Complaints procedures in further education institutions are generally clearly documented and comprehensive, although there is too much inconsistency between institutions in how complaints are managed. Differences also exist between institutions in the way in which they define what constitutes a complaint and in the extent to which they provide information to learners about how to make a complaint. In the survey Estyn did not find any institution with a quality assurance system to ensure that complaints are handled to a consistent standard across the institution.
Estyn has highlighted a number of primary schools across Wales that are leading the way in the creative arts and whose approaches should be shared and applied more widely.
Early years advisory teachers can make a significant impact on the standards children achieve, but they do not spend enough time modelling good teaching during their visits to settings, according to an Estyn report published today. Inspectors found that a majority of advisory teachers provide more support for management and administration than they do for teaching and learning.
In the majority of the schools visited, teaching is good or better, and challenging targets are set for pupils and monitored through well-structured assessment and pupil tracking systems. Inspectors found that many pupils as a result have a positive attitude to learning mathematics, and a good understanding of their own ability and how to improve their work.
Although provision for the development of literacy in key stage 3 remains adequate overall, there has been some progress in implementing the Literacy and Numeracy Framework. Most teachers have an improved awareness of the need to develop pupils’ literacy skills and now include literacy in their subject plans. Many schools offer more opportunities for pupils to produce extended pieces of writing across the curriculum.