Teaching standards in secondary schools across Wales have come under scrutiny once again, with the Chief Inspector of education, Owen Evans, highlighting ineffective teaching as a major hindrance to pupil progress. According to Mr. Evans’ interim annual report, a majority of secondary schools are failing to adequately develop pupils’ literacy, numeracy, and digital skills across the curriculum. The report also points out ongoing issues with pupil absence and challenges in recruiting teachers for key subjects like science.
The lack of effective teaching is identified as a significant factor in impeding pupils from reaching their full potential in many secondary schools. The report highlights that leaders in these schools often lack a strategic approach to developing essential skills across the curriculum. Concerns are also raised about the practice of combining subjects, which can lead to a lack of depth and cohesion in teaching.
Moreover, the report emphasises the weak provision for the progressive development of pupils’ literacy, numeracy, and digital skills in the majority of secondary schools. Additionally, leaders in many schools are noted to have overly positive perceptions of the effectiveness of their teaching provision, despite the challenges identified.
The warning from the Chief Inspector comes amidst Wales’ consistent underperformance in international tests like Pisa, which assess literacy, numeracy, and other key skills. Schools in Wales have been grappling with budget constraints, leading to issues with subject availability and curriculum offerings. Teacher recruitment, especially for subjects like science and Welsh, continues to be a pressing concern.
The interim report also sheds light on areas for improvement and successes in secondary education across Wales. It examines three key areas in schools: teaching and learning, well-being, care, support, and guidance, and leading and improving. While shortcomings in teaching effectiveness and strategic planning are highlighted, there are also positive aspects such as strong safeguarding culture and efforts to support pupils’ well-being.
In terms of teaching and learning, the report calls for a more progressive development of pupils’ essential skills across the curriculum and a reduction in ineffective teaching practices. It also stresses the importance of improving planning and coordination to enhance teaching quality. Schools are encouraged to provide more opportunities for pupils to engage with the Welsh language authentically.
Regarding well-being and support, the report points out issues with attendance rates and behavioural challenges, particularly among pupils from low-income backgrounds. However, many schools are commended for prioritising pupils’ well-being and implementing effective support systems.
In terms of leadership and improvement, the report underscores the need for a strategic approach to developing essential skills and effective self-evaluation processes. It also highlights concerns about budget cuts and teacher recruitment challenges, urging leaders to focus on maintaining staffing levels and resources.
As the report sets the stage for the main assessment due in January, it serves as a call to action for schools to address shortcomings in teaching standards, well-being support, and strategic leadership. By acknowledging the challenges and successes identified in the report, schools in Wales can work towards ensuring a more robust and effective education system for all pupils.