ESTYN VIEW
TRIAL and error are often all part of learning something new. All teachers expect their pupils to make mistakes sometimes and in the same way inspectors do not expect perfection when it comes to curriculum reform.
Instead, inspectors want to see schools that can show how they’ve experimented and learnt from new ideas, with learners’ best interests always at the heart of their initiatives.
There are many approaches to teaching and learning, and we look forward to seeing how teachers test and evaluate these different approaches in their own schools.
We want schools to know that they shouldn’t play it safe when it comes to inspection. We welcome innovation and inspectors don’t have pre-conceived ideas about what schools should and shouldn’t be doing.
Our updated inspection handbook says that “inspectors should consider the school’s strategic approach to planning the curriculum and the extent to which it helps pupils to become ambitious, confident, aspirational and wellinformed individuals. Inspectors should approach innovation and flexibility of approach in a positive way when schools have tried to be creative and imaginative in taking forward well-considered curricular initiatives for the benefit of pupils”.
But we know it takes time for schools to adapt to a new curriculum, and so we welcome the updated timeline for reform published by Welsh Government.
Estyn inspectors have been involved in the current curriculum reform programme from the start. We’ve worked closely with Welsh Government, regional consortia and other organisations to ensure a smooth transition to new ways of working and to promote a shared understanding of the new curricular ideas by all educationalists in Wales. To achieve this we’ve:
Given schools more time to develop their curriculum strategies by extending our inspection cycle from six to seven years.
Committed the time of specialist HMI who have brought expertise and knowledge to the curriculum reform process.
Gathered evidence from inspections that recognises the strengths in the Welsh education system and identifies areas in need of improvement.
Published a suite of thematic reports and case studies of effective practice from schools that are leading the way in innovative curriculum development.
Many of our pioneer schools have embraced a positive attitude to curriculum reform and remain committed to supporting the professional development of their staff. For example, Ysgol Cynwyd Sant have made good progress on planning the Digital Competency Framework, while Heol Goffa Special School are creating dynamic, challenging but enjoyable learning experiences for their pupils. Ysgol Glan-y- Môr School have increased pupil engagement, improved subject standards and developed their pupils’ wider skills with their Stem (science, technology, engineering and maths) enrichment programme.
Schools should be developing a positive attitude toward learning among pupils, while supporting staff with effective professional learning arrangements.
Estyn produces training materials to help this process of professional learning, based on its national perspective on the successes and challenges faced by schools.
On our website, there’s a host of curriculum resources, with a number of thematic reports and case studies to support various aspects of curriculum reform.
Looking ahead, Estyn will be publishing a report later this term on curriculum innovation in primary schools, as well as hosting two conferences showcasing some of the most interesting practice in our schools.
Meilyr Rowlands is head of education watchdog Estyn and Chief Inspector for Schools in Wales