Join us for our Estyn Live webinar at 4:00pm on 11 December 2025 for a discussion around improving teaching and leadership in mathematics education
The report author, Nicola Thomas HMI will be joined by representatives from Ysgol Cwm Banwy and Bishop of Llandaff High School to share their experiences.
From September 2026, we will launch a three-year enhanced focus on reading. We know that many learners are not fluent, advanced readers by the time they leave school or further education and want to be part of the solution that breaks this cycle. Our aim is to support every education provider — from non-maintained nursery settings to schools, colleges and adult learning services — to improve literacy levels for all learners in Wales. We will focus our inspection work and develop a range of resources to help drive standards across Wales; to give all learners the best chance to succeed.
Reading fluently is essential for learning, well-being and life chances and research shows that low literacy is strongly linked to underachievement, poverty and crime. Those with poor literacy are twice as likely to be unemployed, earn on average 60% less, and over half of the adult prison population have reading skills below those of an 11-year-old. We want to ensure that learners are able to make better progress across all areas of the curriculum and have better life chances.
Chief Inspector, Owen Evans said:
“Reading holds the key to so much. There is no foundation more important and whilst there is excellent practice in the teaching of reading across Wales, not all providers focus enough on improving learners’ reading. We want to be part of the solution which will help break the cycle between low literacy and poverty.
“Through our inspection and engagement visits, we will gain a better understanding of how well providers develop a strong culture of reading and evaluate the effectiveness of the systems supporting learners as they move through different stages of reading development. Our inspectors will consider whether providers use structured, evidence-informed approaches suited to learners’ needs, and with a cross-sector focus on reading, we will identify what’s working well and will share findings to support improvement across the education system.
“Reading is a lifelong skill that opens doors to future opportunities and through this targeted approach, we aim to better support learners to make progress across all areas of the curriculum and have better life chances.
“A collaborative effort to drive standards in reading is what our learners deserve and we will work with Welsh Government, Welsh local authorities, Dysgu, Adnodd, Care Inspectorate Wales, and Qualifications Wales to ensure our efforts are aligned.”
Cabinet Secretary for Education, Lynne Neagle said:
“Reading is the cornerstone of learning and a fundamental skill that shapes life chances. Improving literacy levels is a top priority and I welcome Estyn’s enhanced focus on reading and their commitment to working collaboratively across the education system to drive up standards. By ensuring every learner in Wales develops strong literacy skills, we’re not just improving educational outcomes — we’re opening doors to employment, tackling inequality and giving our young people the tools they need to thrive. I look forward to seeing the impact it will have on learners across Wales.”
Estyn will continue to develop a programme over the coming months which integrates a clear focus on reading into all inspection and engagement work. This will look slightly different in each sector and will be supported by a comprehensive training programme for all inspection staff ahead of launch in September 2026. In addition to this, Estyn will host a programme of live and virtual events to share best practice with education providers.
Join us for an Estyn Live webinar at 4:00pm on 27 November 2025 for a discussion around the implementation of international languages within the Curriculum for Wales.
The report author, Matthew Jones HMI will be joined by representatives from Ysgol Pencae, Cardiff and Cowbridge School to share their experiences.
Estyn has today published its early insights from the Chief Inspector’s Annual Report 2024–25, setting out what’s working well across Welsh education and where improvement is needed. The findings provide an early look at challenges and successes at a national level across eighteen education and training sectors ahead of the full report publication in February 2026.
Estyn’s latest findings gathered from over 400 inspection visits in 2024-25, show that learners’ wellbeing and safeguarding remain strong foundations in Welsh education. Most providers are maintaining positive, inclusive environments where learners feel safe, supported and ready to learn. However, attendance continues to be a persistent issue in many sectors.
The headlines across all sectors underline the importance of high-quality teaching and strong literacy skills in helping learners achieve their potential across the curriculum and in training. A range of strong examples are highlighted however; the report highlights there is still variation in the quality of teaching and the consistency of curriculum delivery across providers.
Effective leadership and robust self-evaluation continue to be the hallmarks of the most successful providers. Leaders who know their schools and settings well, who engage staff in honest reflection and continuous improvement, are making the biggest difference to learners’ experiences and outcomes.
To support providers with improvement in their own settings, the summaries for each sector point towards inspection reports and case studies from providers that were inspected and were found to be doing particularly well. The report covers a broad range of sectors across education and training sectors, including schools, further education, initial teacher education, local government education services, Welsh language immersion arrangements and education in the justice sector. Together, they provide a national picture of progress, challenges and opportunities across Wales.
Chief Inspector Owen Evans said:
This year’s early insights report highlights the message that high-quality teaching, strong literacy, and effective leadership are vital to sustaining improvement.
“By sharing these sector specific findings now, we want to help providers reflect, learn from strong practice and continue building on what’s working well.”
“My full annual report will be published in February and will offer further insight into our current education and training priorities here in Wales, providing further detail about the findings of our inspections together with an analysis of a number of wider themes including literacy, the impact of leadership on teaching and independent thinking.”
The early insights report is available to read online, featuring examples of effective practice from across Wales.
A new Estyn report, “A New Era: How Artificial Intelligence (AI) is Supporting Teaching and Learning”, highlights both the opportunities and risks of using AI in education.
The report finds that while many schools are still in the early stages of using AI, some are beginning to see how it can reduce teacher workload and support inclusion. However, Estyn concludes that a coherent national approach is needed to ensure AI is used safely, ethically, and effectively across Wales.
The thematic review draws on visits to schools and pupil referral units (PRUs), as well as conversations with leaders, staff and pupils, and a national survey. It reveals that teachers are already benefitting from workload reductions, particularly in lesson planning, resource creation and report writing. Pupils, meanwhile, are engaging positively with AI, making use of creative projects, revision activities and independent learning opportunities.
Schools increasingly recognise the potential of AI to support equity and inclusion, particularly for learners with additional needs. Yet at the same time, staff raise concerns about over-reliance on AI, safeguarding, data protection and the risk of a digital divide between pupils who can access paid-for AI tools and those who cannot. While a few schools have begun embedding AI strategically into their improvement plans, most are working in isolation with limited collaboration or national support.
Chief Inspector Owen Evans said:
“Artificial intelligence has the potential to transform teaching and learning, reduce workload, and support inclusion in schools. But it also brings challenges that we cannot ignore. To ensure AI benefits all learners in Wales, we need a clear national approach – one that is sustainable, ethical, and focused on improving outcomes for pupils.”
The report calls for clear national guidance, structured professional learning, and strong leadership to help schools use AI effectively and safely.
A series of case study videos showcasing effective practice have been published alongside the report:
Using for Differentiation
Professional Learning and AI
Using AI for Reducing Workload
How AI is Supporting Teaching and Learning
Strategic Approach to AI
Join us for our Estyn Live webinar at 4:00pm on 23 October 2025 for a discussion around the effective practice and key findings of our recent thematic report:
Teaching the Curriculum for Wales – Estyn
The report author, Carl Sherlock HMI will be joined by representatives from Fitzalan High School and Y Bont Faen Primary School to share their experiences. There will also be an opportunity to ask questions you may have on the report or the topic more broadly.
Estyn, the education and training inspectorate for Wales, is pleased to announce the appointment of Gareth Morgans, John Cappock, and Ravi Pawar as independent non-executive directors to its board. Their skills and experience will complement those of existing board members Maria Rimmer and David Jones as they work collaboratively to guide Estyn’s strategic vision to improve the quality of education and training across Wales.
The new board members were selected from varied professional backgrounds to bring a broad and diverse perspective to Estyn’s strategy board. Their insights will provide valuable advice and constructive challenge as the organisation builds on the successful implementation of its new inspection model and its ongoing evolution as it strives to strengthen the education system in Wales.
Owen Evans, His Majesty’s Chief Inspector of Education and Training in Wales, said:
“I am delighted to welcome Gareth, John and Ravi to Estyn’s board. They bring an impressive combination of skills and experiences which will enrich our approach and ensure that our work reflects a wide range of viewpoints. Their guidance will be invaluable as we continue to strengthen our approach and deliver on our commitment to improving outcomes for learners across Wales.”
Working closely with Estyn’s executive team, the new non-executive directors will help shape the organisation’s long-term strategy, ensuring that Estyn remains responsive, forward-looking, and impactful in its oversight of education and training provision.
to improve the quality of education and training, and outcomes for all learners in Wales.
“I would like to express my thanks to both Charlotte Williams and Emyr Roberts, our outgoing non-executive directors who have completed their term and supported us through an exciting period of development during which we developed and implemented our new inspection model across most of the sectors we inspect.”
Gareth was a Headteacher at two Carmarthenshire primary schools and has held senior leadership roles within Carmarthenshire Education Authority including Director of Education and Children’s Services. As Chair of the Association of Directors of Education Wales during the Covid-19 pandemic, he guided collaboration across Wales and contributed to key Welsh Government groups. Gareth is an experienced Estyn peer inspector and an advocate for Additional Learning Needs reform and children’s rights.
John Cappock is a Chartered Accountant who brings a wealth of educational leadership experience having spent the bulk of his career working in senior roles in the Higher Education sector. He is an Independent Non-Executive Member and Chair of Audit for the BNSSG NHS Integrated Care Board. He is also Deputy Board Chair and Chair of Audit Committee at Gloucestershire Hospitals NHS Foundation Trust. John also serves as an independent member of the Audit and Risk Committee of the General Optical Council.
Ravi Pawar is an experienced educational leader with over 33 years in secondary education. A former President of ASCL Cymru, he has a deep understanding of school improvement, educational policy, governance, and workforce development within the Welsh education system. He has contributed extensively to national education reform through advisory, inspection, and governance roles. He is currently a Board Member at Qualifications Wales and is the Chair of Parthian Books Ltd. He is an experienced Estyn peer inspector and recently served as a mentor to aspiring leaders through Estyn’s Ethnic Minority Leadership Programme.
Estyn’s latest thematic report, The Independent Living Skills (ILS) curriculum in further education, highlights notable improvements since 2017 in how colleges support learners with additional learning needs (ALN). However, the report also identifies ongoing weaknesses in assessment, quality assurance, and consistency across providers.
The review found that colleges are personalising learning more effectively and collaborating more widely, but provision remains uneven. In particular, curriculum offers are not consistently aligned to statutory responsibilities under the Additional Learning Needs and Education Tribunal (Wales) Act 2018, risking non-compliance and variable outcomes for learners.
Around 1,700 learners completed ILS programmes in 2023-2024 across 12 further education institutions in Wales. These programmes support learners with a wide range of needs, from moderate to profound learning difficulties and disabilities, to social, emotional, and mental health challenges.
While many improvements have been made, especially in reducing overreliance on accredited qualifications and focusing more on personalised skills-based curricula, the report warns that variability in provision continues to limit learners’ opportunities. Transition support, Welsh-medium provision, and the clarity of curriculum pathways also require further development.
Owen Evans, His Majesty’s Chief Inspector of Education and Training in Wales, said:
“We have seen positive progress in the way colleges personalise support for learners with additional learning needs. However, provision is still too inconsistent across Wales. The Independent Living Skills curriculum needs to be reconfigured into a more coherent, aspirational, and outcome-focused model that helps all learners prepare for fulfilling adult lives.”
The report recommends that further education institutions work with stakeholders to align the ILS curriculum more closely with learners’ individual goals and statutory requirements. It also calls for stronger professional learning for ILS staff, improved Welsh-medium provision, and greater focus on tracking learner progress and destinations.
Estyn’s latest report on Literacy, numeracy and digital skills in adult learning in the community highlights the crucial role that community-based adult learning plays in helping people build essential skills – often as a ‘second chance’ to access education and improve life chances. While inspectors found effective teaching and examples of creative provision across Wales, the report raises concerns about how well data is used to track learners’ progress and the clarity of routes available to help learners move forward.
Inspectors visited eight of the 13 regional partnerships and Adult Learning Wales, reviewed data, surveyed tutors, and drew on inspection and annual link visit evidence. They found that partnerships understood the complex barriers many adults face when trying to re-engage with learning – including low confidence, digital exclusion, and financial or health difficulties. While some providers had taken steps to address these, many partnerships’ websites remain difficult to navigate, and learners often struggle to access clear information about available courses.
Teaching was generally effective, with tutors tailoring delivery and offering strong one-to-one support. However, in a few instances, over-reliance on workbooks or a limited range of teaching strategies left some learners unengaged. The report calls for stronger professional learning for tutors to develop their subject-specific skills further.
The report also raises concerns about how well providers track learner progression. Although 84% of learners completed their courses in 2022-2023, data collection systems were not sufficient to show how learners develop over time or move on to further learning or work. Inspectors found that partnerships often lacked robust progression routes and did not always provide learners with the advice and support needed to take their next steps.
Owen Evans, His Majesty’s Chief Inspector, said:
“This report shows just how important adult community learning is in giving people the skills and confidence they need to improve their lives. Tutors are working hard to tailor support to learners’ needs – but we must do more to make progression clearer and ensure that we’re learning from the data we collect. Every adult learner should have a clear path forward, whether they’re learning to help their children, find work or simply build their confidence.”
The report also reflects on the impact of the UK Government’s Multiply initiative, which expanded numeracy provision from mid-2023 to early 2025. While this created new partnerships and reached previously disengaged learners, providers were frustrated by the short-term nature of the funding. The report recommends that Medr and the Welsh Government offer clearer, more flexible guidance around the use of the community learning grant, especially for engagement and family learning provision.
Welsh-medium delivery remains limited, with learners generally prioritising skill acquisition over the language of instruction. However, in bilingual areas, some digital and numeracy learning is successfully delivered through Welsh. The report encourages greater collaboration with local organisations to expand bilingual and Welsh-medium provision where appropriate.
Estyn makes a series of recommendations for Medr, the Welsh Government, partnerships and tutors, focused on improving guidance, data use, progression planning, and professional learning.
A new thematic report from Estyn highlights the central role of effective teaching in delivering the Curriculum for Wales and improving outcomes for learners. Based on evidence from visits to schools across Wales and evidence from recent inspection reports, the report identifies strong practice where schools have embedded consistent, purposeful approaches to pedagogy – and calls for renewed focus on teaching quality in all schools.
Inspectors visited 25 schools, including primary, secondary and all-age schools, to explore how teaching is being developed in line with Curriculum for Wales principles. The report finds that in many schools, leaders have established clear, whole-school visions for teaching that align with curriculum purposes, and where this is supported by structured professional learning, teaching is having a positive impact on pupils’ progress and engagement.
However, Estyn also found that in a minority of schools, expectations for teaching quality are unclear, leading to inconsistent classroom practice and weaker pupil outcomes.
Owen Evans, His Majesty’s Chief Inspector of Education and Training in Wales, said:
“High-quality teaching is the heartbeat of education reform in Wales. As we move further into the implementation of Curriculum for Wales, our evidence shows that when schools place pedagogy at the centre of their work – and when teachers are supported through ongoing, collaborative professional learning – pupils thrive.
But this is not yet the case in every school. We need a consistent, national commitment to improving teaching across all phases, so that every pupil, in every classroom, can benefit from engaging and effective learning.”
The report identifies key features of strong teaching, including:
The most effective schools are also integrating teaching priorities into self-evaluation and improvement planning. Leaders in these settings gather wide-ranging evidence and promote professional dialogue that focuses not just on what is taught, but how well pupils are learning.
The report also warns against using the four purposes of the curriculum superficially in lesson planning or assessment. In some schools, staff are assessing directly against the four purposes rather than focusing on the knowledge and skills pupils need to develop, leading to less meaningful learning experiences. In addition, limited time and budgets in some schools are constraining staff access to high-quality professional learning. In these cases, training tends to focus on statutory or compliance content rather than deepening teaching expertise.
Estyn calls on schools, local authorities and national partners to maintain a strong, system-wide focus on improving teaching. Sustained professional learning, reflective leadership and a collaborative culture are critical to ensuring the Curriculum for Wales achieves its ambitions.