Education
Education system showing strengths — but literacy and teaching gaps remain
ESTYN’S Chief Inspector has praised examples of strong practice across Wales’ education system but warned that weaknesses in literacy, teaching quality and leadership are still holding too many learners back.
The findings are set out in the education watchdog’s Annual Report, published today, which draws on inspection evidence from schools, colleges, training providers and wider education services during the 2024–2025 academic year.
While the report highlights encouraging developments — including improvements linked to curriculum reform and new national education bodies — it concludes that the system has not yet worked cohesively enough to ensure consistently high-quality teaching and learning across Wales.
Inspectors identified positive examples, including schools adopting structured approaches to reading, providers building strong professional learning cultures, and local authorities expanding Welsh-medium specialist provision.
However, long-standing challenges remain. These include inconsistencies in leadership and self-evaluation, recruitment difficulties, uneven access to high-quality professional development for teachers, and weaknesses in core skills such as reading, mathematics and digital competence.
Owen Evans, Chief Inspector, said: “This year’s report certainly points to grounds for optimism. Ongoing reform to the curriculum, the new School Improvement Programme, the establishment of Adnodd and Dysgu, and the first fully operational year of Medr provide opportunities to strengthen coherence across the system.
“We are, however, acutely aware of the increasing pressures on providers, including financial constraints, growing numbers of learners educated other than at school and rising demand for specialist provision. Concerns around literacy levels and teaching quality across Wales remain and without a sharper and more sustained focus in these areas, too many learners will continue to fall short of their potential.”
The report reviews inspection and thematic findings from the past academic year across eighteen sectors, including schools, non-maintained nursery settings, further education colleges, apprenticeships, initial teacher education, Welsh-language immersion provision and youth work.
It also examines how well education providers are addressing key challenges facing learners in Wales. Priority themes this year include developing humanities teaching, supporting pupils from Gypsy, Roma and Traveller communities, strengthening independent thinking skills, improving literacy and numeracy across the curriculum, and the impact of leadership on teaching quality.
Mr Evans added: “I would like to thank all settings, providers, staff and learners who continue to demonstrate dedication and commitment despite significant pressures. Estyn remains committed to providing rigorous, constructive and fair independent scrutiny.
“I’m proud to include the innovation and strong practice we have seen across Wales and am optimistic that we can build on these strong foundations. However, decisive action is needed to address systemic weaknesses. We will continue to play our part by highlighting best practice, challenging underperformance and supporting improvement — for learners, for Wales.”
Alongside best-practice case studies, this year’s report is accompanied by a series of podcasts featuring education professionals and learners discussing themes such as apprenticeships and developing independent thinking.
Education
Tenby students compete in UK robotics challenge
STUDENTS from Ysgol Greenhill in Tenby have taken part in the FIRST Tech Challenge UK & Ireland competition, showcasing their engineering and computing skills at a national robotics event.
The Tenby Techno Team travelled to the University of Wales Trinity Saint David’s School of Applied Computingwhere teams from across the UK and Ireland gathered to compete in the international robotics programme.
The competition challenges students to design, build and programme robots capable of completing tasks on a specialist arena, testing both technical ability and teamwork.
The Tenby team said they were proud to be competing and were supported during the event by former computing students Issac, Ieuan and Finley, who returned to help the team as volunteers.

Organisers of the programme say the FIRST Tech Challenge aims to inspire young people to pursue careers in science, technology, engineering and mathematics while building practical problem-solving skills.
The team also thanked Valero Pembroke Refinery and Tenby Round Table for sponsoring the project, along with Marc Ingram, who provided advice and guidance during the build and preparation stages.
More updates from the competition are expected as the event progresses.

Education
Port joins careers event for Pembrokeshire pupils
THE PORT OF MILFORD HAVEN joined students from schools across Pembrokeshire for a careers event aimed at inspiring the next generation of workers in the region.
The event, organised by the SPARC Alliance, took place at the Canolfan Arloesedd y Bont / Bridge Innovation Centre. Pupils were given the opportunity to learn about a range of career opportunities available at the port and the wider maritime sector.
Representing the Port of Milford Haven were Pilot Jamie Furlong, Project Manager Claire Lawrence, Environmental & Sustainability Assistant Bethan Davie, HR Director Vidette Swales and Stakeholder Engagement Executive Emily Jones.

Students spoke directly with the team about different roles within the organisation and the skills needed to work in areas such as shipping operations, project management, environmental work and stakeholder engagement.
The Port thanked the SPARC Alliance for hosting the event and said supporting initiatives that connect young people with employers and highlight opportunities in Pembrokeshire is something it is proud to be part of.

Education
Influencers amplify misinformation and online toxicity, study finds
SOCIAL media influencers can significantly increase the spread and toxicity of misinformation online, according to new research led by academics at Cardiff Business School.
The study, published in the journal Psychology & Marketing, analysed brand-related misinformation and associated user comments across forty-seven brands in nine industries over a three-year period. Researchers say it is the first study to measure how online toxicity differs when misinformation comes from influencers rather than ordinary users.
Brands increasingly rely on social media influencers to reach audiences, with spending on influencer marketing hitting a record $33bn in 2025. While influencers can drive engagement and sales, the communities built around them can also amplify inaccurate claims and direct hostility towards brands.
The research found that regular social media users who spread misinformation are often challenged or criticised by other users. As a result, discussions tend to become more civil over time as inaccuracies are corrected.
Influencers, however, face the opposite incentive. Their visibility, engagement and profits often increase when posts generate controversy or strong emotional reactions.
The analysis found that online toxicity was particularly high when influencers discussed socio-political issues, where public emotions and stakes are greater.
Lead author Dr Giandomenico Di Domenico said: “Social media influencers often have huge followings that are extremely valuable for brands seeking to increase sales.
“But our research shows the negative consequences when influencers endorse or amplify misinformation. Under the same conditions that increase their visibility and influence, influencers also generate significantly more toxic engagement than regular users.”
He explained that the close relationships influencers cultivate with their followers play a key role.
“Unlike regular users, influencers form parasocial bonds with their communities. These relationships make followers far more likely to support or defend claims without critically questioning them.
“This means misinformation introduced within these networks does not simply attract attention — it can transform scattered reactions into collective, belief-driven antagonism.”
The researchers identified two key mechanisms that strengthen misinformation when it comes from influencers.
The first is “legitimation”, where the influencer’s endorsement lends credibility to a claim. The second is “community enmeshment”, where followers rally around the influencer and reinforce the narrative.
When combined, these factors can create what researchers describe as “toxic echo chambers”, producing a self-reinforcing cycle in which toxicity increases engagement — and engagement encourages further inflammatory content.
The study highlights how these dynamics played out in early 2025 when several TikTok influencers posted viral videos claiming luxury brands including Hermès, Louis Vuitton and Chanel secretly manufactured products in Chinese factories while marketing them as “Made in France” or “Made in Italy”.
The videos presented the claims as exposés of industry deception but offered no verifiable evidence. Despite this, they generated millions of views and fuelled widespread online debate about authenticity, ethics and transparency in the luxury industry.
Dr Di Domenico said the example illustrates a growing tension within influencer culture.
“Despite the positive impact influencers can have on marketing outcomes, their prominence also introduces new risks,” he said.
“When misleading or controversial claims are amplified by influencers, the resulting backlash can create highly toxic environments that damage brands and distort public understanding.”
The research paper, titled Don’t You Know That You’re Toxic? How Influencer-Driven Misinformation Fuels Online Toxicity, is published in Psychology & Marketing.
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