What is the purpose?
This provides further guidance for inspectors to use alongside the sector guidance for inspection

For whom is it intended?
Maintained and independent schools, non-maintained settings and Post 16/FE

From when should the guidance be used?
September 2021

About this guidance

Overview

Our inspection guidance explains What we inspect and How we inspect. However, we also produce supplementary guidance to help inspectors to consider specific aspects of education and training further. 

The supplementary guidance documents set out some key principles, considerations and resources for inspectors. They relate to all sectors that Estyn inspects, unless they state that they are for a specific sector or sectors. They expand on certain aspects of education/training (for example the inspection of literacy) or on ways of conducting inspections (for example. the use of learning walks) or specific inspection arrangements (for example, guidance on inspecting church schools).

The supplementary guidance documents do not aim to be comprehensive. Inspectors are not required to work through them exhaustively when covering any specific aspect on an inspection. However, inspectors may find them useful when responding to specific emerging questions that arise during inspections or when they wish to reflect or investigate further. 

The supplementary guidance documents may help providers gain an understanding of Estyn’s inspection arrangements. They may also be helpful to providers in evaluating specific aspects of their own provision.
Inspection teams work according to several key principles. These include that inspection teams:

• take a learner-focused approach to inspection.
• always focus strongly on the quality and effectiveness of teaching and learning
• ensure that inspection is responsive to the needs of all learners.
• focus each inspection on the specific provider and adapt their approaches accordingly.
• adopt a constructive approach that makes the interaction with the provider a professional learning experience for their staff and the inspection team as a whole.
• consider everything in the inspection framework but will only report on the key strengths and weaknesses.
• will seek out well-considered innovative practice. 
• ensure that evaluations are secure, reliable, valid and based on first-hand evidence.
• keep to a minimum any requirements for documentation and preparation by the provider.
• gain the perspective of learners and other stakeholders.

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Lesson observation: General principles

The aim of all inspection activity is for the team to gather sufficient evidence from lesson observations, learning walks and other activities to assess the validity and accuracy of the provider’s own evaluation of its strengths and weaknesses in relation to outcomes and the quality of its provision and leadership. 

During inspections, the reporting inspector (RI) will organise a number of lesson observations and learning walks. Members of the inspection team should not undertake lesson observations or learning walks on their own initiative but should always refer back to the RI for discussion and to secure their agreement. 

Learning walks give, inspection teams the opportunity to see a larger number of learners, classes, activities and teachers. There is no requirement on the inspection team to observe all teachers or all subject or learning areas. The RI and inspection team should not normally share the timetable of lesson observations and learning walks with the nominee unless there is a specific, persuasive reason to do so, for example to facilitate access to a designated area of the site or to ensure the health and safety of inspectors.

Estyn has no fixed template for the structure of lessons, or the teaching approaches required. Teachers should design learning experiences that they consider to be the most appropriate for the learners in the class and the learning objectives they wish them to achieve. Inspectors should only evaluate teaching in relation to how effective it is at helping pupils to secure learning and make progress over time. 

Inspectors will consider any planning that teachers may use for the lesson observed, but they do not require teachers to do any bespoke lesson planning specifically for the inspection. Inspectors wish to see the planning that teachers normally use to guide the teaching and learning. There is no desire to increase the bureaucratic burden on teachers or support staff because of inspection activity.

The inspection team gathers a wide range of evidence on the quality of teaching and the progress made by learners, for example through scrutiny of teachers’ planning and talking to learners about their work. Lesson observation and learning walks form only one part of that evidence. The focus of the inspection team will be to establish the prevalence and significance of the various strengths and weaknesses in learners’ progress and achievement, the quality of their learning experiences and the quality of teaching across the provider for discussion in team meetings. 

If inspectors are unable to gather sufficient evidence during lesson observations or through learning walks about learners’ standards, the progress that they make, their learning experiences and the quality of teaching, inspectors should speak with the nominee and request an additional sample of learners’ work, further discussion with learners and teachers’ planning for further scrutiny.

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Lesson observations

Lesson observations focus primarily on the work of a single class, session or lesson. Typically, they will involve an inspector observing learners in a classroom, laboratory or workshop setting. On occasions, the lesson observation may involve observation of learners outside the classroom, for example in outdoor areas, in a sports hall or performance space or in corridors. 

Inspectors undertake lesson observations for at least 30 minutes. In most cases, they will observe learning for longer than this. The usual time for a lesson observation is between 45-60 minutes, but it could be longer depending on the nature of the lesson and the evidence required by the inspector. On occasions, an inspector may spend 30 minutes with a class at the beginning of a session and return later to see other parts of the lesson. 

At the end of each lesson observation, the inspector will offer the teacher the opportunity for a brief professional dialogue on the lesson/activity observed. Where this is not possible, the inspector and the teacher should agree a mutually convenient time and location where the professional dialogue can take place. The inspector should always offer the opportunity for professional dialogue, but it is up to the teacher involved whether they wish to accept the invitation or not.

Professional dialogue with teachers should focus primarily on the work of the learners. Comments on the quality of teaching should relate to the strengths and weaknesses in the learning that took place and the contribution of the teaching to it. 

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Learning walks

Inspectors will carry out learning walks during inspections. Learning walks focus on a specific aspect of the work of learners across a number of classes, for example standards in literacy or ICT or the quality of support for learners with additional learning needs. One inspector may undertake a learning walk across a range of lessons, or a number of inspectors may visit individual classes, workshops or areas of a provider for a short period with a common focus or theme in mind. 

Due to the focused nature of the learning walk activity, and the spread of activity across a number of lessons/classes within a relatively short period, inspectors will not be in a position to offer professional dialogue to individual teachers after learning walks. During learning walks, inspectors may also not see very much whole class teaching at all. Inspectors on learning walks may focus on the work that learners undertake rather than the quality of the teaching. 

During most inspections, the learning walk activities will usually take place between the start and middle of the time that the inspection team are with the provider, though they can happen at any time during the inspection period. The outcomes of learning walks and other inspection activities may inform the focus of inspection activity on any following day(s). Reporting inspectors will need to be flexible in their timetabling of further observations and other activities in order to respond appropriately to the emerging findings from the evidence obtained from learning walks. 

There is no designated time allocation for a learning walk observation as the inspection focus may vary from learning walk to learning walk and from provider to provider. The RI should discuss the practicalities of learning walk activity with the inspection team and provide suitable guidance at the start of the inspection.

At the start of inspections, RIs will arrange for members of the inspection team to undertake learning walks at specific times and the RI will identify the specific focus for the learning walks. The RI will usually ensure that there is no overlap in the work of inspectors, for example. two inspectors observing the same activity in the same class. However, in open-plan learning environments, there may be occasions when inspectors may undertake observations and learning walks in similar areas, for example in a large, open-plan foundation phase area in a school, across a large workshop or performance space or in an outdoor area, such as a playground or playing field.

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Recording findings from lesson observations and learning walks

Inspectors should note emerging findings electronically in the relevant area of their electronic judgement forms (JFs) as they undertake inspection activity. 

In most cases, inspectors should note their findings in the ‘Observation notes’ section of the JFs, which focuses on standards and teaching. These can then form the basis for team discussion on the overall strengths and weaknesses in learning, progress, achievement and teaching within the provider.

Inspectors should record their findings on any other aspects of the provision, for example the breadth, balance and appropriateness of the curriculum, in the relevant section of their JF. 

About this guidance

Overview

Our inspection guidance explains What we inspect and How we inspect. However, we also produce supplementary guidance to help inspectors to consider specific aspects of education and training further.

The supplementary guidance documents set out some key principles, considerations and resources for inspectors. They relate to all sectors that Estyn inspects, unless they state that they are for a specific sector. They expand on certain aspects of education/training (e.g. the inspection of literacy) or on ways of conducting inspections (e.g. the use of learning walks) or specific inspection arrangements (e.g. guidance on inspecting church schools).

The supplementary guidance documents do not aim to be comprehensive. Inspectors are not required to work through them exhaustively when covering any specific aspect on an inspection. However, inspectors may find them useful when responding to specific emerging questions that arise during inspections or when they wish to reflect or investigate further.

The supplementary guidance documents may help providers gain an understanding of Estyn’s inspection arrangements. They may also be helpful to providers in evaluating specific aspects of their own provision.

Our inspection work is based on the following principles:

• Inspectors will approach inspection with a positive mindset to ensure it is the best possible professional learning experience for the staff in each provider
• Inspectors will take a learner-focused approach to inspection
• Inspectors will always focus strongly on the quality of teaching and learning
• Inspectors will seek out well-considered innovative practice 
• Inspectors will tailor the inspection activities according to the circumstances in each provider as far as possible
• Inspectors will be agile and responsive to emerging findings and will use the increased range of inspection tools and approaches available 
• Inspectors will consider everything in the inspection framework, but will only report on the key strengths and weaknesses within each provider

Introduction

The public sector equality duty creates a statutory requirement for providers to have due regard to the need to promote equality, eliminate discrimination and foster good relations on the basis of ‘protected characteristics’ such as race, gender and disability. More detail is provided in section two, but in essence inspectors should look for evidence – such as equality objectives and published relevant information – that providers are addressing key issues affecting different protected groups and have effective steps to address possible disadvantage experienced by them, such as differential attainment, rates of exclusion and bullying.

Aspects of equality and human rights are covered throughout the five inspection areas of the common inspection framework.

The first inspection area focuses on learning. Under this inspection area, Inspectors should evaluate the progress of all pupils across the school including that of different groups of pupils. Depending on the school’s context, this might include pupils eligible for free school meals, boys and girls, pupils with English as an additional language (EAL), pupils who are more able, pupils with alternative timetables or regularly receiving education off-site and those from minority ethnic groups. 

The second inspection area is about wellbeing and attitudes to learning. In this area, inspectors should consider how well all pupils are developing as ethical, informed citizens, for example through their awareness of fairness, equality, sustainability and children’s rights i Inspectors should consider the trends in the overall provider attendance rate and the most up-to-date information available, including any notable variations between particular groups of pupils and others, for example those eligible for free school meals. 

The third inspection area relates to teaching and learning experiences. When evaluating the provider’s curriculum, inspectors should consider how well:

• the provider develops the Curriculum for Wales to fully reflect the nature of the school’s context, including designing learning activities that reflect the cultural, linguistic and ethnic diversity of Wales and the school’s local area
• the provider’s curriculum provides for specific groups of pupils, for example more able pupils, those with additional learning needs and pupils with English as an additional language. (In Welsh-medium schools or Welsh-medium streams, this might include provision for pupils with little prior knowledge of the Welsh language. In schools with pupils receiving part of their education off-site or on-site in nurture groups or inclusion provision, inspectors should evaluate how well this curriculum meets these pupils’ needs)

Inspectors should consider the extent to which teachers and other practitioners have high expectations of all pupils Inspectors should evaluate how well teachers develop a shared understanding of progression to ensure that their assessments are valid, accurate and reliable. When evaluating teachers’ use of the outcomes of their own and external assessments, inspectors should consider how well they use this information to:

• assess the progress and development of individuals and specific groups, for example those pupils at risk of underachievement or those who are more able

The fourth inspection area is care, support and guidance. Inspectors should consider how well the school or PRU:

• helps pupils, including those from different groups, such as those eligible for free school meals, to take on responsibilities and to play a full part in the school and wider community
• helps pupils to develop an understanding of their culture, the local community and the wider world
• helps pupils to understand issues relating to equality and diversity and develops the values of respect, empathy, courage and compassion
• fosters shared values, such as honesty, fairness, justice and sustainability, and helps pupils to understand the needs and rights of others, both locally and as members of a diverse world
• challenges stereotypes in pupils’ attitudes, choices and expectations, and how well it promotes human rights
• promotes principles that help pupils to distinguish between right and wrong
• provides effective opportunities for pupils to develop secure values and to establish their spiritual and ethical beliefs
• develops pupils’ ability to reflect on religious and non-religious responses to fundamental questions and to reflect on their own beliefs or values

Inspectors should consider how well the school or PRU:

• develops pupils’ knowledge and understanding (in line with their stage of development) of emotionally damaging or unsafe behaviours, for example grooming, harassment, discrimination, bullying and extremism
• keeps pupils safe from the dangers of radicalisation and exploitation
• responds to and manages any alleged incidents relating to prejudice-related bullying, harassment and discrimination, whether by staff or by fellow pupils, including onward referral and reporting where appropriate
• uses its arrangements to promote and support an anti-bullying culture and a positive approach to managing pupils’ behaviour
• records and addresses poor behaviour and specific types of bullying, included those involving protected characteristics, and how well leaders use the records to improve the provision

Inspection area five is about leadership and management. There are three reporting requirements, and implicit across them is the impact that leaders and managers have in meeting the needs of learners from the different groups. Inspectors should evaluate the extent to which leaders and managers have established and communicated a clear vision. They should consider whether there are appropriate aims, strategic objectives, plans and policies that focus on meeting all pupils’ needs to ensure that all pupils achieve at least as well as they should. They should consider the priority that leaders have given to ensuring that all staff understand and promote the school’s safeguarding culture. Inspectors should consider how well leaders and managers act in accordance with the principle of sustainable development and how well they make decisions, for example relating to spending, and set priorities for improvement that balance immediate, short-term needs with the long-term needs of pupils, the local community and Wales.

This supplementary guidance gives some further information for inspecting these areas. 

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Evaluating equality and human rights

Equality objectives and strategic equality plans – The Equality Act 2010

The Equality Act 2010 (the Act) brings together and replaces the previous anti discrimination laws with a single Act.

The Act includes a new public sector equality duty (the ‘general duty’), replacing the separate duties on race, disability and gender equality. This came into force on 5 April 2011.

What is the general duty?

Public authorities  (providers) are required to have due regard to the need to:

1. eliminate unlawful discrimination, harassment and victimisation and other conduct that is prohibited by the Act
2. advance equality of opportunity between people who share a relevant protected characteristic and those who do not
3. foster good relations between people who share a protected characteristic and those who do not.

This guidance refers to these three elements as the three ‘aims’ of the general duty and so when we discuss the general duty we mean all three aims.

The Equality Act covers the same groups that were protected by existing equality legislation – age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership and pregnancy and maternity – but extends some protections to groups not previously covered, and also strengthens particular aspects of equality law. These are now more commonly known as the protected characteristics and the groups are referred to as the protected groups. 

Note too in relation to the list of protected characteristics, that schools do not have to consider the protected characteristic of age when providing education to pupils s or when providing benefits, facilities or services to them. Schools do not therefore have to consider advancing equality of opportunity between pupils of different ages, nor consider how to foster good relations between pupils of different ages. This is a narrow exception that only applies in relation to age. Schools will still need to have due regard to the general duty in respect of each of the other protected characteristics.

Specific duties in Wales

There are also a range of specific duties that providers need to cover. The broad purpose of the specific duties in Wales is to help providers in their performance of the general duty and to aid transparency.

Equality objectives and strategic equality plans

The purpose of a strategic equality plan is to document the steps a provider is taking to fulfil its specific duties. 

• Providers must publish strategic objectives and have drawn up a strategic equality plan by 2 April 2012. Strategic objectives should be reviewed at least every four years. So for example, providers must have a current strategic equality plan dated from 2020 onwards. 
• Providers must also publish an annual equality report by 31st March each year, which includes details on progress towards fulfilling each of the equality objectives. 

Inspection checklist

For Estyn’s purposes, the main points you should consider are whether:

• the provider has published strategic objectives (must be reviewed at least every four years), a strategic equality plan and an annual equality report
• the plan includes a description of the provider and its equality objectives
• the steps it has taken or intends to take to meet its objectives and in what timescale
• its arrangements to monitor progress on meeting its equality objectives and the effectiveness of the steps it is taking to meet those objectives
• its arrangements to identify and collect relevant equality information; this includes information gathered from engaging with protected groups about how the work of the provider may relate to the general duty
• its arrangements for publishing relevant equality information that it holds and which it considers appropriate to publish
• its arrangements for:
  • assessing the likely impact on protected groups of any policies and practices that an authority is proposing, reviewing or revising 
  • monitoring their actual and ongoing impact 
  • publishing reports where an assessment shows a substantial impact (or likely impact) on an authority’s ability to meet the general duty
• details of how a provider will promote knowledge and understanding of the general and specific duties among employees, including through performance assessment procedures to identify and address training needs

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English/Welsh as an additional language

Reporting inspectors should ensure that they include in the section on the context of the provider, where relevant, reference to details of the languages spoken and the number of pupils for whom English/Welsh is an additional language. All team inspectors should ensure that they use the correct terminology, when referring to community languages and avoid common usage names where these are wrong. This guidance would also apply to Welsh medium-schools for those pupils who have a language other than English or Welsh as their first language.

In providers where the proportion of pupils for whom English is an additional language is a significant feature, comments on matters, such as standards, wellbeing, learning experiences etc, should be included in the relevant sections of the full report. 

Questions to ask in relation to English/Welsh as an additional language include: 

• Is there a whole provider policy for supporting pupils who learn English/Welsh as an additional language and, if so, is it implemented consistently?
• Is the environment welcoming for pupils for whom English/Welsh is an additional language?
• Do teachers use information about the languages spoken by the pupils?
• Do pupils with English/Welsh as an additional language have full access to the curriculum? 
• Have any mainstream staff undertaken training to help them understand the learning needs of pupils for whom English/Welsh is an additional language?
• How close is the liaison between English/Welsh as an additional language support staff and mainstream teachers? 
• How are lessons in mainstream classes and, where relevant, during any withdrawal sessions, structured to meet the specific needs of pupils learning English/Welsh as an additional language?
• Does the provider track the success of its English/Welsh as an additional language provision by evaluating pupils’ attainments and is it using the information to identify targets for improvement? 
• How does the provider meet the needs of pupils with English/Welsh as an additional language when no support staff are available?
• Does the provider provide translations of provider letters and documents in community languages? If not, how does it communicate with parents who have little or no English/Welsh? 
• How does the provider assess the needs of pupils with English/Welsh as an additional language when they are suspected of also having special educational needs?

About this guidance

Our inspection guidance explains What we inspect and How we inspect. However, we also produce supplementary guidance to help inspectors to consider specific aspects of education and training further. 

The supplementary guidance documents set out some key principles, considerations and resources for inspectors. They relate to all sectors that Estyn inspects, unless they state that they are for a specific sector. They expand on certain aspects of education/training (e.g. the inspection of literacy) or on ways of conducting inspections (e.g. the use of learning walks) or specific inspection arrangements (e.g. guidance on inspecting church schools).

The supplementary guidance documents do not aim to be comprehensive. Inspectors are not required to work through them exhaustively when covering any specific aspect on an inspection.  However, inspectors may find them useful when responding to specific emerging questions that arise during inspections or when they wish to reflect or investigate further.

The supplementary guidance documents may help providers gain an understanding of Estyn’s inspection arrangements. They may also be helpful to providers in evaluating specific aspects of their own provision.

Our inspection work is based on the following principles:

• Inspectors will approach inspection with a positive mind-set to ensure it is the best possible professional learning experience for the staff in each provider
• Inspectors will take a learner-focused approach to inspection
• Inspectors will always focus strongly on the quality of teaching and learning
• Inspectors will seek out well-considered innovative practice
• Inspectors will tailor the inspection activities according to the circumstances in each provider as far as possible
• Inspectors will be agile and responsive to emerging findings and will use the increased range of inspection tools and approaches available
• Inspectors will consider everything in the inspection framework, but will only report on the key strengths and weaknesses within each provider

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Inspecting numeracy

Numeracy is an essential skill that enables pupils to apply their numerical facts, skills and reasoning to solve problems. Although pupils usually learn these skills during mathematics sessions, to be fully numerate they must be able to apply these skills in other subject areas and a wide range of contexts.

The key tasks for inspectors are to judge:

• the standards of pupils’ numeracy skills 
• whether pupils have the numeracy skills needed to access the whole curriculum
• how well the whole curriculum develops pupils’ numeracy skills
• the quality of leadership in, and management of the co-ordination of numeracy 

Inspectors should report on pupils’ numeracy skills in every inspection and, where appropriate, report on any outcomes or indicators that relate to these skills.

The following guidance is intended to support inspectors in making judgements and reporting on standards in numeracy and on pupils’ ability to use these skills in work across the curriculum. Although the guidance contains information about the school’s provision for numeracy, inspectors should remember that the main focus should be on the impact it has on pupils’ standards

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Gathering and reviewing inspection evidence

The team will plan the inspection so that they can cover the reporting requirements within the five inspection areas. They will ensure that they have enough time to review the key evidence they need to make their judgements. Inspectors will undertake a range of activities to gather evidence for their evaluation of pupils’ progress and the quality of the school’s provision. This may include:

• samples of pupils’ work
  
  The team will use direct observation of pupils’ work wherever possible to gather evidence to support their judgements. Inspectors may select an additional sample of pupils’ work, if required, to further their investigation in a specific aspect.
  
  Points to consider:
  • Do pupils use a range of appropriate number and measuring skills?
  • Do pupils use an appropriate range of data handling skills (for example gather information in a variety of ways, record, interpret and present it in charts or diagrams, identify patterns in data and convey appropriate conclusions, select an appropriate graph to display the data, using an appropriate and accurate scale on each axis, and tell the ‘story of a graph’)?
  • Do pupils apply these skills in different contexts effectively to solve real-life problem (points to consider are relevance, challenge, planning, processing and reasoning)?
  • Are learning activities purposeful and do they build successfully on what pupils know?
  • Is there clear evidence of appropriate differentiation?
  • Does feedback help pupils to improve their work

• observation of teaching and other activities, including evidence gathered through learning walks
• discussions with stakeholders

1. discussions with pupils about their work.
   
   This is a key source of evidence for inspectors. Discussions with pupils both in the classroom and in focus groups, will provide an opportunity to explore pupils’ knowledge and understanding of their work. It will also help inspectors to gauge how well the school supports pupils and contributes to their progress and wellbeing. The questions in Document A could be used as a prompt when discussing numeracy with pupils.
    
2. discussions with individual teachers about pupils’ learning in their classes and how they plan work to meet their needs,
    
3. discussions with leaders, managers, governors, parents and others
   
   The team will need to consider stakeholders’ views on the school and test out the validity of those views during the inspection. These will include survey responses from pupils, parents/carers, governors, teaching and support staff and information from the local authority/regional consortium

• documentary evidence, including information on pupils’ performance and progress
  
  Schools should make information available to the inspection team about the standards achieved by pupils, particularly the results of any initial screening tests and other assessments. This will help inspectors to judge pupils’ progress, to come to a view about the standards pupils achieve compared to their starting-points and the way teachers use the information from assessment to influence their planning and their lessons

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During the inspection

IA1 Learning

Inspectors will judge pupils’ numeracy skills appropriate to their age and ability and the task, such as tackling problems in unfamiliar contexts and identifying which skills and concepts are relevant to the problem. They should judge whether pupils are over-reliant on support that prevent them from developing their independent number skills.

Inspectors should identify situations where pupils have difficulty with their numeracy skills which is a barrier to their learning across the curriculum. Inspectors will need to identify the possible causes for this. For example, lack of knowledge of number facts, multiplication tables, place value, estimation skills and routine checking methods.

Inspectors should consider how well pupils:

• use a range of appropriate number skills (for example four rules of number, place value, estimation and simple fractions and percentages and mental methods of calculation)?
• use a range of appropriate measuring skills (for example working with scales, units of measurements, time, and temperature)?
• use an appropriate range of data handling skills (for example gather information in a variety of ways, recording, interpreting and presenting it in charts or diagrams, identifying patterns in data and conveying appropriate conclusions, selecting an appropriate graph to display the data, using an appropriate and accurate scale on each axis, and being able to tell the ‘story of a graph’)?
• apply their skills accurately when working independently and with others
• evaluate their solutions
• draw on skills and concepts learned previously and apply it to their new learning
• apply their numeracy skills in different subjects and contexts and whether the skills are at the same level across the curriculum as they are in mathematics lessons

Sources of evidence include:

• samples of pupils’ numeracy and mathematics work
• learning walks and session observations to judge how well pupils apply their numeracy skills across the curriculum.
• discussions with pupils about their work.
• analysis of standardised numeracy scores of particular groups and their progress over time
• the progress of pupils on numeracy intervention programmes

IA2 Wellbeing and attitudes to learning

When considering pupils’ wellbeing and attitudes to learning, inspectors should consider:

• pupils’ attitudes to their numeracy work. For example, how well they engage in numerical activities, whether they are able to sustain concentration when tackling problems and how well they persevere with more challenging tasks

IA3 Teaching and learning experiences

Estyn has no preferred methodology for teachers to follow. Teachers should structure the lesson in the way that they consider is most appropriate for the learners in the class and the learning objectives they wish the learners to achieve. The inspector should judge teaching in the context of learning over time and in relation to the success of the learning and the progress made by learners, not on the methods used or the type or style of delivery by the teacher.

Inspectors should consider how well the teaching:

• promotes high expectations of pupils with clear progression in and between lessons including high standards of accuracy and precision and the use of correct mathematical terminology
• provides opportunities for pupils to develop and apply their number, measure and data handling skills in mathematics and across the curriculum
• makes effective use of formative assessment to ensure that pupils are using numeracy skills at an appropriate level and that there is good pace and an increasing level of challenge in tasks.
• makes frequent links across the curriculum, so that concepts and skills are developed further by being applied in different, relevant contexts
• uses mathematical information to improve pupils’ reasoning and problem-solving skills
• encourages pupils to talk about and explain their work, look for patterns, interpret and draw valid conclusions from their data
• uses probing questions to improve pupils’ understanding and encourage pupils to explain their thinking and make learning connections
• anticipates and addresses pupils’ misconceptions in a timely and effective manner, with errors providing productive points for discussion
• makes effective use of techniques to check for accuracy
• exploits the use of ICT to support the development of pupils’ numerical and problem solving skills where relevant

Inspectors should consider:

• How well the school tracks and monitors pupils’ progress in developing their numeracy skills as they move through the school, including pupils participating on intervention programmes
• How well staff adapt programmes of study when pupils are working significantly below or above expected levels of numeracy skills
• how well the school uses assessment data to identify pupils in need of additional support
• how effective the intervention programmes are to ensure that pupils make good progress
• how well information about pupils’ skills and progress is shared between staff
• how staff adapt teaching and learning strategies for pupils receiving intervention and what is the quality of the training that teaching assistants deliver the intervention programme receive
• how well assessment is used to inform decisions about whether pupils remain in support programmes or no longer need intervention work
• how the school ensures that classroom teachers are aware of the teaching and learning strategies and the resources used in the intervention programmes?  
• what strategies the school uses to ensure teachers confidently use similar strategies and resources in their lessons?

Inspectors should consider whether:

• there are clear whole-school policies to improve the teaching and learning of numeracy, and that the policies are implemented consistently
• information obtained from assessment is used to set clear targets for improvement in numeracy for individuals, groups of pupils and the whole-school
• teachers are clear about the learning objectives and progression in relation to the development of pupils’ numeracy skills and are well-placed to share this information with pupils and parents
• pupils are involved in the assessment of their own work in numeracy and in identifying objectives for improvement.
• there is coherent provision for the use and application of pupils’ skills in numeracy across the whole curriculum
• tasks set are matched appropriately to pupils’ developing needs and abilities  
• the school provides a good balance between structured activities for direct teaching of mathematical development and active approaches, such as in the foundation phase including play-based learning  
• in the foundation phase there are appropriate opportunities for pupils to develop their number, measuring, spatial and data handling skills in areas of continuous and enhanced provision both indoors and outdoors  

IA5 Leadership and management

Inspectors may hold discussions with leaders and managers to consider how well they initiate and support effective skills strategies and policies across the range of the school’s work.

Inspectors may consider:

• whether leaders are well-informed about developments in the teaching and learning of numeracy, provide strong leadership and convey high expectations about pupils’ achievements  
• how well leaders focus on raising standards and if they know how well pupils are progressing, including those receiving support or extension  
• how well leaders actively monitor and evaluate the quality of the numeracy provision throughout the school by considering its impact on pupils’ progress
• whether the development of numeracy skills has an appropriate level of priority in the strategic and operational planning
• how well the numeracy co-ordinator helps other teachers with their planning and shares good practice
• whether professional learning successfully develops staff skills to improve provision for numeracy including the sharing of good practice
• how well co-ordinators for other subjects are alert to the opportunities that exist within those subjects for improving pupils’ skills in numeracy
• how well parents are kept informed about the school’s policy for improving standards in numeracy and are encouraged to be involved through discussions at school and the regular use of homework.

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Document A: Questions for listening to pupils

Younger pupils in the foundation phase

• Can you play a game with me? Where would I be if I was (point): under the cupboard/on top of the chair/by the side of the whiteboard/inside the climbing frame? (positional language)
• Spread some objects out on a table: How many ‘books’ are there on the table? Pile/ group them carefully: how many are there now? (Can they count/conserve number?)
• What do you do if you cannot work something out?

Older pupils in the foundation phase

• What type of numeracy/mathematics do you like best – working with numbers, measuring, finding out about shapes or working with data?
• What do you find easy about numeracy/mathematics?
• What do you find difficult about numeracy/mathematics? 
• Do you know the pairs of numbers that go to together to make 10?  What about 20 or 100?
• Tell me what happens when you halve or double a number?
• Do you sometimes plan how to solve a number problem?  Do you sometimes plan with a friend or in a group?
• What do you do if you cannot work an answer out in mathematics?
• Do you sometimes do numeracy/mathematics work on the computer?
• Tell me how you worked this out.

Pupils in key stage 2

• What type of numeracy/mathematics do you like best – working with numbers, measuring, finding out about shapes or handling data?
• Do you use your numeracy/mathematics skills in others areas such as geography and science? If yes, can you think of an example?
• What do you find easy about mathematics?
• What do you find difficult about mathematics?
• Do you use the computer to create graphs, charts and diagrams?
• What do you do if you can’t work out an answer?
• Do you know what happens to a number when you multiply or divide it by 10 or 100?
• What strategies do you use to help you work out your times tables?
• How do you check your answers?
• Tell me how you worked this out.
• Can you show me a piece of work where you used mathematics outside of a maths lesson? Can you explain what you have done?
• Can you show me some work where you have solved a problem that involved numbers? Can you explain your thinking?

Pupils in key stage 3

• Are you making progress in improving your numerical skills?  How do you know?
• What is your attitude towards numeracy?  Do you think it’s important to have good numeracy skills?  Why?
• Do you know what you have to do to improve your numerical skills further?  Examples
• How often do you use your number work in other subjects? 
• Can you think of examples where you have used mathematics such as number work, graphs, shape, etc. in subjects other than mathematics? 
• How easy or difficult has this work been e.g. are you able to use a calculator when unsure?
• Do you think that subjects other than mathematics help you to reinforce and develop your number skills? 
• Do teachers let you explore on your own or with your peers how you might want to use different methods for calculating solutions to your problem?
• If you get a calculation wrong, do you have the opportunity to discuss this with your teacher and or peers, and to correct/improve your work? Can you show me some examples?

About this guidance

Overview

Our inspection guidance explains What we inspect and How we inspect. However, we also produce supplementary guidance to help inspectors to consider specific aspects of education and training further.  

The supplementary guidance documents set out some key principles, considerations and resources for inspectors. They relate to all sectors that we inspect, unless they state that they are for a specific sector. They expand on certain aspects of education/training (e.g. the inspection of literacy) or on ways of conducting inspections (e.g. the use of learning walks) or specific inspection arrangements (e.g. guidance on inspecting church schools).

The supplementary guidance documents do not aim to be comprehensive. Inspectors are not required to work through them exhaustively when covering any specific aspect on an inspection. However, inspectors may find them useful when responding to specific emerging questions that arise during inspections or when they wish to reflect or investigate further.

The supplementary guidance documents may help providers gain an understanding of our inspection arrangements. They may also be helpful to providers in evaluating specific aspects of their own provision.

Our inspection work is based on the following principles:

• Inspectors will approach inspection with a positive mindset to ensure it is the best possible professional learning experience for the staff in each provider
• Inspectors will take a learner-focused approach to inspection
• Inspectors will always focus strongly on the quality of teaching and learning
• Inspectors will seek out well-considered innovative practice
• Inspectors will tailor the inspection activities according to the circumstances in each provider as far as possible
• Inspectors will be agile and responsive to emerging findings and will use the increased range of inspection tools and approaches available
• Inspectors will consider everything in the inspection framework, but will only report on the key strengths and weaknesses within each provider

We have consulted with the National Autistic Society (NAS) Cymru in order to develop this guidance.

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Introduction

The information contained in the following sections complements the information contained in the supplementary guidance on additional learning needs (ALN). The information that follows is specific to a particular additional learning need and/or disability. 

The reporting inspector will be aware of the ALN profile within a school and will make suitable provision during the inspection for the following enquiries to be made. All members of the inspection team need to be aware of the general considerations for effective classroom practice and should judge the effectiveness of pupils’ standards and teaching in relation to pupils’ individual education plans (IEPs), individual development plans (IDPs) or statements of special educational needs (SEN).

Inspectors should also take account of advice to educational settings from the Welsh Government guidance on ASC in ‘Support for Children and Young People with Autistic Spectrum Disorder (ASD) in Educational Settings’ (Welsh Government, Crown Copyright, January 2019).

We have used the term ‘additional learning needs’ in this guidance, but we acknowledge that ‘special educational needs’ may also be used in this context during the period of implementation of reforms. 

Definitions

• Autistic spectrum condition is a pervasive developmental disorder characterised by deficits in social interaction and communication and by restricted and repetitive behaviour including sensory differences, which limit or impair everyday functioning.  (Diagnostic and Statistical Manual of Mental Disorders 5th edition DSM-V, 2013)
• ASC is a medical diagnosis and assessment is recommended in the document by NICE (National Institute for Health and Care Excellence) ‘Autism Spectrum Disorder in under 19s: recognition, referral and diagnosis’ (September 2011, updated December 2017 part 1.1.3) to be undertaken by a multi-disciplinary group or ‘autism team’ including as its core group a paediatrician or adolescent psychiatrist, speech and language therapist and clinical or educational psychologist.
• Alternative terms for ASC include ‘autism spectrum disorder’, ‘ASD’, ‘being on the spectrum’ or ‘autism’. Inspectors are likely to find variation in terms used in different providers. Inspectors should use the term ASC or refer to autistic pupils/learners/children whichever is most relevant.
• Autistic spectrum condition is a recognised disability as classified in the Office for Disability Issues: HM Government Equality Act of 2010. However, learners with ASC do not always have associated learning disabilities.
• Current estimated numbers of learners with ASC is around 1 in 68 or potentially 1 in every dual form entry primary school class or around 3 in a high school year group of 200 learners (The NHS Information Centre, Community and Mental Health Team, Brugha, T. et al (2012). Estimating the prevalence of autism spectrum conditions in adults: extending the 2007 Adult Psychiatric Morbidity Survey. Leeds: NHS Information Centre for Health and Social Care). Learners with ASC have a high rate of comorbid difficulties, that is, they may also have other additional needs or diagnoses such as developmental co-ordination difficulties (DCD), hypermobility, dyslexia or attention deficit hyperactivity disorder (ADHD) among other conditions.
• Up to 29% of learners with ASC have a comorbid social anxiety disorder, 28% have comorbid ADHD, 84% meet the criteria for at least one other anxiety disorder and 70% have a comorbid disorder (Rosenblatt, M 2008. I Exist: the message from adults with autism in England. London: The National Autistic Society, p3)
• It is important to recognise learners with ASC are on a ‘spectrum’ and thus have varying difficulties and widely differing learning needs. Around half of learners with ASC have an associated learning difficulty whereas others excel academically but can experience more profound difficulties in social interaction and communication.
• Autistic spectrum condition is a communication disorder, and therefore learners may use a variety of communication methods including visual symbols and photographs, real life objects of reference, picture exchange systems, speech generating devices and technologies or Makaton sign language.
• Five times as many males as females are diagnosed with ASC, however current research which is ongoing suggests girls have historically been ‘under-diagnosed’ due to differing presentation of need.

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Inspection areas

Inspection area 1: Learning

General considerations on outcomes for learners with ASC

Are pupils…?

• Able to follow the instructions of staff with the appropriate resources?
• Developing their skills, including being able to work with greater independence, in line with their needs and abilities?
• Developing in their confidence and becoming resourceful in supporting their own learning?
• Able to engage in meaningful dialogue with staff and other pupils in line with their communication needs?
• Able to identify if they have achieved learning objectives?
• Developing the ability to communicate to meet their needs and express free opinions or from a range of choices?
• Developing social skills from individual starting points?

Inspection area 2: Wellbeing and attitudes to learning

General considerations on effective outcomes for pupils with ASC

Are pupils…?

• Given reasonable opportunities to calm and self-regulate if anxious?
• Able to interact with strategies to stay safe or regain a calm state?
• Able to participate in a range of extra-curricular and pupil voice opportunities?
• Motivated and engaged in tasks as a result of clearly communicated success criteria?
• Able to develop their ability over time to better engage in tasks?
• Able to manage transitions between tasks, lessons and environments?
• Able to maintain their own or others’ high expectations of behaviour and engagement in line with their ability?
• Able to use a variety of recording methods in tasks in order to achieve lesson outcomes?
• Able to reflect on their progress and development over time?
• Helpful ideas for promoting pupil wellbeing and attitudes to learning
• Using an effective method of regular communication with parents or carers can help maintain successful pupil wellbeing and readiness for learning.  Interactive online sites and applications, weekly feedback sessions face to face or in written form in a home-school book can assist close liaison in the planning for learners with ASC.

Learners’ own engagement in person centred planning approaches can help them give input into what is important and what works for them in, for example, the creation of a one page profile or as part of their IEP, IDP or statement of SEN.

Allowing for social breaks at unstructured times when learners with ASC find  social demands challenging, can be helpful. The use of ‘buddies’ to help learners with ASC to navigate the social expectations of busy unstructured times can also be beneficial.

Where possible, allowing learners with ASC an element of choice in their learning can aid attitudes toward learning. Many learners with ASC have a special, or range of particular interests that can help motivate and be an avenue into rich learning experiences that engage and maintain motivation. 

Inspection area 3: Teaching and learning experiences

General considerations on effective classroom practice for pupils with ASC.

Do teachers/support staff…?

• Use the learner’s name to gain attention before giving instructions?
• Use a range of suitable resources to maintain motivation and engagement?
• Use simple and precise language, avoiding idioms, multi-step instructions and layered explanations?
• Enable learners to participate in paired and group tasks with appropriate support?
• Break down tasks into smaller chunks, presented visually where appropriate?
• Allow sufficient processing time for learners to process and respond?
• Promote independence with targeted structure and work systems?
• Maintain engagement and motivation through a system of reward?
• Have a good understanding of the needs of the pupils? Are they able to assist in developing new skills and understanding? Do they develop pupils’ independence skills appropriately? Do support staff have sufficient knowledge of the subject being taught and the pupils’ needs?
• Consider and plan for the impact and stimulation of the environment on learners?
• Make expectations and rules explicit, including the motivators to comply?
• Make effective use of special interest areas to enhance engagement and progress? A special interest area for someone with ASC may be something like dinosaurs, ‘The Titanic’, space and the universe or technologies like tablet computers or online video platforms.
• Set high expectations of engagement and progress via tasks set at an appropriate level of challenge?
• Understand and plan for the sensory differences of pupils with ASC?
• How does the school ensure the meaningful inclusion of learners with ASC in mainstream curriculum, whole class, group and paired activities?

Helpful ideas for adapting resources and teaching

Pupils with ASC very often have a strength in visual learning. Visual resources such as timetables, work systems, explicit rules and instructions can help provide permanence, promote independence and reduce the anxiety associated with work tasks, change and transitions.

A restricted, repetitive and rigid mind-set is part of the diagnostic criteria for ASC. As such, enhanced means of motivation such as visually presented motivators, distractors and rewards are often effective. ‘Choice time’ or ‘golden time’ gives learners a specific goal to achieve.

A movement break sometimes helps pupils with ASC to reduce the anxiety associated with a busy classroom, refocus and calm. A short time of being engaged in a different environment or on a different task can help achieve a state where pupils are ready to learn.

Pupils with ASC sometimes respond favourably to having access to a ‘fiddle toy’ or something to hold to aid concentration and engagement. Plasticine or a small tactile object can help pupils focus and self-regulate, especially when required to sit or listen to adult instruction.

Task breakdown or planning resources help learners with ASC access tasks that require multistep action. Similar to the format of a cooking recipe, ‘I need…’, ‘first…’, ‘then…’, ‘now…’, ‘then…’, ‘finally…’ and ‘now I can…’ for example, can help pupils develop independence in tasks and not rely on adult prompting.

Learners with ASC often struggle to understand and generalise social rules. A small number of explicit rules of conduct, behaviour or other parameters give definition to sometimes vague social boundaries.

Seating learners with ASC who find distraction a challenge at or near the front of the room and directing instructions or requests using their name, keys learners into the information.

Learners with ASC often have heightened levels of anxiety. Tracking challenges faced using an antecedent/ behaviour/ consequence model can help staff identify problem times of day, environment, tasks, clothing, weather or any other factors that may contribute to challenges that learners themselves are unable to articulate.

Inspection area 4: Care, support and guidance

• Does any additional support target the development of life skills and building independence?
• Has the school taken good enough account of the needs of pupils in adapting the physical environment?
• How does the school ensure learners with ASC have the opportunity to participate fully in the wider social aspects of school life?
• Does the school make effective use of targets on IEPs, IBPs, IDPs or statements of SEN to maximise support and progress?
• Does attainment data for learners with ASC demonstrate that progress is being made?  How well are learners with ASC making progress in relation to their starting points over time?
• Are targets on IEPs, IBPs and IDPs relevant and appropriate for learners with ASC?
• Are annual review meetings for pupils with a statement of SEN held in line with national guidelines? Are learners and parents encouraged to access person centred planning approaches to fully participate in these reviews?
• Does the school provide an appropriate level of curriculum and social challenge for learners with ASC?
• Are appropriate measures identified in risk assessments to ensure that pupils with ASC are not disadvantaged? For example, inclusion in off-site visits or positive handling procedures?
• Is an appropriate focus given to personal and social development and independence to maximise the skills of learners with ASC?

A low stimulus environment can be helpful to learners with ASC. Having an area in a classroom or work area that is less busy with less extraneous visual information can help learners with ASC focus on the given task. In rooms where there is less free space, a table in a quieter area of the class, ideally looking away from the zone of activity for example, at a blank wall can be beneficial.

Anxiety is a common end product of high levels of social interaction, communication, requests to be flexible and expectations to work on someone else’s agenda. Learners with ASC can change from appearing calm to being very upset very quickly. This is likely to be as a result of underlying anxiety when coping with the demands of a stressful environment. A quiet space, room or area that learners with ASC know is safe can be very successful in allowing learners with ASC to calm and return to learning.

A key member of staff who knows the individual can be effective in helping the learner with ASC feel safe.

Where learners with ASC are experiencing heightened levels of anxiety, being seated near the rear of a room or the door can be effective. A time-out system, for example in the form of a card can further reduce anxiety.

The ability to arrive late at lessons, or leave lessons early to avoid busy times in corridors and cloakrooms can assist learners with ASC to remain calm.

Opportunities to check-in and check-out at the start or end of the day with a key member of staff can help learners with ASC assimilate to the new environment, problem solve any concerns the pupils have or bring closure to issues that may have occurred throughout the day. Certain learners with ASC experience difficulty with physical contact, or sports that involve getting wet or muddy. Reasonable adjustments such as undertaking physical activity in the gym or on exercise machines can enable pupils to achieve goals via alternative methods.

Inspection area 5: Leadership and management

Do leaders in the school…?

• Set high expectations for learners with ASC?
• Ensure that all staff have received basic training in ASC?
• Ensure that where learners are in receipt of a diagnosis of ASC that appropriate advice, when relevant, is sought from outside agencies such as specialist teacher teams or an educational psychologist in line with their referral procedures and that any advice is implemented.
• Raise awareness and understanding of ASC in the school and with parents?

What is the purpose? 
This provides further guidance for inspectors to use for reference during inspection alongside the sector guidance for inspection, to support specific lines of enquiry. 

For whom is it intended? 
Maintained and independent schools, specialist colleges and pupil referral units 

From when should the guidance be used? 
September 2021 

About this guidance

Overview

This supplementary guidance has been drafted to support inspectors in evaluating formative assessment and pupils’ attitude towards, and understanding of, the feedback that they receive on their learning.

From September 2021, guidance ‘What we inspect’ for maintained schools and PRUs includes reference to pupils’ attitude towards, and understanding of, their role in formative feedback. It identifies in inspection area 2 (2.2 Attitudes to learning) that:

Inspectors should consider:

• how well pupils understand and respond to feedback from adults and their peers
• how effectively pupils use feedback to move their learning forward

This complements the guidance in inspection area 3 (3.2 Teaching and assessment), that sets out a range of classroom-based practices that inspectors must consider, including:

• the quality and effectiveness of feedback that pupils receive
• the extent to which teachers develop pupils’ thinking and understanding through skilful questioning and monitoring of pupils’ learning
• how effectively teachers and other practitioners respond to pupils’ learning during lessons and activities and adapt their approach accordingly
• how successfully teachers provide relevant, purposeful opportunities for pupils to assess their own and their peers’ learning
• When evaluating these areas, inspectors should note that we have no preferred methodology that schools should adopt. Teachers and other adults may use a range of different approaches over time. The key consideration is whether practice is successful in supporting all pupils to make effective progress.

Under inspection area 3 (3.2 Teaching and assessment), inspectors evaluate and report on the quality of the feedback that teachers provide, and how successfully teachers provide relevant, purposeful opportunities for pupils to assess their own and their peers’ learning. However, a significant aspect of any assessment and feedback approach is the quality and strength of pupils’ responses to the feedback. For feedback to beneficial to learning, it is important that pupils understand how to receive and use feedback appropriately, and appreciate their own active role in the feedback process, relevant to their age and ability.

Inspectors should note that feedback can take a range of different forms that should be chosen purposefully, such as written feedback (in the form of marking) and/or verbal feedback. It may come from teachers and support staff or be the result of peer and/or self-assessment. High quality feedback should be an integral part of effective school-wide teaching and assessment practices.

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Evaluating pupils’ attitudes to classroom based formative assessment

Inspection Area 2: Wellbeing and attitudes to learning.

how well pupils understand and respond to feedback from adults and their peers
how effectively pupils use feedback to move their learning forward

Inspectors will undertake a range of activities to gather evidence for these areas. These may include:

• learning walks
• conversations with pupils about their work
• observations of learning
• scrutiny of books and of other learning

The emphasis should be on evaluating how well pupils understand the role that they play in the feedback processes, and what they need to do to benefit from feedback and move their learning forward.

Just as inspectors should consider pupils’ attitudes towards feedback from teachers and other adults, they should also evaluate how well pupils respond to, and use, feedback from peer and self-assessment activities to improve their learning.

Discussions with pupils is a key source of evidence for these areas. This will provide an opportunity to explore pupils’ understanding of their role in the feedback process. In coming to a judgement on this, it is important for inspectors to bear in mind the age and ability of the pupils involved.

Inspectors should consider:

• what is pupils’ attitude to the feedback they receive? 
• do pupils invite feedback and are they motivated by it? 
• do pupils think of feedback as being a supportive and helpful part of the learning process?
• can pupils explain what they do with the feedback they receive and how they will act on it to improve their work? 
• how well do pupils make improvements or apply new strategies as a result of the feedback they receive? 
• is there a culture where errors are valued as learning opportunities, and admitting to not understanding something is acceptable?

Evidence gathered from this work will also help inspectors when they consider classroom-based assessment practices in inspection area 3 (3.2 Teaching and assessment). It will help inspectors to gauge how well the school develops pupils’ understanding about their role in the feedback process as they progress through the school. This important role is also identified in guidance that accompanies the Curriculum for Wales ‘supporting learner progression: assessment guidance’[1]. It notes that an important role for practitioners is ‘developing learners’ skills in making effective use of feedback to move their learning forward’.

[1] ‘Supporting learner progression: assessment guidance’

Inspection Area 3: 3.2 Teaching and assessment

When evaluating the quality of feedback from teachers and other practitioners, inspectors should consider how well verbal and written feedback helps pupils to know how well they are doing and what they need to do to improve. They should evaluate the effectiveness of the feedback that pupils receive about work they have completed online or digitally.

Inspectors will undertake a range of activities to gather evidence for these areas. These may include:

• discussions with teachers and other adults
• scrutiny of school documentation
• learning walks
• conversations with pupils about their work
• observations of learning
• scrutiny of books and of other learning, including online and digital

When evaluating the quality of feedback, inspectors should remember that there are a range of factors that can determine its impact on pupil progress. As such, inspectors should consider:    

• is feedback suitable for the age and ability of the pupil?
• is feedback clear, personal and specific?  
• does it focus on the elements that are important and relevant?
• is it clear about next steps? 
• does it provide helpful guidance on how to improve? (i.e. not just tell pupils when they are wrong)
• is feedback linked helpfully to learning intentions and/or planned outcomes?
• is feedback timely, so as to be useful for future learning?
• do pupils have sufficient opportunity to discuss and/or take action in response to feedback?  (NB pupils are unlikely to benefit from feedback unless they have appropriate time to consider and respond) 
• is there evidence that pupils have opportunities to address potential improvements at a later stage?

NB. Not all feedback needs to conform to all of the criteria above to be beneficial.

It will also be important for inspectors to consider:

• how well do teachers and other adults teach pupils about how to use feedback, such as through coaching and modelling? 
• how well do teachers help pupils develop these skills as they move through the school? 
• do pupils receive good quality feedback in all subjects/disciplines and areas of learning? 

Inspectors should consider:

• the extent to which teachers develop pupils’ thinking and understanding through skilful questioning and monitoring of pupils’ learning
• how effectively teachers and other practitioners respond to pupils’ learning during lessons and activities and adapt their approach accordingly

When evaluating the above points, inspectors should consider how well:

• do questions draw pupils towards key understanding and/or increase the level of challenge as lessons proceed?
• does questioning involve all pupils?
• do questions promote thinking, justification and reasoning?
• does questioning reinforce and revisit learning intentions?
• does questioning encourage pupils to speculate and hypothesise?
• does the teacher create an atmosphere of trust where pupils’ answers, opinions and ideas are valued?
• does the classroom environment encourage pupils to listen and respond to each other as well as to the teacher?
• do teachers encourage pupils to ask as well as respond to questions?
• do teachers continually monitor pupils understanding to ensure that they have an accurate understanding of their progress during lessons?
• do teachers adapt learning and teaching in response to questioning and scrutiny of learning as the lesson, or series of lessons, progress?  For example, do they use this information to guide the pace of learning and to decide on the most appropriate challenge for pupils?

Inspectors should consider:

• how successfully teachers provide relevant, purposeful opportunities for pupils to assess their own and their peers’ learning
• When considering how successfully teachers provide relevant, purposeful opportunities for pupils to reflect upon their own and their peers learning, inspectors should consider both the opportunities that pupils have and the impact that this has on their learning.

Inspectors should consider:

• whether the purpose for using peer and self-assessment is clear for pupils and staff 
• whether the school has well-understood practices for developing pupils’ skills in evaluating their own and other’s learning 
• how well teachers and other adults teach pupils about how to assess their own and other’s learning, such as through coaching and modelling 
• how well teachers monitor feedback to ensure that pupils benefit from useful advice and are able to make progress as a result  
• how well teachers help pupils make choices about how they move their own learning forwards

When evaluating practice, inspectors should consider whether criteria for evaluating learning are clear to enable pupils to have a good understanding of the aims of their work and of what it means to complete it successfully. Teachers may develop and share these criteria, or as pupils develop, they should become increasing involved in developing the criteria themselves.

Inspectors should consider:

• how well the school’s peer and/or self-assessment practices encourage pupils to reflect critically on their own and/or other’s learning and progress
• how effectively pupils identify strengths and areas for development in their own and other’s learning
• how well peer assessment helps pupils to learn from each other
• how well pupils’ understanding and independence in assessing their own learning and that of their peers develop, as they progress

About this guidance

Overview

Our inspection guidance explains What we inspect and How we inspect. In addition, we produce supplementary guidance to help inspectors to consider specific aspects of education and training further.

The supplementary guidance documents set out some key principles, considerations and resources for inspectors. They relate to all sectors that Estyn inspects, unless they state that they are for a specific sector. They expand on certain aspects of education/training (e.g. the inspection of literacy) or on ways of conducting inspections (e.g. the use of learning walks) or specific inspection arrangements (e.g. guidance on inspecting faith schools).

The supplementary guidance documents are not exhaustive. Inspectors are not required to work through them painstakingly when covering any specific aspect on an inspection. However, inspectors may find them useful when responding to specific emerging questions that arise during inspections or when they wish to reflect or investigate further.

The supplementary guidance documents may help providers gain an understanding of Estyn’s inspection arrangements. They may also be helpful to providers in evaluating specific aspects of their own provision.

Our inspection work is based on the following principles:

• Inspectors will approach inspection with a positive mindset to ensure it is the best possible professional learning experience for the staff in each provider
• Inspectors will take a learner-focused approach to inspection
• Inspectors will always focus strongly on the quality of teaching and learning
• Inspectors will seek out well-considered innovative practice
• Inspectors will tailor the inspection activities according to the circumstances in each provider as far as possible
• Inspectors will be agile and responsive to emerging findings and will use the increased range of inspection tools and approaches available
• Inspectors will consider everything in the inspection framework, but will only report on the key strengths and weaknesses within each provider

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Introduction

The purpose of this guidance is to assist inspectors in making accurate judgements on the strength of pupils’ attitudes to learning as part of the inspection of maintained schools (primary, secondary and special schools and pupil referral units) and independent schools.

The development of positive attitudes and behaviours, such as resilience, self-control and creativity, is essential to support pupils in their learning throughout their lives and in the development of their mental and emotional wellbeing. It is important that inspection reports reflect accurately the strengths and weaknesses in pupils’ attitudes to learning in order that schools can build upon and share effective practice and address any shortcomings.

This document summarises the sources of evidence that inspectors will need to consider during inspections and the activities they should undertake to arrive at their judgements. It emphasises the importance of team discussions in synthesising evidence and drawing conclusions, and provides useful explanations of the kinds of attitudes and behaviours that inspectors need to be looking for. 

This guidance should be read in conjunction with the relevant guidance handbooks for each sector and additional guidance published on Estyn’s website.

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Effective practice in inspecting attitudes to learning

Sources of evidence

When making a judgement on pupils’ attitudes to learning inspectors should consider evidence from a wide range of sources, including:

• the school’s own evaluations
• lesson observations
• learning walks
• visits to whole-school, year group and class assemblies
• scrutiny of a wide range of pupils’ work, including the presentation of work and how well pupils respond to written feedback
• meetings with pupils and their work, listening to pupils read and discussing pupils’ attitudes to learning
• observation of the quality of pupils’ engagement in lunchtime and after-school clubs and activities
• the behaviour of pupils in lessons and around the school and the quality of their interactions
• information from pupil, parent, staff and governor questionnaires
• meetings with staff
• team discussions
• any additional evaluations and supporting information from other surveys

Inspectors should consider carefully the outcomes from pupil questionnaires to help inform their inspection activities in relation to pupils’ attitudes to learning. In particular, the team will want to follow up issues that have arisen from questionnaires as part of their interviews with pupils. It is useful for the reporting inspector (RI) to lead a discussion with the team, or to formulate in advance the specific questions that the team will ask during their meetings with pupils. This will ensure consistency and that the team gathers pertinent evidence that is effective in supporting discussions around any emerging issues.

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Annex: Characteristics of positive attitudes to learning

Pupils are: determined

Do pupils engage readily in tasks and bring them to completion?

Do pupils persevere and remain purposeful when they face difficulties?

Pupils demonstrate the following attitudes:

• Grit, resilience, tenacity

Pupils will:

• Finish tasks started and understand the value of their work; for example, pupils complete activities with minimal prompting from adults and can talk about what skill they have improved
• Learn to take positives from mistakes and appreciate how this will help them reach a goal; for example, pupils describe where they have made errors in their work and how they can avoid them in future or explain how they have improved on their weaknesses
• Try out ideas without being certain of the likely end result
• Demonstrate the skills and knowledge to work as independently as they can and seek further guidance and assistance only when needed
• Face and overcome challenges as they arise by adjusting their approaches and strategies, for example by finding and attempting different solutions to solve a problem when they initially experience failure

Do pupils sustain concentration and avoid distractions?

Are pupils ready to learn at the start of lessons? Do they move easily between different lessons and activities?

Pupils demonstrate the following attitudes:

• Self-control, Self-direction

Pupils will:

• Pay attention and resist distractions, for example maintaining concentration on a task despite possible environmental distractions such as from other pupils
• Remember and follow instructions, but make adaptations when faced with difficulties, for example finding alternative ways of recording the outcomes of a science experiment when technology fails
• Demonstrate good self-organisational skills and start tasks immediately, rather than putting things off, for example gathering the equipment or resources they need and settling to their work quickly at the start of an activity
• Remain calm even when criticised, such as when taking part in debates as part of whole class or small group activities, or receiving feedback as part of peer assessment
• Allow others to speak without interruption and respond appropriately

How well do pupils engage with new, unfamiliar experiences and ideas?

Do pupils seek other solutions when their first approach to a problem is unsuccessful?

Pupils demonstrate the following attitudes:

• Curiosity and an eagerness to solve problems

Pupils will:

• Be eager to explore new things; for example, pupils suggest ideas about new topics to study or respond with interest and enthusiasm when faced with new themes or unfamiliar tasks
• Ask and answer questions to deepen understanding; for example, pupils ask well considered questions, or use their existing knowledge skilfully to answer questions
• Enjoy solving problems; for example, pupils demonstrate an enthusiasm for finding solutions as part of a maths investigation and attempt multiple approaches
• Think creatively and ‘outside of the box’ to reframe and solve problems; for example, pupils demonstrate a variety of approaches to considering and solving cross-curricular problems, such as how to reduce the use of plastic
• Be content with not knowing the ‘answer’ but show curiosity and inquisitiveness

Do pupils understand their own strengths and weaknesses?

How well do pupils reflect on their own learning?

Pupils demonstrate the following attitudes:

• Self-aware learners

Pupils will:

• Demonstrate a clear understanding of what they do well and what they need to improve; for example, they talk about how successful they have been in previous learning, the areas that they need to develop further and how they will make improvements
• Explain the ideas and concepts they are learning about and understand how these fit in with the rest of their learning; for example, they describe the skills they have improved or knowledge they have gained during the lesson and relate this to previous learning or other subjects/topics
• Effectively and confidently share what they have learnt or the new skills they have developed, with their peers or the wider community; for example, at the end of a topic of work pupils plan and deliver an assembly for parents to share their learning

Pupils are: optimistic

Do pupils show interest in and enthusiasm for their work?

Pupils demonstrate the following attitudes:

• Enthusiasm and zest

Pupils will:

• Take an active role in their learning; for example, pupils are keen to find out more about their topic and to contribute their own thoughts and ideas, including the planning of specific activities or lessons
• Show enthusiasm and interest in their learning and strong engagement in new and creative approaches; for example, pupils are self-motivated in their tasks, need little adult intervention to progress, and come up with new ideas with little or no prompting from adults
• Identify and grasp opportunities and independently seek ways to extend their understanding; for example, pupils show independence in choosing activities that they believe will benefit their learning, such as choosing different methods of conducting a science experiment or engaging in further research on a class topic at home
• Help to invigorate others in their learning; for example, pupils’ own positive attitudes towards their learning helps to support and encourage the learning of others
• Set themselves high standards and seek and enjoy challenge; for example, when provided with the opportunity, pupils seek to engage in tasks that challenge them and, on occasion, take them beyond their ‘comfort zone’

Are pupils appreciative?

Pupils demonstrate the following attitudes:

• Gratitude

Pupils will:

• Recognise and show appreciation for others; for example, pupils articulate how working with their peers helps them to develop their own skills
• Recognise and show appreciation for their own opportunities; for example, pupils talk about how the activities planned by their teacher, such as visits to the local community, enhance their learning

How confident are pupils?

Do they display a sense of ambition and have aspirations for the future?

Pupils demonstrate the following attitudes:

• Confidence and ambition

Pupils will:

• Be willing to try new experiences and meet new people; for example, pupils ask engaging and beneficial questions of visitors
• Pursue dreams and ambitions; for example, pupils discuss their ambitions and articulate the importance of their learning and how it will help them in the future
• Take measured risks; for example, pupils understand the importance of employing appropriate safety measures as part of science investigations or PE lessons, in order for them to be able to take risks to develop their skills.
• Build their mental and emotional well-being by developing confidence, resilience and empathy; for example, pupils support each other and focus well to complete increasingly complex tasks
• Have the confidence to participate in performance; for example, pupils participate in presentations to the rest of the class to demonstrate and develop new musical, dramatic or physical skills

How creative are pupils?

Pupils demonstrate the following attitudes:

• Creativity, Imagination

Pupils will:

• Demonstrate originality and imagination when completing tasks 
• Experience and explore situations from another point of view and are happy to consider different options
• Enjoy playing with possibilities, set aside pre-conceptions and accept the unfamiliar, for example when collaborating with other pupils to create a drama based on their studies in history; pupils are motivated by tasks that do not have predetermined or fixed outcomes
• Identify and develop new ideas; for example, they enjoy applying their literacy skills to develop imaginative pieces of writing that reflect what they have learnt in other areas of the curriculum, such as history and RE
• Form original and new ideas from stimulus; for example, pupils design a website to promote musical events
• Take on imaginative projects or tackle work in an innovative way
• Be resourceful; use existing resources in an original way, for example using an online virtual reality mapping tool to identify the best site in Wales to construct a spaceport

Pupils are: emotionally intelligent

Do pupils remain calm when others disagree with them?

Pupils demonstrate the following attitudes:

• Humility

Pupils will:

• Find solutions during conflicts with others; for example, when working collaboratively with their peers, pupils demonstrate the ability to compromise, assimilate the ideas of others and modify their responses
• Recognise that different perspectives, sometimes contradictory, can help them shape their own viewpoint
• Be sensitive to people’s feelings and emotions

How well do pupils demonstrate respect for the contributions of others, for example by allowing others to speak?

Do pupils demonstrate good behaviour in lessons and around the school?

Do pupils behave well at lunchtime and breaktimes?

Are pupils considerate and do they relate well to each other and adults?

Pupils demonstrate the following attitudes:

• Respect and good manners

Pupils will:

• Demonstrate respect for the feelings of others; for example recognising when others are struggling with new concepts and provide support when appropriate
• Know when and how to include others; for example, as part of whole class or small group discussions, pupils ask for and value the contributions of others
• Be polite to adults and peers

Do pupils apply their background knowledge and awareness of global issues to their learning?

Pupils demonstrate the following attitudes:

• Sensitivity to global concerns, social responsibility

Pupils will:

• Show a growing awareness of global issues and their impact on people’s lives; for example, pupils raise concerns over the environmental impact when preparing for a debate on the proposed development of a new supermarket in their town

How well are pupils able to work in a range of ways, for example independently, in small groups and in whole-class settings?

Pupils demonstrate the following attitudes:

• Collaborate effectively

Pupils will:

• Lead and play different roles in teams effectively and responsibly
• Work flexibly in a group, sometimes giving up personal preferences to accept the ideas of others
• Give of their energy and skills so that other people will benefit; for example, pupils willingly assist their peers to help them improve their skills and knowledge
• Form positive relationships based upon trust and mutual respect; for example, pupils co-operate well with others, including those from different social backgrounds, gender, ethnicity and friendship groups
• Listen to others, taking on their ideas or providing constructive critical challenge