| 01530 566750 | 0203 978 2905
  •  

     

     

  • 1

Our Management Team

Initially, we started offering PPA Cover to schools through our sister company ClubsComplete Ltd in 2010. By 2013, ClubsComplete offered 14 different services to schools, parents and local communities therefore we decided to branch PPA Cover into a separate, dedicated entity to cater for the ever growing needs of UK primary schools.

In 2013, we opened the business with 10 primary schools delivering MFL, PE, Dance & Drama to children: at this point, only the Directors delivered all of the lessons. Due to the Directors passion and expertise in the field of MFL (both hold First Class Degrees in languages), they decided to research and write their own MFL curriculum anticipating the 2014 compulsory element of the curriculum.

LinguaLearn© was created and established in 2014 and became the UK’s first primary MFL curriculum for both specialist and non-specialist teachers. The unique qualities of the programme include practical lessons such as teaching Spanish and French through PE and covering all areas of the new National Curriculum through fun and engaging lessons.

In late 2014, we started to offer Gymnastics, Dance, Music and Art as well as PE, Drama and MFL. Music became our second most popular subject and we rapidly developed our expertise in the area by employing Music specialists who helped to build our Music programme which now also has an interactive whiteboard resource kit too!

Now, we employ over 100+ people and operate 180 PPA sessions per week, enriching the lives of over 46,242 children per week!

Clubs Complete 220517 043

Kerry Barsby

A shareholder and Company Director, Kerry graduated from the University of East Anglia with a First Class BA Hons degree in Spanish, Translation & Media (including a Business Diploma module at the University of Alicante). Kerry speaks fluent Spanish, intermediate French, and basic Italian and is currently learning Russian.

Kerry has numerous qualifications related to childcare that she has obtained both on an independent basis and via the County Council. She has years of experience working with children and still actively practices her teaching knowledge by teaching Spanish in a Coventry primary school one afternoon per week. The remainder of Kerry’s time is spent on managing the company’s progress, working closely with Stacey to ensure the smooth running of the day-to-day activities of the business. Kerry is responsible for all finance activities and works closely with Jo to ensure a steady cash flow and that all staff and suppliers are paid on time. Kerry also visits our primary schools throughout the UK and Spain to observe the provision that we are providing, giving full observation reports to help staff develop further.

Kerry’s qualifications include:

  • BA Hons in Spanish, Translation & Media
  • LAMDA qualifications in Dance & Drama
  • Leicestershire County Council certified in Practical Business Planning
  • Leicestershire County Council certified in Safeguarding (Designated Person)
  • St John Ambulance qualified in First Aid
  • NDNA qualified in EYFS Physical Development
  • Business Diploma from University of Alicante
  • Leicestershire County Council certified in Autism
  • Certified Spanish Translator
  • Leicestershire County Council certified in Risk Assessing
  • Certification in Equality and Diversity
  • Leicestershire County Council certified in Supporting Two Year Olds
  • NPLQ
  • University of Leicester Level in Russian

Stacey Barsby

A shareholder and Company Director, Stacey graduated from the University of Salford, Manchester with a First Class BA Hons degree in Translation & Interpreting with Spanish & Italian (including a semester studying at the University of Bologna, Italy). Stacey speaks fluent Spanish, intermediate French & Italian and is currently learning Russian.

Stacey has years of experience working with children including private language tuition and classroom teaching. Stacey still actively practices her teaching knowledge by teaching Spanish in a Leicestershire primary school one afternoon per week to KS1 and KS2. Stacey has a variety of qualifications related to teaching and childcare that she has obtained both on an independent basis and via the County Council. The remainder of Stacey’s time is spent on managing the company’s progress, working closely with Amelia and Kerry to future proof the company and plan the progression. Stacey is heavily involved in the Spanish side of the business and regularly travels to our sites in Spain and also hosts our UK primary schools on residential trips to her school in Spain. In addition to this, she visits our primary schools throughout the UK and Spain to observe the provision that we are providing, giving full observation reports to help staff develop further.

Stacey’s qualifications include:

  • BA Hons in Translation & Interpreting with Spanish and Italian
  • LAMDA qualifications in Dance & Drama
  • Leicestershire County Council certified in “Marketing my Childcare Business”
  • Leicestershire County Council certified in Safeguarding
  • St John Ambulance qualified in First Aid
  • Creative Education certified in Behaviour Management in Primary Schools
  • Leicestershire County Council certified in Autism
  • Certified Spanish & Italian Translator
  • Certification in Equality and Diversity
  • Leicestershire County Council certified in Supporting Two Year Olds
  • Leicestershire County Council certified in Risk Assessing
  • University of Leicester Level in Russian

 

Rachel Stapleford

An advocate for quality assurance and tip-top behaviour management, Rachel started working for Primary PPA Cover in 2014 and was present on the very first day of business. As a qualified Dance teacher, Rachel has brought a wealth of knowledge to our physical education sector. Rachel has taught Dance, Gymnastics and Spanish for Primary PPA Cover, as well as working in the office and developing our recruitment process and working in our sales and account management department for two years. Naturally, when Rachel came back off maternity leave, we could not think of an individual more suited to the role of Operations Manager that had just opened early 2018 when Stacey and Kerry set up their other business, the Bilingual Day Nursery & Pre-School Limited.

Rachel works part-time now as has a little one herself so works on our busiest days: Monday, Wednesday and Thursday 9am-5pm.

Rachel has years of experience working with children including classroom teaching at various Coventry catholic primary schools and has a variety of qualifications related to teaching and childcare that she has obtained both on an independent basis and via the County Council. The majority of Rachel's time is spent on managing the day-to-day running of the business and supporting the office team and external teachers, with a core focus on quality improvement. 

Due to Rachel's awareness of the issues surrounding mental health that are affecting 1 in 10 children and adults, Rachel has studied and obtained certification in Mental Health First Aid and has become our Mental Health First Aider to enable her to support staff combatting mental health issues and to support staff teaching children suffering from mental health.

Rachel’s qualifications include:

  • NCFE Level 2 Children & Young People Workforce
  • RDTA qualifications in Dance & Acrobatics
  • Paedeatric First Aid
  • Leicestershire County Council certified in Safeguarding
  • St John Ambulance qualified in First Aid
  • Creative Education certified in Behaviour Management in Primary Schools
  • Certification in Equality and Diversity
  • Leicestershire County Council certified in Child Development
  • Leicestershire County Council certified in Risk Assessing
  • Level 2 in Spanish Language
  • NDNA Promoting Positive Behaviour
  • MHFA Qualification (Mental Health First Aid)
Thursday, June 20, 2019

Why is the system changing?

  • A lack of expertise and knowledge of MFL has been found across the board
  • Curriculum is being confused with assessment and qualifications
  • Curriculum narrowing (a focus on English and Maths and therefore neglect for MFL)
  • MFL being missed out in Year 6 due to prepration of SATs
  • Social justice issues
  • Lack of teaching expertise n Inspectors found that, in over half of the schools in the sample, the lack of confidence, subject knowledge and need for training was the biggest challenge to improving the quality of their foreign language provision.  This lack of expertise was also highlighted in the questionnaire for language specialists or teachers as a particular concern for primary schools in meeting the requirements of the national curriculum
  • Confidence and subject expertise was the main concern for just under half of respondents.
  • Transition arrangements:  In half of the schools, inspectors reported that the primary schools were not working well with secondary schools to ensure that there is effective transition in foreign language learning from primary to secondary.

 Figure 2.jpg

What will be changing?

  • Children and students first – avoiding curriculum narrowing, even in upper KS2
  • Solid evidence for MFL
  • Quality of education – outcomes, assessment and curriculum delivery
  • Work scrutiny for MFL
  • Work should be demanding and coherently planned
  • Children to remember what they have been taught long term
  • Teachers must have good knowledge of the subjects

 

“During an inspection, if Ofsted are to “dig deep” in MFL, what can I expect?”

 

  • Discussions with senior leaders about the MFL provision and their curriculum
  • Discussions with curriculum leaders and language teachers about the depth of the curriculum and how it progresses – what should children be able to do by the time they reach Year 6?
  • Observations of lessons
  • Book scrutiny
  • Discussions between the inspector and inidivdual children about what they remember and why they are learning what they are learning
  • A look into pronunciation of teachers and children
  • A look into evidence of progression across the curriculum

Note: if MFL is not delivered on the day of inspection, all of the above will still happen other than lesson observations – book scrutiny

 

“What questions might I be asked as MFL Lead or MFL teacher in my primary school?”

 

  • How do you structure your support for non-specialist teachers?
  • How do you ensure you cover the programme of study?
  • Do all children have access?
  • How secondary and primary ?
  • What are the needs of your cohort and how has this affected your curriculum?
  • Why did you choose that scheme of work?
  • How do you ensure it builds on prior knowledge?
  • How do you ensure your progress is not just adding more vocabulary but grammatical structure?
  • How does this lesson fit within your scheme of work?
  • Can children manipulate a basic sentence by end of year 6?
  • Pronunciation of teachers and children
  • Evidence of progression across the curriculum
  • If your school is doing a carousel with 3 languages, for example: “What is the rationale behind that? What is the progress in each language? Have you thought about the phonological structure of each language? Are the languages being compared?

If MFL is evidently not a priority, Ofsted will want to see a plan of how the school will achieve the above.

 

 

 

Ofsted are asking the question: “Who is leading primary languages in primary schools?”

 

What are Ofsted looking for in primary languages?

  • Ofsted definition of curriculum: intent, implementation, impact (framework, support, progress) i.e. having clear intnetions of where the curriculum is going to achieve the desired progress
  • A curriculum with depth - developing knowledge and understanding, not memorising disconnected facts
  • Knowledge and vocabulary is at the heart of what Ofsted are looking for
  • A curriculum with clear progression: there are serious consequences for pupils when a curriculum is not sequenced or designed effectively. Gaps in pupils’ knowledge accumulate as they become layered on top of one another in a curriculum sequence.
  • Pupils learning the knowledge they need to avoid knowledge deficit (Fisher, Hnadbook kf applied behaviour)

“12 years of education should give children a solid foundation for languages” Ofsted, January 2019

 

“What if my school is an Academy?”

 

  • All pupils in maintained schools are expected to study the national curriculum. Academies must offer all pupils a curriculum of a similar breadth and ambition as the national curriculum (Ofsted school inspection update)

 

If we provide your MFL provision, what will we be changing over the summer to ensure we meet the guidelines for the new framework?

  • Assessment criteria from Y3-6 in line with the new inspection framework
  • A NEW childrens “quiz” area on our TeachTool platform to enable children to track their progress in the language
  • End of unit comments area to be emailed to our liason at your school at the end of each unit, complete with childrens progress
  • Restructure of annual reports for MFL in line with the new inspection framework

If you have any questions about your MFL provision or if you need to arrange your MFL provision for September, please get in touch with us.