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
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
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
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
