All-age
Teaching and learning
Where teaching is effective, pupils make good progress develop their learning from an early age.
What’s going well
- Most teachers have positive working relationships with pupils that help to create a happy learning environment.
- In the best cases, teachers plan and adapt work that meets the needs of nearly all pupils. As a result, many pupils of primary age and the majority of pupils of secondary age, including those with additional learning needs (ALN) and those eligible for free school meals, make at least suitable progress over time.
- Many pupils apply their literacy, numeracy and digital skills successfully in their work across of the curriculum, particularly in the primary phase. In general, the development of pupils’ oracy and numeracy skills is stronger than the development of pupils’ reading, writing and digital skills.
- A majority of schools successfully create a Welsh ethos and enable pupils to make sound progress to develop their Wesh language skills.
- Most pupils in the sixth form make sound progress and display extremely positive attitudes towards their learning.
- Many schools offer an appropriately broad and balanced curriculum and cater well for individual needs.
- Many schools have developed an appropriate vision for Curriculum for Wales that is well understood by the majority staff. This is delivered suitably throughout primary phase.
What needs to improve
- A possible benefit of all-age schools with a high proportion of their pupils transferring from Year 6 to Year 7 is the ability to plan for progression. However, in nearly all cases, leaders do not plan for the progressive development of pupils’ skills well enough. In particular, they do not provide enough authentic opportunities for pupils to develop their reading and writing skills in addition to their Welsh language speaking and listening skills.
- Whilst there are sound opportunities for pupils to develop their oracy and reading skills, they do not apply their higher order reading skills or write at length often and purposefully enough.
- In a few cases, where teaching is not effective enough, teachers do not consider the needs of every pupil suitably when planning, including for pupils with ALN.
- In a minority of schools, delivery of Curriculum for Wales is less well developed in secondary phases than in primary phases. As a result, pupils from Year 7 upwards, often from partner primary schools, do not benefit from continuity in their learning experiences as much as they should.
Well-being, care, support and guidance.
All age schools continue to provide sound Care, support and guidance that impacts positively on pupils’ well-being
What’s going well
- There are strengths relating to pupils’ well-being and the effectiveness of care, support and guidance in each school.
- Promoting pupil well-being is central to most schools’ ethos and they have an appropriate range of provision to support pupils in an inclusive and supportive environment.
- A minority of schools provide a range of valuable opportunities for pupils to take on leadership roles.
- In many schools, attendance rates have improved significantly over the last year, although they remain lower than before the pandemic.
- Overall, most pupils behave very well and engage positively in their learning.
- Many pupils develop valuable personal qualities over time and develop as conscientious, well-mannered and sociable individuals.
- In a minority of schools, care and support for all pupils, particularly the vulnerable and those with additional learning needs, is a particular strength. Staff understand the well-being needs of pupils and, as a result, most pupils feel well supported and safe.
What needs to improve
- In a few schools, processes to monitor and promote attendance have not had enough impact on raising attendance levels.
- In a minority of schools, a few aspects need to be addressed to strengthen the culture of safeguarding. These include the control of access to the school grounds and buildings and tightening procedures to train staff and monitor their understanding.
Leading and improving
Leaders have continued to establish and develop their schools as all-age schools and respond appropriately to national priorities.
What’s going well
- In many schools, leaders continue to develop a culture underpinned by the aims of being an all-age school and pupils have started to benefit from being part of one school. These leaders have successfully established a close-knit community.
- In a few schools, leaders work well strategically to mitigate the effect of poverty on pupils’ well-being and attainment.
- In many cases, leaders have successfully created a strong safeguarding culture across the school and ensured that pupils generally feel safe and supported.
- Many leaders have established a culture of professional learning that drives improvements in teaching and learning. In many cases, this had a positive impact on the quality of teaching and learning.
What needs to improve
- In nearly all schools, self-evaluation processes do not focus sharply enough on the impact of teaching on learning.
- Improvement planning processes are not always clear or specific enough to ensure timely improvements.
- In a minority of schools, leaders’ expectations are not high enough and lines of accountability are not clear enough.
- In a minority of schools, leaders have not established a clear strategic vision nor considered the future needs of the school.
Overview of recommendations from inspections
In the 2023-2024 academic year, Estyn inspected five all age schools.
4
Four providers were given a recommendation to improve the development of skills, and one to provide more opportunities to develop writing skills.
4
Four providers were recommended to strengthen or refine their self-evaluation standards.
3
Three providers had recommendations related to leadership.
1
One provider had a recommendation to strengthen monitoring of and boost attendance levels.
1
One provider had a recommendation for staff to implement behaviour strategies consistently.
1
One provider was recommended to address shortcomings in teaching to improve pupils’ learning and progress.
1
One provider was given a recommendation to strengthen the effectiveness of planning for improvement.
1
One provider was recommended to address safeguarding issues raised at inspection.
Effective practice identified during inspection
Care, support, guidance and well-being
St Brigid’s School
Developing pupils as well-mannered and conscientious individuals at St Brigid’s School
An outstanding feature of St. Brigid’s was the strong sense of morality and kindness, which permeated its work. The school encouraged pupils to consider their community through its charitable work, such as giving during ‘reverse Advent’ and sharing pre-owned uniform. In addition, the school participated at local church events, for example by providing 40 acts of kindness during the period of Lent. The school’s strong values engendered a sense of belonging among pupils.
Ebbw Fawr Learning Community
Pupil leadership opportunities at Ebbw Fawr Learning Community
There are extensive opportunities for pupils to develop their leadership skills throughout the school. In total, around 400 out of 1300 pupils carry leadership or ambassador roles. The groups are inclusive and diverse. Pupils take great pride in being an ambassador and are visible and active at break and lunchtimes. They have developed valuable leadership skills in representing and advising their peers. For example, the children’s rights and Ebbw Fawr Way ambassadors have linked the school’s core values to pupils’ rights and ensured that every thought for a week focuses on one of the United Nations rights of a child.
Leadership and improvement
Ebbw Fawr Learning Community
Case study: The impact of the whole school approach to remove barriers to learning. – Estyn (gov.wales)