Thematic Report Archives - Page 10 of 17 - Estyn

Improvement Resource Type: Thematic Report

Improvement Resource Type: Thematic Report

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Recommendations

Schools should:

  • R1 Include risks to pupils from radical and extremist ideologies in the school’s policies, in particular policies that cover ICT and online safety
  • R2 Record and report all incidents of racist language and racial bullying properly, and offer suitable support and challenge to victims and perpetrators
  • R3 Acknowledge that radicalisation and extremism are real risks to pupils in all schools, and ensure that staff training, policies and the curriculum suitably address these risks
  • R4 Ensure that all pupils have a voice and can share with the school any concerns they have about behaviours or expressions of radical or extremist ideas

Local authorities should:

  • R5 Monitor school safeguarding activity relating to duties under the Counter-Terrorism and Security Act 2015 using criteria in the Home Office and Welsh Government self-assessment toolkits
  • R6 Work with partners to ensure that schools are included in post-referral action plans in order to best support pupils subject to Channel support
  • R7 Work with regional consortia to support schools in developing their curriculum to support pupils in building resilience when confronted with radicalised and extremist influences
  • R8 Work with partners to ensure that requests for advice prior to referrals are captured in order to provide intelligence about the issues faced by schools
  • R9 Improve the tracking of the take up of training by school leaders, governors and teachers, and ensure that the cascading of training is effective

The Welsh Government should:

  • R10 Work with local authorities and regional consortia to support schools to build pupils’ resilience when confronted with radicalised and extremist influences

Improvement Resource Type: Thematic Report

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Improvement Resource Type: Thematic Report

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Recommendations

Schools should:

  • R1 Improve the quality of targets in pupils’ IEPs to promote pupils’ progress in learning and independence
  • R2 Ensure self-evaluation arrangements give more attention to the progress pupils with SEN make in relation to their needs, abilities and individual starting points

Local authorities should:

  • R3 Support schools to access the external specialist services they need to promote the wellbeing and progress of pupils with SEN
  • R4 Promote partnership working between special schools and other maintained schools in the local authority

The Welsh Government should:

  • R5 Assist schools and local authorities during the implementation of new statutory arrangements to support pupils with ALN

Improvement Resource Type: Thematic Report

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Improvement Resource Type: Thematic Report

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Improvement Resource Type: Thematic Report

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Recommendations

Schools should:

  • R1 Provide both whole-school and targeted support for vulnerable pupils, in partnership with other services, based on an understanding of the impact of ACEs on children
  • R2 Prioritise building trusting and positive relationships with families that encourage them to share important information with the school 
  • R3 Ensure that there is suitable access to calm, nurturing and supportive spaces for all vulnerable pupils, including those with ACEs, and particularly for older secondary pupils
  • R4 Provide training and support all secondary school staff, not just those involved in pastoral work, to understand their role as a potential trusted adult for vulnerable pupils
  • R5 Establish mechanisms to share information about vulnerable pupils and families confidentially and sensitively with relevant staff

Local authorities and regional consortia should:

  • R6 Share relevant information about vulnerable pupils and families promptly with schools
  • R7 Assist schools to develop ACE-informed strategies to support vulnerable pupils

The Welsh Government should:

  • R8 Promote the WASPI and encourage the timely sharing of information about vulnerable pupils and families with schools

Improvement Resource Type: Thematic Report

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Recommendations

Schools and governing bodies should:

  • R1 ensure that pupils repeat Year 10 only under exceptional circumstances
  • R2 routinely review registration practices and pupil movements as part of the school’s evaluation and improvement arrangements
  • R3 ensure that governors monitor pupil movements between Years 10 and 11
Local authorities should:
  • R4 monitor the registration practices of schools to provide assurance that schools are always acting in the best interests of individual pupils
  • R5 ensure that both local authorities and schools have clear criteria and protocols for allowing schools to register pupils as repeating Year 10
  • R6 monitor and investigate any instances where pupils are repeating Year 10 or progressing from Year 10 into a school year other than Year 10 or Year 11
Welsh Government should:
  • R7 review the registration of EOTAS pupils and consider using destination data to measure the effectiveness of EOTAS provision
  • R8 work with local authorities to set up databases of compulsory age pupils in their area
  • R9 review arrangements for PLASC to ensure greater transparency of pupil movement 

Improvement Resource Type: Thematic Report

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Recommendations

Federated schools should:

  • R1 Work with stakeholders from the outset to establish a clear vision for the federation that focuses on improving outcomes for pupils
  • R2 Develop leadership structures for the federation, including some non-teaching time for a senior leader on each site, to support effective day-to-day operation and good communication within and between schools
  • R3 Use self-evaluation processes to identify how the skills and expertise of staff may be deployed to improve learning experiences for pupils across the federation
  • R4 Develop the use of ICT to support collaboration by staff and pupils

Schools considering federation should also:

  • R5 Evaluate the potential impact of federation on pupil standards and wellbeing
  • R6 Identify the extent and effectiveness of any pre-existing collaboration
  • R7 Identify and evaluate the potential impact of any barriers to effective federation, such as geographical remoteness

Local authorities and regional consortia should:

  • R8 Provide relevant professional learning opportunities for senior leaders of federated schools
  • R9 Review their funding arrangements so as to allow federated schools the flexibility to pool their resources more easily
  • R10 Share good practice of effective federation with schools as they consider embarking on the federation process
  • R11 Ensure consistency of support for all schools within a federation by, for example deploying the same challenge adviser to each school

The Welsh Government should:

  • R12 Explore arrangements to help federated schools pool their resources