Bridgend

• Ysgol Cynwyd Sant

Caerphilly

• Cwmfelinfach Primary School

Cardiff

• Kitchener Primary School
• Llanishen Fach Primary School

Carmarthenshire

• Burry Port Community Primary

Ceredigion

• Ysgol Gymunedol y Dderi
• Ysgol Gymraeg Aberystwyth

Denbighshire

• Ysgol Y Faenol

Flintshire

• Cornist Park County Primary School
• Bryn Deva County Primary School

Gwynedd

• Ysgol Gynradd Cae Top

Monmouthshire

• Undy County Primary School

Newport

• Monnow Primary School
• Glan Usk Primary School

Powys

• Radnor Valley County Primary School

Swansea

• Ysgol Gynradd Gymraeg Lôn Las
• Penllergaer Primary School
• Hafod Primary School

Vale of Glamorgan

• Romilly Primary School
• Cadoxton Primary School
• Rhŵs Primary School

Wrexham

• Ysgol Heulfan

Today’s report, ‘Welsh in key stage 2 and key stage 3 in Welsh-medium or bilingual schools’, was published to help support the development of a new curriculum for Wales and the national priority to increase the number of Welsh speakers and the numbers who use the language in their everyday lives. 

Meilyr Rowlands, Chief Inspector, says,

“Improving the teaching and learning of Welsh for all learners is at the heart of developing Wales as a bilingual nation. Most headteachers in our Welsh-medium and bilingual schools have a clear vision for all pupils to make the best progress possible while developing their Welsh language skills and for fostering a strong sense of Welsh identity.

“We have seen examples where immersion courses have had a real impact on developing listening and speaking skills and raising standards. The good practice case studies in this report highlight strategies that other schools and authorities can model.”

In Gwynedd local authority, inspectors found the county’s five language centres provide a firm foundation for pupils with little or no previous competence in the language to learn bilingually. Staff at these centres use highly effective methods to teach language, emphasising the importance of listening and speaking skills.  Similarly, in Ysgol Glan Clwyd, some pupils in Year 6 choose to move from English-medium education and learn nearly all subjects through the medium of Welsh in an immersion class in Years 7 and 8.

Estyn recommends that schools focus on developing pupils’ oracy skills to help develop other skills, particularly writing. Other recommendations highlight ways in which local authorities and regional consortia can better support Welsh language development. In addition, the report contains questions for schools to consider as part of their self-evaluation, including questions about opportunities for pupils to develop their Welsh language skills outside Welsh lessons and the school’s ethos regarding promoting Welsh language and culture.

Estyn’s report, ‘Effective use of managed moves by local authorities and schools’, examines the transfer of pupils who may have emotional and behavioural difficulties and are at risk of permanent exclusion, pose a risk to the welfare of others, or refuse to attend school. Effective case studies are included in the report to encourage local authorities and schools to reflect on their current practices.

Meilyr Rowlands, Chief Inspector, says,

Managing the move of a pupil to try out a new school for a fresh start can provide a realistic alternative to permanent exclusion and eliminate the use of unofficial exclusions as a way of managing challenging behaviour. In effective schools, a managed move is offered at an early stage of support to ensure pupils have the best opportunity to succeed and when appropriate can return to their home school.

Carefully managing these moves is a challenge for the majority of schools and one of the recommendations of today’s report is to strengthen the guidance to address inconsistencies in practice across Wales.

The report highlights Coedcae secondary school in Carmarthenshire which has strengthened its provision for vulnerable learners so that more pupils can maintain their place without the need to move to another school. Overcoming financial constraints, introducing new policies and training staff, the school ensures that any child who began to show signs of emotional or behavioural difficulty would have timely access to personal support. The school has seen a notable reduction in fixed-term exclusions and in managed move requests to the local authority.  Its inclusive ethos has also had a positive effect on pupil wellbeing and attendance. 

Current monitoring and tracking practices mean that there is no national data about the number of pupils undergoing a managed move.  Estyn inspectors recommend that the Welsh Government collects this data, as well as strengthening the guidance for schools and the legal rights for pupils who make a managed move to bring them in line with that for pupils who are permanently excluded. The 12 recommendations in the report also outline steps for local authorities and schools aimed at improving the experience and support for pupils moving schools and their families.

About the report

• Estyn’s report ‘Managed moves: Effective use of managed moves by local authorities and schools’  was commissioned by the Welsh Assembly Government
• Inspectors visited 8 local authorities, 8 schools and 7 Pupil Referral Units as part of the report. They interviewed staff, met pupils and reviewed documents.
• In 2015-2016, there were 109 permanent exclusions from maintained schools and PRUs in Wales. This rate has not changed in 5 years.
• The rate of permanent exclusions has fallen considerably since its peak in 2004-2005 of 465. This is due in part to the introduction of a range of managed move practices.
• Further references:
  • A survey of the arrangements for pupils’ wellbeing and behaviour management in pupil referral units (Estyn, 2012)
  • Attendance in secondary schools (Estyn, 2014)
  • Effective practice in improving attendance in primary schools (Estyn, 2015a)
  • Education other than at school: a good practice survey (Estyn, 2015b)
  • Education other than at school (Estyn, 2016)

Estyn’s report, ‘Supporting more able and talented pupils’ outlines how highly-effective teaching, strong external partnerships and opportunities for pupils to learn independently are enabling schools to stretch their more able and talented pupils successfully.

Meilyr Rowlands, Chief Inspector, says,

There are pupils in every school in Wales who have exceptional academic abilities or skills. Some pupils may show an aptitude in areas such as art, music, drama or sport, whereas others may demonstrate outstanding leadership, team working or entrepreneurial skills. Schools must provide extended opportunities across the curriculum for these more able and talented pupils to achieve their full potential.

Today’s report uses case studies to showcase innovative approaches to stimulating and challenging young minds of all abilities.

The report highlights Ysgol y Preseli which used guidance from the National Association for Able Children in Education to develop a consistent, school-wide approach to meeting the needs of its more able and talented pupils. The creation of a pupil mentoring programme for more able pupils in key stage 3 supports them to develop their social and academic skills . This approach has had a strong impact on pupil outcomes since its introduction in 2013.

In addition to identifying effective and innovative practice, the report also outlines the role that local authorities and regional consortia can play in providing suitable training and guidance to enable schools to meet the needs of more able and talented pupils.

Case studies

• Evenlode Primary School, Vale of Glamorgan
• Langstone Primary School, Newport
• Treorchy Comprehensive School, Rhondda Cynon Taff
• St Joseph’s RC High School, Newport
• Ysgol y Preseli, Pembrokeshire
• Llandrillo yn Rhos Primary School, Conwy

Chief Inspector Meilyr Rowlands says, “Looking back over the last seven-year cycle of inspections, there’s been a shift in education in Wales towards greater collaboration. It’s clear from our inspections of over 2,700 schools, non-maintained settings, colleges and other education and training organisations that there is enough excellence across Welsh education to support improvement and help reduce variability.

 

“This spirit of cooperation is most obvious in the way that the new curriculum is being developed with the teaching profession and how schools themselves are beginning to develop innovative teaching and learning practices. Consortia of local authorities work together and schools support each other to improve teachers’ professional skills.” 

• Inspection findings this year are broadly similar to those for the last seven years as a whole. Seven-in-ten primary schools inspected this year are good or excellent, similar to last year, while half of secondary schools inspected are good or excellent, a bit better than last year
• There are many strengths in nursery settings, maintained special schools and in further education colleges, where the quality of education provided is good or better in most cases. Variability within and between providers remains a challenge in most other sectors.
• Schools that are most successful at raising standards for all their pupils and at closing the gap in the performance of pupils eligible for free school meals compared to their peers, encourage greater involvement of parents and the community and create a culture where education is respected and valued.
• In the quarter of schools that deliver the Foundation Phase well, pupils make good progress, become confident learners, and are well-prepared for future learning. But many schools remain reliant on more traditional teaching methods, especially for children aged 5 to 7.
• As the secondary school accountability system became increasingly linked to examination results, some schools focused too much on examination technique rather than on providing a broad education. The best schools develop learners’ knowledge, skills, and attitudes to learning by capturing their interest through engaging learning experiences.
• Mergers of further education colleges have resulted in a smaller number of large providers. The new leadership teams of these institutions have overseen improved provision in this sector over the last seven years.

Through the report and film, ‘Active and experiential learning’, Estyn uses case studies and cameos to describe detailed practice and common characteristics of schools where pupils achieve high standards in literacy and numeracy in the foundation phase.

Meilyr Rowlands, Chief Inspector, says, “A significant strength of Welsh education is the ethos and principles of the foundation phase. Central to its success is careful planning by practitioners so the learning environment reflects pupils’ interests and their stage of development so they can develop and practise their skills.

“Today’s guide and film bring to life how schools across Wales should be providing the foundation phase. From role-playing preparations for the Queen’s birthday celebrations to running a pop-up bakery, there are many ideas to inspire everyone working in the foundation phase to help improve provision and outcomes for children.”

Supporting the development of strong literacy and numeracy skills involves a mix of strategies. For example, in the best schools, practitioners recognise the importance of talking in learning to help children’s vocabulary and create active imaginations. Numeracy skills are developed across a range of activities such as planning the cost of a holiday that enables children to interpret and extract information from data.

One of the many case studies in the illustrated guide highlights how the story of the three little pigs was used to challenge pupils to build a sturdy house. Pupils built houses for the pigs in the outdoor area out of a range of different materials. They made a note of measurements and counted how many bricks, crates or boxes they used. They tested the strength of the houses using fans and took photographs. Pupils were able to talk about the houses they had made. They communicated in writing and used the mathematical skills they had learned. 

As well as highlighting good practice for schools, the guide outlines the roles that local authorities, regional consortia and the Welsh Government can play to support the delivery of the foundation phase. These include providing training, identifying and sharing effective practice and supporting understanding in schools of how to develop pupils’ skills through active and experiential learning when developing a new curriculum for Wales.

About the report
Estyn’s report ‘was commissioned by the Welsh Government and is available in full at https://www.estyn.gov.wales/thematic-reports/search

Case studies

• Brackla Primary School, Bridgend
• Ysgol Gymraeg Cwm Derwen, Caerphilly
• Ysgol Gynradd Saron, Carmarthenshire
• Ysgol Glan Gele, Conwy
• Sandycroft Primary School, Flintshire
• Sealand Primary School, Flintshire
• Ysgol Gymraeg Ifor Hael, Newport
• Tongwynlais Primary, Merthyr Tydfil
• The Meads Infant and Nursery School, Pembrokeshire
• Ynystawe Primary School, Swansea
• Blaenavon Heritage VC Primary School, Torfaen
• George Street Primary School, Torfaen
• Borras Park Community Primary School, Wrexham

The awards recognised the 34 schools, colleges and other settings that were judged to be excellent for one or both of the overall judgements for current performance and prospects for improvement or in three or more inspection areas in the academic year 2016-2017.

Meilyr Rowlands says,

“Celebrating the excellence in our education system and recognising how it was achieved will help to inspire and drive improvement across Wales.  The Estyn awards both commend hard work and commitment while highlighting strategies that lead to success. I recommend all education and training providers visit our website to explore case studies demonstrating excellence from the 34 schools and other education providers that achieved excellence during 2016-2017 inspections.”

Bridgend
Bryntirion Comprehensive School
Ysgol Cynwyd Sant

Caerphilly
Hendredenny Park Primary School

Cardiff
Fitzalan High School
Ysgol Pencae

Carmarthenshire
Ysgol Bryngwyn School
Heol Goffa School
Ysgol Glan-Y-Môr School
Ysgol Gynradd Bynea
Ysgol Gynradd Parcyrhun
Ysgol Gynradd Saron

Ceredigion
Gogerddan Childcare
Ysgol Comins Coch
Ysgol Gymraeg Aberystwyth

Flintshire
Ysgol Pen Coch Special School

Gwynedd
Ysgol Bodfeurig
Ysgol Gynradd Bontnewydd
Ysgol Gynradd Talysarn

Merthyr Tydfil
Greenfield Special School

Monmouthshire
Llandogo Early Years

Neath Port Talbot
Dŵr-y-Felin Comprehensive School

Newport
Rougemont School
Ysgol Gymraeg Casnewydd

Pembrokeshire
Pembroke Dock CP School

Rhondda Cynon Taf
Ton Pentre Infants School
Y Pant Comprehensive School
Ysgol Ty Coch

Swansea
Llanrhidian Primary School
Oakleigh House

Vale of Glamorgan
Llansannor C.I.W. Primary School
Palmerston Primary School
United World College of the Atlantic Ltd

Further education
Grŵp Llandrillo Menai
Pembrokeshire College

Inspectors visited primary and secondary schools that had been identified as having strengths in their delivery of geography and history. Estyn’s report, ‘Good practice in the humanities’ looks at the standards, provision and leadership in these subjects at key stages 2, 3 and 4, as well as highlighting case studies for teachers to use. 

Meilyr Rowlands, Chief Inspector, says

“Good practice identified in this report includes school leaders who understand the role of the humanities in a balanced curriculum, and teachers who skilfully blend the development of subject knowledge and skills, use a wide range of resources, and make effective use of the local area.”

The report found that planning for progression in the humanities from the Foundation Phase to key stage 2 is well developed. However, planning for progression from key stage 2 to key stage 3 is weaker. This is because curriculum transition arrangements between primary and secondary schools most frequently focus on the core subjects rather than on history and geography and this can result in pupils repeating work at a similar level.

The report includes seven case studies, including Rhiwbeina Primary School in Cardiff where pupils experience what it’s like to be an evacuee through role-play and a train journey to a local church hall to be billeted.  Members of the local community who were evacuees also share their experiences with pupils.

Inspectors also found that the humanities play an important role in providing learners with the understanding, skills, values and attitudes to participate in Wales’s diverse society. The good practice shared in this report should be used by schools to reflect on their own practice so they can better prepare their pupils for life as global citizens. 

The report recommends that schools ensure that pupils’ learning experiences in the humanities are wide-ranging, interesting, progressive and challenging, particularly at key stage 4. Schools should also monitor the progress that pupils make in the humanities more closely and evaluate their humanities curriculum in preparation for future curriculum developments.

Local authorities and regional consortia should provide better professional learning opportunities for humanities teachers, and the Welsh Government should ensure that initial teacher training programmes provide new teachers with the skills needed to teach the humanities successfully and to respond to future changes to the curriculum. 

Notes to Editors:

About the report

The findings and recommendations in this report draw on visits to 19 schools. The schools selected for visits had been identified as having innovative practice in curriculum design and/or strong outcomes in the humanities. When visiting these schools inspectors:

• observed humanities lessons at key stages 2, 3 or 4
• held discussions with middle and senior leaders
• met groups of pupils with their work
• reviewed curriculum plans and school documentation

Case studies from the following organisations are included in the report:

• Bishop Gore School, Swansea
• Cefn Hengoed Community School, Swansea
• Elfed High School, Flintshire
• Garnteg Primary School, Torfaen
• Rhiwbeina Primary School, Cardiff
• Ysgol Gynradd Cae Top, Gwynedd
• Ysgol Gynradd Llanllechid, Gwynedd

The report, ‘Science at key stage 3 and key stage 4’, recommends that secondary schools provide challenging and stimulating activities in all science lessons to improve standards.

Meilyr Rowlands, Chief Inspector, says

“In the best science lessons, teachers have strong subject knowledge and develop pupils’ understanding with a range of interesting activities. They explain concepts clearly, provide well-planned practical work, make good use of ICT, and have high expectations.”

One of the case studies in the report highlights Bryngwyn Comprehensive School’s delivery of a key stage 4 lesson on the chemical process for producing ammonia. Pupils carried out a variety of tasks based around a graph labelling exercise and a whole-class debate that offered a stimulating challenge involving complex reasoning.

According to the report, schools should also ensure that science department self-evaluations are robust and based on a range of evidence on subject-specific standards and teaching. The report includes 14 questions on standards, provision and leadership for schools to consider as part of their self-evaluation.

The report also found that, while schools are aware of the new curriculum developments following the publication of the ‘Successful Futures’ review, very few schools have started to consider the review’s recommendations. The report recommends that schools evaluate their science curriculum in preparation for future curriculum developments.

The report also recommends that local authorities and regional consortia should provide more subject-specific support for science teachers on improving teaching and assessment and facilitate the sharing of good practice. The Welsh Government should campaign to attract more science graduates into teaching in Wales as the number of post-graduate science teachers being trained has fallen short of national targets over several years.

Notes to Editors:

About the report

The findings and recommendations in this report draw on:

• data from teacher assessments at the end of key stage 3 and examination outcomes at the end of key stage 4
• visits to 20 providers, including secondary and all age schools

Schools have been selected following an analysis of data, consideration of inspection findings and feedback from HMI.  The majority of the schools visited have been judged good or excellent for standards in core inspections since 2010.  Otherwise, the sample is as diverse as possible, based on a proportionate number of English-medium and Welsh-medium schools, geographical location and socio economic factors.  The sample also includes a small number of curriculum pioneer schools. 

The visits included:

• interviews with senior leaders, subject leaders and pupils
• two lesson observations to evaluate standards and quality of teaching in both key stages
• interviews with pupils to include scrutiny of their science work and to gather their views on the provision and options available at the school
• scrutiny of school documents prior to visit, including the most recent school and science department self-evaluation reports and improvement plans

Each science subject officer from a regional consortium was interviewed individually. Data for recruitment of science teachers and from initial teacher education and training establishments was also considered.

Case studies from the following organisations are included in the report:

• Ysgol Gyfun Cymer Rhondda, Porth
• Bryngwyn Comprehensive School, Llanelli
• Ysgol John Bright, Llandudno
• Whitchurch High School, Cardiff
• ERW regional consortium

Supported by 16 organisations, including Estyn, Welsh Government, regional consortia and unions, the resources collectively recognise the burden that the education workforce can feel. A staff room poster and pocket guide highlight what teachers should and should not do when they are planning lessons, marking and assessing and collecting data, as well as clarifying Estyn’s expectations.

Speaking at Palmerston Primary School, Barry, Education Secretary Kirsty Williams said:

“We are determined to give teachers more time to do what they do best: planning and teaching the best possible lessons for their pupils.

“Too often I hear how teachers feel hampered by box-ticking exercises which aren’t focussed on raising standards in our classroom.  We need to bust some myths on what is required of teachers and be absolutely clear in our guidance.

“Reducing unnecessary bureaucracy and enabling teachers to spend more time supporting pupils’ learning is a priority for this government.  We want to make sure teachers’ marking, planning and assessment are effective and proportionate.

“This new guide, developed with a range of partners, will help teachers get on with teaching so we can continue to raise standards.”

Meilyr Rowlands, Chief Inspector, says

“Estyn takes the issue of teacher workload very seriously and I hope that this guide will help to clarify expectations and help teachers focus their time and efforts on what is most important – teaching and learning.”

The pocket guide will be sent to every registered teacher in Wales and every school will receive a staff room poster. They will also be available online at https://www.estyn.gov.wales/best-practice/reducing-workload-teachers-and-headteachers

Notes to Editors:

The resources were developed jointly by:

• Welsh Government
• Estyn
• CSC
• EAS
• ERW
• GwE
• Education Workforce Council
• National Education Union 
• NASUWT
• NAHT Cymru
• UNISON Wales
• UCAC
• ADEW
• Voice Cymru
• ASCL
• Dioceses – The Church in Wales