Nearly all schools are involved in some form of partnership with other schools, but there is not enough evaluation of the impact on pupils of this joint work, according to an Estyn report published today.
Provision for pupils at risk of exclusion or disengagement is most effective where local authorities, schools and pupil referral units (PRUs) work together to meet the needs of these pupils so they remain in full-time education. Estyn’s report ‘Education Other Than At School: a good practice survey’ focuses on good practice in PRUs, schools and local authorities. This includes early identification of pupils at risk of disengagement and prompt intervention.
Primary schools that maintain or improve pupils’ attendance pay consistent attention to it and use a variety of strategies rather than just one particular approach. In a report published today, Estyn highlights the various strategies employed by schools that have successfully tackled poor attendance.
In successful schools, staff at all levels show strong leadership behaviours. These schools develop the leadership skills of all their staff, from classroom practitioners to senior leaders. A strong learning ethos, leadership development and succession planning are integral parts of the professional development culture in these schools. Estyn’s report highlights how the most successful leaders identify and nurture the leadership potential of their staff.
Foundations are being laid for regional school improvement services in Wales. But despite signs of progress some weaknesses are still hindering the pace of further development. Reports released today by the Auditor General for Wales and Estyn conclude that after an uncertain start, the foundations for four regional school improvement services are now being established.
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.