New report shows promise for international languages in Welsh schools despite challenges

A new thematic report by Estyn has found promising developments in international language education across Welsh schools, particularly in the primary phase where many schools have made positive strides since languages became integrated into the Curriculum for Wales in 2022.

The report examines how schools are implementing international languages and the impact on learners from early years through to post-16 education. It highlights examples of good practice, particularly in primary and all-age schools where pupils are exposed to languages from an early age and develop a strong multilingual ethos. However, the findings show that not all learners benefit from the same quality of teaching and learning.

While most secondary schools visited provide suitable opportunities for pupils in Years 7 to 9, uptake at GCSE and A level remains low. Evidence gathered as part of the report suggests that time constraints in the curriculum, pupils’ perception that languages are difficult, and lack of relevance to future careers contribute to this decline.

His Majesty’s Chief Inspector, Owen Evans, said:

“Learning an international language broadens horizons and opens doors for young people in Wales. It is encouraging to see positive developments, particularly in primary schools, where pupils are starting their language journey earlier than ever. However, we must ensure that all learners, regardless of where they live, have consistent access to high-quality international language education. This means stronger leadership, better transition between primary and secondary phases, and continued investment in teacher development.”

The report also highlights the crucial role of school leaders in supporting and sustaining international language provision. Where leaders prioritise languages, pupils are more likely to benefit from engaging teaching, clear progression routes and enrichment opportunities.

Insights showed that collaboration between primary and secondary schools is often weak, affecting continuity in learning. Additionally, teacher recruitment remains a significant challenge, with too few student teachers entering the profession to meet future demand.

The report makes recommendations for schools, local authorities, school improvement services and the Welsh Government, focusing on improving teaching and learning, developing stronger curriculum arrangements at transition points, and supporting schools to maintain provision for GCSE and A level international languages courses.