News Articles Archive - Estyn

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Archives: News Articles


A teacher is writing a fraction addition problem on a whiteboard in a classroom.

The quality of mathematics education across Wales remains too variable, with many pupils underperforming due to inconsistent teaching and insufficient subject-specific support, according to a new thematic report from Estyn.

The report, ‘Unlocking potential: insights into improving teaching and leadership in mathematics education, draws on evidence from recent school inspections, thematic visits to primary, secondary and all-age schools, and national survey responses. Whilst the report identifies pockets of effective practice in mathematics teaching and curriculum planning, overall too many schools fall short in key areas including subject knowledge, pedagogy, and the use of assessment to guide teaching.

Inspectors found that where teaching was most effective, teachers held high expectations, used a range of responsive assessment techniques, and ensured that pupils developed a deep understanding of mathematical concepts. In contrast, less effective teaching often lacked challenge and did not address misconceptions effectively.

The report also highlights a concerning decline in subject-specific professional learning and support for teachers, which contributes to gaps in confidence and competence, particularly around the Curriculum for Wales. In some cases, teachers relied too heavily on bought-in schemes of work without sufficient adaptation to meet pupils’ needs.

Chief Inspector Owen Evans said:

“Too many pupils in Wales are not reaching their full potential in mathematics because the quality of teaching and leadership varies so widely between schools. We need to raise expectations for all learners and provide our teachers with the subject-specific training and support they need to help every pupil succeed. Strong mathematics education is fundamental not just to individual futures, but to Wales’s future prosperity.

“Our report focusses on how we can improve the teaching of Maths in Wales, and provides a number of best practice examples and resources to support teachers in their day to day practice.”

The report identifies the need for a coherent and comprehensive mathematics curriculum that builds progressively on pupils’ learning and includes authentic contexts for application. Schools with the strongest outcomes often demonstrated collaborative curriculum planning, clear progression models, and a balance between explicit instruction and opportunities for pupils to explore and reason independently. Examples of effective practice from schools are highlighted throughout the report, as well as practical video resources for classroom teachers.

Estyn has made a series of recommendations to the Welsh Government, local authorities, regional consortia, and school leaders to strengthen the quality of mathematics teaching and ensure that all pupils, regardless of where they live, have access to high-quality mathematics education.

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David Jones and Ashok Ahir from Qualifications Wales, Owen Evans from Estyn and Mathew McAvoy from Ysgol Gyfun Cwm Rhymni sat in a panel session at the Urdd Eisteddfod.

A group of leaders from across education in Wales came together at the Urdd Eisteddfod at Margam Park this week to discuss the brand-new range of qualifications for 14 to 16-year-olds launching from September.

Qualifications Wales, the qualifications regulator, and Estyn, the education and training inspectorate, held a joint panel discussion about the new National Qualifications on the Eisteddfod Maes on Tuesday 27 May. 

Hosted by Ashok Ahir, Qualifications Wales’ Director of Communications and Engagement, the panel included Qualifications Wales’ Chair David Jones, Estyn Chief Inspector Owen Evans and Matthew McAvoy, Ysgol Gyfun Cwm Rhymni Assistant Head and CYDAG’s Secondary Leader.

Starting from this September, Year 10 learners will be able to choose from a broad range of new qualifications designed to support the purposes of the Curriculum for Wales, and to provide skills that are in demand by employers.  Subjects coming this year include new combined language and literature GCSEs in Cymraeg and English, Mathematics and Numeracy, Business, Computer Science and Food and Nutrition. More new GCSE qualifications will follow from next year, and from 2027, for the first time schools will also be able to offer new work-related VCSEs in subjects such as Public Services and Engineering – broadening what is available to learners across Wales. 

Topics discussed by the panel included how the new qualifications align with the Curriculum for Wales, the different qualifications that will be launched in each of the three implementation waves from 2025 to 2027, and the crucial role that schools will play in developing their provision. 

David Jones, Chair of Qualifications Wales, said:  

“I always enjoy meeting lots of learners, parents and teachers at the Eisteddfod but especially so this year as it’s my final year as Chair. I’m very happy that I will get to see the first wave of these brand-new qualifications be rolled out to 14 to 16-year-olds before my tenure ends. Developing these new qualifications has been a long and very detailed process, involving so many stakeholders – including learners, teachers and school leaders of course. Those learners are now going to benefit from increased opportunities for hands-on learning, a greater mix of assessment methods, and the opportunity to build knowledge and skills in a really diverse range of subjects. Many thanks to those who took part in the panel.” 

Owen Evans, His Majesty’s Chief Inspector of Education and Training at Estyn, said: 

“It’s great to be at the Urdd this week and in particular to be involved in discussing the future landscape of qualifications in Wales at the session hosted by Qualifications Wales. It was great to hear the perspectives of a school leader in relation to this. Curriculum and high-quality teaching are always a focus for us on inspection and we wish schools well with their work to implement the new qualifications.” 

 Matthew McAvoy of Ysgol Gyfun Cwm Rhymni and CYDAG, said:

“I was very pleased to be invited to take part in this panel. There is of course a huge amount to prepare ahead of first teaching in September – as there always is ahead of any significant change – and the partnership working and collaboration that already exists between schools across Wales will play an important role going forward. Speaking from my own school’s perspective, we’re really excited that we’re going to be able to broaden our offer to our learners so that they end up with qualifications that really reflect how we live and work now – putting them in good stead for the pathway they choose after they leave us.” 

For full details of the new National Qualifications, including which subjects will be introduced when, see National 14-16 Qualifications | Qualifications Wales

To learn more about Estyn’s work, see www.estyn.gov.wales.  

To learn more about CYDAG, see www.CYDAG.cymru  

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A classroom with students seated at desks listening to a teacher presenting a slide

Estyn has today published an updated version of its thematic report on attendance in secondary schools in Wales, building on the findings of the original January 2024 publication.  

Although the report identifies a range of examples of successful approaches taken by providers, it is clear that secondary school attendance in Wales remains significantly below pre-pandemic levels and continues to be an important national concern. 

The updated report provides new insights drawn from recent inspection evidence, continued engagement with schools previously featured, newly visited schools that have improved attendance, and includes analysis of the latest national attendance data. 

Recent unverified national data from Welsh Government, highlights that overall attendance for secondary schools has increased by 1.1% points to 89%, but this continues to be considerably lower than pre-pandemic levels and whilst attendance of secondary-aged pupils who are eligible for free school meals has also increased, it remains concerningly low. 

Based on data from 2023-2024, secondary school pupils are missing on average, nearly 11 days of education more per year than they were before the pandemic.  Estyn warns that at the current rate of improvement, it would take over ten years for attendance rates to recover to pre-pandemic levels. 

Pupils from low-income backgrounds and living within the three-mile radius who do not qualify for free school transport face significant barriers to regular attendance.  

Headteachers also told us that Year 11 examinations and pupils wanting to revise at home also contributes to declining attendance rates despite improvements at the start of the year. 

Owen Evans, Chief Inspector says: 

“Despite early signs of improvement, progress in tackling attendance issues is still too slow in a minority of schools. Support remains inconsistent across Wales, and limited data continues to hinder schools’ ability to evaluate impact and target action effectively.  

“We’ve added new examples of successful approaches from schools and two further recommendations for Welsh Government, reinforcing the pressing need for a joined-up, national approach to improving attendance. It is clear that schools cannot tackle this issue alone.” 

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Students in school uniforms engaged in a classroom activity with books on their desks.

A new report by Estyn highlights how strong leadership, consistent behaviour management, and community engagement help improve pupil behaviour across secondary schools in Wales.

Estyn’s latest thematic report, “Fostering mutual respect – promoting positive behaviours in secondary school” explores how secondary schools are promoting positive behaviour and managing challenges such as defiant pupil attitudes, low-level disruption, and inconsistent parental support for school policies. Drawing on visits to 24 secondary and all-age schools, as well as discussions with local authorities and national surveys of headteachers, staff and pupils, the report identifies key factors that underpin successful behaviour strategies.

The report finds that schools with strong and clear expectations for pupils and staff are more likely to foster positive behaviour. In these schools, well-being is a priority and is supported by comprehensive and well-understood behaviour policies. Importantly, these schools ensure that their staff receive regular professional learning and that approaches to behaviour management are consistently applied. Engagement with parents and strong community partnerships are also key to sustaining positive behaviour culture.

The report notes several challenges facing schools. These include acts of defiance by pupils, persistent low-level disruption, and increasing reports of mobile phone misuse and corridor misbehaviour. Some school leaders expressed concern about the growing impact of socio-economic pressures, mental health needs, and a lack of timely specialist support. A few schools also report defiance from some parents in adhering to school policies, adding to the complexity of the issue.

Chief Inspector Owen Evans said:

Pupil behaviour can be challenging and positive behaviour doesn’t just happen – it’s the result of strong and compassionate leadership allied to clear and consistently applied behaviour management, consistent staff training and involves the support of the whole school community. Our report shows that schools that prioritise well-being, establish high expectations, and build trusting relationships with families are more likely to succeed in creating safe and supportive learning environments. We want this report to serve as a platform to promote the effective and positive practices we’ve seen in schools across Wales.

The findings also highlight the importance of a whole-school approach where all staff are aligned in promoting good behaviour. In particular, the most effective schools regularly review and reinforce their strategies through professional learning and collaboration. Restorative practices, trauma-informed approaches, and strong community partnerships all contribute to a sense of belonging and mutual respect among pupils.

Estyn recommends a renewed focus on professional learning, collaboration between schools and local authorities, and an update to national behaviour guidance. It also calls on the Welsh Government to launch a national campaign on positive behaviour to support schools and pupils alike.

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Two learners sat working at a round table of a college in Wales

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. 

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Group of five diverse people smiling, with text overhead reading 'Ethnic Minority Leadership Programme' on an orange background.

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.

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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.

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Two schoolgirls in uniform sit at a classroom table, working together on a number sequence activity.

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 

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Alt text: A child’s hand assembling a jigsaw puzzle of a smiling face on a red table.

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

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Two children in a classroom examine objects closely with magnifying glasses, showcasing curiosity and exploration.

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.