LEARNERS from the UAL Level 3 & 4 Foundation Diploma in Art and Design course at Pembrokeshire College recently embarked on an enriching cultural study visit to St Fagans National Museum of History, Cardiff. The visit provided an invaluable opportunity for learners to gather source material, which they later developed into creative works through screen printing workshops back at the College.

The outdoor museum features a remarkable collection of relocated and reconstructed historical buildings from across Wales, spanning a variety of time periods. The immersive experience allowed learners to engage with diverse architectural styles, objects, and environments, deepening their understanding of Welsh cultural heritage.

Inside the museum, learners explored artefacts showcasing traditional crafts such as weaving, embroidery, pottery, wood carving, blacksmithing, and furniture-making, all of which highlight the richness of Welsh cultural identity both past and present.

The visit coincided with temporary exhibitions. ‘The Wool Coat’ project, for instance, explored sustainability and cultural heritage through the repurposing of Welsh blankets into contemporary garments. This project also involved the independent Cardiff-based printmaking studio ‘Printhaus,’ which designed screen printed lining fabrics. Learners were particularly engaged by the project’s social impact, as it also provided sewing skills to immigrants in Cardiff to help with workplace integration. Issues of sustainability, re-use, culture, traditional skills and immigration were addressed through this multi-faceted project.

Another art installation explored colonialism featuring furniture once owned by ‘Clive of India,’ the installation highlighted the powerful role of visual artists in raising awareness of injustice and driving cultural change. Adding to the dynamic experience, learners witnessed the film industry in action as a production team adapted historic buildings and filmed scenes for ‘Young Sherlock,’ offering a fascinating glimpse into how historical settings can be reimagined for contemporary storytelling.

Back in the College print workshop, learners translated their observations into a collaborative screen-printed banner. They explored both hand-stencil and photographic exposure techniques to create a bold visual response to their visit. The final design reflected elements of the day’s experience, incorporating imagery gathered through drawing and photography.

A highlight of the visit was the warm praise from members of the public, who sought out staff to commend the learners on their conduct, their consideration for others and their interest in and engagement with the Museum and staff members.

We are incredibly proud of our learners and their ability to translate this inspiring experience into innovative artistic outcomes in such a short period of time. Their visit to St Fagans has not only expanded their creative practice but also deepened their appreciation for Welsh cultural heritage and the role of art in shaping contemporary discourse.

This impressive banner is now proudly on display in the College’s atrium.

THE REDHILL KNIGHTS CHESS TEAM from Redhill Preparatory School has secured a spot in the British Primary Teams’ Chess Championship finals after a strong performance at the qualifier in Bristol.

Facing 32 top teams from across the UK, the Redhill Knights A team emerged victorious in a fiercely contested tournament at Bristol Grammar School, earning their place in the national finals at Nottingham University on June 24, 2025.

This achievement adds to their growing success, having won silver medals at the Welsh Primary Schools Chess Championship for two consecutive years.

Headteacher Adrian Thomas said: “This is a fantastic opportunity for our children. Chess at Redhill has gone from strength to strength, and we are delighted to see our pupils representing not just the school, but Wales, on such a prestigious stage.”

The Redhill Knights remain the only Welsh primary school team to qualify for the national finals.

The school’s B team also put in an impressive performance, finishing 6th despite being initially ranked 20th. Their remarkable progress highlights the depth of talent within Redhill’s chess programme, nurtured by FIDE Master Alexis Harakis, whose expert coaching has been key to their success.

Redhill Preparatory School expressed gratitude to Coach Harakis and the dedicated parents who continue to support the young chess players.

For those inspired by the Knights’ success, Redhill Preparatory School hosts a chess tournament for primary-aged children three times a year.

The next tournament takes place on Saturday, April 5.

ESTYN warned teaching must improve in half of secondary schools in Wales, with the inspectorate raising serious concerns about the quality of leadership.

Buffy Williams, who chairs the Senedd education committee, quizzed Estyn chiefs about 52% of secondary schools inspected receiving a recommendation to improve teaching.

Giving evidence on March 5, Estyn’s chief inspector Owen Evans said: “We try to focus on what matters and teaching, as you say, is absolutely at the heart of what we expect to see.

“Yes, it is a concern that so many recommendations are given to schools on what is a fairly basic tenet of what we should be doing.”

Claire Morgan, a strategic director at Estyn, said around 20% of primary schools also received a recommendation on teaching in the last academic year.

She warned of inconsistencies across secondaries, with schools failing to build on pockets of best practice due to weaknesses in self-evaluation.

Joel James said Estyn inspected 31 secondaries in 2023/24, with 10% requiring follow-up inspections, two in special measures and two others needing significant improvement.

The Tory asked: “Is that an anomaly in terms of previous years or … a general reflection?”

Ms Morgan said: “It’s been a very challenging time for secondary schools: they’re still grappling with curriculum reform, additional learning needs reform, qualifications reform.”

She added: “Across all secondary schools, it’s about 10% of them in the statutory category, so that is really concerning for us.”

Ms Morgan raised issues around attendance, particularly among pupils eligible for free school meals, as well as weaknesses on literacy, numeracy and Welsh-language skills.

She said: “When you put all of these issues together, you can identify some serious concerns about the quality of leadership.”

She warned of a lack of high-quality, subject-specific professional learning for teachers.

“The job is very demanding,” she said. “We are seeing children with increased and complex wellbeing needs and often teachers are dealing with those on a daily basis.”

On Tuesday, trade union NAHT Cymru warned of rising abuse from parents towards school staff, including verbal abuse, threats and even physical violence.

Mr Evans, who was himself expelled from school for pulling a prank on teachers, said Estyn would soon be publishing an in-depth thematic report on behavioural issues.

He told the committee: “Where we see that behaviour is less of a problem it’s where they have quite strong policies that have been developed with pupils and parents.”

Mr Evans, a former senior Welsh Government civil servant responsible for schools, warned of a “plethora of priorities” and called for a tighter focus over the long term.

Labour’s Carolyn Thomas asked about the main challenges in primary schools.

Ms Morgan said the key challenges include pupil progression, self-evaluation, improvement planning, consistency of teaching and Welsh skills in English-medium schools.

Pressed on literacy and numeracy by the Conservatives’ Natasha Asghar, Ms Morgan warned of weaknesses in higher-level reading skills across primary and secondary.

Raising concerns about too much variation and low standards in maths teaching, she said: “The only way we’re going to make progress on numeracy is to get mathematics right.”

The witnesses called for a relentless focus on reading and numeracy, with the chief inspector later warning of a recruitment and retention crisis in schools.

Mr Evans said Estyn aims to embed a supportive ethos, with interim inspections every three years as part of a six-year cycle rather than a “big bang” every eight years as before.

The former S4C boss said: “Last year, we introduced the interim visits, so instead of what was every eight years getting the magic call and the boots of Estyn are in your school – we’re trying to take the sting, we’re trying to take the anxiety out of it.”