Thematic Report Archives - Page 12 of 15 - Estyn

Improvement Resource Type: Thematic Report

Improvement Resource Type: Thematic Report

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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.

Improvement Resource Type: Thematic Report

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The report is aimed at the Welsh Government, local authorities and regional consortia. The report’s findings and the associated case studies will also be of interest to headteachers and staff in primary schools when they reflect on their current curriculum provision and plan for curriculum change. The four stages of curriculum development will be of interest to headteachers and staff in other school sectors.
 
The report draws on evidence from a sample of primary schools visited between January and July 2017. Inspectors considered how the schools are adapting their curriculum in the light of current curriculum and education reforms. It provides an overview of how primary schools currently evaluate, plan, deliver, monitor and refine their curriculum and teaching approaches.
 
The report links to 20 case studies from individual primary schools across Wales.
  • How are schools evaluating their curriculum to determine what needs to change to realise a new Curriculum for Wales?
  • How are schools responding to evaluation outcomes to plan and develop a curriculum that is engaging and attractive, one that develops an ability and enthusiasm to apply knowledge and skills independently?
  • How are leaders monitoring change and taking their work to the next step?

Improvement Resource Type: Thematic Report

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Questions for schools to consider as part of their self-evaluation

As a starting point for reviewing current practice in Welsh, schools are able to use the following questions as part of their self-evaluation

Standards

 
1. Do pupils make the best possible progress in Welsh?
2. Does pupils’ attainment in Welsh compare favourably with the attainment of those in similar schools?
3. Do pupils continue to develop their Welsh language skills when transferring between different key stages?
4. Do pupils show positive attitudes and enjoyment when learning Welsh?

Provision

5. Do curriculum organisation and time allocation allow pupils to make and maintain good progress in Welsh?
6. Do we plan learning activities so that they reinforce pupils’ language skills?
7. What is the quality of teaching? Do we place enough emphasis on oracy? Are our teachers good language models?
8. Is there continuity between and across key stages in terms of pupils’ experiences in Welsh?
9. Are pupils given sufficient opportunities to develop their use of the Welsh language in a range of situations outside Welsh lessons?

Leadership

10. Does the school’s ethos promote the Welsh language and culture and positive attitudes towards them well enough?
11. Do we have an accurate picture of what needs to be done to improve outcomes and provision in Welsh?
12. Are there enough staff who are able to teach Welsh effectively? Are our teachers qualified to teach Welsh?
13. Do we provide good quality support / professional learning for non-specialist Welsh teachers and other staff at the school?
14. Do we work well in partnership with other providers?
15. What is the quality of the collaboration between primary schools and pre-school groups, and between secondary schools and partner primary schools, to ensure consistency, continuity and progression in terms of Welsh language skills?
16. Do we take advantage of opportunities that are provided by other bodies and organisations?
 

Improvement Resource Type: Thematic Report

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Recommendations

Schools, further education colleges, regional consortia and local authorities should raise the attainment of vulnerable learners so that it is more in line with their peers by:

  • R1 Tracking and monitoring the achievements of vulnerable learners more closely, and analysing data on groups of vulnerable learners better
  • R2 Improving their attendance and ensuring that they have access to targeted support
  • R3 Evaluating the curriculum to consider the extent to which it meets the needs of vulnerable learners

Improvement Resource Type: Thematic Report

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Recommendations

The Welsh Government should:

  • R1 Provide clear, up-to-date guidance to local authorities, schools and PRUs on the use of managed moves and of PSPs, especially around part-time timetables
  • R2 Strengthen legal protection and protective measures around managed moves to reflect those currently available for pupils that are permanently excluded 
  • R3 Collect and publish managed move and exclusion data at local authority and national level
  • R4 Consider broadening performance measures, particularly at key stage 4, to promote inclusive practice at school and local authority level

Local authorities should:

  • R5 Provide pupils and their families with access to impartial information, advice and guidance prior and during the managed move process
  • R6 Monitor the use and appropriateness of PSPs at school level
  • R7 Collect data on managed moves and use this information to evaluate the effectiveness of PSPs
  • R8 Promote the development and use of school-to-school managed moves protocols wherever possible
  • R9 Ensure that pupils and their families have access to specialist advice and assessments in a timely manner to stabilise home school placements whenever possible

Schools should:

  • R10 Ensure that pupils and their families have access to impartial information, advice and guidance 
  • R11 Review the use of PSPs in light of national and local guidance at an early stage in the process of managed moves
  • R12 Ensure that key information is shared with the receiving school during the initial meeting

Improvement Resource Type: Thematic Report

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Improvement Resource Type: Thematic Report

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This film shows examples of effective foundation phase practice in delivering literacy and numeracy in Year 1 and Year 2 through the use of fun and interactive learning experiences.  The aim of the film is to stimulate discussions both within and between schools to promote effective practice in teaching and learning across Wales. The film has five chapters which look at standards in literacy and numeracy, pupil voice and independence, provision for literacy and numeracy, teaching and assessment, and leadership.

Improvement Resource Type: Thematic Report

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Recommendations

Schools should:

  • R1 Ensure a balance between the development of pupils’ skills and of their knowledge and understanding of subject content
  • R2 Ensure that pupils’ learning experiences in the humanities are wide-ranging, interesting, progressive and challenging, particularly at key stage 4
  • R3 Monitor the progress that pupils make in the humanities more closely
  • R4 Evaluate the curriculum for the humanities to prepare for the development and implementation of the new area of learning and experience
  • R5 Establish local networks of good practice to share resources and expertise, including making greater use of the schools’ locality

Local authorities and regional consortia should:

  • R6 Provide better professional learning opportunities for teachers of the humanities
  • R7 Provide more support for schools to evaluate their curriculum and to plan for the development of the humanities area of learning and experience

The Welsh Government should:

  • R8 Ensure that initial teacher education courses provide new teachers including primary teachers with the necessary skills to teach the humanities successfully and to respond to the new Curriculum for Wales