages monitoring happens at least once per term, and the results inform what happens next.

Not yet

In progress

Yes - Embedded

SLT can talk confidently about the school's languages provision, not just that it exists, but what it is doing and why.

Not yet

In progress

Yes - Embedded

If the languages coordinator left tomorrow, languages would continue to be delivered consistently by the rest of the staff.

Not yet

In progress

Yes - Embedded

Step 2 of 5

These questions are about how confidently and consistently languages are being taught in your classrooms.

Teachers use a structured scheme that tells them what to teach and how to deliver it each lesson.

Not yet

In progress

Yes - Embedded

Non-specialist teachers deliver languages lessons with confidence — they do not shorten, rush or avoid them.

Not yet

In progress

Yes - Embedded

Pupils are making clear progress from where they started — not just being exposed to content term after term.

Not yet

In progress

Yes - Embedded

A lesson in Year 3 and a lesson in Year 6 would look and feel like part of the same connected curriculum journey.

Not yet

In progress

Yes - Embedded

You could ask any teacher in your school to show you their last languages lesson and feel confident about what you would see.

Not yet

In progress

Yes - Embedded

Step 3 of 5

These questions are about whether languages is a whole-school commitment or sitting on one person's shoulders.

All teachers understand that they are responsible for delivering languages lessons — it is not seen as optional or someone else's job.

Not yet

In progress

Yes- Embedded

Language Boosters or an equivalent home games app/ retention tool is being used regularly in class so pupils practise between lessons.

Not yet

In progress

Yes - Embedded

Languages is visible in the school day beyond the timetabled lesson — for example in register, signage, or classroom displays.

Not yet

In progress

Yes - Embedded

The school has language ambassadors, certificates or a recognition system that pupils genuinely care about.

Not yet

In progress

Yes - Embedded

The coordinator could take a week off and languages would not suffer — because other people are actively driving it too.

Not yet

In progress

Yes - Embedded

Step 4 of 5

These questions are about whether pupil progress in languages is visible, tracked & easy to evidence.

There is something in pupils' books or workbooks that shows languages learning building over time.

Not yet

In progress

Yes- Embedded

You can explain the languages curriculum intent, implementation and impact clearly — without referring to a folder.

Not yet

In progress

Yes - Embedded

Assessment data in languages is used to make real decisions — not just collected and filed.

Not yet

In progress

Yes - Embedded

If Ofsted arrived today and asked to look at languages, you would feel confident — not anxious.

Not yet

In progress

Yes - Embedded

A governor or parent asking "how do you know pupils are making progress in languages?" would get a specific, evidence-based answer.

Not yet

In progress

Yes - Embedded

Step 5 of 5

These questions are about whether languages is visible, valued and genuinely part of your school's culture.

There is at least one languages display visible in the school that reflects current learning — not a generic poster from three years ago.

Not yet

In progress

Yes- Embedded

A cultural event, enrichment activity or Languages Super Day has taken place in the last 12 months.

Not yet

In progress

Yes - Embedded

If you asked a pupil what they are learning in languages and why it matters, they could give you a real answer.

Not yet

In progress

Yes - Embedded

You hear languages being used spontaneously in school — a greeting in the corridor, a phrase at lunch, children teaching each other words they have learned.

Not yet

In progress

Yes - Embedded

Your headteacher would describe languages as one of the school's strengths — unprompted, and with genuine pride.

Not yet

In progress

Yes - Embedded