Frequently Asked Questions – schools and PRUs
Take a look at our video which explains our inspection framework and the difference between a core inspection and interim visit:
What we inspect – schools and PRUs (youtube.com)
You will be provided with a full list of required documents upon notification of inspection through our Virtual Inspection Room portal. Providers will be asked to make the following documents available for the inspection team while on site:
- Initial Contact Form (ICF)
- Plasc data/ICF data for the school
- School Development Plan (SDP) or School Improvement Plan (SIP)
- Timetables: Classroom timetables for the duration of the visit
- Full list of pupils names to make arrangement for a group of learners to meet with inspectors
- Information about staff (names, responsibilities and qualifications
- Map of the school
- Safeguarding/child protection policy
- Completed Safeguarding SER (The local authority template, the national template or the Estyn template can be used)
- A list of staff DBS checks (formally CRB) with the check numbers, issue date and level of check completed e.g. enhanced with barring list
We no longer give summative gradings on completion of inspection. Instead, our reports will provide a detailed evaluation on strengths and areas for improvement. During inspection we will provide more opportunities for professional dialogue that supports improvement.
All aspects of provision will be considered, but the report will include a summary of key strengths and areas for improvement.
Throughout the inspection, inspectors will provide detailed feedback. The final report will capture what is working well and any areas in need of improvement. We also publish a more concise summary version of the report for parents and carers.
The current framework covers: Teaching and learning; Wellbeing, care, support and guidance; Leading and improving. Inspectors look at what works well and what are the areas that require improvement. Inspectors want to see what the learner experience is like day to day.
We want to see a normal school week – we don’t expect everything to run perfectly during an inspection, and don’t want providers to over-prepare or do things differently to normal during an inspection week – if this is the case – pupils will often tell us!
The lead inspector will arrange a virtual meeting with the headteacher in the time leading up to inspection. This is an opportunity to clarify arrangements, raise any concerns and hopefully settle any nerves.
An Estyn inspection is not about paperwork – inspectors will look at the impact on learning. We focus on open and honest discussion and professional dialogue. This means seeing your setting as it is – we do not require individual lesson plans.
Inspectors consider different contexts and challenges facing each provider and tailor their approach. They triangulate evidence to come to robust conclusions, taking into account a range of different evidence. Learners are ultimately at the heart of the inspection – and inspectors focus on the quality of teaching and learning to see what’s working well, as well as areas for improvement.
Our approach is flexible. We adapt to each provider, using tailored methodologies that take the full picture into account.
– Be open and honest and ready to engage in professional dialogue.
– Be clear about your priorities for improving outcome for learners and how you’ve arrived at these.
– Think about how you’ve already made a difference for your learners and how you can evidence this in pupils’ work.
If your school doesn’t have a Peer Inspector – you may want to consider applying to do the training. It’s great professional learning and helps to de-mystify the inspection process.
We aim to bring inspection and schools’ own evaluation arrangements much closer together.
Our evolving approach is a positive step forward, moving away from one-word gradings to more detailed feedback, two-way conversations that promote professional dialogue between inspectors and providers that gets to the heart of any issues that need resolving.
We aim to reduce some duplication in the current framework and focus on what matters most, then offering steps that providers can take to improve their results – ultimately ensuring the best outcome for learners.
Our detailed reports allow us to share experiences from across Wales to support improvement across the country