As education continues to evolve, the rise of Artificial Intelligence (AI) is bringing both challenges and opportunities. Across Wales, education and training providers are starting to explore how AI can support their work, from streamlining admin tasks to enhancing learning experiences. At Estyn, we are on a similar journey, looking at how AI can help us improve the way we inspect and engage with schools.

You can help us to gain a better understanding of the use of AI in education and Wales and help to shape its future by completing our brief survey: Artificial intelligence in education – share your views

AI in Welsh Education: The Journey Begins

Schools and training providers in Wales are beginning to see the potential of AI. Whether it‘s personalising learning to suit individual students or using AI-driven tools to reduce workload, there is a growing interest in what this technology can do. While some are already experimenting with AI, others are taking cautious first steps, keen to understand how to make the most of it safely and effectively.

Estyn’s Approach: Using AI to Enhance, Not Replace

Like schools, we at Estyn are exploring how AI can support our work. We have been focusing on how AI can help free up more time for inspectors to engage directly with teachers, parents, and learners. By automating routine tasks and helping us analyse information more efficiently, we can spend more time having meaningful conversations and really getting to the heart of what is happening in schools and training providers.

Of course, using AI responsibly is key. We are committed to making sure it is used safely and ethically, ensuring that it supports rather than replaces human expertise and judgement.

Learning from Our European Partners

To help us on this journey, we have been working closely with other education inspectorates across Europe. By sharing ideas and learning from each other’s experiences, we are building a better understanding of how AI can be used in education and inspection. This international collaboration is helping us shape our own approach, making sure we stay informed about best practice and new developments.

A Thematic Review: Understanding AI in Schools

As part of our work, we are carrying out a thematic review on behalf of the Welsh Government to get a national picture of how AI is being used in schools and Pupil Referral Units (PRUs). We want to understand how AI is being used in classrooms, what is working well, and where the challenges lie. More importantly, we are looking to gather examples of effective practice that we can share with others. The findings from this review will help shape future guidance and support for schools across Wales.

Together, we can navigate this new and exciting area, supporting each other on the journey and making sure AI is used in ways that benefit learners, teachers, and the wider education system.

Join us live at 4pm on 16 January 2025 for a discussion around the effective practice and key findings of our recent thematic report:

Thematic report – The additional learning needs system

The report author, Lyn West HMI will be joined by representatives from Homestead Nursery and Whitmore High School to share their experiences. There will also be an opportunity to ask questions you may have on the report or the topic more broadly.

A report published today by Estyn considers how well schools, settings, and local authorities are implementing and embedding aspects of the Additional Learning Needs and Education Tribunal (Wales) Act 2018 (ALNET) and the accompanying ALN Code.

The report, The additional learning needs system: Progress of schools, settings and local authorities in supporting pupils with additional learning needs, highlights the strong commitment and resilience of staff in schools, settings, and local authorities in supporting pupils with ALN. However, it also points to inconsistencies in how effectively reforms have been implemented and the challenges faced by stakeholders. This report builds on findings from Estyn’s recent thematic review, The new additional learning needs system.

Findings show that where ALN reform has been implemented successfully, many pupils are making suitable progress from their starting points. Schools and settings with an inclusive culture focused well on the learning and well-being of all pupils. The role of the Additional Learning Needs Co-ordinator (ALNCo) was particularly impactful when integrated into senior leadership teams, where they contributed strategically to improving provision and outcomes for pupils with ALN.

Despite progress, the report identifies significant challenges. These include:

• Variability in the quality of local authority guidance for inclusive teaching and learning
• Inconsistent interpretation of the ALN Code, particularly in the development of Individual Development Plans (IDPs)
• Limited equitable support for Welsh-medium ALN provision due to recruitment and resource challenges

The report also recognises positive developments in funded non-maintained early years settings. Early Years Additional Learning Needs Officers (EYALNLOs) were found to provide timely and effective support for younger children with emerging or identified ALN.

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

“It is encouraging to see the dedication of school staff and local authorities in implementing ALN reform. However, our findings show that more needs to be done to ensure consistency and equity in provision, especially for Welsh-medium learners and in clarifying the application of the ALN Code.

“We hope this report will support schools, local authorities, and the Welsh Government in building on the positive practices identified and addressing the remaining challenges, particularly in strengthening inclusive education across all settings.”

The report includes recommendations for school leaders, local authorities, and the Welsh Government. It highlights effective practices and provides suggestions for improving ALN provision, including strengthening professional learning, enhancing Welsh-medium support, and improving quality assurance processes.

Estyn has been developing the way it works. Whilst accountability within the education and training sectors in Wales continues to be our founding principle, we are committed to supporting sectors to improve. We are increasingly using our expertise and communication channels, including our newly revamped website, to signpost best practice found in our national programme. At the heart of everything we do is the learner, and in that spirit we have amended our logo to reflect this.

 In a whole Estyn exercise, led by the participants of our first Leadership Programme cohort, we have developed a simple tagline that reflects what’s important to us. It should essentially bring together our mission, values and focus as an organisation.

After a vote of all staff and after a great deal of discussion, we settled on a tagline that we hope captures what we believe in and what the sectors we serve believe in.

“For learners, for Wales | Dros ddysgwyr, dros Gymru”