Thematic Report Archives - Page 10 of 15 - Estyn

Improvement Resource Type: Thematic Report

Improvement Resource Type: Thematic Report

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Recommendations

Local authorities and schools should:

  • R1 Ensure that they evaluate the effectiveness of their strategies to improve the achievement, transition and attendance* of GRT pupils and make improvements when strategies are not bringing about the desired outcomes

R2 Ensure that anti-bullying and equality policies take account of the specific needs of GRT pupils*

  • R3 Ensure that schools promote GRT culture throughout the school curriculum*
  • R4 Ensure that GRT pupils have opportunities to express their views about their learning experiences
  • R5 Work collaboratively to deliver and enhance services for GRT pupils
  • R6 Explore ways of building the confidence of GRT pupils and parents to self-ascribe their ethnic identity accurately

The Welsh Government should:

  • R7 Update the 2008 guidance ‘Moving Forward – Gypsy Traveller Education’

* Recommendation in the 2005 and 2011 Estyn reports

Improvement Resource Type: Thematic Report

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Improvement Resource Type: Thematic Report

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Recommendations

Schools and colleges should:

  • R1 Improve A level outcomes, particularly at AS level and especially those of boys
  • R2 Improve the advice and guidance given to learners by:
    • a. considering carefully learners’ levels of educational attainment at GCSE when giving advice and guidance
    • b. providing learners with accurate and up-to-date information about the full range of sixth form, further education and apprenticeship opportunities open to them
    • c. giving advice on the best combinations of subjects for them
    • d. developing a clear policy on progression from AS to A level
    • e. considering carefully the number of qualifications taken by each learner, taking into consideration the likely progression route of each learner
  • R3 Improve the independent learning skills of pre-16 learners in order to prepare them for A level studies
  • R4 Work together to improve professional learning opportunities linked to A level teaching
  • R5 Give due attention to outcomes and provision at A and AS level in self-evaluation and improvement planning processes
  • Local authorities and regional consortia should:
  • R6 Facilitate networks of professional learning related to A level across schools and colleges
  • R7 Help schools to evaluate the effectiveness of their A level provision

The Welsh Government should:

  • R8 Monitor the success of the new consistent measures data sets across schools and colleges
  • R9 Ensure that changes to the curriculum and qualifications secure continuity and progression
  • R10 Review the funding formula for A levels in schools and colleges, and its application across authorities, with the aim of eliminating unintended consequences, such as encouraging learners who are not best suited to study A levels to do so
  • R11 Develop a way to communicate to learners and their parents clear information about A level attainment and provision in individual centres

Improvement Resource Type: Thematic Report

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Recommendations

ITE partnership schools should:

  • R1 Link their work in ITE more strongly to the development of practice and provision in school, and especially to that of professional learning
  • R2 Work closely with their university partners to ensure that mentors have the skills, knowledge and understanding necessary for teacher educators
  • R3 Develop robust plans to improve the research skills of school staff, making the most of their partnership with their university partner
  • R4 Ensure that senior mentors play a strategic role in developing mentors and in evaluating the effectiveness of ITE partnership working
  • R5 Work alongside university partners to design and implement ITE programmes that ensure a successful blend of theory and practice.

Universities should:

  • R6 Work closely with schools to support the development of research skills and strategies
  • R7 Improve mentor training and development to focus more on the skills of teacher education
  • R8 Work with schools to develop more robust processes to evaluate the quality of mentoring
  • R9 Work alongside university partners to design programmes that ensure a successful blend of theory and practice
  • R10 Strengthen student teachers’ skills of reflection, evaluation and critical analysis
  • R11 In collaboration with their partner schools, consider the most effective ways to assess students that takes good account of their development towards QTS

Welsh Government should:

  • R12 Work with ITE providers to support a national approach to mentor development in ITE

Improvement Resource Type: Thematic Report

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Recommendation

Local authorities, regional consortia and schools should:

  • R1 Remain up-to-date with all guidance and training materials produced by the Welsh Government and support staff to implement the additional learning needs reforms effectively

Improvement Resource Type: Thematic Report

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Recommendations

Work-based learning providers should ensure that:

  • R1 All learners complete their qualification framework in a timely manner to improve successful completion rates
  • R2 All learners are on the correct higher apprenticeship programme to reduce the high number of early drop outs
  • R3 All learners have a mentor to support them in the work place
  • R4 Employers provide support for learners to attend workshops and off-the-job training sessions
  • R5 They engage with and recruit new employers to participate in training programmes to reduce the over-reliance on existing employers

The Welsh Government should:

  • R6 Make sure that all providers understand how learners’ existing qualifications can be accredited for essential skills qualifications
  • R7 Match the number of higher apprenticeships in different sector subject areas more closely to demand by employer and the economy of Wales

Improvement Resource Type: Thematic Report

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Recommendations

Local authorities and YOTs should:

  • R1 Assess the progress that young people make in developing soft skills, such as confidence, social skills, and self-esteem, and in improving their literacy and numeracy skills
  • R2 Ensure that all services have a dedicated education, employment or training co-ordinator
  • R3 Ensure that young people receive their entitlement to education in a timely manner, and report to management boards the length of time that young people are not in education, employment or training (NEET)
  • R4 Develop effective strategies that support young people in developing literacy and numeracy skills
  • R5 Evaluate the quality, effectiveness and impact of their service better to improve quality, and inform strategic planning to enhance education, employment or training opportunities for young people
  • R6 Extend the range of non-statutory members of the management board to include key local education and training providers

Improvement Resource Type: Thematic Report

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Recommendations

Local authorities should:

  • R1 Consult meaningfully with young people, so that they can influence the planning for and evaluation of the services available to them at a local level
  • R2 Provide safe spaces for young people in local areas so that they have access to services, and activities, which support their development as individuals, and as members of their local community
  • R3 Make sure that strategic plans have clear priorities informed by local intelligence for services that support young people
  • R4 Make sure that local authority departments and other bodies work in partnership to provide services for young people, which address their needs

Providers should:

  • R5 Make sure that their services enable young people to identify for themselves their interests, goals, and needs
  • R6 Work in partnership at a local and regional level to improve access to the range of services for young people
  • R7 Make sure that professional youth work standards and principles are used by workers in all youth support service projects

The Welsh Government should:

  • R8 Provide the policy basis through which youth work, as a way of working with young people, becomes embedded in all services
  • R9 Clarify the use of the terminology ‘youth work’, ‘youth service,’ and ‘youth support services’ in Wales in order to provide a universally understood language for policy development and delivery
  • R10 Establish ways of holding local authorities and their partners to account for the quality, range and types of youth support services they provide in their area
  • R11 Include the qualification, training and ongoing development of youth workers in the National Youth Work Strategy for Wales