In the best schools, messages about health and wellbeing in lessons, assemblies and in policies are consistent with pupils’ everyday experience. Space to socialise, a nurturing culture, enjoyable opportunities to be physically active, timely pastoral care and positive work with parents are just some of the approaches that collectively ensure pupils become healthy, confident individuals, ready to lead fulfilling lives.  

Claire Morgan, Strategic Director, says,

It’s vital that schools take a joined-up approach to supporting health and wellbeing across all aspects of school life. Schools should also prioritise strengthening relationships between teachers and pupils and pupils’ peer relationships as these are critical to mental health and emotional wellbeing.

The report highlights many good practice case studies, including secondary schools where pupils’ experience of health and wellbeing does not always match school messages. Eastern High School improved the leadership of the school which had a notably positive effect on the culture and support for pupils’ wellbeing. Their culture identifies that a teacher’s expertise lies in their understanding of how young people learn rather than simply their subject knowledge.

A nurturing culture, where positive relationships enable pupils to thrive is important to strengthen young people’s health and wellbeing. The report recommends that new teachers are trained to understand child and adolescent development and prepared to support pupils’ health and wellbeing.

The inspectorate highlights that providers which identify and support young carers can help make a real difference to academic success and wellbeing for these learners. 

Jassa Scott, Strategic Director, says,

Children and young people who care for a family member are at risk from missing education, more likely to drop out of college and have poorer mental and physical health than their peers.

Education providers play an important role in helping to meet the needs of young carers to give them the best possible experiences and life chances.

Today’s report recommends that schools, colleges and pupil referral units identify which learners have a caring role and have a dedicated member of staff to lead on championing young carers’ needs.

The report illustrates the good practice at Ysgol y Strade, Carmarthenshire, where their strong partnerships with external agencies and community ethos help support pupils from all backgrounds, including those that are caring for others. Young carers feel that the school recognises their caring role and adjusts their provision to support their wellbeing needs.

Using external agencies to improve provision is a good way for providers to help support young carers. Estyn recommends that providers make better use of specialist resources and has created a checklist, available in the full report, to help schools, colleges and pupil referral units reflect on how well they support young carers.

Since 2011, more children from Gypsy, Roma and Traveller communities have been attending school, but the education experience for these pupils and their families needs to improve, according to Estyn.

Today’s report from the inspectorate highlights that over the last eight years the numbers of Gypsy, Roma and Traveller pupils have increased by almost 35% in secondary schools and by 41% in primary schools.

Many schools have raised awareness of Gypsy, Roma and Traveller culture and lifestyle in assemblies and celebratory days, but need to promote it more throughout the curriculum.

Meilyr Rowlands, Chief Inspector, says, “Children from Gypsy, Roma and Traveller communities are among our most vulnerable learners. They need the right support at school to help make the most of their talents, interest and abilities.

“Only half of pupils from these communities continue into secondary education. Even though GCSE results have improved, Gypsy, Roma and Traveller pupils are still the lowest achievers of all ethnic groups.

“Schools need to ensure their anti-bullying policies take account of the specific needs of Gypsy, Roma and Traveller pupils, and evaluate their strategies for achievement, attendance and transition to help generate improvement.”

One case study in the report highlights how Cardiff Council worked closely with pupils and parents from Gypsy, Roma and Traveller communities to help them move from primary to secondary school. By arranging visits to their new school to help dispel any concerns and fears, the number of pupils transferring to Cardiff secondary schools increased from 50% in 2014 to 88% in 2017. 

• continue to monitor schools causing concern – statutory categories (significant improvement and special measures) for such schools will remain 
• reserve the right to carry out an inspection where there were identified concerns about the quality of education or safeguarding 
• engage with schools as part of a broader strategy of collaboration and professional learning, to support the education reforms
• develop a co-ordinated programme of engagement with consortia and local authorities
• undertake district inspector engagement visits to the majority of schools 
• ensure that inspectors develop an in-depth understanding of the issues around implementing the reforms 
• continue with thematic inspection activity and monitor system-wide developments
• continue to share effective practice through case studies and conferences
• continue to regularly visit local authorities and regional consortia through link inspector roles and inspection 
• continue to carry out inspections in non-school sectors, less affected by the reforms.

Chief Inspector Meilyr Rowlands says,

For improvement to continue and in preparation for the new curriculum, schools need to prioritise improving pupils’ experience in the classroom. The distinguishing feature of schools that were judged excellent in 2017-18 is often down to the quality of the teaching and learning experiences they provide.

“The best schools have laid the foundations for a good education and in addition offer pupils stimulating experiences in the classroom that often relate to real life. In these schools, there is high quality teaching and strong leadership.

 There is much to do to prepare for the new curriculum and I encourage schools to read my annual report and use its resources to help their self-evaluation and improvement planning.

Successful schools like Ysgol-y-Wern, Cardiff, have already approached curriculum change in a positive and enthusiastic way.  They offer enriching classroom experiences to challenge pupils and develop their skills. Teachers recognise that planning exciting opportunities, especially in real-life contexts, is the key to engaging pupils and helping them to become lifelong learners.  

The report also highlights inspection findings from the other areas of education inspected by Estyn including all-age schools, special schools, independent schools and colleges, pupil referral units, local government education services, further education, work-based learning and Welsh for Adults.

Bridgend
Banana Moon Day Nursery

Cardiff
Ysgol -Y -Wern
The Bishop of Llandaff Church in Wales High School
Ysgol Bro Edern

Carmarthenshire
Cylch Meithrin Cefneithin Gorslas

Ceredigion
Ysgol Plascrug

Conwy
Ysgol y Gogarth

Denbighshire
Martine’s Childcare
Denbighshire County Council

Flintshire
Ysgol yr Esgob
Castell Alun High School

Gwynedd
Meithrinfa Seren Fach
Ysgol Uwchradd Tywyn
Aran Hall School

Pembrokeshire
Ysgol y Preseli
Redhill Preparatory School

Powys
Gladestry Church in Wales Primary
Ty Bronllys

Torfaen
Bellevue Nursery

Swansea
Olchfa School
Gower College Swansea
Cwm Glas Primary School

Wrexham
Ysgol Heulfan

Vale of Glamorgan
Westbourne School
Learn Welsh Glamorgan, University of South Wales

In the report, ‘A levels in sixth forms and further education colleges’ Estyn evaluates the standards, quality of teaching and leadership of A levels in school sixth forms, and further education colleges. The report highlights how schools and colleges can better prepare students for A level, considers the curriculum and includes best practice case studies.

Meilyr Rowlands, Chief Inspector, says,

Learners need perseverance and motivation to do well in their A level studies. Successful A level teachers support and encourage students to develop their independent learning skills particularly well. They also show a passion for the subject, secure subject knowledge, and a thorough understanding of examination requirements. By developing these skills before they embark on A levels students will be better prepared and improve their chance of success.

The report notes that there are few opportunities for teachers in sixth forms and colleges to work together in networks to develop their professional practice, share resources and support A level teaching. One case study in the report describes how collaboration has been successful in one local area. Effective partnerships between schools and colleges in Conwy and Arfon areas have increased the range and choice of options available for learners in English and Welsh. By working together, the schools and colleges evaluate and review the success of courses offered, share best practice and change or stop underperforming courses.

The report identifies that there is still room to improve A level results and sets out a number of recommendations for key organisations. Schools and colleges can do more to improve the early advice and guidance given to learners about the range of qualifications on offer after the age of 16 to support learners to choose the course best suited to their interests and career ambitions. It also recommends that local authorities and regional consortia should work with sixth forms to help them evaluate the effectiveness of their A level delivery. 

As part of an annual celebration recognising and sharing excellence in education, the inspectorate recognised the schools and non-maintained settings that achieved ‘excellent’ in the majority of their inspection judgements and the local authority education service that was judged ‘excellent’ for its leadership and management  in 2017-18.

Meilyr Rowlands says,

Celebrating the excellence in our education system and recognising how it was achieved will help to drive improvement across Wales.  The Estyn awards both commend hard work and commitment while highlighting strategies that lead to success. On the Estyn website we’ve shared the success stories of the schools and other providers  that achieved excellence during 2017-2018 inspections to inspire others.

Estyn’s report, ‘Readiness for Additional Learning Needs reform’ is the first in a series to help to shape and support the reform process. It examines the extent to which schools, pupil referral units and education other than at school settings are preparing to meet the demands of new arrangements to support children and young people with additional learning needs which will be in place from September 2020.

Meilyr Rowlands, Chief Inspector, says,

Today’s report shows that many schools are already embracing change that firmly places learners’ individual needs at the heart of their education. Involving pupils more in their learning and target setting can empower them and improve wellbeing and attitudes to learning.   

It’s important that local authorities, regional consortia and schools remain up to date with guidance and training materials to keep the momentum going and ensure practice is established consistently across Wales.

Inspectors identified positive characteristics of schools and PRUs who are in a good position to reform. These providers have clear leadership roles that focus clearly on developing an ethos and a culture where diversity is recognised, accepted and celebrated.  They have high aspirations, invest in staff and have strong improvement processes. The most effective schools also provide the latest information and support for parents.

The report also highlights a few areas for improvement that are common to the majority of schools across Wales. These include the need to work in a more joined-up way with staff, parents and other professionals in a consistent and methodical way. At Darland High School, staff work closely with external partners to meet the complex needs of pupils, ensuring that the individual is at the centre of their practice.  Further case studies in the report outline good practice in special and primary schools.

The report, ‘Higher Apprenticeships in work-based learning’, evaluates the standards, provision and leadership of this type of apprenticeships, which are comparable to certain university-level qualifications.  It highlights the positive experience of many learners who welcome the opportunity to gain formal qualifications and develop their practical skills at a supervisory or managerial level, but recommends that work-based learning organisations address the length of time it takes some learners to finish.

Meilyr Rowlands, Chief Inspector, says,

Higher level apprenticeships are an ideal way to recognise people’s skills in the workplace and for them to gain a formal qualification while still earning.  The challenge now is to bring completion rates up to the level of other apprenticeships and to increase take-up in priority skill areas such as information technology and engineering.

The report highlights success stories and notes the benefits of gaining higher apprenticeship qualifications through strengthening the leadership and communication skills of learners and by increasing promotion and job opportunities. In a few cases, learners find the programme too demanding or difficult to balance with work and home life.

Inspectors recommend that work-based learning providers better support learners through mentoring, workshops and training, as well as engaging with new employers.  In addition, there is a role for the Welsh Government in facilitating better understanding in work-based learning providers about taking into account learners’ existing literacy and numeracy qualifications.

In its report, ‘The quality of education and training for young people engaged with youth offending teams’, Estyn evaluates the impact of the 15 partnerships across Wales known as youth offending teams or YOTs.  These teams support young people referred from the courts, or are at danger of offending or of getting into trouble with the law. The teams comprise of social services, the local authority, the police, probation and health services. The young people they work with can have complex needs such as speech and language difficulties, mental health issues and family problems.

Meilyr Rowlands, Chief Inspector, says,

Young people who are supported by youth offending teams spend too little time in education, training or employment. Youth offending teams need to work more closely with colleges and work-based learning providers to improve the range of opportunities available for these young people. 

These services are working with young people who do not always have the resilience to overcome the challenges they face. It is therefore vital that young people’s access to education is improved, and their progress is recorded carefully so that this information can be used to help improve opportunities for education, employment and training.

The report highlights how linking with local professionals can help find a suitable educational placement for a young person. However, only in a minority of areas do YOTs work in this way, for example in the Vale of Glamorgan and in Newport. Collaborative approaches like these are helpful, particularly in reducing the risk of young people disengaging from education. Further good practice and anonymised case studies about individual young people are outlined in the full report.

Inspectors also recommend that all youth offending teams have a dedicated co-ordinator for education, employment and training, develop strategies to promote literacy and numeracy skills, and extend management board membership to include local education and training providers.