Improvement Resource Type: Thematic Report
Improvement Resource Type: Thematic Report
Improvement Resource Type: Thematic Report
Improvement Resource Type: Thematic Report
Improvement Resource Type: Thematic Report
Improvement Resource Type: Thematic Report
Improvement Resource Type: Thematic Report
Recommendations
Schools and colleges should:
- R1 Challenge the full ability range and provide stimulating tasks that develop the resilience of learners
- R2 Ensure that learners improve their writing in English and Welsh
- R3 Have high expectations that all learners contribute orally especially in Welsh
- R4 Improve pupils’ problem-solving skills in mathematics and in mathematics-numeracy
- R5 Develop pupils’ higher-order reading skills in English, Welsh and mathematics and the Welsh Baccalaureate
- R6 Improve boys’ performance in Welsh, English and the Welsh Baccalaureate
- R7 Help more pupils to gain the highest grades in the Welsh Baccalaureate
- R8 Provide better opportunities for pupils to develop their numeracy and ICT skills in the Welsh Baccalaureate
- R9 Consider carefully their staffing and timetabling for the Welsh Baccalaureate and the status they place on the qualification
- R10 Provide training for middle leaders to help them evaluate standards and teaching in their departments
- R11 Work together better to ensure that they have legal, secure, and comprehensive arrangements for sharing information about learners’ prior attainments and to develop networks of professional practice
In addition:
- R12 Schools should consider the breadth of their curriculum, including opportunities and encouragement to study English literature and Welsh literature
- R13 Colleges should increase the number of learners resitting GCSE Welsh language
Improvement Resource Type: Thematic Report
Recommendations
Schools should:
- R1 Involve all stakeholders in developing a clear vision for the DCF
- R2 Appoint a digital lead, secure the full support of senior leaders, and monitor developments regularly
- R3 Audit teachers’ professional learning needs and use this information to plan training, support and guidance over a realistic timeframe
- R4 Map the DCF across the curriculum and ensure that there are no gaps in provision and sufficient progression and continuity
- R5 Carry out hardware and network infrastructure audits
- R6 Ensure that staff collaborate with others to share good practice
Local authorities and regional consortia should:
- R7 Support all schools to address the above recommendations
- R8 Monitor how well individual schools are progressing with the realisation of the
- DCF and challenge limited progress
The Welsh Government should:
- R9 Communicate clearly to schools the expectations for embedding the DCF, including timescales
- R10 Ensure that initial teacher education courses provide new teachers with the necessary skills to realise the DCF successfully
- R11 Improve the audit tool so that it better meets the needs of schools in assessing teachers’ confidence to deliver the DCF
Improvement Resource Type: Thematic Report
This report is written in response to a request for advice from the Welsh Government in the Cabinet Secretary’s annual remit letter to Estyn for 2017-2018. The report is intended for the Welsh Government, headteachers and staff in schools, local authorities and regional consortia. It may also be of interest to those working with teacher education and training institutions.
The first part of this report summarises first-hand evidence from inspections and from visits to the case study schools described in part two, as well as findings from educational research, to explore what makes effective pedagogy and teaching. The report outlines the strategic approaches schools have taken to improve the quality of teaching and to build teaching capacity for the future.
The second part of this report presents 24 case studies that show how leaders and teachers have built their capacity to bring about sustainable improvement in the quality of teaching in their schools. The case studies explore pedagogical improvement journeys of fourteen primary schools, nine secondary schools, and one all-age school. The schools face a range of challenges and have different starting points, from schools placed in a statutory category, to schools maintaining high levels of performance over time.
Improvement Resource Type: Thematic Report
This report is written in response to a request for advice from the Welsh Government in the Minister’s annual remit letter to Estyn for 2017-2018. The report evaluates standards, provision and leadership in religious education at key stage 2 and key stage 3. It does not cover religious education in denominational, independent or special schools.
This report covers standards in religious education at key stage 2 and key stage 3, and participation and engagement in learning. It also considers the factors that affect standards, including curriculum planning, teaching, assessment, leadership and improving quality.
The report is intended for the Welsh Government, headteachers and staff in schools, local authorities and regional consortia, and members of Standing Advisory Councils for Religious Education (SACREs)1. The report’s findings will also help to inform the development and implementation of the new Curriculum for Wales.
Recommendations
Schools should:
R1 Ensure that more able pupils achieve in line with their ability in religious education
R2 Strengthen monitoring and self-evaluation arrangements in key stage 2 to focus on improving pupils’ standards and skills in religious education
R3 Strengthen transition arrangements so that learning experiences in key stage 3 build on those in key stage 2 and avoid repetition of work
R4 Evaluate their curriculum for religious education to prepare for the development and implementation of the new Humanities Area of Learning and Experience
Local authorities and regional consortia should:
R5 Work with SACREs to provide:
a. suitable professional learning opportunities for teachers of religious education
b. support for schools to evaluate their curriculum and plan for religious education as an integral part of the development of the humanities area of learning and experience
c. advice for schools on how to address sensitive issues with pupils and how to deal with parental concerns on visiting places of worship
R6 Ensure that all leaders fulfil their responsibilities under the Counter-Terrorism and Security Act 2015
R7 Provide schools with guidance on approved places of worship to visit
The Welsh Government should:
R8 Work with local authorities, regional consortia and SACREs to ensure that there is clarity over the place of religious education within the Humanities Area of Learning and Experience
Improvement Resource Type: Thematic Report
This report is written in response to a request for advice from the Welsh Government in the Cabinet Secretary’s annual remit letter to Estyn for 2017-2018.
The report is intended for the Welsh Government, headteachers and staff in schools, local authorities and regional consortia. It may be of interest to schools looking to review the way that they communicate and engage with parents to remove barriers to education.
Recommendations
Schools should:
R1 Consult with parents about their communication and engagement needs and review their approaches accordingly to enhance two-way communication
R2 Improve their channels of communication in order to engage with all parents and guardians, in particular fathers
R3 Ensure that reports and parents’ evenings focus on a child’s specific strengths and areas for development
R4 Make clear how staff and parent governors can be contacted, and implement helpful and clear processes for dealing with parental communication
R5 Consult on and put in place protocols for parents, pupils and staff on the use of digital communication channels, including social media
R6 Seek ways to ensure that they take good account of the views of the full range of parents that make up the socio-economic mix of the school in self-evaluation and other consultation exercises
R7 Evaluate parental communication and engagement approaches for the purpose of improvement planning, to ensure that they have an impact on pupils’ standards
Local authorities should:
R8 Provide support for schools to develop their parental engagement strategies, including the safe and effective use of electronic communication channels, particularly social media
The Welsh Government should:
R9 Give further guidance to schools on how to ensure that governors represent and engage with all parents effectively