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Et Patati Patata Ecole du Samedi passed the Bronze Award with the inspection last Saturday and is pa

Mentor’s witness statement

"Name of Supplementary School:

Et PatatiPatata

When and where did you visit? (Give date, time and venue and say which classes were running that day, how many children on roll, how many present)

Visited 14th May 2016 9 – 11.30 Present - Director and lead teacher, teacher, teaching assistant, one intern Two tables of children Key Stage 1 5 girls and 2 boys, Key Stage 2 6 girls. A group of Key Stage 3 pupils were beginning their class as I left. How did you gather evidence?

Observed lessons spoke to intern and director; interviewed Key stage 3 class, looked at work previously completed by Key Stage 1 and 2 pupils, reviewed documentation.

Lesson observation

Lessons for the two younger classes took place simultaneously in the bright, spacious and well prepared community hall. All work was carried out in the target language although not all pupils are first language French speakers. Both groups began with a short question and answer session about their week and what they had done; and the register was taken and collected for filing. Answering their name and replying to a simple question ensured that each child spoke briefly in the target language at the start; and assistants sat by children who were less confident and translated as necessary in the KS1 class. The KS2 class worked independently throughout and their assistant was redeployed to help younger children. The younger group began with a shared story; with some question and answer work, and lots of attention to pictures. The older group worked on grammar, handwriting and reading. Both groups were adept at pasting worksheets into their exercise books and thus keeping a good record of their work. Pots of pencils and markers on the tables and stationery and equipment on side tables ensured that everyone settled very quickly. Groups moved on to several other activities over the 90 minute session covering grammar and phonic skills and some history texts in French. A good pace was kept up with children getting lots of individual encouragement and attention to keep them focused. Clearing up and collection by parents was orderly and efficient. Learning environment Tables were prepared in advance to welcome the children and there was ample space and light. There is an entrance hall where parents can wait with notice boards set up showing the plans for the term; aims of the school; and safeguarding information with names of people responsible: all neatly laminated. Children sit comfortably round tables which are covered with plastic cloths enabling painting activities and easy interaction during lessons. Each group has its own table of resources for teachers to draw on, including stationery, texts and games. An older class told me they also used the space flexibly for role plays. Relationships were excellent with all members of staff showing lively good humour and interacting with the children in a very supportive way. When asked why they came to the school the children answered “It’s fun” and told of the variety of lessons, and the friendly atmosphere. Teaching and learning Teaching was of a high standard with children well focused and quietly responsive. The KS2 group was particularly good at working independently and their teacher gave them lots of individual attention, keeping the pace brisk. Younger children needed, and got, even closer individual attention at times one to one. One shy child was very quiet and was drawn out by whispered translations, gentle humour and being offered choices so that she had to engage with the teacher. The tables of resources showed an interesting range of fiction and factual reference books, toys and games, and a small library with worksheets carefully prepared for each child. Reading records showed that they were expected to read at home. Bravo! Stickers were prepared for good work and teachers’ files showed well-kept registers and records of enrolment. Text books from the French government are supplemented by a wide range of materials that encourage active learning and there are records of teacher training and good medium term planning.End of year reports are issued to children and parents and there are photographs of children receiving certificates of achievement. Planning, evaluation and community engagement.

The school meets in a community hall and is marketed to the local community. There has been an increase in numbers attending during the year with many word of mouth recommendations from satisfied parents, and managers are very proud of the way in which it is becoming established. There is a very full information sheet for parents explaining what is taught; and a termly newsletter records achievements of children; interaction with other French learning groups; and recommendations for outings that children might make with their parents. There are regular meetings and there is a statement by trustees on the curriculum which gives guidelines for teachers. Policies and procedures

The school started by adopting policies from a range of sources and has worked hard during the year to adapt these to its own situation. Complaints form; codes of conduct; and information for parents are good. Teachers have attended Safeguarding and First Aid and DBS and French police checks have been carried out. Staff are well supported. They sign to show that they have competed induction and training in safety matters; and are vigilant about security.


The school meets many of the criteria for a Silver Award."


The school meets many of the criteria for a Silver Award.

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