Schools must prioritise high-quality teaching to realise Curriculum for Wales aims

A new thematic report from Estyn highlights the central role of effective teaching in delivering the Curriculum for Wales and improving outcomes for learners. Based on evidence from visits to schools across Wales and evidence from recent inspection reports, the report identifies strong practice where schools have embedded consistent, purposeful approaches to pedagogy – and calls for renewed focus on teaching quality in all schools.

Inspectors visited 25 schools, including primary, secondary and all-age schools, to explore how teaching is being developed in line with Curriculum for Wales principles. The report finds that in many schools, leaders have established clear, whole-school visions for teaching that align with curriculum purposes, and where this is supported by structured professional learning, teaching is having a positive impact on pupils’ progress and engagement.

However, Estyn also found that in a minority of schools, expectations for teaching quality are unclear, leading to inconsistent classroom practice and weaker pupil outcomes.

Owen Evans, His Majesty’s Chief Inspector of Education and Training in Wales, said:

“High-quality teaching is the heartbeat of education reform in Wales. As we move further into the implementation of Curriculum for Wales, our evidence shows that when schools place pedagogy at the centre of their work – and when teachers are supported through ongoing, collaborative professional learning – pupils thrive.

But this is not yet the case in every school. We need a consistent, national commitment to improving teaching across all phases, so that every pupil, in every classroom, can benefit from engaging and effective learning.”

The report identifies key features of strong teaching, including:

• Clear learning intentions and well-structured lessons.
• Purposeful curriculum planning that builds knowledge and skills over time.
• Effective use of formative assessment to adapt teaching and promote pupil reflection.
• Use of authentic and local contexts to deepen engagement and strengthen identity.
• Sustained, collaborative professional learning focused on pedagogy.

The most effective schools are also integrating teaching priorities into self-evaluation and improvement planning. Leaders in these settings gather wide-ranging evidence and promote professional dialogue that focuses not just on what is taught, but how well pupils are learning.

The report also warns against using the four purposes of the curriculum superficially in lesson planning or assessment. In some schools, staff are assessing directly against the four purposes rather than focusing on the knowledge and skills pupils need to develop, leading to less meaningful learning experiences. In addition, limited time and budgets in some schools are constraining staff access to high-quality professional learning. In these cases, training tends to focus on statutory or compliance content rather than deepening teaching expertise.

Estyn calls on schools, local authorities and national partners to maintain a strong, system-wide focus on improving teaching. Sustained professional learning, reflective leadership and a collaborative culture are critical to ensuring the Curriculum for Wales achieves its ambitions.