Agenda Item No 8
The Vale of Glamorgan Council
Learning and Culture Scrutiny Committee: 14th November 2016
Report of the Interim Director of Learning and Skills
Summary of School Inspection Reports for Summer Term 2016
Purpose of the Report
- To update Members on the outcomes of school inspections for the summer term 2016.
- To update Members on the outcomes of recent Estyn monitoring visits.
- That Members note the inspection judgements about the school inspected during the summer term.
- That Members note the judgements made by Estyn in its monitoring visits regarding the progress of schools in addressing inspection recommendations.
- That Members note the judgements made by Estyn with regard to schools in Local Authority monitoring.
Reason for the Recommendations
1, 2 & 3 In order that Members are aware of Estyn judgements about local schools.
- In September 2010 the Estyn School Inspection Common Inspection Framework (CIF) was introduced across all schools in Wales.
- An overview of the CIF is outlined in Appendix 1.
Relevant Issues and Options
- Dinas Powys Primary, Ysgol Pen Y Garth and Rhws Primary School were inspected during the summer term 2016.
- A summary of the inspection findings for each of the named schools is appended to this report (Appendix 2).
- The purpose of inspections is to:
- Provide accountability to the users of the services and other stakeholders through public reporting on providers;
- Promote improvement in education and training; and
- Inform the development of national policy by Welsh Government.
- School inspections are governed by the Education Act 2005 and related regulations. Inspections must be conducted by teams of inspectors, led by a HMI, additional inspector or registered inspector, and must result in a written report. Section 28 of the Education Act 2005, says that inspectors must report on:
- The educational standards achieved by the school;
- The quality of education provided by the school;
- How far education meets the needs of the range of pupils at the school;
- The quality of leadership in and management of the school, including whether the financial resources are managed efficiently;
- The spiritual, moral, social and cultural development of pupils at the school; and
- The contribution of the school to the wellbeing of pupils.
- During all core inspections, the inspection team will consider whether the school needs any follow-up activity.
- When conducting school inspections, the main forms of evidence considered are:
- Briefings from Local Authorities;
- Documentary evidence, including data on pupils' performance and progress;
- Observation of teaching or training sessions and other activities;
- Samples of pupils' work;
- The views of pupils and stakeholders; and
- Discussion with staff, leaders and managers, governors and others.
- The reporting inspector is responsible for producing a final inspection report that is clear to a lay audience and helpful to the school. In most cases, the main body of the report is no longer than five pages.
- The structure of the inspection report is based on two overall summary judgements, three key questions and ten quality indicators and takes the following form:
- Overall judgement on the school's current performance
- Overall judgement on the school's prospect for improvement
Key Question 1: How good are outcomes?
Key Question 2: How good is provision?
- Learning experiences
- Care, support and guidance
Key Question 3: How good are leadership and management?
- Improving quality
- Partnership working
- Resource management
- The two overall summary judgements and the judgements for the three key questions and the ten quality indicators can be one of four options:
- Excellent - Many Strengths, including significant examples of sector-leading practice
- Good - Many strengths and no important areas requiring significant improvement
- Adequate - strengths outweigh areas for improvement
- Unsatisfactory - Important areas for improvement outweigh strengths
- If a school receives any judgement which is "Unsatisfactory" or "Adequate" there are 4 categories of follow-up activity. If a school is found to be "Unsatisfactory" then the follow-up activity is led by Estyn. For "Adequate" judgements the follow-up activity will be led by either Estyn or LA Officers.
- The 4 follow-up categories are:
- Local Authority follow-up
- Estyn follow-up
- Requiring significant improvement
- Requiring special measures
- During the summer term the overall judgements achieved by Vale of Glamorgan schools which were inspected were as follows:
Prospects for Improvement
Dinas Powys Primary
Ysgol Pen Y Garth
- As a result of these inspections follow-up activity has been identified: Ysgol Pen Y Garth and Rhws Primary - Local Authority monitoring.
- At the end of the summer term 2016, the Vale of Glamorgan had 4 schools in Local Authority monitoring. These are Albert Primary, Rhws Primary, St Andrew's Major Primary and Ysgol Pen-y-Garth.
- Schools placed in Local Authority monitoring as a result of an Estyn inspection are required to demonstrate progress in addressing the recommendations of the inspection report. Challenge Advisors oversee the work of the schools monitor the delivery of an agreed action plan and report progress termly.
- While the responsibility for producing an action plan rests with the school, the Authority also has a number of key responsibilities. These include:-
- Ensuring that any issues identified by Estyn relating to the Local Authority are addressed;
- Ensuring that delivery of the improvement plan is monitored through Challenge Advisor visits to schools;
- Supporting schools to raise standards through identification and sharing of good practice.
- In all instances the Directorate of Learning and Skills will work with schools to ensure an effective and robust action plan is developed to build upon areas of strengths and to address identified shortcomings.
- Approximately a year after, the Local Authority is required to submit a progress report to Estyn that:
- Summarises the progress made against each of the recommendations;
- Makes a judgement regarding the extent of the progress made in addressing each of the recommendations. The judgement can be limited, satisfactory, strong or very good;
- Makes a recommendation regarding whether or not the school/setting should be removed from Local Authority monitoring.
- Having received the report from the Local Authority Estyn can:
- Remove the school from all follow-up activity
- Leave the school in Local Authority monitoring
- Place the school in Estyn monitoring
- The Vale currently has one school (Ysgol Dewi Sant) in Estyn monitoring.
- There were no schools monitored by Estyn during summer term 2016.
- At the end of the summer term, the Local Authority had two schools requiring significant improvement. These are Barry Comprehensive and Bryn Hafren Comprehensive.
- If a school is identified as requiring significant improvement, Estyn will inform the Welsh Government that the school has been placed in a statutory category.
- The school and the Local Authority are required to produce action plans which must be sent to Estyn for approval.
- A re-visit by Estyn inspectors takes place a year after publication of the inspection report. It focuses on the progress the school has made towards addressing the recommendations highlighted in the report.
- If the team judges that the school has made enough progress in relation to the recommendations, the school would be removed from the list of schools requiring significant improvement. If progress is insufficient, the team would identify the school as requiring special measures.
- There are no schools identified as requiring special measures.
- Where Estyn recognises excellent practice, schools are identified as having sector-leading practice and invited to write best practice case studies to share with other schools. Following a recent inspection, Dinas Powys Primary School has been invited to write a case study.
- See Appendix 3 which provides an overall summary of Estyn activity for the period September 2015 - July 2016.
Resource Implications (Financial and Employment)
- Follow-up activity for schools placed in a category will be resourced by the Central South Consortium.
Sustainability and Climate Change Implications
Legal Implications (to Include Human Rights Implications)
33. There are no legal implications arising from this report.
Crime and Disorder Implications
- There are no crime and disorder implications arising from this report.
Equal Opportunities Implications (to include Welsh Language issues)
- Welsh medium schools undergo school inspections by Estyn according to the same Common Inspection Framework, but through the medium of Welsh.
- This report supports the Council's Wellbeing Outcome 3: An Aspirational and Culturally Vibrant Vale, Corporate Objective 5 'Raising overall standards of achievement'.
- This report supports the objectives listed in the Service Plan for School Improvement and Inclusion 2016/2020.
Policy Framework and Budget
- The recommendations of this report are within existing policy framework and budget.
Consultation (including Ward Member Consultation)
- Not applicable
Relevant Scrutiny Committee
- Learning and Culture.
Estyn Common Inspection Framework for Schools
Morwen Hudson, Lead Officer for School Improvement/Senior Challenge Advisor
Stuart Sherman, Senior Challenge Advisor, Central South Consortium
Nicola Monckton, Finance Manager
Paula Ham, Interim Director of Learning and Skills