The purpose of the review is to determine to what extent the current structures and processes in Wales ensure children are appropriately placed on, and removed from, the Child Protection Register (when sufficient evidence indicates it is safe to do so).

Gillian Baranski, Chief Inspector at CIW explained the approach they have taken to date and why this work is so important.

We have chosen to publish these early interim findings in order to share learning and promote best practice at the earliest possible opportunity. These initial findings have been shaped by feedback from peers in education, police, health, and regional safeguarding boards as well as talking directly to children and young people who are or have been on the child protection register. This consultation work is ongoing, and we are particularly keen to hear more from those children and young people.

This collaborative approach highlights the fact safeguarding is everybody’s business. As inspectorates, we wanted to work together to get a holistic picture of current practice across Wales and to identify together what is working well and where there’s room for improvement. The initial findings have shown good practice exists however this needs to be applied consistently both locally and nationally. We need to ensure that the voice of the child is central to decision making.

The inspectorates are encouraging practitioners from across Wales who are involved in safeguarding and child protection to take forward and learn from these early findings, to strengthen work with children and young people in the immediate and longer term.

The full report, which is one of several pieces of work relating to the safeguarding of children, will be published in autumn 2023.
 

The programme aims to diversify the inspection pool, boost the experiences and careers of those involved and so contribute to an increase in diversity in leadership in education at all levels.

Owen Evans, Chief Inspector, says,

In March 2019, just 15 individuals from non-white ethnic backgrounds were registered as headteachers or senior leaders in Wales – less than 1% of the workforce. Yet Wales has many potential inspiring and motivating leaders from all backgrounds throughout education who face barriers to progression in their careers.
Everyone in Wales has a part to play in remedying this situation and I’m proud that Estyn can play a role. This pilot programme is an important part of the work we are doing to increase representation across all levels of leadership and the pool of inspectors that we work with so that the education workforce reflects the diversity of Wales.

Jeremy Miles, Minister for Education and Welsh Language, says,

I am committed to increasing representation in all areas of our education workforce. Our young people need to recognise themselves and their own experiences within their leadership role models, which is why this development programme Estyn is launching today is so important.
We know that organisations that attract and develop individuals from the widest pool of talent consistently perform better.

The National Academy for Educational Leadership Wales says it

is proud to support the implementation of this programme through our innovation funding stream. As an organisation we recognise the importance of increasing the representation of global majority leaders, across all education settings in the inspection process.

Applications for the programme are open until Monday 29 June. Candidates must currently be working in a school in Wales, have at least five years’ teaching experience, and be responsible for developing teaching, learning or well-being.
 

The inspectorate is revising how they will inspect from September 2024 and beyond. By that point they will have inspected all schools, colleges and other providers at least once in the last eight years.
Owen Evans, Chief Inspector, says,

Making sure that inspection has a positive impact on the lives of all learners in Wales is at the heart of our work. Now that judgements are no longer the headline of most inspection reports, schools and other education and training providers can better concentrate on the strengths and areas for development.
Now, we’re taking the next steps so that our work continues to support improvement. As we move towards the academic year starting in September 2024, we’re beginning to review what our approach will be from then on.
Soon we’ll be involving all our stakeholders in consultations – a process that’s already begun in the youth sector – so that we can include everyone’s ideas.

 
From September 2024 Estyn inspections will:

• be leaner and more focused on what drives improvement.
• be manageable for all providers and complement their own processes of evaluation and improvement.
• explore how broader inspection activities can be tailored to better support improvement across individual providers and sectors.
• have more regular contact with schools and other providers and offer more up-to-date feedback for parents and carers.
• bring external inspection and providers’ internal evaluation processes closer together.
• use resources where they are needed most, such as with settings that need support and monitoring for improvement
   

We are considering the impact of industrial action on our work on a case-by-case basis but learners will continue to be our focus.  We have contacted all providers affected and have taken a flexible and sensitive approach.

Where strike action is affecting settings we will make suitable adjustments to our arrangements.  Where settings are closed or partly closed this may include increasing the number of team members or extending the activity.

We have noted that action short of strike is also taking place from 1 February and we have fully briefed our staff and they will make appropriate adjustments when carrying out our work.

If you have any queries, please email enquiries@estyn.gov.wales

Education and training in Wales continues to feel the effects of the pandemic, according to the Estyn Chief Inspector’s Annual Report 2021-22. Most learners’ progress has, to varying extents, been negatively affected and the problem is being compounded by issues in recruiting suitably qualified staff. In response, the inspectorate has this year provided resources to help those working in education and training to support the continuing focus on improvement.  

Curriculum reform remains a challenge and whilst there is good news around how schools are adapting, progress remains variable. Owen Evans, Chief Inspector, says,

Despite the continued effort to tackle the after-effects of the pandemic, there has been a considerable emphasis on developing a new curriculum in schools. What we are seeing from our inspection activity and other engagement with schools is that the most successful leaders have continued to relentlessly emphasise the quality of teaching and its impact on learning. This helps them to address many of their current challenges, including curriculum reform.

Teachers should rely on their own teaching skills and experience to make that difference and use available resources, such as the self-evaluation prompts in my Annual Report and the Welsh Government guidance on the Curriculum for Wales.

The report highlights case studies from successful education and training providers around Wales, including Whitmore High School, Barry. Here, staff firmly believe in values that place learners first and provide them with consistently good teaching as well as many opportunities outside lessons. In Bridgend College, independent living skills learners benefit from a curriculum that offers realistic work opportunities based on their aspirations.

The report highlights how schools can make a difference to the national priorities such as Welsh language education, another area which felt the impact of lockdowns on skills development. It also builds on how Estyn’s research aims to promote greater collaboration across post-16 provision and emphasises equity as a priority across all sectors, an area in which Estyn has also stepped up its focus.

Owen Evans continues,

Alleviating the impact of poverty on educational attainment is of huge importance. The work of schools and other providers is only one part of the solution to tackling child poverty, but they can play an important role. Today’s report has valuable examples of how providers who are particularly effective in this area tackle its impact.