Education

Estyn optimistic about improvement

Published

7 years ago

January 30, 2018

There is sustained improvement: Kirsty Williams welcomes report

THE BIGGEST trend in Welsh education over the last seven years has been the move towards a culture of self-improvement.

According to Estyn’s Chief Inspector’s Annual Report published on Wednesday (Jan 24), schools and other education and training providers increasingly take ownership of their own improvement and share expertise and best practice with each other.

Chief Inspector Meilyr Rowlands says: “Looking back over the last seven-year cycle of inspections, there’s been a shift in education in Wales towards greater collaboration. It’s clear from our inspections of over 2,700 schools, non-maintained settings, colleges and other education and training organisations that there is enough excellence across Welsh education to support improvement and help reduce variability.

“This spirit of cooperation is most obvious in the way that the new curriculum is being developed with the teaching profession and how schools themselves are beginning to develop innovative teaching and learning practices. Consortia of local authorities work together and schools support each other to improve teachers’ professional skills.”

In schools like Ysgol Gynradd Bynea, Llanelli, pupils led a project to develop an outside learning village. Learners developed a range of skills from designing architectural models to budgeting and placing orders. In the further education sector, Pembrokeshire College has developed partnerships that support the development of skills in Pembrokeshire, improve learners’ access to post-16 education and engage with hard-to-reach groups.

More findings from the seven-year inspection cycle:

Inspection findings this year are broadly similar to those for the last seven years as a whole. Seven-in-ten primary schools inspected this year are good or excellent, similar to last year, while half of secondary schools inspected are good or excellent, a bit better than last year
There are many strengths in nursery settings, maintained special schools and in further education colleges, where the quality of education provided is good or better in most cases. Variability within and between providers remains a challenge in most other sectors.
Schools that are most successful at raising standards for all their pupils and at closing the gap in the performance of pupils eligible for free school meals compared to their peers, encourage greater involvement of parents and the community and create a culture where education is respected and valued.
In the quarter of schools that deliver the Foundation Phase well, pupils make good progress, become confident learners, and are well-prepared for future learning. But many schools remain reliant on more traditional teaching methods, especially for children aged 5 to 7.
As the secondary school accountability system became increasingly linked to examination results, some schools focused too much on examination technique rather than on providing a broad education. The best schools develop learners’ knowledge, skills, and attitudes to learning by capturing their interest through engaging learning experiences.
Mergers of further education colleges have resulted in a smaller number of large providers. The new leadership teams of these institutions have overseen improved provision in this sector over the last seven years.

Education Secretary, Kirsty Williams, welcomed the report as further evidence that Wales’ education system is uniting in a mission of self-improvement.

The Welsh Government also expressed pleasure in the ’spirit of cooperation’ with the teaching profession in developing a new curriculum.

The report also welcomes:

The establishment of a National Academy of Educational Leadership;
A “more systematic approach” to how pupils learn, apply and practise their literacy and numeracy across the curriculum;
Major changes in how professional learning is organised;
Improvements in attendance and behaviour;
Strengths in learner wellbeing, care, support and guidance, and learning environment; and
Strengthened links between higher and further education.

Welcoming the report, Kirsty Williams said: “Our national mission for education seeks to raise standards, reduce the attainment gap and deliver an education system that is a source of national pride and enjoys public confidence.

“It is clear from reading this report that there is sustained momentum in Welsh education; a culture of self-improvement that is embedded in the system and, most importantly, owned by those working in the profession.

“I am heartened to see the Chief Inspector welcoming the steps we have taken to drive up standards and support improvement in our schools – particularly our efforts to work with the teaching profession in developing the new curriculum.

“The report notes our efforts to reduce the attainment gap, but we know there is no room for complacency. That’s why we’re doubling the Pupil Development Grant for our youngest learners, so that every child has the opportunity to reach their potential.

“By continuing to work together, I am confident that we can achieve our national mission and deliver an education system that is a source of national pride and public confidence.”

David Evans, Wales Secretary of the National Education Union Cymru, said: “This report shows that despite increasingly difficult funding settlements and the ongoing concerns of workload schools and teachers in Wales are continuing to provide an education service we can be proud of. Amongst the many positives identified, it is especially good news to see recognition from Estyn for the work schools are doing to work constructively together.

“The profession has always espoused the benefits of self-improvement, collaboration and the focus on teaching and learning. This report highlights those issues and the benefits to be gleaned when teachers are allowed to take ownership of their teaching practices. This will be a big boost as we seek to implement the new curriculum and highlight the cooperative approach that we see being priorities in communities across Wales.”

Education

New resource to support Welsh medium pupils

Published

3 days ago

January 16, 2025

Tom Sinclair

EDUCATION researchers have published a special booklet to support pupils in Welsh medium schools from homes where the language is not spoken.

Entitled Partner, Promote and Provide, the booklet was co-created in workshops led by Aberystwyth University which brought together education partners from Ceredigion and Powys, with input from parents and pupils.

It builds on a series of research studies by the School of Education which began during the Covid-19 lockdowns in 2020 and which explored the impact of the pandemic on pupils along with the additional challenges facing Welsh-medium schools in extending support to children from non-Welsh-speaking homes.

Dr Siân Lloyd-Williams Director of Research at Aberystwyth University’s School of Education, said:

“Based on the studies we carried out between 2020 and 2024, it was clear we needed to continue the work so that we could evaluate, identify and measure the impact of our recommendations on supporting non-Welsh speaking families.

“We set out to organise a series of workshops, bringing together representatives from the local education authorities, teachers, parents and others to hear their experiences and gather evidence. As a result, we have co-created a special booklet that teachers can use to support pupils from non-Welsh-speaking homes who attend Welsh medium schools.”

Another member of the research team at Aberystwyth School of Education, Dr Rhodri Aled Evans, said:

“This is an example of effective and purposeful collaboration between academics and practitioners on the ground. We hope this booklet, together with the recommendations of our previous studies, will be a valuable resource for the education sector and beneficial for teachers, pupils and families alike.”

The Director of Education for Ceredigion County Council, Elen James, said:

“It has been extremely valuable to collaborate with the University’s researchers to create dedicated resources that offer practical help on how to further improve the experiences of Welsh-medium pupils from non-Welsh speaking homes. This work is important and an excellent starting point for further collaboration. We look forward to developing the project further in the future.”

The Partner, Promote and Provide booklet was launched at a training event for teachers held at the University on 16 January 2025 and can be downloaded from the University’s website as a PDF or hard copies can be sent on request.

Pictured: L to R: Susan Ferguson (Research Impact and Knowledge Officer, Aberystwyth University), Prysor Davies (Interim Head of the School of Education, Aberystwyth University), Dr Rhodri Evans (Lecturer in Education, Aberystwyth University), Rhiannon Salisbury (teacher), Alwyn Ward (Ceredigion County Council)

Education

Excellent inspection for Tenby Church in Wales Primary School

Published

3 days ago

January 16, 2025

Tom Sinclair

THE GOVERNORS and staff at Tenby Church in Wales Primary School are delighted to have received their Estyn inspection report today, Friday 10th January, following full inspection early in November 2024. The glowing report praises the school for its care and support for pupils.

It states: “Tenby Church in Wales School is a happy, nurturing and inclusive school where a focus on values underpins its work. Leaders place a high importance on pupils’ wellbeing. Pupils are well cared for and feel safe. Pupils behave very well and there is a calm atmosphere in the school.”

The inspectors noted the high standards and strong progress that pupils of all abilities make. Support for pupils with Additional Learning Needs (ALN) gained particular praise.

“Most pupils make strong progress in their learning as they move through the school. They have positive attitudes to learning and reflect purposefully on their work to bring about improvements. The provision for pupils with ALN is a strength of the school and supports these pupils to make good progress towards their individual targets.”

Governors and staff are pleased that the leadership and effectiveness of the whole staff team has been recognised as a strength.

“The Headteacher provides strong leadership. He has built an effective staff team who share his vision. Governors are well informed about the school’s strengths and areas for development and offer suitable challenge.

“Across the school, there is a culture of improving teaching and learning. Senior leaders work effectively to promote this and to provide support and professional learning for all staff. Leaders manage change exceptionally well and this has helped the school to maintain its track record of bringing about improvement.”

There are two ‘spotlights’ for good practice identified within the school’s inspection report; one for ‘an inspiring curriculum’ (the school’s curriculum offer to children) and another for ‘managing change’ (leaders managing change to ensure quality).

The report made one recommendation to help the school continue to improve: to enhance pupil leadership and pupil voice in the strategic development of the school. The school will now produce an action plan to address this recommendation.

John Palmer, Headteacher at Tenby Primary, said: “On behalf of our school community I feel incredibly proud to have received such an excellent inspection report. It rightly highlights the hard work and successes of staff, children, parents and governors and we feel it captures our school and its vision and values perfectly.”

Mrs Anne Ponisch, Chair of Governors, said: “It is a joy to see the hard work and dedication of all who work at the school recognised and applauded in this excellent report. It reflects the very positive collaboration that exists between our local community, parents, staff, governors and children. It describes so well the happy and innovative school that we all feel privileged to love and be a part of.”

Cllr Guy Woodham, Cabinet Member for Education and Welsh language, said: “I offer my congratulations to Tenby Church in Wales Primary School for achieving this outstanding report.
“Inspection reports like this do not come about by chance, they are the result of dedication and hard work and support from the whole school community.”

The full inspection report can be found on the Estyn website by using the following link: Tenby Church In Wales Voluntary Controlled School – Estyn

Education

Estyn to review the use of Generative AI in schools

Published

6 days ago

January 13, 2025

Tom Sinclair

ESTYN, the education and training inspectorate for Wales, is set to lead a comprehensive review into how Generative Artificial Intelligence (Gen AI) is being utilised in schools across Wales.

The review aims to assess the current applications of Gen AI tools, explore their potential benefits, and identify any challenges they may present to educators and learners.

Survey and engagement process

The review’s first phase involves a survey for schools and pupil referral units, inviting feedback and insights into their experiences with AI. This will be followed by in-depth engagement with teachers to gather detailed perspectives. The findings are expected to be published in the summer.

Support and guidance for schools

To help schools considering or beginning to use Generative AI, new guidance has been published. This guidance is part of a broader support package available on Hwb, developed with input from leading online safety organisations such as the UK Safer Internet Centre, Common Sense Education, Praesidio Safeguarding, and Internet Matters.

Statements from key figures

Cabinet Secretary for Education, Lynne Neagle, commented: “Artificial Intelligence presents a huge potential for schools; the technology is evolving quickly, and it is vital that schools are supported to navigate change.

“By getting an understanding of the good practice already being used, we can help schools to embrace the opportunities AI could bring responsibly, while continuing to prioritise the safety and well-being of staff and learners.

“Estyn are well placed to undertake this review, given their deep understanding of the education sector in Wales. As a government, we continue to work with partners, including local authorities, and engage with leading online safety organisations to ensure schools are guided by the best expert advice.”

Owen Evans, His Majesty’s Chief Inspector at Estyn, said: “We are very pleased to be launching this important call to gather views from education professionals to better understand how both teachers and pupils are already using generative AI in schools and pupil referral units across Wales.

“Generative AI has the potential to transform education if used responsibly, and its use amongst educators and learners is accelerating at a rapid rate. Having a clearer understanding of the integration of AI in schools at a national level will enable Government to better support and guide the education community in the use of this powerful technology.

“We would encourage school leaders, teachers, and support staff to share their experiences and engage with the survey, which is now live. We look forward to meeting with providers over the coming months to speak in more detail about their work in applying AI within their settings.”

AI subgroup and sector collaboration

In tandem with the review, an AI subgroup under Digital Learning Cymru has been established. This group ensures sector-wide input and brings together a network of experts from education, industry, and the third sector. The collaboration is intended to address both the opportunities and challenges associated with AI in education.

Estyn’s review is a pivotal step in helping schools across Wales navigate the evolving landscape of AI and harness its potential to enhance teaching and learning responsibly.