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Education

Wales gets cosmic ray detector network

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Truly innovative research: Welsh students' major opportunity

A NETWORK of instruments used to detect showers of high-energy particles raining down on Earth, are in the process of being set-up in Wales for the very first time.

The major international project will give schoolchildren the chance to explore some of the most important questions in astrophysics.

The particles, known as cosmic rays, travel from deep space at nearly the speed of light and are thought to originate from the regions around black holes and exploding stars. They’ve been hitting the earth and other planets since the solar system formed.

By detecting cosmic rays, scientists all over the world hope to learn more about some of astronomy’s biggest questions, such as the origin of the Universe, the death of stars, and how galaxies and black holes form. On Earth, observations of cosmic rays have also been used to ‘look inside’ volcanoes, and recently helped discover a large hidden chamber in the Great Pyramid at Giza.

A detector is currently under construction in Swansea University, with plans for another at the proposed Oriel Science exhibition centre in Swansea’s city centre. The network’s first detector has already been installed on the roof of Cardiff University’s School of Physics and Astronomy near the city centre.

Professor Chris Allton, from Swansea University’s Oriel Science and Department of Physics, said: “We are excited to link with Cardiff and provide a detector array across south Wales for school students to access. It will really help inspire these students to become the next generation of scientists in Wales.”

The team are now exploring the possibility of installing another detector at a school in Wales, as the network will also be used as an educational resource for schoolchildren across the country.

The £93K ‘QuarkNet Cymru’ project is being funded by the Welsh Government’s National Science Academy and links Wales to two major international projects – the “High School Project on Astrophysics Research with Cosmics” (HiSPARC) in Europe, and US-based “QuarkNet” programme.

HiSPARC and QuarkNet enable secondary schools and academic institutions to join forces and form a network to measure cosmic rays. They offer students the opportunity to participate in real research, with the purpose of finding out more about these mysterious cosmic particles.

When a cosmic ray encounters the Earth’s atmosphere, it creates a cascade of secondary particles called muons which spread out as they travel to the ground. By using detectors sensitive to muons, the schoolchildren will be able to work with the data to find out information about the original cosmic ray, such as its energy and where it came from in the sky.

From January 2018, schools will be able to loan particle physics equipment from Swansea and Cardiff Universities, with the addition of workshops and presentations to engage the schoolchildren in real-life cosmic ray research.

Dr Paul Roche, from Cardiff University’s School of Physics and Astronomy, said: “It’s a fantastic opportunity for school students from across Wales to get involved with some exciting astrophysics, using data taken from our own instruments that are now part of this international research programme.”

Ken Skates, Cabinet Secretary for Economy and Transport commented: “The QuarkNet Cymru project is an excellent example of how, working with global leaders in the field, Welsh Government investment is helping facilitate truly innovative research into some of the most important questions in astrophysics. More locally, it’s particularly pleasing to see such investment enabling QuarkNet Cymru and its network to deliver engaging Science, Technology, Engineering and Mathematics activities to pupils across Wales.”

Education

Improvement in reading and numeracy attainment, Welsh Government announces

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Attainment in Numeracy, Welsh Reading and English Reading has improved in 2023/24, new statistics show.

English Reading saw attainment levels improve across all year groups compared to 2022/23. Learners in Year 3 showed sustained improvement with levels in English Reading being higher than in both 2020/2021 and 2021/22. Welsh Reading presented some improvement across Years 3 to 9, compared to 2022/23. Younger years have shown the greatest degree of improvement in Numeracy (Procedural), whilst Numeracy (Reasoning) has remained relatively stable. These statistics were published today using anonymised data from the national personalised assessments.

Personalised assessments are adaptive online assessments in four subjects taken by all learners in Years 2 to 9 in maintained schools. They aim to support learning by providing information on the reading and numeracy skills of individual learners. They highlight where learners are making progress, as well as which skills could be developed further.

‘Progress in encouraging’: Cabinet Secretary for Education Lynne Neagle

Cabinet Secretary for Education Lynne Neagle said: “It is encouraging to see progress in attainment in reading and numeracy. This improvement highlights the impact our investments are making in schools to ensure every learner has the opportunity to reach their full potential. These assessments help to support all our learners in their educational journey by providing a valuable insight into their strengths and emerging skills.

“I would also like to thank our teachers and the education workforce for their hard work and dedication in supporting our learners and for their continued commitment and professionalism in responding to our national priorities.”

Headteacher Trystan Phillips at Ysgol Gymunedol Penparc in Ceredigion said: “We have evolved in our use of the Personalised Assessments to move away from their use as a summative resource to being a resource that truly influences progress. The use of the different group reports have been invaluable in not only recognising strengths and areas to improve for year groups but also showing examples and exercises that can be used. They’re very much now a device to support pupil progress”.

Estyn’s Chief Inspector, Owen Evans said: “Personalised assessments are a useful tool for schools. They enable teachers to tailor support for individual pupils and track progress over time. We are pleased to see some improvement, but schools need to work together to support attainment, and ensure there is a relentless focus on improving reading and mathematics for all learners. Estyn will continue to work to support schools, and urge leaders to use resources, such as our recent thematic review ‘Unlocking potential: Insights into improving teaching and leadership in mathematics education’ to help improve teaching and learning.”

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Education

Disabled children ‘denied’ school support

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DISABLED children in Wales have been refused additional support in Welsh schools due to claims their needs can be met through so-called universal provision, a committee heard.

Senedd Members considered a 1,454-name petition calling for a ban on the term “universal provision” – which refers to the support available to all pupils.

Parents warned councils are using the term to deny disabled children the person-centred, additional support they need in school to reach their full potential.

As part of a “transformation programme”, the Senedd passed a law in 2018 to bring in an additional learning needs (ALN) system to replace special educational needs (SEN) support.

The number of disabled children receiving support has fallen by nearly half since 2020/21 when roll-out began – with 40,000 fewer pupils receiving ALN or SEN support in 2023/24.

In 2017, then-minister Alun Davies assured the Senedd’s education committee that the cohort of pupils within the scope of the new system would be “broadly similar”.

Victoria Lightbown, who submitted the petition, cautioned “universal provision” continues to be used to deny pupils support to truly meet their needs despite guidance from ministers.

The petitioner wrote: “Despite this clarification, local authorities and members of Welsh Government continue to allow this term to be used to refuse a learner ALN status and provide additional learning provision.

“There can only be one solution and that is that this term is banned from use.

“While members of the Welsh Government still use this term when discussing ALN including during media interviews, it gives local authorities opportunity to follow suit and continue to deny ALN to learners.”

Lynne Neagle wrote to the Senedd’s petitions committee in response to the petition, apologising for a near-three month delay in replying to correspondence.

Lynne Neagle, cabinet secretary for education
Lynne Neagle, cabinet secretary for education

Wales’ education secretary, who chaired the education committee as it scrutinised reforms in 2017, said: “I want to be clear that ‘universal provision’ should not be a reason to deny ALN.

“However, I am aware that the term ‘universal provision’ is widely used by schools and local authorities when describing the provision… generally available to all pupils of the same age.

“Estyn’s recent thematic review of the ALN reforms reports there is confusion in schools and local authorities around what constitutes ‘universal’ provision and what is ALP. This confusion is causing difficulties when determining whether a learner has ALN.”

Ms Neagle said ministers have launched a review of the ALN system amid concerns about “complex and unclear” terminology, adding that she will outline the next steps in July.

The education secretary, who was appointed in 2024, also pointed to research by the University of Bristol centred on the importance of “generally available” support in Wales.

Politicians discussed the petition during a meeting of the petitions committee on June 16, with members agreeing to keep the petition open until after July’s update.

Vaughan Gething, who appointed Ms Neagle as education secretary during his stint as First Minister, said implementation of ALN reforms has been “a real issue”.

Labour MS Vaughan Gething
Labour MS Vaughan Gething

 “But… I don’t want the petition to take on a life of its own,” he said, cautioning the petition committee not to duplicate the ongoing work of an education committee inquiry.

He told Senedd Members it would be very unhelpful to take a “twin-track” approach, with the petitions committee commenting on the five-year inquiry into ministers’ education reforms.

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Education

Funding pressures ‘fuelling’ pupil behaviour problems

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FINANCIAL pressures on schools and wider public services are exacerbating pupil behaviour problems, with “wholly inadequate” health support, trade unions warned.

Claire Armitstead, director of the Association of School and College Leaders (ASCL) Cymru, warned behaviour has significantly changed post-pandemic.

She told Senedd Members: “We see challenging behaviour happening for young children… we see behaviour becoming more aggressive… more aggressive than we’ve ever seen.”

Ms Armitstead warned worsening school behaviour increases teachers’ workloads, stress and anxiety, “creating the conditions where people no longer want to stay in the profession”.

Appearing before the Senedd education committee on June 18, she raised concerns about financial pressures forcing schools to cut emotional and mental health support.

Claire Armitstead, director of the Association of School and College Leaders (ASCL) Cymru
Claire Armitstead, director of the Association of School and College Leaders (ASCL) Cymru

“School funding means we’re at a point where we’re nearly at just statutory provision,” she said. “Those people who helped those children change the way they behaved and gave them a life chance they probably would never have without them, they won’t be in schools.”

Laura Doel, national secretary at the National Association of Head Teachers Cymru, added that worsening behaviour shows the impact of the “desperate” situation facing schools.

She told the committee: “They cut the pastoral staff because they’re non-statutory, we have challenges in additional learning needs where we have learners in mainstream.

“For some children, it just isn’t suitable for them – we can’t cater for their needs… there’s nowhere else for them to go, so the pressure is on schools to retain them.”

Laura Doel, national secretary at the National Association of Head Teachers Cymru
Laura Doel, national secretary at the National Association of Head Teachers Cymru

Ms Doel described the number of educational psychologists in Wales and the waiting list for child and adolescent mental health services (Camhs) as “wholly inadequate”.

She said: “Social services are incredibly stretched with more pressure being put on schools to then step into that space. We can’t continue to do that.

“That will, undoubtedly, have an impact on retention of teachers because they are being asked more and more of the things that they didn’t go into the profession for.”

Ms Doel warned: “At the moment, we’re not seeing any significant move from this government to challenge those behavioural issues that we’ve got.”

She welcomed a summit on behaviour organised by ministers “but what we really need is those people on the ground to be able to build those relationships with learners”.

Ms Armitstead added: “A child with a plan for suicide and very unwell: 28 days for intervention by Camhs. The mental health of our cohorts has significantly worsened [but] the times for them to get the help they need has significantly increased.”

She stressed: “Behaviour is a symptom, not a cause. We haven’t got the multi-agency working to address the cause… health has pulled back so much for education – they are not playing their role in this community where we work together.”

Ms Armitstead, a headteacher for 15 years, said Wales needs multi-agency working or schools need to be funded to deliver those services.

Neil Foley, vice-president of the ASCL and headteacher of Prestatyn High School, warned the expectation is enormous with schools stepping in to fill the gap.

Neil Foley, vice-president of the ASCL
Neil Foley, vice-president of the ASCL

He told the committee: “The link between home and school has been severed, so when a child misbehaves, they have their phone out in class or they’re caught with a vape – we are met with challenge from home as well.”

Mr Foley added: “We can do everything we can but if we don’t get support from home, behaviour initiatives and everything that we’ve put in place – the longevity is not there because the parents are not supportive.”

Giving evidence to the committee’s inquiry on teacher recruitment and retention, the witnesses warned of “toxic” workloads and “mission creep”, raising the example of headteachers acting as caretakers due to a lack of funding to recruit.

Ms Armitstead told the committee: “The reality is – because the workload is so enormous – if you don’t love it, you can’t do it.”

The former headteacher warned of an “almost exponential” increase in abuse faced by school staff on social media, with “hatred breeding hatred”.

“Pre-pandemic, teachers and school leaders were seen as having positive intent, whether we agreed or not – our intent was never questioned,” she said.

“But now our intent is questioned – and publicly.”

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