Education

New term structures prompt fears of ‘chaos’ in our schools

Published

12 years ago

August 26, 2013

Report and Comment by Herald Special Correspondent, John Vaughan

There are fears amongst many within the education sector that Wales could be heading into chaos with a radical potential restructuring of term times. This comes as England adopts a policy from 2015 whereby head teachers will have the power to set their own school terms, potentially scaling down the long held traditional six week summer holiday to as little as four weeks.

The plans for England were announced on Monday July 1 of this year. The Department for Education set out the policy to ensure that, in future, term times are decided upon by head teachers and not local Councils. As it stands at present, Wales is not included in these plans and, though currently there is no legal duty on councils or governing bodies in Wales to work together on holiday times, there are plans to give the Assembly Government powers to set the same holiday times for all state schools in Wales. However, this is not policy yet and there is growing concern from some people within education that Wales could well follow in the same direction as England.

The National Union of Teachers have stated it will cause problems for families in different schools. A view shared by South Pembrokeshire And Carmarthen West AM and Shadow Minister for Education, Angela Burns who said, exclusively to the Herald,

“Imagine the chaos, a child at one school, another at one with different term times. It is hard enough with the disparity that England and Wales have. Even schools in the Vale of Glamorgan have different term times to Pembrokeshire. It’s the logistics!”

The Shadow Minister went on to express her concerns over the impact that this could have for potential childcare issues and parents planning for their work schedules. She stated,

“Why not let the County Council do it as they do now? I don’t understand the point of it and what are the benefits?”

Some have cited that one of the potential benefits of such a change could be cheaper package holidays for parents; others are more sceptical of this as an argument, as Christine Blower, head of the National Union of Teachers, pointed out when suggesting that holiday companies would just expand the period over which they charge premium rates, with the result that the general public would have fewer weeks of less expensive holidays.

Mrs Burns expressed her concern at the current Welsh Government proposal that the Welsh Minister for Education could have the sole power to set school term dates which could also mean an arbitrary decision could be taken on five or even six terms in a school year. She stated that she had been challenging these proposals. Mrs Burns also cast doubt upon the idea of cheaper holidays, given any change of term structure by saying that,

“The holiday companies would soon cotton on to it and nothing would change (with regard to cheaper holidays). I don’t see how that (argument) holds water”, a sentiment echoing that of Christine Blower.

A further argument put forward for this change is that it would allow for a better means of organising the curriculum. One head teacher in England argued that the changes would allow for ‘more equalised blocks of working which would be much better for curriculum planning and would be better in terms of levels of student and staff exhaustion’. Putting this point forward to Mrs Burns she responded by saying,

“Instinctively I don’t like the idea, but there is statistical evidence that the long summer break does give children too much time to forget what they are learning. The more successful European countries have shorter terms.There might be a discussion worth having about a four term year, it might serve small children, especially during the winter term”

This raised an important issue with regards to the lack of consistency with current term times and, when this was suggested to one local teacher, who asked not to be named, said,

“I can understand the argument that some of our terms are currently very long, with the present structuring, and, certainly, the autumn term leading up to Christmas can really take it out of all involved, pupils and teachers alike, but the summer holiday is almost an institution. It is a very long year and at the end of it we are all exhausted. I would suggest the first week of that summer break be a period for recovery and rest and then the last week is mostly used by teachers to prepare for the autumn term, whereby you simply hit the ground running almost immediately. I can see an argument for a five week summer break, but I would add that extra week on to the Christmas holiday, leaving the term length as it is. I can’t imagine the kind of chaos that would ensue if different schools had different term times – it makes you glad to be teaching in Wales if this is what is about to happen to our colleagues in England”

Seeking a response from the Head of Education in Pembrokeshire, Kate Evan-Hughes stated that,

“If such a policy were to be introduced in Wales, we, as a local education authority, would work with schools to minimise the impact and disruption for parents and students”

It certainly appears that whatever is decided upon in Wales, the policy is likely to cause at least some disruption and disorientation to parents, teachers and pupils when it is introduced into English schools.

However, a local Pembrokeshire school governor, who wished to be unnamed, did stress there may be some positives,

“From speaking to teachers I know it can take months for children to be re-focused after the summer holidays. I can see a four week holiday might be of benefit to help with this problem and pupils would re-focus much more quickly. Also, schools often struggle to keep children in school, holidays are cheaper (outside of current holiday times), but of course holiday companies would cotton on, but it could well cut down on unauthorised absences which is a real problem.”

It is an emotive issue and there are opinions for and against the change in England. No matter whether Wales adopts this policy or not, it seems from speaking with the various academic parties that, in Wales, there is at least a growing movement to question as to whether there should be a change to the structure of the school year and the amount of and length of terms. However, what are the impacts likely to be and who will it benefit? As Angela Burns states,

“This is a big decision that needs to be taken with all the consultation of teachers, unions, parents, governors, support services and businesses as it is a really radical move. If only one school did this it would be highly disruptive. It is a decision that needs proper analysis, research, evidence and consultation with everyone that it will affect. It is a huge change that needs investigating properly. It could be very unsuccessful”

Perhaps we, in Wales, should wait and see how successful it is in England before deciding upon a policy for Wales. After all, where education is concerned, risks simply cannot be taken with children’s academic futures. It is far too important for that and, surely, a measured and patient approach should be taken before any change is made, where quantifiable evidence has been studied and reflected upon before any final decision?

Education

Attendance concerns at Milford School reflect wider issue raised at the Senedd

Published

1 day ago

January 28, 2026

Tom Sinclair

ATTENDANCE was formally identified as one of the key weaknesses at Milford Haven School after inspectors placed the school into special measures — an issue that has also been raised at the Senedd as part of growing concern about school attendance across Wales.

In its November 2025 inspection report, Estyn made six recommendations for improvement at Milford Haven School, including a specific call to improve attendance, listed as Recommendation R5. Inspectors concluded that special measures were required and said progress would be monitored regularly.

The focus on attendance locally mirrors a broader national debate, after figures discussed in the Senedd showed that attendance levels across Wales remain significantly below pre-pandemic levels, particularly among vulnerable pupils.

During Spokesperson’s Questions to the Welsh Government’s Cabinet Secretary for Education, the Welsh Conservatives highlighted that more than half of the most vulnerable pupils in Wales were persistently absent during 2024/25, compared with 30.4 per cent in 2018/19. Persistent absence is defined as missing at least ten per cent of school sessions in a year.

The figures also showed that Year 11 pupils recorded the lowest attendance, averaging 86.8 per cent in 2024/25 — 6.4 percentage points lower than before the pandemic.

Political reaction

Following the exchange, Natasha Asghar MS, the Welsh Conservatives’ shadow cabinet secretary for education, said the Welsh Government was failing to meet its own targets on attendance.

She said the government had promised to restore attendance to pre-pandemic levels by the end of the current Senedd term, but warned that with only a few months remaining, that commitment looked unlikely to be met.

She said vulnerable pupils were being disproportionately affected, adding that behind the figures were children missing out on learning, with potential long-term consequences for their education and future prospects.

The Welsh Conservatives also criticised the recent Labour–Plaid Cymru budget agreement, arguing that it would not deliver the changes needed to improve attendance or educational outcomes.

Local and national pressure

Estyn’s recommendation to improve attendance at Milford Haven School comes alongside other concerns highlighted in the inspection, including teaching quality, leadership and management, facilities, and financial oversight.

The inspection found that attendance at the school was below that of similar schools and well below pre-pandemic levels — a pattern reflected across much of Wales, according to national data.

Education professionals and children’s organisations have repeatedly warned that attendance challenges are closely linked to wider issues, including mental health, additional learning needs, family pressures and disengagement following the pandemic.

What happens next

Under the special measures process, Milford Haven School is required to produce a detailed action plan setting out how it will address Estyn’s recommendations, including attendance. Inspectors are expected to return every four to six months to monitor progress.

Pembrokeshire County Council has previously said it is working closely with the school and Estyn to support improvements, while the Welsh Government has said it continues to work with local authorities to improve attendance and re-engage pupils.

As scrutiny of school standards intensifies both locally and nationally, attendance is likely to remain a central issue — for Milford Haven School and for education policy across Wales.

Education

‘Vulnerable teen’ questioned by police at Milford Haven School

Published

1 day ago

January 28, 2026

Tom Sinclair

Mother raises concerns over delay in being informed following cannabis incident

A MILFORD HAVEN parent has raised serious safeguarding concerns after her 13-year-old son—who has ADHD and autism—was questioned by police at Milford Haven School in connection with suspected cannabis, without her being informed for several hours.

The police confirmed this, saying “We were called to a report that a small amount of cannabis had been found.”

Jenn Reynolds said the incident occurred at around 12:00pm, but she was not contacted until 5:00pm, when deputy head Mr Thomas phoned her. She alleges another pupil brought suspected cannabis into school and handed it to her son, Rhys, who she says was “forced” into looking after it. Rhys was searched and questioned by attending officers, and did not disclose the matter to his mother beforehand.

“My kid is vulnerable—he would agree to anything,” Ms Reynolds said. “He has additional needs, and I should have been notified immediately so I could be present during any search or questioning.”

She added that her son now faces disciplinary action, including possible expulsion or placement in the school’s “REMOVE” provision, an internal withdrawal or isolation room. Ms Reynolds also referenced a prior Year 7 incident in which her son was assaulted and footage circulated on Snapchat; she claims she was initially told the perpetrator was expelled but later learned it was only temporary, and her expressions of concern at that time led to a temporary ban from the school premises.

The matter is now being discussed in local parent group chats, with some encouraging escalation.

Council and school response

Pembrokeshire County Council confirmed its education and safeguarding teams are involved and that “appropriate communication was held with key agencies.”

On the delay in parental notification, a spokesperson said: “The parent should be advised of any safeguarding concerns as soon as possible—this may mean a delay as the school looks into the concerns and liaises with agencies such as police.”

The council emphasised support for vulnerable learners, adding: “Support is provided to any young person with an appropriate adult present and the process explained to them in a way which they would understand.”

In a further clarification, the authority confirmed that an appropriate adult was present during police interaction with the pupil. The council said the school would continue to maintain support and communication with the family.

Recent Estyn inspection and special measures

The incident comes against the backdrop of Milford Haven School being placed into special measures, Estyn’s most serious category of follow-up, following a core inspection, with the report published on Wednesday last week (Jan 22). Both the school and Pembrokeshire County Council have accepted the findings in full and committed to rapid improvements.

Estyn identified a number of areas requiring urgent action, including weaknesses in teaching quality and consistency, low pupil attendance—below that of similar schools and well below pre-pandemic levels—with particular concerns around pupils eligible for free school meals, shortcomings in self-evaluation and improvement planning, a need to strengthen leadership challenge, inadequate toilet provision for pupils, and the requirement for more robust financial management.

Despite these concerns, inspectors also highlighted several strengths, describing the school as a “caring and inclusive community” where pupils feel safe. Estyn praised the school’s work to promote positive behaviour, its use of restorative approaches to tackle bullying, the range of curriculum and digital skills opportunities on offer, and its commitment to supporting disadvantaged learners.

Pembrokeshire County Council said it is working closely with Estyn and the school on a detailed post-inspection action plan. Regular updates, engagement events, and communication with parents, carers, and the wider community are expected as improvements are implemented. Estyn monitoring visits are anticipated every four to six months until sufficient progress allows the school to be removed from special measures. Further details of the approved action plan are expected to be published on the Milford Haven School website.

The incident has prompted renewed local discussion about how schools—particularly those under heightened scrutiny—handle safeguarding, drug-related incidents, vulnerability among neurodivergent pupils, and timely parental involvement.

The Herald will continue to follow developments, including progress on the school’s improvement plan.

Community

Pembrokeshire council to hear Stepaside school petition

Published

1 week ago

January 22, 2026

Bruce Sinclair - Local Democracy Reporter

A PETITION plea to save a Pembrokeshire village school under threat of potential closure will be heard at full council.

At the December meeting of Pembrokeshire County Council, a call for a breathing space before any decision is made on Stepaside school, Kilgetty, part of a wide-ranging range of education changes mooted in the south of the county, was defeated.

At that meeting, a recommendation before members asked that the Director of Education be authorised to undertake a public consultation on establishing a new 3-19 school, on a split site initially, but as part of a future investment to rebuild/extend Tenby’s Ysgol Greenhill site, or potentially on a new site was backed.

As part of that it also recommended Tenby Church in Wales Voluntary Controlled School and Ysgol Greenhill are discontinued.

A second part of the series of recommendations was a call to establish a new 3-11 primary school on the Saundersfoot School site, discontinuing Saundersfoot School and Stepaside school.

A report for members said there were many surplus places for all the schools in the proposals, with Stepaside having a surplus capacity of over 50 per cent.

The Tenby area proposals were backed, with amendments, but a call for a deferral on the second part concerning Stepaside was made by local member Cllr Alistair Cameron.

Cllr Cameron’s amendment call for a deferral was defeated by 37 votes to 12, the original proposal was later passed by 42 votes to seven, with the intention public consultations would be held next year.

Since then, an e-petition on the council’s own website, started by Angela Robinson, calls upon Pembrokeshire County Council “to Save Stepaside School and work with local communities to look at alternative solutions”.

“Stepaside School in Kilgetty is the heart of our community. It represents a high-performing local education asset that delivers significant public value. Any proposal to close it must be assessed not only in terms of short-term financial pressures, but against wider statutory duties, long-term social impact, and the strategic use of public funds that invests in our children best interest.”

The lengthy petition adds: “The rationale for closure appears primarily financial, yet any credible public spending decision must be based on a holistic assessment of costs, benefits, risks, and outcomes. This includes impacts on carers, children with additional learning needs, families from global majority backgrounds, and those reliant on local support networks.”

The e-Petition, which has attracted 582 signatures to date, runs to February 17.

If a petition gets 500 signatures or more, the creator will have an opportunity to debate it at a future full council meeting.

At the December meeting petition pleas to save Manorbier School and Ysgol Clydau, also at threat of potential closure, were heard; members noting those petitions.