Thematic reports

Good practice in mathematics at key stage 3 - February 2015

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.

Literacy in key stage 3: An interim report - January 2015

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.

Barriers to apprenticeship - November 2014

A review of the difficulties experienced by learners from black and minority ethnic groups and those with disabilities when entering apprenticeship programmes.

The effectiveness of learner-involvement strategies in adult community learning and work-based learning - November 2014

Providers of adult and community learning and work-based learning are doing more to involve their learners in shaping the curriculum, resources and facilities.

Linguistic progression and standards of Welsh in ten bilingual schools - November 2014

An Estyn review of ten bilingual schools has found that pupils who follow the highest number of GCSEs through the medium of Welsh in addition to Welsh first language, have the greatest ability to discuss and write in Welsh.

Numeracy in key stages 2 and 3: an interim report - November 2014

In just under half of primary and secondary schools inspected in 2013-2014, pupils develop good or better numeracy skills and in the remaining schools, pupils’ numerical skills are at best average.

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