Early professional development
A programme of professional development for teachers in their second and third years of teaching. These teachers receive funding from the Welsh Government via the GTCW to further develop their skills as teachers.
Early Years Development and Childcare Partnership (EYDCP)
This local authority partnership approves settings as providers of education. It also has the power to withdraw funding from settings which do not comply with the partnerships conditions of registration.
Early years settings
This is provision for children aged under five in a number of settings, often associated with health and social services alongside education providers.
A structured system for the environmental management of schools programme that covers matters such as litter, waste minimisation, transport, healthy living, energy, water, school grounds and global citizenship.
Education for sustainable development and global citizenship (ESDGC)
ESDGC enables people to develop the knowledge, values and skills to participate in decisions about the way we do things individually and together, both locally and globally, that will improve the quality of life now without damaging the planet for the future.
Educational Maintenance Allowance (EMA)
The Education Maintenance Allowance is a scheme providing young people who wish to continue in education after school leaving age with an incentive to ear awards through good attendance.
Education other than at school (EOTAS)Education that is provided for pupils who, for a variety of reasons, cannot go to school. Often, these are pupils whose social, emotional and behavioural needs have led to them being excluded from school. Other examples include pupils who are unable to go to school for health reasons. The educational provision outside the school setting includes:
- registered pupil referral units (see later in this glossary);
- education at home by the local authority home tuition service; and
- education and training provided by external agencies, such as the youth offending team, voluntary agencies or work based providers.
Education welfare officer
Education welfare officers work with schools, pupils and families to deal with issues of poor attendance.
Professionals who help children and young people who are experiencing problems in an educational setting to enhance their learning.
Using electronic technology (such as computers) to support or deliver education or training.
These are councillors who have been elected by citizens of an area to represent them on the council of a local authority for a four-year term.
Emotional intelligence includes being self-aware, persistent, and showing empathy and motivation. These are qualities that people who relate well to others display.
The assessment of children’s attainment at ages 7, 11 and 14 against Foundation Phase / National Curriculum assessment criteria and outcomes or levels.
English as an additional language (EAL)
This refers to pupils learning English who have a different first language (not including Welsh). It is the term used to describe provision for these pupils in schools.
English for speakers of other languages (ESOL)Courses for adults whose first language is not English. They take these courses to improve theirEnglish-language skills.
An internet or web-based version of a learner’s record of achievement.
Essential Skills Wales
Essential Skills Wales is a suite of skills qualifications which replaced the previous Key Skills Qualifications. The new suite of skills qualifications was implemented from the 1 September 2010. Qualifications are available from entry level 1 through to level 4 in:
2 Application of Number and;
3 Information Communication Technology.
This is a category of follow-up. If an inspection team judges that a school has some important areas for improvement, then we will monitor the school at a later stage (usually a year to 18 months later). As part of this monitoring, it may be appropriate for a few inspectors to return to the school for a day or two. Inspectors judge whether the school has improved enough to be removed from follow-up or whether it needs to be identified as requiring significant improvement or special measures. This category can also apply to local authorities and post-16 providers.
Education, training and employment.
This is the part of the Asset framework which looks at the education, training and employment needs of children and young people who offend. It is important to have all of this information available so that later on any YOT plans can be co-ordinated well alongside other ETE plans the child or young person might have.
European Social Fund
The European Social Fund (ESF) was set up to improve employment opportunities in the European Union and so help raise standards of living. It aims to help people fulfil their potential by giving them better skills and better job prospects.
Every Child Matters
An approach to the wellbeing of children and young people in England. Organisations providing services to children team up in new ways, share information and work together to protect children and young people from harm and help them achieve what they want in life. The Welsh approach is outlined in the document ‘Children and Young People; Rights to Action’.
If we judge that a provider has excellent practice in a particular area of its work, we invite them to write a case study. We may publish the case studies on our website so that others can share this good practice.
When a learner is told not to come to school either for a fixed term (for example, for one week) or permanently.
A central policy of the Welsh Government, published in 2001. It promotes an entitlement-based approach to providing support and services for all young people aged 11 to 25. There are 10 entitlements, including education, training and work experience.
This describes additions to the continuous provision to provoke children to think more deeply, practise new skills, or learn new ways of working. Teachers add resources, questions or suggestions to the continuous provision to help move pupils’ learning forward. Teachers plan additions linked to the skills and concepts introduced during focused teaching, to spark interest in a new topic or to enable an individual or group of pupils to follow a particular thread in more depth. The enhanced provision will change over time, to support pupils’ learning as it develops. Occasionally, enhanced provision resources become part of the continuous provision as pupils progress. Where practitioners choose the enhancements and require pupils to work in a specific area, this is ‘adult-directed learning’. If pupils choose the enhancements, and where they work, this is ‘child-initiated learning’.