We want to further embed the European dimension across our school, create further school links and joint projects and achieve the full International School Award.We would like to give our specialist language teacher the opportunity to further her skills so she can act as project coordinator and support the rest of the staff. Currently, support staff work alongside the specialist teacher to support language teaching with a view to developing the confidence to asses and fully participate. Immersion training will boost confidence and increase ability to take over language teaching and create a more sustainable model. We would like to establish a system of recognising this learning.Our school is situated in a deprived area. We envisage our support staff taking on a role of ‘community ambassadors’. We will raise the profile of languages in the community and encourage parents to value language learning so they can support their children.We want to increase delegates’ awareness of EAL children and give all staff access to new ideas and teaching strategies to help them to better respond to the individual needs of our pupils and boost pupils’ literacy. We would also like to further develop our provision within early years to give pupils an excellent start.We are planning a project over two years, involving both structured immersion training courses and job shadowing activities in our established link school. Thirteen members of staff will take part in the Immersion courses. Twelve support staff (four groups each of three support staff) each undertaking one course and our language coordinator undertaking courses, accompanying each group to meet her own learning needs and reinforce learning for the support staff.The immersion courses are in in Rouen in France and are particularly focused on the needs of primary schools. They include intensive language learning, cultural activities and teaching ideas. The delegates will also, as part of the course, have a placement in a Rouen primary school. The courses for our language coordinator will be progressive, and each will build on the previous one. Each course will have a different focus and there will be progression in each area. Through these courses, support staff will develop the skills and confidence they need to begin to take active part in teaching and assessment accoss the school and work closely together as a team to plan ways to improve teaching and engage pupils, parents and the community.In addition to the immersion courses, we would also like the language coordinator and two other members of the SMT to take part in a week-long job shadow in our established link school in Paris, cementing our relationship and helping us to embed their culture into our curriculum and daily life. The benefit will be shared with the rest of the school, and the local community through a series of dissemination activities. The impact will include moving to a more sustainable and effective model of teaching with less reliance on one person, improvements in support staff’s French language, understanding of culture and methodology and better career prospects. The language coordinator’s skills will be refreshed and teaching methods will improve in order to become outstanding. The whole community will be inspired to value language learning and openness to culture and support children’s language learning and there will be an increase in aspiration, openness and European awareness. There will be more international work and we will achieve the full ISA. There will be improvements in our ESL, SEN and EYFS provision and pupils will generally have a much better experience of language learning. Our learning environment will be improved and we will develop new teaching materials.We will develop a professional network through which all course participants will share ideas and strategies and all course delegates will be involved in delivering training to other schools.