Do you have procedures for identifying and monitoring pupils who are gifted in modern foreign languages from an early stage?

Are all pupils encouraged to reach the highest levels of achievement?

Do you have a broad, balanced curriculum for gifted pupils (for example skills, materials, ICT, contact with native speakers)?

Are gifted pupils challenged sufficiently to develop their knowledge, skills and understanding? Are they given opportunities to apply their knowledge, skills and understanding in a variety of contexts?

Do you encourage gifted pupils to evaluate their own work critically in order to identify their strengths and weaknesses and improve their own learning?

Does your use of oral work encourage active thinking and learning, rather than just recall?

Do parents understand and know how best to support the work that their child is doing in modern foreign languages at home and at school?

How do parents, colleagues and other pupils respond to the work of individuals and the whole group? Is work valued appropriately?

Are there opportunities for displaying work, and for involving individuals and groups in the process?

Do you maintain records of the achievements of the most able pupils year on year?

Are you aware of the performance of individual pupils in other areas of the curriculum?

What happens to pupils when they move on in the school? To other schools? Beyond school?

School and subject policies in the general guidance