Improvement Resource Type: Thematic Report
Improvement Resource Type: Thematic Report
Improvement Resource Type: Thematic Report
Recommendations
Schools should:
R1 Improve the quality of information provided to, for example, parents, and clearly state what the school regards as additional learning provision
R2 Ensure that ALNCos have sufficient time and resource to carry out their duties
R3 Ensure that the professional learning of school staff has a sufficient focus on high quality teaching for pupils with ALN
Local authorities should:
R4 Ensure that all schools are aware of their duties under the ALNET Act
R5 Provide clear, accurate and up-to-date information to stakeholders, in particular in relation to:
- what constitutes additional learning provision in its schools
- those IDPs that are to be maintained by the local authority and those to be maintained by schools
R6 Continue to quality assure and review practice and additional learning provision to ensure funding and professional learning supports roll out effectively for:
- person centred practices
- individual development plans
- Welsh-medium services, resources and provision
R7 Develop and publish their strategy for post-16 learners with ALN
The Welsh Government should:
R8 Ensure that all settings have a clear understanding of the legal definitions contained in the ALNET Act and the ALN Code and provide practical examples to aid understanding
R9 Fully evaluate the impact of additional funding allocated to local authorities
R10 Ensure that future guidance and funding is provided in a timely fashion to allow both local authorities and schools to plan sufficiently
Improvement Resource Type: Thematic Report
Improvement Resource Type: Thematic Report
Initial Teacher Education partnerships should:
R1 Plan purposeful opportunities to develop students’ Welsh language skills and pedagogy in all aspects of ITE programmes to ensure consistent support throughout the programme, including when on school experience
R2 Ensure that provision to support the Welsh language focuses on the development of students’ personal skills and teaching to develop pupils’ Welsh skills; this should include language acquisition pedagogy in Welsh-medium, English -medium and bilingual schools
R3 Monitor and evaluate the impact of provision for Welsh language development taking into account how students use their Welsh language skills and language acquisition pedagogy to support pupils’ progress in schools
R4 Create opportunities for collaboration between ITE partnerships to develop and expand support for teaching through the medium of Welsh
Leaders in partnership schools should:
R5 Prioritise and develop a strategy for the development of the Welsh language in response to the expectations set out by partnerships and Welsh Government policies
The Welsh Government should:
R6 Ensure clarity of expectation in the professional standards for teaching and leadership to focus on how teachers and leaders develop practice that impacts positively on pupils’ Welsh skills
R7 Ensure that ITE partnerships collaborate with school improvement partners to develop a more consistent, coherent and specialised provision for the development of the education workforce’s Welsh language skills and pedagogy as part of the professional learning continuum
Improvement Resource Type: Thematic Report
PRUs and mainstream schools should:
- Share practice with each other and work with local authorities, pupils, and parents to strengthen opportunities for pupils to return to mainstream education
- Monitor pupils’ attendance closely to ensure they access their full provision and, in particular, to safeguard pupils where they access education part-time in a different provider
Local authorities and their school improvement services should:
- Support more pupils to return to mainstream school where appropriate through:
- strengthening short term intensive support in EOTAS provision
- ensuring placement decisions are taken promptly and identify an agreed duration, clear roles and responsibilities and a review date
- Secure curriculum provision in PRUs which meets the needs of all pupils working with the management committee and teacher in charge
- Secure curriculum provision in EOTAS providers other than PRUs
- Strengthen the quality assurance and monitoring processes to ensure effective delivery of the curriculum offer in all EOTAS providers
- Robustly challenge and monitor the attendance of pupils across EOTAS providers including the appropriate use of part-time timetables and pastoral support programmes
The Welsh Government should:
- Update and ensure delivery of the EOTAS Framework for Action including all relevant accompanying EOTAS guidance to reflect the recommendations of this report
Improvement Resource Type: Thematic Report
Improvement Resource Type: Thematic Report
Improvement Resource Type: Thematic Report
Recommendations
Further education colleges should:
- R1 Ensure that all learners benefit from opportunities to take part in learning activities and discussions about forming and maintaining healthy relationships
- R2 Develop strategies to prevent and tackle misogynistic attitudes and cultures developing among groups of learners
- R3 Ensure that all relevant staff members undertake professional learning that enables them to confidently recognise and respond to sexual harassment as well as help learners develop their understanding of healthy relationships
- R4 Ensure that all learners feel safe and comfortable in all areas of college buildings, grounds, virtual spaces, and transport
- R5 Record, categorise and analyse instances of sexual harassment, assault and abuse in a consistent way that enables leaders to identify trends and take appropriate measures in response
The Welsh Government should:
- R6 Make clear which aspects of Welsh Government education guidance relating to sexual harassment apply to further education colleges and clarify any differences between requirements in schools and further education colleges
- R7 Provide appropriate guidance to colleges to help them adopt a co-ordinated and consistent approach to recording and categorising instances of sexual harassment
Improvement Resource Type: Thematic Report
Recommendations
Governing bodies and schools should:
- R1 Improve governors’ ability to challenge senior leaders about all aspects of the school’s work
- R2 Ensure that governors have regular and worthwhile opportunities to observe first-hand the progress that their school is making towards meeting its priorities
- R3 Undertake regular self-evaluation of the work of the governing body to identify strengths and areas to improve
- R4 Evaluate the impact of governor training on their role as effective strategic leaders and identify future training requirements
Local authorities and school improvement services should:
- R5 Evaluate the quality of their governor training more rigorously to make improvements where needed
- R6 Collaborate to ensure greater coherence and consistency in high-quality training opportunities between different parts of the country
- R7 Provide more effective support and advice to governing bodies to help them in their role as effective strategic leaders
The Welsh Government should:
- R8 Update the guidance for local authorities on what to include in training for school governors on understanding the role of data in supporting self-evaluation and improvement in schools in line with national changes to assessment practices
- R9 Produce information on the important role of parent governors to help encourage parents, particularly those from different ethnic minority backgrounds, to apply to become a parent governor
- R10 Create a competency framework to assist governing bodies improve their effectiveness
Improvement Resource Type: Thematic Report