Thematic Report Archives - Page 12 of 17 - Estyn

Improvement Resource Type: Thematic Report

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

Improvement Resource Type: Thematic Report

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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

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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