Thank you both, makes sense, and yes, practice has definitely been the keyword I am hearing! I just wondered if there was something more specific that could be done, rather than general reams of practice, because as you say Mystery, you are spot on about the atypical marks, the tests she did worse on, were the ones she had most confidence in. She was very surprised herself, and seemed despondent because she had learned it all so well, while the papers she had least expectation for, she did the opposite. And the theme on both languages, has always been similar. In fact, if I cast my mind back to early KS1 years, her English caused great confusion with her teachers, as her reading was way ahead for her age, but her writing barely made the grade. The disparity was always huge. She could read very advanced material with perfection, but her written work would persistently have odd spelling mistakes like, 'colud' or 'nihgt' for could and night. And b and d were interchanged until year 4. But then it all seemed to catch up, and she had easy grade 5's on both her English papers at KS2, and has been in the top set since. But of course, that catch up took time, and with KS4 looming next year, in languages that are still quite alien, I guess time is perhaps not enough..