The Provider:

Chilcote Primary School, Birmingham

Chilcote Primary School is a large school which serves a mixed catchment area it is a two form entry school with an attached nursery. There are currently 456 pupils on roll. The proportion of pupils with learning difficulties and disabilites is avarage. Three quarters of the pupils are of white British background. One quarter of the pupils are of Asian background, mainly Indian & Pakastani, less than ten percent of the pupils qualify for free school meals. 

Summary:

How Chilcote Primary school links with other primary schools across Europe and how this and other international work ( language lessons, international days, IPC curriuclum) enhance childrens international understanding. The school is on the Comenius project and have been for seven years linking both teachers and pupils on project work across Europe, letting them appreciate similarities/differences. Children leave Chilcote having been taught two modern foreign languages and may have either visited or hosted foreign countries/visitors. Ofsted did a subject inspection on MFL in 2005 as it was chosen as a leading school in this area.    

The Aim:

The school has been involved in international work for the past nine years and had an Osted MFL inspection in 2005 which praised the work that is done as did the full Ofsted inspection in 2006. The school feels proud of our achievements and believe children leave the school with a greater understanding of international issues. 

What do you see in the school?

• Extensive range and quantity of Comenius projects have engaged a wide range of staff
• Engagement of all year groups
• Development plan and priorities embedded
• Written policy on use of languages and commitment to the International dimension
• Policy is turned into specific activities which are embedded across all year groups
• This aspect is integral to the school development plan
• There are three key staff who share responsibility for this issue - unusual in a Primary school
• The level of commitment is extremely high
• The International aspect of the curriculum is embedded strongly in all the classrooms in the school
• The school has high standards in teaching and learning
• This pedagogy is applied to the International element of the curriculum and its planning
• Teaching and learning is monitored closely in a systematic and regular way
• The planning monitored on a regular basis (by teacher with responsibility)
• Observations are carried out on a regular basis
• The school has a strong culture of self-evaluation
• The International dimension makes a strong contribution to community cohesion
• The school invites outside groups to a range of activities organised by the school
• The school shares information with local Primary Schools
• They make presentations to organisations such as the British Council

What difference does it make?

• The benefits evident through student's understanding of the international dimension
• Levels of personal engagement with International issues are high
• Language skills are at a high level
• Students understand many aspects of how their lives mirror those of children from different countries
• The enthusiasm for languages is very high
• The pupils are rounded and active citizens with a good understanding of a range of countries and cultures

From where is evidence collected to prove the Leading Aspect?

• CDs
• Development plan with information on priorities and actions taken
• Evidence file and tour of the school
• Evidence file with section on monitoring
• Evidence seen in every classroom in the school
• Extensive evidence trail in folder
• Feedback form pupils overwhelming
• Feedback reports and evidence file
• Management structure and documentation
• Minutes of meetings
• OFSTED report
• Parents very positive
• Pictures
• Planning
• Policy
• Priorities for development
• Pupils have very strong understanding of cultural diversity and issues
• International dimension
• Records of teaching observations
• School used by LA as an example of effective practice
• SDP and OFSTED report
• Video presentations

The Verifiers Comment

• Teachers understand how to relate the curriculum to the international dimension
• Curriculum planning
• Ethos for learning
• Use of visits to different countries
• Effective management