St. Peter’s is a voluntary aided, Church of England, average sized primary with 244 children from 4 – 11 years. Our priority was to improve staff confidence and competence in language teaching in order to achieve our long term aims to raise the profile of languages and to increase intercultural understanding. Before our project, "The EU and Me", French was taught by a visiting specialist with little opportunity to integrate it across the curriculum. We are now teaching weekly French lessons, delivered to our junior children by our class teachers. Some French is also taught in the infants by the class teachers. French is now promoted by cross-curricular learning and a range of exciting, authentic resources for use throughout school. Three members of staff participated in short, structured immersion courses in Carcassonne, France. Each course combined language tuition, the pedagogy and methodology of teaching languages to primary school children as well as cultural activities and visits. Participants were in very small groups for bespoke language lessons led by a native French speaker. Through participation in these courses, we have established and maintained a personal link with a school in France. Three members of staff took part in immersion courses over a period of two years, enabling us to maintain a personal link with the same French school. The members of staff were chosen by the Senior Leadership Team through a fair selection process, taking into account their enthusiasm for developing their language skills and cultural understanding. Their readiness to share the experience and their findings with children, staff, governors and parents on their return from France was also taken into consideration. The three course participants were our MFL coordinator, a KS2 class teacher and also our Head Teacher. We carefully selected courses run by a reputable course provider that met the particular needs of our school. The provider arranged a visit to a school in France and also enabled us to make contact with this school prior to our visit in order to begin the relationship with the French teachers. The course provider also offered excellent on-going support both before and during the course. Participation in three immersion courses over a rolling programme of two years and the development of a personal link with a school in France has had a very positive impact on the teaching and learning of French in our school. Skills gained on the courses have been cascaded through school and beyond and the impact has been regularly assessed. In addition, intercultural understanding has been significantly raised throughout school. Furthermore, participating in this course has led to a greater understanding of an education system in another European country. The profile of French within Saint Peter's has been raised substantially as a result of this project. In addition to gaining relevant practical skills during the courses, the participants have also met new people, made new contacts and expanded their professional networks. This has been a rich experience for our participating members of staff and a very successful project. We fully intend to take part in future projects to continue to build on this success.