A new Estyn report highlights how further education (FE) colleges in Wales are facing increasing behavioural challenges, with issues such as absenteeism, social media misuse, and vaping becoming widespread. While many learners engage positively and respectfully with their college communities, persistent negative behaviours and emerging trends continue to impact learning environments. 

Drawing on visits to seven colleges, national surveys of staff and learners, and consultations with stakeholders, “Learner Behaviour in Further Education Colleges: Understanding, Supporting and Promoting Positive Behaviour” explores how colleges are promoting positive behaviour, supporting staff, and responding to the complex needs of learners. 

The report identifies absenteeism, lateness, and misuse of social media as widespread behavioural concerns. The rise in vaping on campuses is another significant challenge. Although serious issues like sexual harassment and substance misuse are less frequent, they remain a concern. The report calls for clearer national guidance and targeted strategies, particularly to address the misuse of social media and vaping. 

Inspectors also found that the legacy of the COVID-19 pandemic continues to affect learners’ behaviour and staff well-being. Many young people – especially those on lower-level courses – are struggling with social skills and resilience. This, in turn, places pressure on staff, many of whom report heightened stress and a need for more support to manage behavioural disruptions effectively and protect their well-being. 

Chief Inspector Owen Evans said: 

“It is encouraging to see many learners showing maturity, independence, and respect for others. But we must not overlook the growing complexity of behavioural issues facing colleges. Clearer guidance, targeted strategies, and long-term investment are crucial to help colleges create inclusive, respectful, and safe learning environments for all.” 

The report highlights how behaviour varies across learner groups. Male learners on vocational courses such as construction are more likely to demonstrate inappropriate behaviour while neurodivergent and marginalised learners face distinct challenges, including increased risk of bullying and harassment. Estyn recommends that colleges strengthen inclusive support systems to meet the needs of these vulnerable learners. 

The report also outlines a range of effective practice on promoting positive behaviour that were observed during visits and consultation with colleges. For example, Bridgend College’s well-being team regularly hosts support fairs as part of its commitment to improving learning behaviour, well-being, and reducing barriers to learning, while Coleg Sir Gâr has developed a practical resource, the ‘Creating an Inclusive Environment’ toolkit, to enhance teaching strategies and support learner behaviour.  

While many institutions offer staff training in behaviour management and trauma-informed approaches, implementation is often inconsistent. One of the biggest barriers to sustained improvement is funding. Colleges rely heavily on short-term funding, which limits their ability to embed consistent policies, retain experienced staff, and build long-term support structures. The report recommends that Medr considers how FE funding can support long-term investment in behaviour management systems and the retention of skilled staff. 

Read the full report

In 2023, we launched a new development programme to reduce the barriers facing education workers from black, Asian and ethnic minority backgrounds.

After successfully recruiting two cohorts of fantastic leaders, we are now opening up our next cycle.

Recruitment for our Ethnic Minority Leaders programme is now live and is open to those working in an education setting or local authority looking to take the next steps in their careers. The programme also aims to boost the experiences and careers of those involved and increase diversity in education leadership.

Owen Evans, HMCI said:

“This programme is an important part of the work we are doing to increase representation across all levels of leadership and the pool of inspectors that we work with so that the education workforce reflects the diversity of Wales.”

“We know that organisations that attract and develop individuals from the widest pool of talent consistently perform better and we have a role to play in driving diversity in the education and training sector.”

Applications for the programme are currently open. Candidates must be currently working in an education setting or local authority in Wales, have at least five years’ teaching experience and be responsible for developing learning, teaching or wellbeing.

A new report by Estyn finds that while training schemes aimed at enhancing Welsh language skills in the further education and apprenticeships sector are making a positive impact, there are inconsistencies in their long-term effectiveness and strategic implementation.

The report, ‘Increasing the use of the Welsh language in post-16 sectors’ evaluates the training programmes provided by Coleg Cymraeg Cenedlaethol under the Gwreiddio Scheme, which supports the Welsh Government’s Cymraeg 2050 strategy to increase the number of Welsh speakers. The study focuses on three key initiatives within the scheme: E-learning sessions, Sgiliaith provision, and the Work Welsh in Further Education scheme.

Findings show that these initiatives have successfully increased the number of practitioners who speak Welsh and register their ability to work through the language. However, there is limited evidence to directly link the training to long-term improvements in teaching through the medium of Welsh. While more learning activities now include ‘a small amount of Welsh-medium learning,’ there has been little growth in higher-level bilingual and Welsh-only teaching.

Chief Inspector Owen Evans said:

“It is encouraging to see progress in supporting further education staff to develop their Welsh language skills. However, training must go beyond the basics and provide more opportunities for practitioners to embed bilingual teaching into their lessons. Strong leadership, clear strategic planning, and a commitment to moving beyond initial language proficiency are crucial to ensuring long-term impact.”

The report highlights examples of effective practice where providers have achieved greater impact, including strong strategic leadership, financial incentives for bilingual teaching, and dedicated time for staff to complete training during working hours. However, inconsistencies remain, particularly in forward planning, quality assurance, and monitoring the effectiveness of training at a national level.

To address these issues, the report recommends that Coleg Cymraeg Cenedlaethol provide more guidance and challenge to further education colleges and apprenticeship providers to measure the effectiveness of training. It also calls for an extension of Sgiliaith provision to offer a recognised professional qualification for bilingual teaching, as well as more financial and practical recognition of Welsh language skills in the sector.

Further recommendations urge the Welsh Government, further education colleges, and apprenticeship providers to ensure consistent language provision and refine professional development opportunities to advance bilingual pedagogy.

Read the full report here.

We will host a conference, in partnership with Welsh Government, for primary school leaders this month on the following dates:

• 14 March, Venue Cymru in Llandudno 
• 27 March, ICC Wales in Newport 

The conference will offer a unique platform to directly influence policy, share expertise, and gain practical insights to enhance performance within primary settings.

As well as offering an opportunity to participate in a question-and-answer session with the Cabinet Secretary for Education, Lynne Neagle MS, the morning session will also include an interactive session on behaviour management, an opportunity to help shape the new Literacy and Numeracy Framework, an update on Personalised Assessments including an opportunity to preview upcoming developments, including (PIRLS) Progress in International Reading Literacy Study.

Estyn will lead the afternoon session focussing on our approach to primary inspections and interim visits as well as key insights from HMCI’s latest annual report. 

You can register for the event here: primary sector leadership conference 2025  

When registering, attendees will have the opportunity to submit a question for the Cabinet Secretary for Education or Estyn, ensuring their voice is heard in shaping the future of primary education in Wales.

For registration and event queries, please contact dysg@gov.wales 

We recently launched an independent online survey to gather the views of our stakeholders around what they understand about Estyn – who we are, what we do and the impact we have.
One of our ambitions is that everyone we interact with understands and values our contribution to the sector and to learners in Wales.

The purpose of seeking stakeholder insights is to gain a deeper understanding of the working relationships we have with our stakeholders – to assess our reputation, assess the impact and usefulness of our key reports, publications and campaigns and to understand stakeholders’ preferred methods of communicating and engaging with us.

Owen Evans, Chief Inspector, says, “We are pleased to see from the findings that respondents who have had inspections since the pandemic are reporting an increasingly positive experience, and I’m reassured that more people are valuing our inspections over the past few years. Some participants expressed their view that there has been a noticeable shift in the tone of Estyn.

“Whilst there is recognition of the understanding and collaborative approach of our work, the report certainly highlights areas that we can improve. Apprehension around inspections persists, often attributed to the natural anxiety of being evaluated. Nevertheless, there is work that we can do to address this balance of assurance and support.

“I am proud of the work we do here at Estyn and of the positive change we’ve achieved so far, but there is much work still to do and we will reflect on these findings and continue to gather feedback from stakeholders.”

We will run this exercise annually to enable us to benchmark and measure progress in our work as we listen and respond.

We are grateful to all of you who took the time to respond and share your insights and experiences of working with us through this work. There is a lot of detail within the report which I hope you will take the time to dip into.

Read the full report here:  Estyn Stakeholder Perceptions Research – Estyn

As education continues to evolve, the rise of Artificial Intelligence (AI) is bringing both challenges and opportunities. Across Wales, education and training providers are starting to explore how AI can support their work, from streamlining admin tasks to enhancing learning experiences. At Estyn, we are on a similar journey, looking at how AI can help us improve the way we inspect and engage with schools.

You can help us to gain a better understanding of the use of AI in education and Wales and help to shape its future by completing our brief survey: Artificial intelligence in education – share your views

AI in Welsh Education: The Journey Begins

Schools and training providers in Wales are beginning to see the potential of AI. Whether it‘s personalising learning to suit individual students or using AI-driven tools to reduce workload, there is a growing interest in what this technology can do. While some are already experimenting with AI, others are taking cautious first steps, keen to understand how to make the most of it safely and effectively.

Estyn’s Approach: Using AI to Enhance, Not Replace

Like schools, we at Estyn are exploring how AI can support our work. We have been focusing on how AI can help free up more time for inspectors to engage directly with teachers, parents, and learners. By automating routine tasks and helping us analyse information more efficiently, we can spend more time having meaningful conversations and really getting to the heart of what is happening in schools and training providers.

Of course, using AI responsibly is key. We are committed to making sure it is used safely and ethically, ensuring that it supports rather than replaces human expertise and judgement.

Learning from Our European Partners

To help us on this journey, we have been working closely with other education inspectorates across Europe. By sharing ideas and learning from each other’s experiences, we are building a better understanding of how AI can be used in education and inspection. This international collaboration is helping us shape our own approach, making sure we stay informed about best practice and new developments.

A Thematic Review: Understanding AI in Schools

As part of our work, we are carrying out a thematic review on behalf of the Welsh Government to get a national picture of how AI is being used in schools and Pupil Referral Units (PRUs). We want to understand how AI is being used in classrooms, what is working well, and where the challenges lie. More importantly, we are looking to gather examples of effective practice that we can share with others. The findings from this review will help shape future guidance and support for schools across Wales.

Together, we can navigate this new and exciting area, supporting each other on the journey and making sure AI is used in ways that benefit learners, teachers, and the wider education system.