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

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 further specific aspects of education and training.

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

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Inspecting literacy

Literacy is an essential skill that allows pupils to understand written and spoken language, to interpret what has been written or said, and to draw inferences from evidence. Literacy also refers to the ability to communicate fluently, cogently and persuasively.

The key tasks for inspectors are to evaluate:

• how well pupils develop the literacy skills they need to access the whole curriculum and to learn effectively
• how well teaching and learning experiences develop pupils’ literacy skills
• the quality of and leadership in, and management of the co-ordination of provision to develop pupils’ literacy skills

Inspectors should report on pupils’ literacy 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 evaluating and in reporting on pupils’ standards of listening, speaking, reading and writing, and on their ability to use their literacy skills in work across the curriculum. Although the guidance contains information about the school’s provision for literacy, inspectors should remember that the main focus should be on the impact it has on pupils’ learning and progress. In addition, when inspecting Welsh, inspectors should refer to the Supplementary guidance: Welsh in Welsh medium, bilingual and English medium non-maintained settings, schools and PRUs.

Gathering and reviewing inspection evidence

The team will plan the inspection so that they can gather evidence about literacy within the five inspection areas. The Reporting Inspector will ensure that the team has enough time to review the key evidence it needs to make its judgements. The main forms of evidence are:

• samples of pupils’ work in language, literacy and communication and Welsh/English work (including that completed online)
• samples of pupils’ work from other areas of learning and subjects
• listening to pupils’ activities, for example listening to them reading aloud and discussing texts, discussions with them about their literacy work
• discussions with staff, leaders, governors, parents and others
• observation of teaching and other activities, including evidence gathered through learning walks that focus on a specific aspect of literacy work, for example talking to pupils about their reading
• documentary evidence, including information on pupils’ learning and progress (such as the analysis of standardised reading scores of particular groups and the progress of pupils on literacy intervention programmes), and evaluations of progress against literacy action plans

The team will use direct observation of pupils’ work wherever possible to gather evidence to support its judgements. Inspectors may select an additional sample of pupils’ work, if required, to further their investigation in a specific aspect of literacy. They will observe teaching and other activities.

The voice of pupils is a key source of evidence for inspectors. Discussions with pupils will provide an opportunity to explore their knowledge and understanding of their work. It will also help inspectors to gauge how well the school supports pupils and contributes to their progress.

Schools should make information available to the inspection team about the standards of literacy achieved by pupils, particularly the results of any initial screening tests and any other assessments. This will help inspectors to evaluate pupils’ progress, to come to a view about the standards they achieve compared to their starting points, and the way teachers use the information from assessment to inform their planning for future learning.

The team will need to consider stakeholders’ views on the school and test out the validity of those views during the inspection.

Points to consider:

• Do pupils grasp meaning, develop understanding and extend their vocabulary through listening to others?
• Do pupils learn the knowledge and skills that support effective spoken communication in a range of contexts and settings?
• Do pupils (in Welsh-medium contexts) use mediation skills to support effective communication?
• Do pupils have access to texts that are sufficiently rich and substantial to engage them intellectually and emotionally?
• Is there evidence of pupils developing their reading skills through tasks based on: literal and inferential comprehension, evaluation and appreciation, information retrieval, analysis and synthesis?
• Do pupils (in Welsh-medium contexts) use their translanguaging skills, for example to read in English and synthesise their findings in Welsh?
• Do pupils make hypotheses, summarise and draw conclusions from their reading?
• Do pupils write across the curriculum to the same standards they achieve in language, literacy and communication sessions or Welsh/English lessons?
• Do they write across a range of genres for different purposes and audiences, structuring their work appropriately?
• Do they plan, redraft and edit their work effectively?
• Is spelling and punctuation age-appropriate?
• Is handwriting and presentation clear?
• Are learning activities purposeful and do they build successfully on what pupils know and can do?
• Is there clear evidence of appropriate challenge for all pupils?
• Does feedback help pupils to improve their literacy skills?

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During the inspection

IA1 Learning

Inspectors should report clearly on how well pupils listen, speak, read and write when evaluating the development of their knowledge, skills and achievements in literacy. They should consider to what extent pupils have the literacy skills required to access the whole curriculum and how well the wider curriculum itself develops pupils’ listening, speaking, reading and writing skills, appropriate to their ages and starting points.

When evaluating the progress of specific groups of pupils, for example those with Welsh/English as an additional language, those with additional learning needs and those who are more able, inspectors should consider whether they are making as much progress as they could. It is important that inspectors consider the level of challenge pupils face and their previous learning, when using their literacy skills.

Inspectors should identify situations where pupils have difficulty with their literacy skills and where this presents a barrier to their learning across the curriculum. Inspectors will need to identify the possible causes of this, for example pupils’ inability to discriminate between sounds, their lack of phonemic awareness, limited vocabulary and knowledge of strategies for spelling.

Listening and speaking

Inspectors should consider how well pupils:

• listen to understand, recall, infer and interpret what they hear
• discriminate sounds, and develop and adapt their vocabulary and sentence structure when speaking (through listening)
• listen to develop their understanding of key concepts and ideas, and apply this understanding to new situations
• take turns in a conversation, following the topic, and manage their contributions and interactions appropriately
• listen to others (for example to gain different views and ideas) and use techniques to remember the main points of their talk (for example making notes, summarising)
• respond appropriately to others in a way that suits the subject, context, audience and purpose (for example challenging what is heard based on reason, evidence or argument to arrive at their own conclusions)
• ask and answer questions to clarify their understanding of what has been heard and to respond to others with comments and suggestions (for example to build on the views of others in collaborative work)
• pronounce words correctly and speak clearly in an appropriate register
• use sentence structures accurately and make appropriate vocabulary choices
• (in Welsh-medium contexts) communicate meaning from one person to another, within the same language or from one language to another, for example by relaying, explaining or translating information or ideas?
• convey ideas and information precisely, effectively and confidently (for example emphasising key points, sequencing an explanation)
• vary the tone, the pace of their speech and their voice projection to suit the audience and purpose
• show awareness of the listener and take account of the audience’s level of understanding (for example by paying attention to gesture, posture, facial expression, eye contact and the use of rhetorical techniques)
• undertake a range of responsibilities to structure and develop group talk (for example maintaining focus on task, time management, summarising)
• examine their own and others’ ideas critically and sensitively
• sustain a role or a convincing point of view

Reading

Inspectors should consider how well pupils:

• develop pre-reading skills and early reading behaviours as essential foundations for reading (for example listening to a story, handling books like a reader, singing songs and rhymes, and recognising their own names)
• develop phonological understanding and phonemic awareness
• read a wide range of texts aloud with expression, pay attention to punctuation, and vary intonation, voice and pace to convey meaning
• sustain concentration to read texts independently, including complete novels
• use a range of strategies to make sense of words, sentences and whole texts (for example phonemic or phonological knowledge, word roots, word families, sentence structure, text organisation, prior knowledge)
• use their own reading, and being read to, to develop their vocabulary and sentence structures, including discipline-specific words (for example condensation, tundra, modulation) and words that occur in texts across the curriculum (for example reasoned, decline, integrate, entity), which tend not to occur as often in conversational speech
• identify the topic or theme of a text (printed or visual) and show their understanding of the text’s main ideas
• use a range of strategies to find information, select and use information from a wide range of sources (for example close reading, annotation, summarising, synthesising, analysing)
• use inference and deduction to understand texts, and consider the reliability of what they read or view, distinguishing between facts, theories, opinions and bias
• read appreciatively (for example considering how effectively texts convey information, ideas and views and engage the reader)
• respond to what they read or view, asking questions, making comparisons, and expressing viewpoints and preferences
• evaluate critically different perspectives to arrive at considered conclusions
• understand and explore how texts may be interpreted, identifying how they vary in purpose and effect
• respond (verbally or in writing) confidently to ideas and information they have read, using their advanced reading skills
• (Welsh-medium contexts) use translanguaging skills when they read (for example to explain complex ideas in Welsh after researching articles written in English)
• use their reading skills to access learning across the curriculum

Writing

Inspectors should consider how well pupils:

• communicate by making marks, drawing symbols or writing letters and words in a range of contexts
• form letters, and use their knowledge of letters and the sounds they represent, to write words and phrases
• use a range of strategies to attempt the spelling of unknown words (for example word families, roots, letter patterns, morphology, graphic knowledge, phonemic knowledge)
• write accurately and legibly (for example, using standard forms of language and spelling, including applying mutations when appropriate in Welsh)
• use a range of punctuation accurately to vary pace, clarify meaning, avoid ambiguity and create deliberate effects
• write using an increasingly imaginative, varied and precise vocabulary and varying sentence structures for effect
• adapt their writing style to suit the audience, purpose and context
• write in a wide range of text types independently and at length, without over-reliance on adult support or scaffolds
• plan, organise and present ideas and information appropriately (for example through organising their writing into a logical sequence, structuring their writing into paragraphs)
• reflect on, redraft and edit their writing to improve its content and accuracy, responding constructively to feedback, where appropriate
• write in all areas of the curriculum and whether they write to the same standard as they do in their work in Welsh/English

IA2 Wellbeing and attitudes to learning

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

• how well pupils use their literacy skills to support and enhance their wellbeing and self-esteem, for example whether they can talk and write about their feelings and emotions, and show empathy and respect for others
• pupils’ attitudes to their literacy work, for example whether they are able to sustain concentration during written tasks to refine and improve the quality of their writing
• how well pupils plan, monitor and evaluate their literacy development
• whether pupils enjoy reading and make informed choices about their reading diet
• how well pupils use self-regulation if they face difficulties when reading and writing independently

IA3 Teaching and learning experiences

Estyn has no preferred methods for teaching literacy. Teachers should be mindful of the stage of pupils’ literacy development and structure sessions in the way they consider most appropriate for the pupils to achieve the intended learning outcomes.

Inspectors should evaluate teaching in relation to the success of the learning and the progress pupils make, and in the context of their learning and progress over time, not on the methods used, or the type or style of teaching.

Inspectors should identify if approaches inhibit the development of pupils’ skills, for example:

• where teaching is too directive because pupils have a good enough grasp of the content or skills to progress by themselves
• the unnecessary use of worksheets that limit opportunities for pupils to write independently or at length
• not providing sufficient scaffolding for long enough for pupils with weaker reading and writing skills, or
• when there is an expectation that teachers use a particular approach to planning and delivering lessons, even though it does not always allow pupils to develop their literacy skills well enough

Inspectors should evaluate whether the curriculum builds systematically and coherently on pupils’ existing knowledge, understanding and literacy skills to secure progression as they move through the school.

Inspectors should consider how well the teaching of literacy:

• provides pupils with strong language role models, which influences the development of their listening, speaking, reading and writing skills
• meets pupils’ developmental needs in language and literacy, for example by not introducing them to formal phonics teaching before they are at a suitable developmental stage
• ensures that pupils have an appropriate understanding of what they will be learning and how this links to previous language and literacy activities
• ensures that pupils develop a good understanding of how to be successful in their learning, for instance by providing effective models of different types of writing
• scaffolds pupils’ skill development appropriately
• models thinking processes to develop pupils’ metacognitive skills, for example to illustrate the choices a speaker makes when presenting an argument
• probes pupils’ understanding through incisive questioning that challenges them simultaneously to develop their verbal responses, for example to discuss cause and effect, or to reason and argue
• supports pupils with weak communication skills to acquire key spoken vocabulary and sentence patterns
• helps pupils to learn ‘to talk’ as well as learning ‘through talk’ by developing the full repertoire of listening and speaking skills, such as: debating, role playing, interviewing, presenting, exploring
• supports pupils to develop their understanding of dialect, idiolect and register as part of verbal and written communication
• develops pupils’ early reading skills through a systematic and consistent approach to the teaching of phonics and high frequency words
• builds on pupils’ early reading skills to ensure they can apply a wide range of reading strategies when they read text independently, for example how to use clues to make sense of what they read
• develop pupils’ understanding of text, their ability to retrieve and use information in their work across the curriculum, and to develop more advanced reading skills, such as synthesising and evaluating
• encourages positive pupil attitudes towards reading and supports pupils to develop reading stamina, for example so that they enjoy reading longer, more complex texts and concentrate when reading for sustained periods
• develops pupils’ understanding of the purpose of and their ability to write for a range of purposes and audiences, selecting an appropriate tone and style
• challenges pupils to develop and sustain their ideas coherently and imaginatively, and to redraft and edit their writing to improve its quality
• develops pupils’ planning, composition and transcription skills (for example, the structure and organisation of ideas, sentence construction, spelling, handwriting/digital print and punctuation)
• develops pupils’ vocabulary knowledge as a distinct aspect of language learning in listening, speaking, reading and writing, for example through using etymology
• challenges pupils to develop and apply their literacy skills in meaningful contexts across the curriculum to the same standard as in their language, literacy and communication or Welsh/English sessions

Inspectors should consider how well staff:

• provide classrooms and communal areas that are language and literacy-rich learning environments
• provide effective opportunities for pupils to develop their language and literacy skills through continuous and enhanced provision indoors and outdoors, in the foundation phase
• develop-initiated activities in the foundation phase
• plan for the explicit development of pupils’ listening and speaking skills, including relevant opportunities for older pupils to take part in learning experiences that focus on progressing their ability to speak confidently and appropriately in a range of contexts and settings
• (in Welsh-medium contexts) support pupils to develop their translanguaging and mediation skills
• plan carefully so that developments in one skill, for example speaking, can support and complement the development in another, such as writing
• plan for the progressive development of pupils’ reading skills, including opportunities to listen to others read and to read themselves (silently and aloud)
• foster pupils’ enjoyment of reading through a wide range of media, including reading images (without or in combination with text) in picture books, animations and films
• choose literary and non-literary texts with suitably challenging themes and vocabulary, to engage pupils and enhance their literacy
• ensure that pupils have stimulating and authentic contexts for writing, including imagined and real-life experiences
• build on pupils’ existing knowledge of the structure, organisation and language features of text types to ensure they make progress in their writing
• support pupils to understand writing as a process and to provide worthwhile opportunities for them to think of ideas, plan and organise them and to draft and refine their writing
• identify precisely the weaknesses in pupils’ literacy skills to determine the best next steps for them to know where to focus their efforts for improvement
• support pupils to plan, monitor and evaluate their literacy development
• involve pupils in the assessment of their own and their peers’ learning in literacy
• provide opportunities for pupils to participate in a range of visits that enhance the literacy curriculum, for example trips to libraries and theatres
• make good use of visitors to schools to engage pupils with listening, speaking, reading and writing, for example children’s authors, poets and actors
• use extra-curricular activities to promote and develop pupils’ literacy skills, for example debating societies and drama, creative writing and book clubs
• adapt work when pupils have literacy skills that are significantly above or below the level expected for their age
• make links between different areas of learning and subjects to ensure that skills pupils gain in literacy and English/Welsh lessons are reinforced, developed and enhanced across the curriculum
• use digital platforms and tools effectively to support the development of pupils’ literacy skills
• develop a shared understanding of progression to ensure that assessments of pupils’ literacy are valid, accurate and reliable
• track and monitor pupils’ progress in developing their literacy skills as they move through the school, including those pupils with additional needs, for example special educational needs, disadvantaged pupils or those with Welsh/English as an additional language
• use information obtained from assessment to set clear targets for improved standards of pupils’ literacy

IA4 Care, support and guidance

Inspectors should evaluate how well:

• the school supports pupils with weak literacy skills or specific learning difficulties
• the school makes informed decisions about which intervention programmes to use
• the school uses intervention programmes to ensure that pupils make good progress from their individual starting points
• staff track the progress of pupils who receive additional support for literacy in relation to the targets in their individual plans
• information about pupils’ skills and progress in literacy is shared between staff
• staff adapt teaching and learning strategies for pupils receiving intervention and provide work that is matched well to pupils’ literacy needs
• assessment is used to inform decisions about whether pupils remain in support programmes or no longer need intervention work
• the school develops parents’ capacity to support their children’s literacy development, for example by providing information on the curriculum or workshops for parents that help them to support their children
• the school uses partnerships with other schools or agencies to provide effective literacy support for pupils with additional learning needs or those who may need extra help

Document C could be used as a prompt when considering the impact of literacy intervention programmes on pupils’ learning and progress.

IA5 Leadership and management

Inspectors may hold discussions with leaders and managers to consider how well they initiate and support effective approaches to developing pupils’ literacy and how they use self-evaluation findings, together with other information, to identify and address improvement priorities.

Inspectors should consider:

• whether the headteacher and senior leaders are well-informed about strengths and issues in the teaching and learning of literacy
• whether school leaders provide strong leadership and convey to learners, staff, governors, parents and other members of the school community, suitably high expectations about pupils’ achievements in literacy
• whether the school has appropriate leadership structures in place to support the co-ordination and development of its provision for literacy, and if its strategy is understood clearly
• how well the school accelerates pupils’ progress from their starting points, how it addresses inequalities in literacy, as a result of disadvantage, and progresses the skills of more able pupils
• whether the school involves parents and the wider community in the development of pupils’ literacy
• how well leaders develop a collaborative culture where staff work together to ensure all have access to, and benefit from, the school’s collective knowledge about literacy
• if leaders deploy staff with specialist knowledge to share their expertise within their own school and with others
• how well leaders work with staff to use the growing body of evidence and research on literacy to inform whole-school decision-making and planning
• whether the school’s reviews and evaluations identify precisely aspects of teaching and provision that need to improve, and enable staff to share the most successful practice across the school
• if leaders target the school’s resources and grants carefully, and evaluate robustly the impact of teaching on pupils’ standards of and progress in literacy
• whether leaders focus closely enough on subject-specific aspects of language teaching in their monitoring activities, and identify precisely staff professional learning needs
• whether professional learning opportunities are successful in supporting staff to develop their subject knowledge and teaching skills in literacy, and how this translates into effective whole-school practice

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Document A: Example questions for listening to pupils in the foundation phase

Reading

Younger pupils in the foundation phase

• What is your book about?
• What is happening in the pictures?
• What do you think will happen next?
• How do you think the story will end?
• What do you do if you do not know a word?
• Do you know this letter name?
• Do you know which sound(s) this letter makes?
• Do you enjoy reading?
• Who helps you with your reading?
• Does anyone read to you?

Older pupils in the foundation phase

• Did you choose this book?
• Did you know anything about it before you started reading it?
• Do you enjoy reading?
• Does the school have the sorts of books that you like to read?
• Do you read information books?
• How often do you read?
• Do you read at home?
• Do adults read to you in school? Do you enjoy that?
• What advice does your teacher give to you about your reading?

Fiction text

• What has happened so far in your book?
• What do you think will happen next? What makes you think that?
• Tell me about your favourite character. Why do you like this character?
• What is your favourite part of the book and why?
• How do you think the author wants us to feel at this moment in the book?
• What do you do if you come across a word you haven’t seen before?

Non-fiction text

• What is this book about?
• Can you explain to me how I can find information in this book?
• When might I use this book?
• What do you do if you come across a word you haven’t seen before?
• Which part of the book do you find most interesting and why?

When pupils are reading aloud, you might ask:

• Have you come across this word before?
• Do you know what the word means or can you work out what it means in this sentence?
• What other word could the author have used that means the same sort of thing?
• Why did you change your voice when you read that part of the sentence?

Writing

Younger pupils in the foundation phase

• Do you like writing?
• What do you like writing about?
• Can you write your name and what you like doing in school, if I help you?
• What do you do if you cannot spell a word?
• Do you sometimes write on a laptop or a tablet?
• Can you show me some of your writing?
• Do adults help you with your writing? How do they help you?
• Where do you do your writing?

Older pupils in the foundation phase

• What type of writing do you like best – writing stories, poems or information writing?
• What do you find easy about writing?
• What do you find difficult about writing?
• Do you sometimes plan your writing? Do you sometimes plan with a friend or in a group?
• What do you do if you cannot spell a word?
• Tell me how you wrote this story/these instructions etc?
• Can you show me a piece of your writing that you think is good?
• Do you ever go back to your work to try to make your writing better?
• How do you know which punctuation to use?
• How do you know how to set out your writing? Why have you written this in a list etc?

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Document B: Example questions for listening to pupils in key stages 2 and 3

Reading

• Do you enjoy reading?
• Does your school have the sorts of books that you like to read? If not, what types of texts would you like more of? Do you visit the school library?
• How do you find out about new books or authors that you might want to read?
• What is your favourite book that you have read in school this year? Do your teachers ever recommend books to you that they think you might enjoy?
• What advice does your teacher give you about your reading?
• Do adults read to you in school? Do you enjoy it?
• Do you take books home? What do you read at home? How often do you read at home?
• Did you choose this book?
• Did you know anything about it before you started reading it?
• Can you explain how fiction and non-fiction texts are different?

Fiction text

• What has happened so far in your book? Tell me about the character/plot etc.

• Do you have a favourite character/part of the book? Why do you like this character/part of the book?
• What does the author mean by the phrase…?
• Which words do you think were the most effective to describe x? Why do you think the author chose these? How do you think the author wants us to feel at this point in the book?
• Do you think x could really happen?
• How else do authors make us think about characters in a particular way?
• Which reading skills might you need to use to understand a character’s mood or behaviour?
• Can you explain what kind of person x is?

• Have you read any other books/poems/plays by this author?
• Have you read books like this written by someone else?
• Have you read any poetry or drama recently? Can you tell me anything about it?

When pupils are reading aloud, you might ask:

• Which strategies do you use if you don’t know a word or you lose track of what is happening in the story when you read?
• Have you come across this word before? Do you know what the word means or can you work out what it means in this sentence?
• What other word could the author have used that means the same sort of thing?
• Why did you change your voice when you read that part of the book?

Non-fiction text

• Can you show me how to find…in this reference book?
• Tell me how you search to find information. What are indexes, contents pages, glossaries and hyperlinks used for?
• Why does this section have subheadings and captions?
• If I ask you to skim this page, what am I asking you to do? Can you skim this page and tell me what it is about? How is skimming different to scanning?
• Do you use the internet for research?
• If you’re using the internet to find information to write about, how do you go about this? Do you make notes? Can you show me any examples of your notes? Do you believe everything you read in an information book or on the internet, when you are researching your topic?
• Can you think of a time where you have had to summarise something you have read? How about synthesise?

When pupils are reading aloud, you might ask:

• Which strategies do you use if you don’t know a word or you lose track of what is happening when you read an information book?
• Have you come across this word before? Do you know what the word means or can you work out what it means in this sentence?
• What other word could the author have used that means the same sort of thing?
• How is reading a non-fiction text different to reading a fiction book?

Writing

• Do you like writing?
• What do you like writing about?
• What do you do if you cannot spell a word?
• What type of writing do you like best?
• What do you find easy about writing?
• What do you find difficult about writing?
• Do you plan your writing? What techniques do you use to plan? What do you think about?
• Do you redraft or edit your writing? Why do you do this?
• How do you know which punctuation to use?
• Tell me how you went about writing this story/recount/persuasive letter etc? Did you have any help with this?
• Why do you need to understand the purpose of your writing?
• Why is it important to know who will be reading your writing?
• Can you tell me how you would set out a report/an explanation/a story etc?
• What helps you to be successful when you write?
• Do you ever get to choose what you write about or what type of text you write?
• Do you use tablets or laptops to write?

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Document C: Prompts to consider when evaluating the impact of literacy intervention programmes

• How does the school identify the pupils who need support to improve their literacy skills?
• How does the school select the intervention programmes it uses?
• Do intervention programmes support the full range of literacy skills, including listening, speaking, reading and writing?
• What training do teaching assistants who deliver intervention programmes receive?
• What is the format and frequency of the sessions?
• How effective are intervention strategies in helping pupils to make progress from their starting points?
• How is the progress of pupils on the intervention programmes communicated to managers and other staff?
• How does the school ensure that classroom teachers are aware of the teaching and learning strategies and the resources used in the intervention programmes?
• What strategies does the school use to make sure they use similar strategies and resources in their lessons?
• How does the school evaluate the effectiveness of its interventions to support pupils’ literacy?
• Does the school have appropriate exit criteria to determine when pupils leave intervention programmes and how do they continue to support them and monitor their progress over time?

About this guidance

Overview

The purpose of this supplementary guidance is to: 

• explain how schools with a religious character will be inspected under section 50 and section 28 and distinguish the differences in responsibility between both inspections  
• provide inspectors with background information about schools with a religious character 

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What are faith schools?

What we call ‘faith schools’ are schools with a religious character or have formal links with a faith-based organisation. They fall into two categories: maintained schools with a religious character and independent schools with a religious character.

Maintained faith schools resemble all other maintained schools in several ways. They follow the National Curriculum and are inspected by Estyn. Similarly, all maintained schools, whether or not they have a religious character, are required to have daily acts of collective worship and to teach religious education as part of their curriculum. Having a religious character gives a maintained school specific flexibilities in:

• the appointment of staff
• teaching and inspection of RE
• collective worship
• admissions policy
• the school’s ethos

Independent faith schools in Wales currently include those who follow a Christian tradition and those that follow the Islamic faith. They are all inspected by Estyn. Independent faith schools must comply with the Independent School Standards (Wales) Regulations 2003 in the same way as other independent schools.

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Maintained faith school characteristics

Voluntary aided schools

Voluntary aided schools are mainly funded by the state with the foundation responsible for at least 10% of capital works but having greater influence over the school. The governing body runs the school, employs the staff and decides the school’s admission arrangements, subject to rules set by Welsh Government. Pupils follow the national curriculum. In these schools, religious education (RE) is to be determined by the governors and in accordance with the provisions of the trust deed relating to the school or, where there is no provision in the trust deed, with the religion or denomination mentioned in the order designating the school as having a religious character.

Voluntary controlled schools

Voluntary controlled schools have all their costs met by the state and are controlled by the local authority. The land and buildings are typically owned by a charitable foundation, which also appoints about a quarter of the school governors. However, the local authority employs the school’s staff and has primary responsibility for the school’s admission arrangements. Pupils follow the national curriculum. RE provision in voluntary-controlled schools with a religious character is to be provided in accordance with the locally agreed syllabus. However, where the parent of any pupil at the school requests that RE is provided in accordance with provisions of the trust deed relating to the school (or, where there is no provision in the trust deed, in accordance with the religion or denomination mentioned in the order designating the school as having a religious character). The governors must make arrangements for securing that RE is provided to the pupil in accordance with the relevant religion for up to two periods a week unless they are satisfied that there are special circumstances which would make it unreasonable to do so.

Maintained school inspection: section 28 and section 50 inspections

Section 28 of the Education Act 2005 sets out Estyn’s inspection duties in relation to maintained schools.

If a maintained school has a religious character, as designated by the School Standards and Framework Act 1998, denominational religious education and the content of collective worship are inspected under section 50 of the Education Act 2005. The inspectors who conduct section 50 inspections are appointed by the school’s governing body in consultation with the appropriate religious authority and are normally drawn from the relevant faith group’s section 50 inspectorate (for instance, the Catholic Education Service in the case of Roman Catholic schools). Where religious education is required to be provided using the locally agreed syllabus relevant to the school, as in the case of voluntary controlled schools for example, religious education would be inspected under section 28 of the Education Act 2005.

Although section 50 inspectors inspect acts of collective worship, religious education (RE) (in the case of voluntary aided schools) and or those lessons designated as providing denominational RE (in the case of voluntary controlled schools), Estyn inspectors and section 50 inspectors may attend acts of collective worship and may observe lessons in which RE is provided. In such cases, the Estyn inspector will not inspect or report on matters which are the responsibility of the section 50 inspector – generally the denominational content provided. The relationship between section 28 and section 50 inspections is governed by a protocol between Estyn and faith group inspectorates.

When inspecting RE lessons or acts of collective worship Estyn inspectors can comment on

• progress in learning
• skill development i.e. literacy or numeracy
• attitudes to learning
• the contribution of assemblies/ RE lessons to pupils’ personal development and spiritual, moral, social and cultural education
• the quality of teaching

Estyn inspectors should avoid commenting on

• specifically denominational contents of assemblies or RE lessons
• the specific denominational nature or quality of the school’s ethos. Avoid such phrases as: ‘The school is very successful in promoting a strong Christian ethos’

Independent faith school characteristics

This guidance attempts to provide you with some background information to each type of independent faith school and the etiquette expected.  Even in faith schools that follow the same religion there may be slight differences in etiquette.

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Schools within the Christian tradition

OneSchool Global Schools (independent)

Background

OneSchool Global schools are run by local Exclusive Christian Brethren communities. These schools cater primarily for secondary-aged pupils. These schools are supported by the local faith communities. Teachers and headteachers are generally not members of the Exclusive Brethren community.

Information and communication technology (ICT) developments have brought about a recent significant change to the curriculum. Schools are connected to a network run by the Focus Learning Trust and can use software licensed by the Trust. They may also make use of video conferencing to other OneSchool Global schools to extend opportunities within the curriculum. Pupils may not have access to television, radio or electronic media at home.

Curriculum

Although pupils are often taught together, in lessons such as physical education, games, dance or swimming pupils tend to be taught in separate gender groups. There is also a more traditional approach to technology, with the emphasis being on practical subjects such as cookery, needlework and woodwork.

The community traditionally avoided information communication technology, but this is now more widely in use for subjects such as business studies. As the Exclusive Brethren view the media as generally harmful, access to the internet is strictly controlled.

Brethren schools often start early and finish earlier than is usual in other schools. While some schools provide lunch time clubs there are no after school clubs because of the belief that children need to spend as much time as possible with the family. Most Brethren families attend an evening meeting each day and children also travel significant distances to get to school.

When talking to the children, avoid referring to subjects that are linked to the television or popular culture, the internet or media in general. Children may not have access to television, radio or internet at home.

Etiquette

Female inspectors should consider wearing skirts rather than trousers and dress according to what the schools would consider modest.

These schools may offer hospitality and refreshments but will generally expect inspectors to consume it away from members of the community, as Exclusive Brethren do not eat or drink with those outside their fellowship. Most schools are small and often do not serve food on the premises: children bring packed lunches from home and unlike other inspections it may not be appropriate to disturb them during mealtimes or engage the children in discussion. Inspectors should bring their own lunch. Very few staff are members of the Exclusive Brethren community, so it may be possible to talk to the headteacher or other staff at coffee or lunchtime.

Many girls in the Exclusive Brethren community do not cut their hair and usually wear a head scarf or ‘token’. Boys do not wear ties.

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Muslim schools (independent)

Background

These schools seek to promote an Islamic ethos throughout the curriculum. They are generally supported by local communities and are therefore most frequently located in areas with substantial Muslim populations.

Daily prayers (Salat) five times a day will often dictate the shape of the school day, so timetables are usually adjusted in the autumn and spring terms to accommodate the midday and afternoon prayers.

During Ramadan, activities such as physical education may be restricted as many pupils will be observing the fast. During Eids and Muharram many schools will have celebrations to mark the importance of these events.

Boys and girls may be taught or seated separately according to the specific context, particularly during collective acts of worship. This should not be taken as a sign of inequality between different genders.

Most schools have a uniform for boys and girls. Most often it is the traditional Asian style clothes representing the Islamic principle of modesty. Girls will cover their head with the ‘hijab’ or scarf. Boys may wear a small cap.

Female staff often cover their heads; some wear the full face covering (niqaab).

The accommodation will include facilities for ‘wudu’, the required ritual washing before prayers and meals. This is done by sitting on a fixed stool before a tap, so that feet, hands and parts of the head can be washed under running water. These ablution areas may be separate from toilets, which may be ‘western’ or ‘eastern’ style. Troughs with several taps are sometimes provided as washbasins.

Curriculum

The curriculum varies according to the views of the Trustees and the Islamic tradition followed. In line with the independent school standards, inspectors should evaluate the breadth and balance of the curriculum, including skills taught in the different subjects and across age groups.

Modern foreign languages provision is usually taught through Arabic and occasionally other European languages.

Art and music can be restricted. Inspectors may find evidence of music being taught through religious worship sessions: the tajweed (recitation of the Qur’an), the singing of Arabic songs (nasheed), the playing of the Duff (drums) and the call to prayer (adhaan). Pupils are taught these from an early age. Muslim schools will not teach any form of art that portrays the human form or living creatures. However, there is no restriction on the teaching of abstract, geometrical or arabesque styles of art.

For physical education, older girls will tend to wear tracksuits and cover their heads. Primary school pupils will be taught physical education together and separated once they reach secondary school.

Health and sex education will be taught within Islamic studies and often under the umbrella of personal, social and health education unless required by an examination syllabus such as GCSE science. Some schools require it to be taught only by Muslim teachers of the same gender as the pupils.

Etiquette

Schools will have a prayer room and shoes must always be removed before entering this room. Some school staff change into slippers. Inspectors are advised to bring slippers or wear socks. Some schools will have a purpose-built mosque on site. Some schools may also request inspectors to remove their shoes before entering the main school.

It is important for inspectors to be aware of and respect religious sensitivities. Muslims greet each other with ‘as-salamu alaykum’ – ‘peace be on you’. The reply is ‘wa’ alaykum as-salam’ – ‘peace be also on you’. If used respectfully on entering a class, the children will respond.

Female inspectors are advised to wear a trouser suit or longer skirt and jacket to cover their arms. Female inspectors are also recommended to carry a scarf in case they enter the prayer room or a mosque when they will need to cover their head.

There is usually no physical contact between males and females who are not part of the same family. Muslim men do not usually shake hands with women, and Muslim women do not shake hands with men, so the best policy is not to offer to shake hands unless someone offers their hand to you.

It is important to check with the school the etiquette regarding male inspectors entering the classroom of female teachers. In some schools, time will need to be given so that the female teacher can cover her head and/or face from the male inspector. Inspectors also need to be aware that they may find themselves providing feedback from a lesson to a teacher that may be wearing a full ‘niqaab’ (face and head cover). In some schools, male inspectors will need another female present in order to give feedback to a female teacher.