News Articles Archive - Estyn

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Teacher supporting a pupil using assistive technology in a classroom.

A new Estyn report published today finds that Education Welfare Services provide valuable support to schools, but differences in practice, pressures on staffing and short-term funding mean their impact on persistent absence remains too variable.

The new report, Education Welfare Services: The effectiveness of the support provided to schools and parents and carers to tackle persistent absenteeism, examines how effectively Education Welfare Services (EWSs) support schools, PRUs, and parents and carers to address persistent absenteeism. The report draws on discussions with education welfare services in nine local authorities, as well as 45 primary, secondary and all-age schools.

Regular school attendance supports pupils’ learning, well-being and future opportunities. However, persistent absence continues to be a significant national concern. In 2024–2025, 27.0% of pupils missed 10% or more of school sessions. Rates were particularly high among pupils eligible for free school meals and those with special educational needs or additional learning needs.

The report found that most Education Welfare Services provide valued support and contribute positively to addressing the barriers that prevent pupils from attending school regularly. Their work is particularly effective when education welfare officers have a regular presence in schools and develop strong professional relationships with pupils, families, school staff and other services.

In the strongest examples, officers identify concerns early, visit families at home and work with pastoral, health, social care and youth services to address underlying difficulties. These may include anxiety, trauma, financial hardship, transport problems or other complex family circumstances.

However, nearly all the local authorities involved in the review reported significant capacity pressures. High caseloads and the growing complexity of families’ needs often meant that officers had to concentrate on the most serious cases, reducing their ability to intervene early and prevent attendance problems from becoming established.

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

“Education welfare officers play a valuable role in helping pupils and families overcome the barriers that prevent regular attendance. When delivered effectively, these services build trust, identify concerns early and bring schools and other agencies together around the needs of the child.

“However, pupils and families do not yet benefit from consistently effective support across Wales. High caseloads, staffing instability and reliance on short-term funding restrict preventative work and make long-term planning difficult. Improving attendance is a shared responsibility, and schools cannot address the complex causes of persistent absence alone.

“A more sustainable and joined-up approach is needed so that services can intervene earlier and all pupils receive the support they need to engage with their education.”

The report recommends that the Welsh Government consolidates national attendance guidance, establish sustainable multi-year funding and strengthen national attendance data systems. It also calls for local authorities to improve the consistency and monitoring of Education Welfare Services, strengthen preventative support and family engagement, make better strategic use of attendance data, and apply statutory processes more consistently.

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Estyn welcomes the Welsh Government’s announcement with a clear focus on mathematics and reading. Estyn’s annual reports have highlighted systematic weaknesses in these areas and Estyn has a role to play, as do all education practitioners, in raising standards. In 2025, Estyn announced its enhanced focus on reading. Inspection evidence and our annual reports demonstrate that effective reading provision builds learners’ foundational pre reading skills, phonological awareness, fluency, vocabulary, language comprehension and critical thinking, enabling learners to engage confidently with increasingly complex texts.

This enhanced focus is now live with all inspection activities gaining a more in-depth view of a setting’s reading planning, delivery and most importantly outcomes. As part of this enhanced focus Estyn continues to recognise that systematic synthetic phonics approaches are an important component of reading instruction for learners in all main stream schools. Schools will, of course, adopt their approaches depending on the learner’s individual needs.

Today, Estyn is announcing that in support of the Welsh Government’s ambition, it will develop an enhanced focus on mathematics within all of its inspection and thematic activities, to be developed over the coming year. This enhanced focus is in addition to reading and will be rolled out in September 2027.

Further information and resources related to Estyn’s enhanced focus on reading can be found here:

Reading: For learners, for Wales. – Estyn

Building on last year’s successful maths roadshow event,Estyn and Dysgu will hold a national reading conference at Cardiff City Stadium on 17 February 2027, bringing together education professionals from across Wales to explore effective approaches to improving reading standards and developing whole-school reading strategies. Registration opens on 30 September, with further information available on the conference website:

A focus on reading with Estyn and Dysgu

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Our annual perceptions survey is now live! For the third consecutive year, we are running this survey which aims to gather views from a wide range of individuals and organisations about our work.

The survey responses will give us a richer insight into the opinions and perceptions of Estyn amongst external bodies and partners. It is one of a number of sources of feedback and evidence that we use to support us in our ongoing efforts to improve the impact of our work.

The short survey can be completed in 5-10 mins. Whether you have a little or a lot to say, your feedback will help us better understand people’s views of us and highlight areas for improvement.

The survey is open for 5 weeks and we look forward to hearing your views: https://online1.snapsurveys.com/Estyn-2026  

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Children working together on a classroom learning activity using worksheets and coloured pens.

Estyn is introducing new pupil reports and Easy Read reports to help make inspection findings more accessible and meaningful for children and young people across Wales. 

​The reports have been designed specifically for learners, using clear and age-appropriate language to explain what inspectors found during a school inspection. They will sit alongside Estyn’s main inspection reports and provide pupils with an accessible summary of key findings about their school. 

​Learners already play an important role in the inspection process. Inspectors speak directly with pupils during inspections to understand their experiences of school life, teaching and learning, wellbeing, and how supported they feel in their education. These views contribute significantly to inspection findings. 

​The introduction of pupil reports is a positive next step in ensuring that learners can also access and understand the outcomes of inspections in a format designed for them. 

​Evidence from inspection activity shows that where learners are engaged in supporting school improvement, progress is often quicker and more sustained By making reports easier for children and young people to engage with, Estyn hopes to encourage greater involvement in conversations about school improvement and strengthen learner voice across school communities. 

​The reports will help pupils understand what their school does well, areas identified for improvement, and how their experiences and opinions help shape inspection outcomes. 

​Chief Inspector Owen Evans said: 

“Children and young people should be able to understand what inspection findings say about their school and feel included in conversations about improvement. These new pupil reports are an important step in making our work more accessible, engaging and meaningful for learners across Wales.” 

​The new pupil reports will accompany inspection reports published from the start of term.

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This September, join us for a series of 3 Estyn Live webinars, each focusing on Estyn’s headlines for different sectors.

Sectors: Maintained special schools and PRUs
Date: 14 September 2026
Time: 16:00 – 16:30

Sectors: Secondary and All-age schools
Date: 15 September 2026
Time: 16:00 – 16:45

Sector: Primary schools
Date: 16 September 2026
Time: 16:00 – 16:30

These are essential sessions for leaders and staff who want to find out more about Estyn’s priorities in their sector over the coming academic year.

Recording coming soon!


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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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Headshot of Jassa Scott

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 available here

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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