Agenda item

Estyn inspection guidance for schools inspected from Sept 2024 – 2030 was published during the summer. Documents explaining what and how Estyn inspect can be accessed on the Estyn Website

How we inspect

Welsh –

 Sut-rydym-yn-arolygu-Ysgolion-a-gynhelir-ac-UCDau_0.pdf (gov.wales)

English - How We Inspect - 2024 maintained schools and PRUs (gov.wales)

What we inspect

Welsh - Beth rydym yn ei arolygu - Ysgolion a gynhelir ac UCDau (gov.wales)

English - What We Inspect - 2024 Maintained Schools and PRUs (gov.wales)

The RE Adviser explained that Estyn inspection guidance for schools inspected from September 2024 – 2030 had been published during the summer and he informed members of the changes to the inspection framework.

Documents explaining what and how Estyn inspected could be accessed on the Estyn website and the following links were provided –

Welsh Sut-rydym-yn-arolygu-Ysgolion-a-gynhelir-ac-UCDau_0.pdf (gov.wales)

English - How We Inspect - 2024 maintained schools and PRUs (gov.wales)

Welsh - Beth rydym yn ei arolygu - Ysgolion a gynhelir ac UCDau (gov.wales)

English - What We Inspect - 2024 Maintained Schools and PRUs (gov.wales)

Inspections were governed by the Education Act 2005 and Section 28 detailed a number of areas inspectors must report on which included the spiritual, moral, social, and cultural development of pupils (SMSC).  Some schools had a religious character teaching denominational RE and in those schools denominational RE and the content of collective worship were inspected separately under Section 50 of the Education Act 2005 and were not included in Section 28 inspections.  The Church in Wales was currently developing their framework which had not yet been enacted in schools.  Colette Owen reported that the Roman Catholic framework had been operational for around twelve months and was being tweaked as things changed and to better match with Estyn inspections given that the framework covered both England and Wales.  There was now a rolling programme of Section 50 inspections similar to Estyn whereas previously if a school had an Estyn inspection it would automatically generate a Section 50 inspection.

Main changes to the Estyn inspection framework were discussed as follows –

·       there would be no pattern as to when schools would be inspected compared to the previous six year cycle.  Following a main inspection an interim inspection had been introduced to report on the progress made in implementing the recommendations from the main inspection.  The three week lead time for inspection notifications had also been reduced to two weeks

·       historically inspections had comprised of school/lesson observations and there was a change in focus to more pupil engagement and a pupil centred approach

·       the reports were currently proving difficult to interpret from a SMSC, RE and collective worship aspect with previous reporting mainly focusing on the inspection area of wellbeing, care, support and guidance.  However, the more reports were published the easier it would be to glean the necessary information.  As in previous inspection guidance, comments would not be included for those schools meeting RE or RVE requirements, and reference would only be made where those statutory requirements were not being met/areas for development or in particular areas of good practice

·       the three areas of inspection would focus on (1) teaching and learning, (2) wellbeing, care, support and guidance, and (3) leading and improving and the reports would be a narrative of the inspectors’ experience in the school and members were encouraged to view Estyn’s website and the new inspection reports as they appeared as they were very different to previous reports

·       inspection teams comprised lead inspectors together with a practitioner involved as a peer inspector who could be head teachers or senior leaders within a school who had undertaken the necessary training.

The Chair noted that if areas of inspection were as expected there would be no comment made in the report with only areas for development or good practice shared.  She welcomed the use of peer inspectors and was pleased that school leaders such as Leah Crimes were involved in the process and Ms Crimes reported on her own experience in that regard and praised the training and professional development opportunity.  As a former head teacher Councillor Delyth Jones also referred to her past experience of Estyn inspections and benefits in terms of training and gaining an understanding of the process and opportunity to visit other schools to share best practice and benchmark and measure your own school.

Members were also pleased to note the pupil centred approach and Estyn’s move to be more personable and involved in the school improvement process rather than just an external verifier of school improvement.  Leah Crimes felt that approach had been borne out at a recent inspection at her school and she was aware of other colleagues in Denbighshire and Conwy having similar experiences.

The Chair thanked the RE Adviser for explaining the changes to the inspection framework following publication of Estyn’s inspection guidance.

RESOLVED that the verbal update from the RE Adviser on the changes to the inspection framework be noted.