Agenda Item No. 6

The Vale of Glamorgan Council


Scrutiny Committee [Lifelong Learning]: 7th September 2015


Report of the Director of Learning and Skills


Summary of School Inspection Reports for Summer Term 2015


Purpose of the Report

  1. To update Members on the outcomes of school inspections for the summer term 2015.
  2. To update Members on the outcomes of recent Estyn monitoring visits.


  1. That Members note the inspection judgements about the schools inspected during the summer term.
  2. That Members note the judgements made by Estyn in its monitoring visit regarding the progress of schools in addressing inspection recommendations.
  3. That Members note the judgements made by Estyn with regard to schools in local authority monitoring.
  4. That the report be referred to Cabinet for its consideration.

Reasons for the Recommendations

1-3    In order that Members are aware of Estyn judgements about local schools.

4.      For its consideration.


  1. In September 2010 Estyn School Inspection Common Inspection Framework (CIF) was introduced across all schools in Wales.
  2. An overview of the CIF is outlined in Appendix 1.

Relevant Issues and Options

  1. Stanwell Comprehensive, St Brides Primary and Victoria Primary Schools were inspected during the summer term 2015.
  2. A summary of the inspection findings for each of the named schools/playgroup is appended to this report (Appendix 2).
  3. The purposes of inspections are 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.
  1. 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.
  1. During all core inspections, the inspection team will consider whether the school needs any follow-up activity.
  2. 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.
  1. 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.
  2. 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:
  3. Summary
  • Overall judgement on the school's current performance
  • Overall judgement on the school's prospect for improvement

Main findings

Key Question 1: How good are outcomes?

  • Standards
  • Wellbeing

Key Question 2: How good is provision?

  • Learning experiences
  • Teaching
  • Care, support and guidance

Key Question 3: How good are leadership and management?

  • Leadership
  • Improving quality
  • Partnership working
  • Resource management
  1. 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
  1. During the summer term the overall judgements achieved by Vale of Glamorgan schools which were inspected were as follows:

Current Performance

Prospects for Improvement

Stanwell Comprehensive



St Brides Primary



Victoria Primary



  1. While the responsibility for producing the 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 action plan is monitored through challenge advisor visits to schools;
  • Supporting schools to raise standards through identification and sharing of good practice.
  1. 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 and identified shortcomings.
  2. Estyn recognises its unique position to showcase some of the excellent practice identified across all of the education and training sector it inspects. One way it does this is by asking schools in which it has identified excellence to write case studies, outlining how excellence has been achieved in identified areas. Following recent inspections, Vale schools have produced the following case studies;


Case Study

Victoria Primary

Nurture provision for children with additional learning needs.

Stanwell Comprehensive

How the development of teaching in the school has led to excellent teaching and outcomes



  1. During summer term 15, Estyn monitored the following Vale school:
  • Barry Comprehensive
  1. During monitoring visits, Estyn judge the extent of the progress made by the school in addressing the recommendations of the inspection report. The review activity considers the Local Authority report and scrutiny of the school's post inspection action plan and self-evaluation report. During the visit it is the school's responsibility to supply evidence that demonstrates progress against recommendations.
  2. Progress can be judged to be;
  • Limited - Does not meet the recommendation
  • Satisfactory - Address the recommendation in many respects
  • Strong - Address the recommendation in most respects
  • Very good - Address the recommendation in all respects
  1. Having reviewed the progress made by the school in addressing each of the recommendations, Estyn could;
  • Remove the school from all follow up activity
  • Leave the school in Estyn monitoring
  • Place the school in a category; requiring significant improvement or special measures
  1. The outcomes of the Estyn monitoring visit completed in the summer term are:

School name

Overall judgement


Barry Comprehensive

Insufficient progress in relation to the recommendations

Placed in significant improvement

  1. The detail of the progress the school made against each of the recommendations is provided in appendix 3.
  2. The Vale currently has 2 schools in Estyn monitoring. These are Llanfair Primary and Bryn Hafren Comprehensive.
  3. 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.
  4. 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 (please refer to paragraph 21 for definitions).
  • Makes a recommendation regarding whether or not the school/setting should be removed from local authority monitoring.
  1. 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
  1. The Vale of Glamorgan currently has 2 schools in local authority monitoring. These are Romilly Primary and Y Bont Faen Primary.
  2. See appendix 4 which provides an overall summary of Estyn activity for the period September 2014 - July 2015.

Resource Implications (Financial and Employment)

  1. Follow-up activity for schools placed in a category will be resourced through the School Improvement Service and Central South Consortium.

Sustainability and Climate Change Implications

  1. None.

Legal Implications (to Include Human Rights Implications)

  1. There are no legal implications.

Crime and Disorder Implications

  1. There are no crime and disorder implications.

Equal Opportunities Implications (to include Welsh Language issues)

  1. Welsh medium schools undergo school inspections by Estyn according to the same Common Inspection Framework, but through the medium of Welsh.

Corporate/Service Objectives

  1. This report supports the Council's corporate objectives for Education and Lifelong Learning and the priorities identified in Education 2015.
  2. This report supports the objectives listed in the Service Plan for School Improvement 2012/2013.

Policy Framework and Budget

  1. The recommendations of this report are within existing policy framework and budget.

Consultation (including Ward Member Consultation)

  1. Not applicable

Relevant Scrutiny Committee

  1. Lifelong Learning or Corporate Resources

Background Papers

Estyn common inspection framework for schools

Contact Officer

Mike Glavin, Head of School Improvement and Inclusion

Officers Consulted

Paul Wolstenholme, Senior Challenge Advisor, Central South Consortium

Meryl Plummer, Lead Officer for School Improvement

Responsible Officer:

Jennifer Hill, Director of Learning and Skills