Thematic report search

New qualifications

This report is in response to a request in the Cabinet Secretary’s annual remit letter to Estyn for 2017-2018. It provides an overview on how schools and colleges are planning and implementing their curriculum after the introduction of the new GCSEs in English language, Welsh language, mathematics, mathematics-numeracy, and the Welsh Baccalaureate. Read more >

Learner progress and destinations in independent living skills learning areas in further education colleges

The report examines the arrangements for measuring the progress of learners with learning difficulties and disabilities on specialised programmes of learning in further education (FE) colleges. It focuses on how well colleges identify learners’ needs and how well the programmes that they deliver meet learners’ abilities and prepare learners for transition from college. Read more >

Learner progress and destinations in independent living skills learning areas in further education colleges - Training materials

This PowerPoint is a way for providers to share the main findings of the report and review their own performance in a particular thematic area. The presentations summarise the report and include questions which providers can consider when looking to improve. Read more >

Welsh-medium and bilingual teaching and learning in further education

The purpose of this report is to: - examine how effectively further education colleges ensure continuity and progression in learning experiences through the medium of Welsh and bilingually - evaluate the effectiveness of curricular models and teaching methods that are in place in further education colleges - identify and share good practice in Welsh-medium and bilingual teaching. Read more >

Welsh-medium and bilingual teaching and learning in further education - Training materials

This PowerPoint is a way for providers to share the main findings of the report and review their own performance in a particular thematic area. The presentations summarise the report and include questions which providers can consider when looking to improve. Read more >

Learner progress and destinations in independent specialist colleges

This report is published in response to a request for advice about the arrangements in independent specialist colleges for measuring learner progress and the extent to which learners are prepared for transition to further education or employment. Read more >

Learner progress and destinations in independent specialist colleges - Training materials

This PowerPoint is a way for providers to share the main findings of the report and review their own performance in a particular thematic area. The presentations summarise the report and include questions which providers can consider when looking to improve. Read more >

Breaking down barriers to apprenticeships - October 2015

Estyn published the first of two reports in November 2014. The report identifies the barriers that prevent learners from BME communities and those with disabilities from engaging in apprenticeship programmes. This second report builds on the work undertaken in the first report. It identifies examples of good practice in promoting diversity in apprenticeships, with a focus on young people from BME communities and young people with disabilities, as well as identifying good practice examples of joint working between providers, employers and communities to achieve diversity in apprenticeships. Read more >

Education Other Than At School: a good practice survey - Training material

This PowerPoint is a way for providers to share the main findings of the report and review their own performance in a particular thematic area. The presentations summarise the report and include questions which providers can consider when looking to improve. Read more >

Education other than at school: a good practice survey - June 2015

This thematic report is published in response to a request for advice from the Welsh Government in the Ministerial remit letter to Estyn for 2014-2015. The aims of the report are to: identify examples of good practice in early intervention strategies from primary and secondary schools, pupil referral units (PRUs), and local authorities, which seek to reduce the number of pupils going into EOTAS; and identify examples of good practice in EOTAS provision in relation to curricula that meet the needs of all pupils, effective behaviour management strategies/approaches for minimising time spent in EOTAS, and effective reintegration strategies. Read more >

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