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Child and adult engaging in a nature-based learning activity in an early years setting.

Estyn and Care Inspectorate Wales (CIW) will rollout an updated joint inspection framework for the non-maintained sector from September 2026.

The updated framework introduces a clearer, more focused approach while continuing to feel familiar to providers. It will deliver shorter, more accessible reports with a stronger focus on what matters most for children, parents and practitioners.

While the framework has been refreshed, the way inspectors work with settings will remain largely the same. Inspectors will continue to observe practice, talk with staff and understand children’s experiences

A key change is the move from six themes to three clearer, more focused themes. This will make inspection reports shorter, easier to read and more accessible for parents and practitioners.

The updated reporting approach will also provide a clearer explanation of how practice impacts children’s learning, development and wellbeing, strengthening the link between what settings do and the outcomes for children.

His Majesty’s Chief Inspector, Owen Evans said:

“The new inspection framework for the non-maintained sector is designed to provide a more transparent, supportive and meaningful inspection experience, helping providers continue to deliver the best possible outcomes for children. We will work more closely with CIW throughout the inspection process and hope this strengthened collaboration provides a more consistent experience for providers.

“The new framework has been shaped through extensive review, consultation and testing. Feedback has helped refine the structure, improve clarity of language and ensure our inspection activity focuses on what matters most for children. I would like to extend my thanks to all who have contributed to the development of this work.”

Gillian Baranski, Chief Inspector at CIW said:

“This updated framework is the result of genuine collaboration with the sector, and I’m proud of what we’ve achieved together. By moving to three clear, focused themes, we’re making inspection reports more accessible and meaningful for providers, parents and practitioners alike. The changes reflect our commitment to keeping children’s learning, development and wellbeing at the heart of everything we do, while ensuring the inspection experience remains familiar and supportive for the settings we work with.”

The updated framework will be introduced through a rollout from September 2026. Providers will be supported with refreshed guidance, practical materials and insights from early inspections.

The updated inspection guidance can be found here:

How we inspect funded non-maintained nursery and childcare settings
What we inspect in funded non-maintained nursery and childcare settings

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A group of primary school pupils in blue school uniforms sit and kneel on a classroom carpet, working together on a hands-on learning activity. They are writing on paper hand cut-outs with pencils, while colourful counting cubes, a teaching clock and soft toys are nearby.

Relationships and Sexuality Education (RSE) is helping many children and young people in Wales develop respect, understanding and healthy relationships, according to a new report published by Estyn today.

The report, ‘Developing respect and understanding: The quality and impact of relationships and sexuality education in schools and pupil referral units‘, explores the quality and impact of RSE in schools and pupil referral units (PRUs) across Wales. Inspectors visited 30 providers, speaking with pupils, staff and leaders, and observing learning sessions, assemblies and focus groups.

The report finds that many schools and PRUs place wellbeing, safeguarding and inclusion at the heart of their work. In the strongest examples, positive relationships are embedded throughout school life, creating environments where pupils feel safe, valued and supported.

Inspectors found that nearly all pupils enjoyed learning about relationships and valued opportunities to discuss issues that affect their lives. Many schools provide worthwhile learning experiences that help children and young people explore important themes such as respect, emotions, diverse families, children’s rights, healthy and unhealthy relationships, prejudice and tolerance.

Strong partnerships with health professionals, police officers and community organisations are also helping schools respond effectively to issues facing young people, including online safety, harmful attitudes and unhealthy relationships.

However, the report identifies important areas for improvement. While many schools have mapped RSE across year groups, progression in learning is not always clear or coherent. Sensitive topics such as sexuality, consent, gender identity and harmful gender stereotypes are often taught inconsistently. Inspectors also found that many practitioners lack confidence in teaching these complex areas and would benefit from more specialist professional learning. The report also highlights that provision is too often evaluated by whether topics have been covered rather than by the impact on pupils’ knowledge, attitudes and decision-making.

Owen Evans, His Majesty’s Chief Inspector, said:

“Our findings show that many schools and pupil referral units across Wales have created inclusive and supportive environments where children and young people can learn about healthy relationships and feel safe discussing issues that matter to them.

“However, there are inconsistencies in how some of the more sensitive aspects of Relationships and Sexuality Education are taught. As children and young people grow, it is important that learning develops in depth and complexity so that they can build the knowledge, understanding and confidence they need for adult life.

“By strengthening progression, investing in professional learning and ensuring consistent support across Wales, we can help all learners benefit from high-quality Relationships and Sexuality Education.”

Estyn recommends that schools and PRUs strengthen curriculum planning to ensure clear progression in RSE from ages 3 to 16 and improve the quality and consistency of teaching through targeted, subject-specific professional learning. The report also calls on local authorities, school improvement services, Dysgu and the Welsh Government to strengthen support, collaboration, guidance and funding for RSE, alongside examples of effective practice from across Wales.

Read the full report

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Join us for our Estyn Live webinar at 4:00pm on 09 July 2026 for a discussion around inspection in the Youth Work sector.

This is an essential session for leaders and staff who want to find out more about the process.

Recording coming soon!

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Students in a science laboratory using microscopes at a workbench during a practical lesson. Several pupils are closely examining samples while others observe and prepare equipment, with laboratory apparatus visible in the background.

A new report from Estyn highlights important strengths in science education across Wales, while identifying inconsistencies in curriculum design, teaching and assessment that limit how effectively pupils develop secure scientific understanding and reasoning.

The report, Teaching and Learning Science: Teaching for understanding in science classrooms, evaluates the quality of teaching and learning in science in primary, secondary and all-age schools across Wales. It considers how effectively schools are developing pupils’ scientific knowledge, understanding and enquiry skills through the Science and Technology Area of Learning and Experience within the Curriculum for Wales.

Inspectors found examples of strong practice in both primary and secondary schools, where leaders have developed coherent curriculum plans, strengthened subject expertise and supported pupils to deepen their understanding of scientific concepts over time. In the strongest examples, pupils benefit from engaging practical experiences, meaningful real-world contexts and effective teaching that helps them develop secure understanding and apply their learning confidently.

However, the report concludes that the quality of science provision remains too variable. Weaknesses in curriculum planning, teaching and assessment often limit pupils’ progress, particularly in developing conceptual understanding and scientific reasoning. Arrangements to support progression between primary and secondary schools are frequently underdeveloped, leading to repetition, gaps in learning and uneven levels of challenge.

The report also highlights challenges facing the sector, including difficulties recruiting and retaining specialist science teachers, particularly in Welsh-medium settings, and the need for stronger collaboration between schools to support progression in learning.

His Majesty’s Chief Inspector Owen Evans said:

“Science plays a vital role in helping young people understand the world around them and preparing them for future study and employment. While we saw encouraging examples of effective practice in schools across Wales, too many pupils experience an inconsistent science curriculum that does not build their knowledge and understanding systematically enough over time.

“There is scope for schools  to strengthen curriculum planning, teaching and assessment in science and work more closely together to support progression from primary to secondary education. At the same time, continued investment in professional learning and specialist expertise will be essential to ensure that all learners have access to high-quality science education.”

The report recommends that schools strengthen teachers’ pedagogical subject knowledge, improve curriculum planning to support progression in scientific understanding and reasoning, and enhance leadership processes so that leaders evaluate the impact of provision on pupils’ learning more effectively.

Estyn also calls on local authorities, school improvement services and Welsh Government to provide stronger science-specific professional learning, improve collaboration between schools, support Welsh-medium science provision and address ongoing shortages of specialist science teachers.

The full report is available here.

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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 three 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 the primary sector 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.”

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

Closing date is midday on Wednesday 15 July 2026.

Find out more

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An adult and a student in a classroom kitchen preparing a mixture in a bowl, with other students working in the background.

Middle leaders play a crucial role in shaping the learning experiences of children and young people across Wales. Their work sits at the heart of teaching quality, curriculum development and learner progress. 

Estyn Essentials is a new campaign which has been developed to support middle leaders, teachers, and support staff by providing clear, accessible insight into Estyn’s work — and how it can be used to strengthen practice in schools and PRUs. 

Understanding inspection in practice 

Inspection can sometimes feel daunting, particularly for middle leaders balancing leadership responsibilities alongside day-to-day teaching. Estyn Essentials aims to demystify the inspection process by explaining what inspection really looks like in practice, what inspectors focus on, and how inspection conversations are conducted. 

Inspection is evidence-based, professional and focused on improvement. Inspectors are keen to understand the work that middle leaders do, including how they evaluate their provision, support staff, and improve outcomes for learners. 

Middle leaders at the centre 

Middle leaders’ knowledge of their subject, phase or area of responsibility is vital during inspection. Estyn Essentials highlights the important role middle leaders play and what effective leadership looks like across different contexts. 

By sharing clear guidance and examples, Estyn Essentials supports middle leaders to articulate their impact confidently and use self-evaluation as a meaningful tool for improvement. 

Using Estyn resources to strengthen practice 

Estyn Essentials shows how middle leaders can use inspection feedback, thematic reports, guidance and a whole range of Estyn’s resources to inform planning, professional learning and subject development. 

Drawing on national evidence can help educators reflect on their own practice, identify strengths, and plan next steps with purpose. 

Learning together 

Estyn Essentials shares honest reflections from schools and PRUs across Wales, highlighting common challenges and effective approaches. Learning from others helps strengthen the education system as a whole and supports continuous improvement for learners. 

Through Estyn Essentials, we aim to provide middle leaders with practical tools, reassurance and insight — supporting confident leadership and meaningful improvement across all phases. 

You can find out more here: 

Estyn essentials: A Teachers’ toolkit for schools and PRUs

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Estyn will be exhibiting at the National Education Show in Llandudno on Friday 12 June, providing an opportunity for education professionals to learn more about the breadth of our work and the support available to providers across Wales.

Visitors can find the Estyn team at Stand 60, where colleagues will be available throughout the day to discuss our current approach to inspection and interim visits, our enhanced focus on reading, and the wide range of improvement resources available to support middle leaders and practitioners.

As part of the event, Estyn will deliver a 50-minute seminar about our work,  and highlighting how our inspection activity and resources can support improvement across the education sector.

His Majesty’s Inspector Tristan Roberts is one of a team of inspectors who will be representing Estyn on the day. He said:

“This event will provide a valuable opportunity for Estyn to hear directly from providers about their understanding of our work, how they engage with us, and how useful they find our resources in supporting their practice.

“We look forward to meeting delegates at the show and continuing conversations about supporting improvement and learner outcomes across Wales.”

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A new joint resource from Estyn and the Quality Assurance Agency (QAA) aims to support providers across Wales’ tertiary education system to strengthen their self-evaluation and continuous improvement practices.

The new microsite, Self-evaluation and continuous improvement in the tertiary system in Wales, brings together findings from a Medr-funded project led by Estyn and QAA. It provides a shared set of principles, reflective questions, sector insights and recommendations to help providers evaluate their work more effectively and improve outcomes for learners.

The resource is designed for use across the diverse range of providers within Wales’ tertiary system, including further education colleges, higher education institutions, apprenticeship providers, adult learning partnerships, school sixth forms and local government education services.

The project identified 12 key principles of effective self-evaluation. These include being learner-focused, evidence-based, impact-led, action-oriented and transparent. The principles are intended to support providers to reflect critically on their practice and strengthen their approaches to improvement, while recognising the different contexts in which providers operate.

Drawing on inspection evidence, quality reviews, stakeholder engagement and international research, the project found that many providers have well-established self-evaluation processes. Common strengths include strong learner engagement, effective use of evidence and clear quality assurance arrangements. However, the report also highlights opportunities to strengthen practice, particularly by focusing more sharply on the impact of provision on learners, improving the quality of improvement planning and making better use of data.

Owen Evans, His Majesty’s Chief Inspector, said:

“Self-evaluation is most effective when it leads to meaningful improvements in learners’ experiences and outcomes. This resource provides a shared framework that can help providers across Wales reflect honestly on their strengths and areas for development, while recognising the diversity of the tertiary system.

“We are proud to have worked alongside QAA and Medr on this important project. By bringing together expertise from across the sectors, we hope this resource will support providers to strengthen their quality improvement processes and continue to raise standards for learners throughout Wales.”

Maureen McLaughlin, Head of Wales, Northern Ireland and Educational Oversight, QAA, said:

“Our collaboration with Estyn on this project has been an exciting and productive opportunity to share and learn from effective practice across Wales’s tertiary sector. We very much hope that this will offer a valuable resource to promote and strengthen the evaluation and enhancement of provision across our entire sector here in Wales – and will also be of interest and use to our colleagues across the UK and beyond.” 

This new microsite is the first resource of its kind developed jointly by Estyn and QAA. It reflects a shared commitment to supporting high-quality provision and continuous improvement across the tertiary education system in Wales.

The microsite will continue to develop over time, with additional case studies, examples of effective practice and other resources being added to support providers in embedding effective self-evaluation and quality improvement processes.

The resource is intended as a practical tool to support reflection and professional dialogue. It does not introduce statutory requirements or prescribe a single approach to self-evaluation. Instead, it aims to encourage providers to develop approaches that are proportionate, evidence-informed and focused on improving outcomes for learners.

The Self-evaluation and continuous improvement in the tertiary system in Wales microsite is available here.

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A portrait of a professional individual with the Estyn logo on the upper right, set against a dual-tone background of green and white.

Throughout the 2026/27 academic year, we will be hosting monthly Estyn lives – sharing information on a range of key topics and inviting stakeholders to join our discussion with providers as they focus on successes and challenges.

Please sign up if you’d like to be alerted when registration opens: Register for updates – Estyn

  • Estyn headlines for Special schools & PRUs – September (Monday 14)
  • Estyn headlines for Secondary & All-age schools – September (Tuesday 15)
  • Estyn headlines for Primary schools – September (Wednesday 16)
  • Thematic focus: Healthy relationships in schools – October (Thursday 15)
  • Thematic focus: Post 16 attendance participation – November (Thursday 26)
  • Thematic focus: Science and Technology – December (Thursday 10)
  • Reading Focus: Embedding reading as a priority for secondary teachers – January (Thursday 21)
  • The HMCI’s annual report: key takeaway – February (Thursday 4)
  • Thematic focus: Development of learners’ digital skills and competencies – March (Thursday 18)
  • Thematic focus: Supporting ALN in early years education – April (Thursday 29)
  • Inspection focus: The Mid Cycle Review – May (Thursday 27)
  • How schools are working to reduce the impact of poverty on attainment and well-being with a focus on the impact of curriculum and teaching – June (Thursday 24)
  • Thematic focus: AOLE review: Health & Well-being – July (Thursday 8)