By Linda Dupret.

1. Mrs. Linda Dupret,
Headteacher,
St. Paul’s Primary Brighton.
Saturday 17th November, 2012
University of Westminster
Developing a Bi-Lingual Spanish school and using
Spanish teacher trainees and volunteers, to support
this development.

2. How were we chosen for this
development!
• We have been teaching Spanish for seven years,
initially in Key Stage two but from 2008 key
stage one and from 2011 reception and nursery.
• Our practise from 2006 was recognised as
outstanding. Ms. Morgan our Spanish teacher
teaches every class, ensuring continuity and
progress.
• We have been part of two university projects to
track children’s progress in language learning.

3. The ELLIE project
• In October 2010, the headteacher, was invited to
the research finding conference, of the above
project, in Warsaw, Poland. She met Hugh
Baldry from the TDA (now TA) and Therese
Comfort from CILT. (now CFBT)
• In January 2011 they came to visit our school to
see our practice and observe the opening of a
Mexican Connecting Classroom Project.

4. The First Visit to St. Pauls.

5. The First Steps to becoming a
Bi-Lingual Spanish School.
• Invited to the Department of Education for talks about
the project with the TDA and Spanish Embassy.
• We agreed to begin the project in September 2011.
Teaching Spanish in all classes but with a clear focus on
year one and three, who would start to learn Spanish in
other lessons eg. Art, Music and PE.
• We needed to look for other linguists we could not rely
on just one teacher.
• We contacted a range of universities in Spain and now
they contact us!

6. Hearing and Speaking Spanish
Everyday!
• We agreed as a staff we all needed up skilling.
• Whole staff inset day on 31st October by Spanish Embassy.
• Many signs and symbols around the school, all in Spanish.
• All teachers and head to greet children in Spanish every day.
• Headteacher, researched and found universities, willing to send
Spanish trainee teachers for prolonged periods, enabling us to
have a native speaker in key classes.
• Also found Spanish speaking volunteers to support in classes,
including Brighton and Hove Albion player, who’s wife helps
three days a week, an au pair and a TA from another school, plus
several parents. Lots of native speakers around so children
practice their Spanish and understand culture.

7. The Universities
• We now have three universities involved.
• Valencia University
• Salamanca University
• Alcada University
• Brighton University are also very much involved
and are sending us PGCE and GTP students
with a Spanish specialism.

8. How do these students enrich the
language learning?
• Each focus class has a native speaker – helping with pronunciation.
• The children hear Spanish around all the time, with variation in dialect and accent.
• They have a clear opportunity to converse.
• They explain their culture and learn ours.
• Writing and reading is more accurate.
• They read whole stories in Spanish and encourage Talk for Writing.
• They can complete class demonstrations in focus subjects.
• They take able pupils groups, challenging the most capable linguists.
• They constantly reinforce new vocabulary.
• Even after they have left, they keep email contact with the children, encouraging the use of the
Spanish Language.
• They are in school for a term at a time, building very positive relationships.
• They send pictures of their home and school, especially festivals, so they help with resources.
• They help the class teacher and train all staff!
• They are in their last year of teacher training so they are very experienced in class procedures and
teaching and learning.

9. Examples of Spanish Trainee
Teachers supporting at St. Pauls.

10. Helping in Class.

11. The Benefits to Classes.
• Extra teaching support in class.
• Individual and group work with the children.
• Whole class opportunities to speak Spanish.
• Support to main Spanish teacher, less pressure, as it is
reinforced constantly in class.
• New vocabulary taught correctly.
• The children move on with their language learning
more quickly, securing progress.
• It helps meet the brief of becoming a bi-lingual school.
• Early assessment shows real progress in year one and
three.