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

A report published today by Estyn on Financial education in primary and secondary schools in Wales found that recent changes to the curriculum have helped most schools identify opportunities for pupils to develop their financial skills in mathematics lessons and in other subjects.  

In the best schools, teachers plan a variety of activities that match pupils’ age and ability and challenge them to develop their financial skills across the curriculum. For example, in one primary school, pupils attend a weekly savings club where they bank and keep track of their savings and play games that develop their skills with money. 

Meilyr Rowlands, Chief Inspector, says,

“Schools have a responsibility to ensure that pupils develop the knowledge, skills and attitudes to be able to manage money confidently. To do this, they should provide enough opportunities for pupils to develop and apply their financial skills across the curriculum. For example, in primary school geography pupils could compare different websites to plan a holiday and learn about budgeting and value for money.” 

The report also found that, while the majority of schools assess numeracy skills, very few focus specifically on financial skills. The report recommends that schools should monitor and evaluate the quality of teaching and learning in this area more closely. 

Schools should provide staff with appropriate training to improve the financial education they offer and local authorities and consortia should review their numeracy training programmes. The Welsh Government should further promote its guidance on effective financial education and include in it a database of useful resources to support teachers. 

About the report

Estyn’s report ‘Managing Money: Financial education in primary and secondary schools in Wales’ was commissioned by the Welsh Government and is available in full at https://www.estyn.gov.wales/thematic-reports

The findings and recommendations of this report draw on an analysis of inspection findings, telephone interviews with schools visited for the previous remit or schools with good practice in financial education, and online surveys of schools and regional consortia representatives.

Schools that participated in the telephone survey: 

• Bishop Hedley Catholic High School, Merthyr Tydfil 
• Blackwood Primary School, Caerphilly 
• Fitzalan High School, Cardiff 
• Kymin View Primary School, Monmouth 
• Pontarddulais Comprehensive School, Swansea 
• Rumney Primary School, Cardiff 
• Ton-y-Ywen Primary School, Cardiff 
• Ysgol Golwg y Cwm, Powys 
• Ysgol Gyfun Gymraeg Glantaf, Cardiff 

Estyn plays a key role in raising standards and the quality of teaching and education across the country through rigorous inspection and expert advice. The review will look at the implications of Wales’s extensive education reforms for the future role of Estyn.
 
The review follows an exchange of letters between the Chief Inspector and the Cabinet Secretary, where they agreed that such a review would build on Estyn’s strengths and improve the work of the Inspectorate further.
 
The review, which will be undertaken by Professor Graham Donaldson, will begin in August and is due to report in early 2018.
 
The Cabinet Secretary said, “I am grateful to Meilyr for proposing this course of action. I fully support the proposals so that we continue to drive up standards in our education system.
 
“Our education reforms must be aligned to support the delivery of our new curriculum. I am therefore especially pleased that Professor Donaldson has agreed to take forward the review. He has a wealth of experience of conducting reviews of education systems around the world, including Australia, Portugal, Sweden and Japan.”
 
Meilyr Rowlands, Her Majesty’s Chief Inspector of Education and Training in Wales, said, “Significant changes are happening to the education landscape in Wales and inspection is also changing. With Estyn’s mission to achieve excellence for all learners in Wales, we believe it will be helpful to gain an independent view from Professor Donaldson.
 
“I am pleased that the Cabinet Secretary has accepted my proposal and is supporting this review.”
 
Professor Donaldson said, “Estyn has a vital part to play in the success of the reform programme in Wales. I am therefore pleased to have been asked, jointly by the Cabinet Secretary and the Chief Inspector, to undertake an independent review of the ways in which its contribution to the reforms can best be realised.”
 
Professor Donaldson will present his report to Welsh Government and the Chief Inspector after gathering and analysing evidence on inspection, quality enhancement and accountability while supporting Estyn to refine and develop their practices.
 
The terms of reference for the review will be published shortly on Estyn’s website.

Estyn’s report, A review of healthy relationships education, recommends that all schools should use a Welsh Government good practice guide on healthy relationships that provides advice on how to deliver education that promotes gender equality and challenges violence against women, domestic abuse and sexual violence.

Meilyr Rowlands, Chief Inspector, says,

“Schools play a vital role in teaching young people how they can enjoy the best possible health and be free from abuse, victimisation and exploitation. By ensuring essential messages about healthy relationships are embedded in the curriculum and reinforced regularly, schools will set the groundwork for young people to make and maintain friendships, challenge stereotypes and prejudice, and cope with negative influences.”

One school identified by inspectors that delivers healthy relationships education well is Pen-Y-Dre High School, who promote healthy relationships through a wide range of activities including assemblies, themed days, parent workshops and lessons. In another example of best practice, St Woolos Primary School work with Women’s Aid, who run workshops with key stage 2 pupils that promote gender equality and safe, respectful relationships. A common feature of schools that demonstrate best practice is that they work in partnership with specialist agencies as part of regular opportunities to explore healthy relationships across the curriculum.

The report also recommends that local authorities and regional consortia ensure that all staff who work in schools complete the healthy relationships training set out in the Welsh Government’s National Training Framework.

Notes to Editors:

About the report

The findings and recommendations in this report draw on:
• evidence from inspection outcomes
• evidence from a survey questionnaire
• visits to schools
• interviews with representatives of specialist agencies
• Schools visited as part of the survey were:
• Brackla Primary School, Bridgend
• Cathays High School, Cardiff
• Connah’s Quay High School, Flintshire
• Dinas Powys Community Primary School, Vale of Glamorgan
• Maindee Community Primary School, Newport
• Pen Y Cwm Special School, Blaenau Gwent
• St Helen’s Roman Catholic Primary School, Caerphilly
• St Joseph’s Catholic & Anglican High School, Wrexham
• St Woolos Primary School, Newport
• Ysgol Golwg Y Cwm, Powys
• Ysgol Gyfun Gymraeg Plasmawr, Cardiff
• Ysgol Llanddulas, Conwy
• Ysgol Pen-Y-Dre, Merthyr Tydful
• Ysgol Uwchradd Tywyn, Gwynedd

Sealand Community. Primary. School, Flintshire provided evidence through telephone contact.

Specialist agencies that contributed to the report were:
• Barnardo’s Better Futures Project, Cardiff
• BAWSO, Cardiff
• Hafan Cymru Spectrum Project, Cardiff
• Governors Wales
• Gwent VAWDA
• Police Wales School Liaison Programme
• Public Health Wales
• Welsh Healthy Schools Network
• National Adviser for Violence against Women and other forms of Gender-based Violence, Domestic Abuse and Sexual Violence.

The Welsh Government and Welsh Women’s Aid produced a good practice guide in 2015 that provides advice for schools on how to develop, embed and successfully deliver a whole-education approach to promoting gender equality and to challenge violence against women, domestic abuse and sexual violence: http://gov.wales/docs/dsjlg/publications/commsafety/151020-whole-education-approach-good-practice-guide-en.pdf

In 2016, the Welsh Government published statutory guidance outlining a National Training Framework that requires all staff who work in schools to complete training to ensure they provide an effective response to those experiencing violence against women, domestic abuse and sexual violence: http://gov.wales/docs/dsjlg/publications/commsafety/160317-national-training-framework-guidance-en.pdf

Estyn’s report, A review of the work of the National Centre for Learning Welsh, examines how the National Centre is influencing, leading and managing the developments in the Welsh for Adults education sector following a national re-organisation. In 2016, the National Centre replaced the previous six regional centres and their 20 plus sub-contractors with just 11 providers.

Chief Inspector, Meilyr Rowlands said,

“I’m pleased that the National Centre has effectively re-organised the Welsh for Adults sector and is addressing the key challenges the sector faces, such as the wide variation in approach to the curriculum.
 

“The strategic work of the National Centre is an important step in creating a bilingual nation and supporting adults to improve their Welsh language skills at home and in the workplace.”
 

Inspectors found that while the National Centre has clearly defined and communicated its objectives, not all providers of Welsh for Adults are fully aware of governance arrangements for the National Centre and in some instances they are slow to react to proposed changes.  The report recommends that providers fully implement the policies and practices introduced by the National Centre and improve their understanding of these practices and of the structure of the National Centre.”

Two further recommendations are outlined in the report for the National Centre to help it hold providers of Welsh for Adults to account for their performance and to refine the National Centre’s marketing strategy to target more potential learners.

        Notes to Editors:

        About the report

• In May 2015, the Welsh Government awarded the grant to establish the national entity to the University of Wales Trinity St. David (UWTSD).  The grant is for a period of seven years from 2015-2022. In January 2016, UWTSD created a company limited by guarantee, ‘Y Ganolfan Dysgu Cymraeg Genedlaethol / The National Centre for Learning Welsh’, as the national entity. 
• The evidence base for the report includes questionnaires and other documents from the 11 Welsh for Adults providers and interviews with staff from a representative sample of six providers.
   
• Welsh for Adults providers and their geographical areas:
  • Bangor University / Grŵp Llandrillo Menai (Gwynedd / Ynys Môn / Conwy)
  • Coleg Cambria / ‘Popeth Cymraeg’ (Denbighshire, Flintshire, Wrexham)
  • Nant Gwrtheyrn (residential courses based in Llithfaen, Gwynedd)
  • Aberystwyth University (Ceredigion / Powys and intensive courses in Carmarthenshire)
  • Carmarthenshire County Council (Carmarthenshire-non-intensive courses only)
  • Pembrokeshire County Council (Pembrokeshire)
  • Swansea University (Academi Hywel Teifi) (Swansea, Neath Port Talbot)
  • University of South Wales (Rhondda Cynon Taf / Merthyr Tydfil / Bridgend)
  • Vale of Glamorgan Council (Vale of Glamorgan)
  • Cardiff University (City and County of Cardiff)
  • Coleg Gwent (counties in Gwent)

The report, Learner progress in independent living skills learning areas in further education colleges, looks at how well FE colleges provide learning programmes for young people with a wide range of moderate to severe learning difficulties.

Meilyr Rowlands, Chief Inspector, says,

“It is vital that FE colleges prepare young people with learning difficulties for life after they leave college and help to equip them with the skills that they need to live an independent life.
 

“Colleges should design sufficiently challenging learning programmes that have an appropriate balance between qualifications and other activities so that learning is purposeful and well-matched to the abilities of the young people.
 

“Today’s report highlights some success stories where colleges have made a real difference to individual learners’ lives by setting meaningful targets and taking a flexible approach to planning the curriculum.”

The report includes a case study from Grŵp Llandrillo Menai where staff re-evaluated the way that they set targets for individual learners. They introduced a six-week initial assessment at the start of courses to gain accurate and relevant information about learners’ abilities. They ensured that learners’ long-term goals were at the heart of learning plans. Inspectors found that since the changes were made, staff have been able to provide co-ordinated support for individuals’ progress both inside and outside of college. A number of learners have made notable achievements. For example, one young person who had difficulty socialising with peers is now attending a youth club and another who had problems ordering and eating lunch at college is now able to do this independently.

The report has five key recommendations for FE colleges to help improve their provision for young people with learning difficulties and disabilities. These include identifying learners’ wider skills and abilities during initial assessments, ensuring individual learning plans take sufficient account of these, and designing programmes of learning that are more relevant and challenging. There are also recommendations for local authorities and the Welsh Government.

         Notes to Editors:

         About the report

• In 2015-16, around 1,400 learners completed programmes of learning for young people with learning difficulties and disabilities at 12 colleges in Wales
• The evidence of the report included visits to 11 out of the 12 independent living skills learning areas in FE colleges (information about the provision at The College Merthyr Tydfil was gathered during an inspection in 2016):
• Bridgend College (including Weston House)
• Cardiff and Vale College
• Coleg Cambria
• Coleg Ceredigion
• Coleg Gwent
• Coleg Sir Gar
• Coleg y Cymoedd
• Gower College
• Grŵp Llandrillo Menai
• NPTC Group of Colleges
• Pembrokeshire College
• FE colleges offer a range of courses and qualifications. In around half these are referred to collectively as independent living skills programmes, but in the other colleges these are grouped under programmes such as skills for life or foundation studies. For the purposes of the report these are considered collectively as all discrete programmes of learning for those with difficulties or disabilities.