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

The report ‘The implementation of the careers and world of work framework (CWoW) in secondary schools’  looks at the extent to which schools are delivering the statutory framework intended to help prepare young people for their working life. Inspectors found that the amount of lesson time and the methods of providing pupils with careers advice and experience of the word of work varies too much between schools. While the time allocated to careers and work-related activities by schools has on average increased, in many cases this provision is now planned around the requirements of the Welsh Baccalaureate Qualification rather than the CWoW framework.

Meilyr Rowlands, Chief Inspector, says,

“Today’s report highlights that not all pupils are receiving the same level of support to help them make important decisions about their future education and career.

“All schools need to ensure that all their pupils are fully supported when making these decisions. They should be presented with the full range of post-16 options, be offered relevant work-focused experience, and have an interview to discuss their career.”

The report also says that schools need to evaluate how well they support pupils in planning for their future. Leaders need to ensure that staff are well-trained, and that they make better use of information to monitor achievement to help plan improvement.  

Further recommendations are outlined in the report for schools, authorities and consortia and the Welsh Government, including increasing the involvement of governors as well as reviewing the government’s framework to reflect the principles of the new curriculum.

About the report

Estyn’s report ‘The implementation of the careers and world of work framework in secondary schools’ was commissioned by the Welsh Government and is available in full at https://www.estyn.gov.wales/thematic-reports

Previous reports:

• Learner support services for pupils aged 14 – 16 – May 2014
• Informed decisions: The implementation of the Careers and the World of Work framework – October 2012

 The evidence base of this report included evidence from 156 secondary school inspection reports, questionnaires from 21 secondary schools, telephone interviews with nine schools and five inspections focusing specifically on careers and the world of work.

The report ‘The implementation of the careers and world of work framework (CWoW) in secondary schools’ looks at the extent to which schools are delivering the statutory framework intended to help prepare young people for their working life. Inspectors found that the amount of lesson time and the methods of providing pupils with careers advice and experience of the word of work varies too much between schools. While the time allocated to careers and work-related activities by schools has on average increased, in many cases this provision is now planned around the requirements of the Welsh Baccalaureate Qualification rather than the CWoW framework.

Meilyr Rowlands, Chief Inspector, says

 “Today’s report highlights that not all pupils are receiving the same level of support to help them make important decisions about their future education and career.

“All schools need to ensure that all their pupils are fully supported when making these decisions. They should be presented with the full range of post-16 options, be offered relevant work-focused experience, and have an interview to discuss their career.”

The report also says that schools need to evaluate how well they support pupils in planning for their future. Leaders need to ensure that staff are well-trained, and that they make better use of information to monitor achievement to help plan improvement.   

Further recommendations are outlined in the report for schools, authorities and consortia and the Welsh Government, including increasing the involvement of governors as well as reviewing the government’s framework to reflect the principles of the new curriculum.

-ENDS-

About the report

• Previous reports:
  • Learner support services for pupils aged 14 – 16 – May 2014
  • Informed decisions: The implementation of the Careers and the World of Work framework – October 2012
• The evidence base of this report included evidence from 156 secondary school inspection reports, questionnaires from 21 secondary schools, telephone interviews with nine schools and five inspections focusing specifically on careers and the world of work.

However, according to a report published today by Estyn, primary schools should ensure that science lessons challenge all pupils, particularly the more able, and reduce the achievement gap between pupils eligible for free school meals and their classmates. 

Estyn’s report, Science and design and technology at key stage 2, focuses on standards, provision and leadership in science and in design and technology in primary schools in Wales. It recommends that schools should make sure that they teach all areas of the design and technology curriculum. The report found that the schools that do not, tend to leave out the ‘systems and control’ area of the curriculum, where pupils use computer-controlled items, such as programmable toys, and control them by creating instructions.  

Meilyr Rowlands, Chief Inspector, says, 

“In order for schools to identify where their strengths and weaknesses lie in science and in design and technology, they must have strong self-evaluation processes in place. Our report includes fourteen self-evaluation questions that schools can use as a starting point for reviewing their current practice.”

According to the report, schools should also ensure that pupils know and understand what they need to do to improve.  In an example of best practice at Ysgol Gynradd Castell Nedd in Neath, a teacher’s evaluation found that the majority of pupils had difficulty in deciding the best type of graph to use to present different types of science data. This led to a series of lessons to address the issue and nearly all pupils became confident in drawing the right graph when they carried out their next investigation. 

The report also recommends that local authorities and consortia should provide more training opportunities for teachers to improve their teaching and assessment in science and in design and technology and facilitate sharing good practice. 

About the report

Estyn’s report ‘Science and design and technology at key stage 2’ was commissioned by the Welsh Government and is available in full at http://www.estyn.gov.uk/english/thematic-reports/recent-reports/

The findings and recommendations in this report draw on the analysis of primary school inspections over the last three years and an analysis of end of key stage 2 data for the last five years. This evidence was supported by visits to 20 primary schools and telephone interviews with a further six schools. Estyn identified the schools at random; ensuring that inspectors visited a range based on size, geographical location, proportion of pupils eligible for free school meals, language of instruction and religious characteristic. 

During their visits, inspectors: 

• observed science and design and technology lessons in key stage 2 
• scrutinised pupils’ work in both subjects 
• met representative groups of pupils 
• reviewed curriculum plans and documentation 
• interviewed teachers and school leaders 

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

• Victoria Primary School, Wrexham
• Ysgol Gynradd Castell Nedd, Neath
• Malpas Court Primary
• Ysgol Gymraeg Castellau, Rhondda Cynon Taf
• Ysgol Gymunedol Llwyn yr Eos, Ceredigion