Coventry Language Policy Framework

Language and multilingualism form part of the school's wider work on inclusion, teaching and learning, and community engagement, rather than being treated as a separate priority. Leadership establishes a clear and coherent approach to language that is understood across the school, reflected in its vision and values, and aligned with wider priorities.

Roles and Responsibilities

Responsibility for language development is shared across the school, while designated roles support specialised provision and consistency. Governors provide strategic oversight, ensuring that the school's approach reflects the needs of its community and that provision is monitored as part of the school's overall effectiveness.

Building Capacity and Using Resources

Schools ensure that staff are supported through professional learning and have access to appropriate resources. This includes consideration of how staff language skills support communication and learning, how external expertise such as EMAS is used, and how resources are allocated to support language development across the curriculum. Schools also ensure that systems and processes enable participation from families with different linguistic backgrounds, including through the use of translation and interpretation where required.

Monitoring, Evaluation and Review

Monitoring and evaluation are embedded within the school's existing processes for self-evaluation and improvement, with findings used to identify priorities, refine provision, and ensure that the policy remains responsive to the changing context of the school.

Schools review these areas at least annually as part of self-evaluation, using the frameworks and tools set out in the implementation guidance:

• how effectively multilingual learners access the curriculum and participate in learning
• patterns of attainment and progress in relation to language development
• the consistency with which the policy is implemented across the school
• the quality of teaching and classroom practice in relation to language
• the experiences of learners and families, including their sense of inclusion and belonging

A range of evidence informs this process, including attainment data, English proficiency tracking, participation in language-related opportunities, and feedback from learners and families. This information is interpreted with an understanding of the role of language in shaping outcomes.

Review is ongoing and informs future planning. Findings are used to identify priorities, refine provision, and ensure that the policy remains responsive to the changing context of the school.

Guidance on monitoring frameworks, self-evaluation tools, and resource allocation is set out in the accompanying implementation guidance.