Ask about learning language before sharing the link
Start with a simple conversation about how the person prefers to learn. Offer the available course languages without making assumptions about nationality or previous schooling.
Some colleagues may speak comfortably in English but prefer another language for narrated learning. Others may choose English and ask you to explain unfamiliar workplace terms.
Ask whether they would find spoken explanations, written prompts or a demonstration helpful. Record the practical support agreed, rather than using a vague label about their English.
Try a short part of the learning together before arranging the rest. Invite the person to tell you when a word or instruction does not match what they expected.
Keep that conversation calm and private enough for questions. A busy service briefing may not give someone the space to explain what they need.
Use their preferred learning language as one planning detail, alongside the job and workstation. It should help you choose support and check understanding, rather than judge ability from language alone.
Choose narrated learning that the person can follow
You can try Food Hygiene for Catering Level 2 with the learner before they begin. Check the current language selector and choose an option they can comfortably follow.
Narrated online lessons are available in up to 20 languages, depending on the course. Check the current options before choosing.
The course and online test cost nothing, so you can explore the learning before deciding about certificates. A phone or computer can be used to study at a convenient time.
Check that the person can hear the narration clearly and navigate the module. Arrange a suitable learning space and let them raise questions about unfamiliar terms.
If an available language does not meet their needs, review what further support is required. Do not treat opening a translated page as evidence that the person understood its content.
For a wider team plan, use the manager’s training guide to allocate a reviewer and arrange learning around shifts. Keep the language choice with that person’s training record.
Connect the learning to the words used in your kitchen
Walk through the person’s station and show where the relevant instructions are kept. Use the names printed on your equipment, forms and workplace signs.
Explain unfamiliar terms using the task in front of you. For example, point to the record they will complete and show which information belongs in each field.
A small list of shared workplace terms can support the conversation. Agree how the team refers to stations, equipment, information sources and the supervisor on duty.
Use suitable language support when an instruction remains unclear. Check that any translated explanation preserves the meaning of your procedure and the action expected.
Visual prompts can help you show a sequence, but check what the learner takes from them. A picture or gesture may leave an important decision unexplained.
Practise how the person will ask for help during service. Make sure they can identify the person to approach and explain that they need a procedure checked.
Ask for an explanation or demonstration
Choose a task the person will actually do, then ask them to explain their next step. Keep the question short and give them time to answer.
For example, ask where they would check the current allergen information before answering a customer. Then ask who they would speak to if the information was unclear.
You can also ask the learner to show how they locate a cleaning instruction or complete a workplace record. Compare the response with your actual procedure.
If the response does not match the instruction, explain it another way and check again. Keep the conversation focused on the task rather than the person’s accent or speed.
Use the kitchen induction checklist to record what was shown and how understanding was checked. A tick should follow the check, rather than replace the conversation.
Write down any further explanation, supervision or review needed. Make the next action clear to the learner and the colleague responsible for following it up.
Make language support visible across shifts
Keep a training record that another supervisor can understand without hearing the original conversation. Include the learning language, workplace check and any remaining questions.
The training record template has fields for evidence references, reviewers and follow-up actions. Record course completion and your workplace discussion as separate activities when that makes the history clearer.
For example, a colleague may finish the online test before their supervisor reviews a station procedure. Record the completed learning and leave the workplace discussion open until it happens.
When a person changes duties or moves to another station, review the instructions relevant to that work. Share the agreed language support with the supervisor delivering the next briefing.
The optional digital certificate of completion costs £18 and has online verification. Decide whether your organisation wants that document alongside its other training records.
A business account can help you assign team keys and track completion. Keep workplace observation notes in your own records as well, with the next action and responsible person.
Checklist: what to have on file
- Preferred learning language and the available course option selected.
- Role, station and workplace procedures discussed.
- Language support, shared terms or visual prompts used.
- The explanation or demonstration requested and what remained unclear.
- Reviewer, check date, next action and the person responsible.