Thematic Report Archives - Page 13 of 17 - 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 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

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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.

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

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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