Jassa Scott, Strategic Director, says,

Some pupils face emotional, social and developmental barriers to learning while others are disadvantaged by financial and social hardships at home.

The most effective schools do not just focus on the challenges these pupils experience, but identify individual interests and talents, and build on these positives. Research shows that out of all education factors, classroom teaching has the greatest influence on pupils’ learning. Pupils from disadvantaged backgrounds benefit even more than their peers from high-quality teaching.

Today’s report contains examples from many different schools across Wales whose work has had a positive impact on supporting vulnerable and disadvantaged learners.

Highlighted in the report is the caring environment at Herbert Thompson Primary in Cardiff which has brought a widespread positive impact. Here, every pupil is reminded daily that they are ‘loved, strong, important and special’. Teachers have seen improved relationships between staff and pupils, a reduction in negative incidents and pupils are focused on achieving their full potential.

Today’s report, ‘Effective school support for disadvantaged and vulnerable pupils’ recommends that all schools consider the best practice outlined in its case studies to help them increase the impact of funding and tackle concerns with attendance and achievement.

According to an Estyn report, a minority of school leaders do not see the relevance of radicalisation and extremism to their school, which could lead to missed opportunities to identify and address early concerns.

Jassa Scott, Strategic Director, says Schools play a key part in safeguarding young people from radicalising influences. In Wales, nearly half of counter-terrorism referrals are for people aged 20 and under with the highest proportion of these from the education sector.

Radicalisation to violent extremism can happen in the most unexpected places. Schools should be tuned into bullying, in particular the use of racist language and inter-racial conflict between pupils which can indicate radical or extremist views.

Inspectors visited a range of schools and other providers to gather the evidence for this report. In one particular school, staff are able to quickly pick up on issues or any changes in behaviour through a pupil wellbeing survey. The school reacts to any emerging trends by addressing issues through the curriculum in areas like personal and social education, religious education, the Welsh Baccalaureate, English and history.

Welsh Government guidance supports schools to understand their duties, but Estyn recommends that local authorities and consortia need to work together to make better use of the curriculum to support pupils to build resilience when confronted with radicalised and extremist influences.

Estyn inspectors have identified a broad range of good practice in the report. Primary, secondary and all age schools can use this to help them improve their support for pupils with SEN and prepare for changes in legislation.

Jassa Scott, Strategic Director, says,

Over a fifth of pupils in schools in Wales have special educational needs, so it is vital that all schools adapt how they teach and support these pupils to allow them to achieve success alongside their peers.   

Early identification and strong leadership are key to providing effective support, along with involving families and external agencies. This report contains a wealth of case studies to help schools improve their practice now and prepare for the future changes in legislation.

Inspectors found strong all-encompassing support for pupils with SEN between a special school and a primary and secondary school in Caerphilly.  Here, Trinity Fields School and Resource Centre works with the local authority and the two other schools to develop satellite classes so that pupils can join lessons in the mainstream schools. This has led to noticeable improvements in behaviour, enjoyment in learning and social interaction. Pupils and staff in the mainstream schools have developed a better understanding of working with children with SEN.

Another case study in the report highlights how Ysgol Bae Baglan, an all age school in Neath Port Talbot, has placed the needs of these pupils at the heart of strategic planning and involve key staff across the school to join up provision. They support staff through strong communication from the SEN team, detailed information on the needs of individual pupils and practical guides and resources.  As a result, all pupils receive high quality care, support and guidance and those with SEN make strong progress. 

Estyn recommends that schools focus more strongly on the targets in individual pupil’s development plans in order to promote their progress in learning and independence. Schools’ own self-evaluation also needs to give more attention to the progress this group of pupils make.

Training from a Welsh Government funded support hub has partly helped to raise schools’ awareness of the impact of adverse childhood experiences and how they can involve all staff in supporting vulnerable children.

Jassa Scott, Strategic Director, says Schools play an important role in helping children to build their resilience and an ability to overcome severe hardships that they may experience. Schools that provide the best support know their pupils well and understand their vulnerabilities. They provide a nurturing environment where all pupils can feel safe and happy.  

Public Health Wales found that one in every seven adults in Wales have experienced four or more adverse childhood experiences when they were young, but with early intervention the impact of traumatic experiences can be minimised.

Staff at the most supportive schools like Rhosymedre Community Primary School work closely with other public services and outside organisations to support vulnerable pupils and families. The school makes referrals to children’s services, the school nurse, health services and agencies like Action for Children. These services support the school to meet the needs of their vulnerable children and their families.

Primary schools are more likely to have involved all their staff in this work. Estyn recommends that all secondary schools take a similar approach and train and encourage all of their staff to understand and support pupils with adverse childhood experiences, not just those involved in pastoral work. It also recommends that local authorities should share relevant information about vulnerable pupils and families more promptly with schools. 

Many of the 72 federated schools in Wales have fewer than 150 pupils and around half are Welsh-medium. By pooling resources, many schools have overcome the challenges of attracting staff, managing finances and falling pupil numbers.  

Claire Morgan, Strategic Director, says,

Federating schools can have many benefits when it happens for the right reasons and is carried out in the right way.

Before committing to federation, leaders should consider the long-term aims and how formally working together will benefit pupils’ performance.

Federations also need to work equally closely with parents, learners and staff from all involved schools to listen and act on their views to avoid misconceptions about the partnership.

Our report and its good practice can be used by schools considering federation and to help those already sharing governance arrangements.

In Carmarthenshire, staff who are part of a federation of three rural Welsh-medium schools view themselves as one team. Strong leadership in Ysgol Carwe, Ysgol Ponthenri and Ysgol Gwynfryn has helped teachers and assistants to understand the work of all three schools and share strategy and aims across their community.

Federated schools that focus strongly on improving outcomes for pupils and listen carefully to the views of their community are able to benefit more quickly from working together.

In the best schools, messages about health and wellbeing in lessons, assemblies and in policies are consistent with pupils’ everyday experience. Space to socialise, a nurturing culture, enjoyable opportunities to be physically active, timely pastoral care and positive work with parents are just some of the approaches that collectively ensure pupils become healthy, confident individuals, ready to lead fulfilling lives.  

Claire Morgan, Strategic Director, says,

It’s vital that schools take a joined-up approach to supporting health and wellbeing across all aspects of school life. Schools should also prioritise strengthening relationships between teachers and pupils and pupils’ peer relationships as these are critical to mental health and emotional wellbeing.

The report highlights many good practice case studies, including secondary schools where pupils’ experience of health and wellbeing does not always match school messages. Eastern High School improved the leadership of the school which had a notably positive effect on the culture and support for pupils’ wellbeing. Their culture identifies that a teacher’s expertise lies in their understanding of how young people learn rather than simply their subject knowledge.

A nurturing culture, where positive relationships enable pupils to thrive is important to strengthen young people’s health and wellbeing. The report recommends that new teachers are trained to understand child and adolescent development and prepared to support pupils’ health and wellbeing.

The inspectorate highlights that providers which identify and support young carers can help make a real difference to academic success and wellbeing for these learners. 

Jassa Scott, Strategic Director, says,

Children and young people who care for a family member are at risk from missing education, more likely to drop out of college and have poorer mental and physical health than their peers.

Education providers play an important role in helping to meet the needs of young carers to give them the best possible experiences and life chances.

Today’s report recommends that schools, colleges and pupil referral units identify which learners have a caring role and have a dedicated member of staff to lead on championing young carers’ needs.

The report illustrates the good practice at Ysgol y Strade, Carmarthenshire, where their strong partnerships with external agencies and community ethos help support pupils from all backgrounds, including those that are caring for others. Young carers feel that the school recognises their caring role and adjusts their provision to support their wellbeing needs.

Using external agencies to improve provision is a good way for providers to help support young carers. Estyn recommends that providers make better use of specialist resources and has created a checklist, available in the full report, to help schools, colleges and pupil referral units reflect on how well they support young carers.

Since 2011, more children from Gypsy, Roma and Traveller communities have been attending school, but the education experience for these pupils and their families needs to improve, according to Estyn.

Today’s report from the inspectorate highlights that over the last eight years the numbers of Gypsy, Roma and Traveller pupils have increased by almost 35% in secondary schools and by 41% in primary schools.

Many schools have raised awareness of Gypsy, Roma and Traveller culture and lifestyle in assemblies and celebratory days, but need to promote it more throughout the curriculum.

Meilyr Rowlands, Chief Inspector, says, “Children from Gypsy, Roma and Traveller communities are among our most vulnerable learners. They need the right support at school to help make the most of their talents, interest and abilities.

“Only half of pupils from these communities continue into secondary education. Even though GCSE results have improved, Gypsy, Roma and Traveller pupils are still the lowest achievers of all ethnic groups.

“Schools need to ensure their anti-bullying policies take account of the specific needs of Gypsy, Roma and Traveller pupils, and evaluate their strategies for achievement, attendance and transition to help generate improvement.”

One case study in the report highlights how Cardiff Council worked closely with pupils and parents from Gypsy, Roma and Traveller communities to help them move from primary to secondary school. By arranging visits to their new school to help dispel any concerns and fears, the number of pupils transferring to Cardiff secondary schools increased from 50% in 2014 to 88% in 2017. 

• continue to monitor schools causing concern – statutory categories (significant improvement and special measures) for such schools will remain 
• reserve the right to carry out an inspection where there were identified concerns about the quality of education or safeguarding 
• engage with schools as part of a broader strategy of collaboration and professional learning, to support the education reforms
• develop a co-ordinated programme of engagement with consortia and local authorities
• undertake district inspector engagement visits to the majority of schools 
• ensure that inspectors develop an in-depth understanding of the issues around implementing the reforms 
• continue with thematic inspection activity and monitor system-wide developments
• continue to share effective practice through case studies and conferences
• continue to regularly visit local authorities and regional consortia through link inspector roles and inspection 
• continue to carry out inspections in non-school sectors, less affected by the reforms.