Glossary

Glossary - f

Definitions of all our inspection terms.

  • FFT

    Fischer Family Trust provides analyses and data which help local authorities and schools to make more effective use of pupil performance data for self-evaluation and target-setting.

  • Families of schools

    Families of schools have been created to enable schools to compare their performance to that of similar schools across Wales. Families include schools with similar proportions of pupils entitled to free school meals, living in 20% most deprived areas of Wales, having special education needs at school action plus or statemented and with English as an additional language acquisition less than competent.

  • Flexible learning

    This may include open or distance learning, often self-directed and done at a time to suit the learners.

  • Flexible learning pathways

     
    A menu of courses from different educational providers that allows a wider choice of options for learners aged
    14 to 19.
  • Flying Start

    Services that deliver free, part-time childcare for two-year-olds to help prepare them for school. They also provide increased levels of support from health visitors and parenting programmes to give young children the best possible start in life. These programmes have been running since January 2007.

  • Focused improvement

    This is a category of follow-up in non-maintained settings. In settings that are failing to provide an acceptable standard of education and where leaders do not demonstrate the capacity to secure the necessary improvements, Estyn will carry out further monitoring activity, usually in the form of a focused-improvement monitoring visit.

  • Follow-up

    During an inspection, we consider whether the provider needs any follow-up activity. There are different types of follow-up activity depending on the type of provider: Excellent practice case study; local authority monitoring; Estyn monitoring; significant improvement and special measures (schools); focused improvement (non-maintained settings) and post-16 re-inspection.

  • Forest School

    Forest School activities use trees, timber and the forest environment to enable children and young people to develop skills, confidence and self-esteem. Many activities are physically demanding.

  • Foundation Modern Apprenticeships

    Employed learners can receive training to NVQ level 2. They also need to complete key skills and technical certificates.

  • Foundation Phase

    This is a Welsh Government initiative covering the early years and key stage 1 (children aged between three and seven). The initiative aims to provide a broad, balanced and varied curriculum in seven areas of learning to meet the different developmental needs of young children. The seven areas of learning are:
    •  personal and social development and wellbeing;
    •  language, literacy and communication;
    •  mathematical development;
    •  bilingual and multicultural understanding;
    •  knowledge and understanding of the world;
    •  physical development; and
    •  creative development.
  • Free School Meals (FSM)

    The proportion of pupils eligible for free school meals is used as one of the main indicators of pupils’ relative socio-economic disadvantage.

  • Funky Dragon

    The Children and Young People’s Parliament for Wales. It aims to give 0 to 25-year-olds the opportunity to have their voices heard on issues that affect them. Funky Dragon’s main tasks are to make sure that the views of children and young people are heard, particularly by the Welsh Government and to support their involvement in
    decision-making at a national level.
  • Future Skills Wales

    Future Skills Wales is the title given to a research programme that looks at the skills needed by the workforce in Wales. The project identifies the current skills needed and also identifies likely future skills needs.