Ready Already!

We recognise the pressures that an inspection can create, but we want to be clear that we don’t want providers to over prepare for an inspection visit.

Every day in education is important. You’re ready already!

The most important thing for our inspection teams is observing what happens on the ground and talking to pupils, staff and leaders.

We don’t want inspection to be a burden but a positive experience that is a natural part of your normal improvement process. On this page you can learn more about our approach and the truth behind common myths about inspection.

Alexandra Primary School Wrexham

This video features Estyn’s Inspector Richard Lloyd, with teaching staff from Alexandra Primary School in Wrexham - Lisa Roberts, Headteacher, Kelly Walker, Wellbeing Inclusion Lead, and Jane Roberts, Teaching Assistant.

Watch to hear an honest reflection on the School’s recent experiences of inspection.

Inspection myths – and the facts

Myth 1: You have to prepare for inspection - False!
The facts: - We want to see what your school is like day in, day out. We want to highlight what you are doing well and explore areas that can be improved. We don’t want settings to change what they do just because we are visiting.
Myth 2: You need to create resources and policies especially for inspection - False!
The facts: We ask for very few documents ahead of inspection. You do not have to produce documentation especially for inspection week – and you don’t have to tidy up any documents. We know that documents in schools are working documents.
Myth 3: Teachers have to write lesson plans to give to inspectors - False!
The facts: We want to see your school as it actually is and our lesson observations focus primarily on the progress of learners, the quality of teaching and how well learners respond. We don’t require individual lesson plans.
Myth 4 - inspection is purely about judgements - False!
The facts: we want inspection to contribute to improving education. We have designed inspection with many opportunities for improvement focused discussions with providers. We will always concentrate on the quality of delivery and the impact on outcomes for learners. We’re here for the same reason you are – to help learners get the best out of their time in school.

Ready Already – Mythbusting and your questions answered

Watch our HMI discuss the common myths about inspection with school leaders and answer commons questions about what inspection involves.

The truth

Our inspection teams will:

Ask for very few documents ahead of inspection and will be clear what those are
Ask that existing key documents such as whole-school policies, governing body minutes, records of departmental work and minutes of important meetings are made available
Inspect all elements of a provider
Ask that all communications sent by Estyn leading up to inspection is shared beyond SMT with every employee.

Our inspections teams do not:

Have a preferred approach to lesson structure or delivery – we judge by impact
Require teachers to write lesson plans to give to the inspectors
Expect or want providers to produce any documentation solely for the purpose of inspection
Keep their findings to themselves. They will share them with senior leaders and the nominee during the inspection and at the inspection feedback meeting.

We want you to know that:

Our inspection teams are trained to ask the right questions, understand each provider’s situation, and then offer an insight based on a fair, transparent and robust evaluation
Our lesson observations focus primarily on the quality of learning and how well learners respond to the learning experiences
We understand that many key documents are working documents and we do not expect or want schools to redraft/update/tidy-up documents just for inspection
School improvement services do not need to undertake mock inspections or reviews prior to an Estyn visit.

Frequently asked questions about inspection

Question:
What does an Estyn inspection look like?

Answer:
We have detailed information, including links to explanations for inspections in your
sector on our Inspection Explained page.
Question:
How do I know what documents the inspection team will need to see?

Answer:
You will be provided with a full list of required documents upon notification of
inspection through our Virtual Inspection Room portal. Providers will be asked to make the following documents available for the inspection team while on site:

Initial Contact Form (ICF)
Plasc data/ICF data for the school
School Development Plan (SDP) or School Improvement Plan (SIP)
Timetables: Classroom timetables for the duration of the visit
Full list of pupils names to make arrangement for a group of learners to meet with inspectors
Information about staff (names, responsibilities and qualifications
Map of school
Safeguarding/child protection policy
Completed Safeguarding SER (The local authority template, the national template or the Estyn template can be used)
A list of staff DBS checks (formally CRB) with the check numbers, issue date and level of check completed e.g. enhanced with barring list.

Question:
What’s happened to the grading system?

Answer:
We no longer summative gradings on completion of inspection. Instead, our reports will provide a detailed evaluation on strengths and areas for improvement. During inspection we will provide more opportunities for professional dialogue that supports improvement.

All aspects of provision will be considered, but the report will include a summary of key strengths and areas for improvement.

Throughout the inspection, inspectors will provide detailed feedback. The final report will capture what is working well and any areas in need of improvement. We also publish a more concise summary version of the report for parents and carers.

Question:
What are inspectors looking at during inspection?

Answer:
The current framework covers: Learning; Wellbeing and attitudes to learning; Teaching and learning experiences; Care, support and guidance; Leadership and management. Inspectors look at what works well and what are the areas that require improvement. Inspectors want to see what the learner experience is like day to day.

We want to see a normal school week - we don’t expect everything to run perfectly during an inspection, and don’t want providers to over-prepare or do things differently to normal during an inspection week – if this is the case – pupils will often tell us!

Question:
Can providers speak with inspectors ahead of inspection?

Answer:
The lead inspector will arrange a virtual meeting with the headteacher in the time leading up to inspection. This is an opportunity to clarify arrangements, raise any concerns and hopefully settle any nerves.

Question:
Do inspectors want to see lesson plans and structures?

Answer:
An Estyn inspection is not about paperwork – inspectors will look at the impact on learning. We focus on open and honest discussion and professional dialogue. This means seeing your setting as it is - we do not require individual lesson plans.

Question:
How do inspectors reach decisions in their report?

Answer:
Inspectors consider different contexts and challenges facing each provider and tailor their approach. They triangulate evidence to come to robust conclusions, taking into account a range of different evidence. Learners are ultimately at the heart of the inspection – and inspectors focus on the quality of teaching and learning to see what’s working well, as well as areas for improvement.

Our approach is flexible. We adapt to each provider, using tailored methodologies that take the full picture into account.

Question:
How can providers best prepare for Estyn inspection?

Answer:
- Be open and honest and ready to engage in professional dialogue.
- Be clear about your priorities for improving outcome for learners and how you’ve arrived at these.
- Think about how you’ve already made a difference for your learners and how you can evidence this in pupils’ work.

If your school doesn’t have a Peer Inspector – you may want to consider applying to do the training. It’s great professional learning and helps to de-mystify the inspection process.

Question:
What are Estyn’s intentions for the inspection process?

Answer:
We aim to bring inspection and schools’ own evaluation arrangements much closer together.
Our evolving approach is a positive step forward, moving away from one-word gradings to more detailed feedback, two-way conversations that promote professional dialogue between inspectors and providers that gets to the heart of any issues that need resolving.

We aim to reduce some duplication in the current framework and focus on what matters most, then offering steps that providers can take to improve their results – ultimately ensuring the best outcome for learners.

Our detailed reports allow us to share experiences from across Wales to support improvement across the country.