Education in Wales: Our National Mission, Action Plan 2017–21

Education in Wales: Our national mission, Action plan 2017–21

Education in Wales: Our national mission

Action plan 2017–21 Audience The school workforce, and those in other settings delivering the Contents Foundation Phase, parents and carers, government and national partners, including regional consortia, local authorities, governing bodies, workforce unions and diocesan authorities.

Overview This plan of action sets out how the school system in Wales, Ministerial foreword 2 including its sixth forms, will move forward over the period up until 2021 to secure the effective implementation of a new curriculum. This will be supported by policies that will Our reform journey 6 be developed in partnership, based upon sound evidence and evaluated effectively at all stages. This document gathers together Our education system in 2021 10 actions that are initiated by other Welsh Government publications or those of our partners. Key actions 14

Action required A transformational curriculum 17 None – for information only. The four enabling objectives 23 Further information Enquiries about this document Well-being of Future Generations (Wales) Act 2015 40 should be directed to: The Education Directorate Conclusion 42 Welsh Government Cathays Park Further information 44 Cardiff CF10 3NQ e-mail: [email protected]

Additional copies This document can be accessed from the Welsh Government’s website at gov.wales

Related documents Prosperity for All: the national strategy (2017); A curriculum for Wales – a curriculum for life (2015); Qualified for life: An education improvement plan for 3 to 19-year-olds in Wales (2014); Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales (2015); Teaching Tomorrow’s Teachers: Options for the future of initial teacher education in Wales (2015)

Mae’r ddogfen yma hefyd ar gael yn Gymraeg. This document is also available in Welsh.

WG32363 WG33030 Digital ISBN 978 1 78859 603 9 Print ISBN 978 1 78859 605 3

young people already achieve very high standards Within these connected objectives are a range of Ministerial foreword and there are examples of world-class practice actions which will deliver a better school system for right across the country. We in Wales have much Wales. Parents and carers across the country must to be proud of – but there is a recognition have confidence that their children attend schools We are committed to the success and well-being that, together, we can be even better. We can, that are preparing them well for their future lives, of every learner, regardless of background or and will, support all of our young people to make led by teachers who are passionate and talented, personal circumstance. Equity and excellence go the most of their potential. and that deliver qualifications that equip them for hand in hand and we cannot have one at the personal, national and international challenges expense of the other. Geography, deprivation The building of our new curriculum is well and opportunities. or childhood experiences should not prevent underway and will underpin all of our education learners from reaching their potential. reforms. New professional standards for teachers, We are at a crucial point in our education reform Our learners will be resilient, imaginative, strengthened initial teacher education (ITE) journey. On the one hand, there is no hiding our compassionate and ambitious – they will provision, formative assessment arrangements and collective disappointment with the recent aim high and achieve their goals. our emerging National Academy for Educational Programme for International Student Assessment Leadership will support the implementation of (PISA) results. While we acknowledge that PISA To do that, we will require a high-quality education Successful Futures: Independent Review of cannot measure everything, there is widespread workforce that is vibrant, engaged and committed Curriculum and Assessment Arrangements in agreement that what it does measure is important. to continuous learning for all. Our teaching Wales (2015) and ensure a seamless flow across PISA reflects the skills needed to equip our young profession, with an emphasis on strong leadership our truly self-improving school system. people properly for the complex, connected and and professional learning, will help deliver on the exciting world in which we live. It asks the high expectations we all share for our learners, This action plan builds on the 2014 publication questions that employers demand we answer. schools and education system. Qualified for life: An education improvement plan for 3 to 19-year-olds in Wales and reaffirms our On the other hand, and more encouragingly, The children and young people of today A nation’s economic prosperity, social cohesion and ambition that learners will enjoy teaching and the globally acknowledged assessor of education are entering a fast-changing world that is well-being are built on the foundations of a strong learning that inspires them to achieve in a system performance, the Organisation for “ and successful education system. That is why I collaborative and innovative education community. Economic Co-operation and Development increasingly competitive, globally connected describe our focus on raising school standards, (OECD), has given us some very clear messages. and technologically advanced. Schools are reducing the attainment gap between different In delivering our new transformational curriculum, Put simply, they are urging us to hold our nerve having to prepare our young people for groups of learners and delivering an education we will need to focus on the following four key and continue to work in partnership with the wider jobs that have not yet been created and system that is a source of national pride and enabling objectives. education workforce towards the longer term. I am public confidence as our national mission. committed to fulfilling their recommendations and challenges that we are yet to encounter. • Developing a high-quality education profession. am confident we are heading in the right direction. This will require a renewed commitment to The commitment to raising standards for all is • Inspirational leaders working collaboratively improving both the skills and knowledge of a government commitment. By working across We all want our children to be well-educated, safe boundaries we can be confident of a prosperous to raise standards. and happy, to be treated fairly and benefit from our young people, as we raise standards in Wales where education from the earliest age will • Strong and inclusive schools committed high levels of well-being. For many of our young our transformational curriculum. Education be the foundation for a lifetime of learning and people, achieving those ambitions will require a to excellence, equity and well-being. has never been more important. Education achievement. This revised plan of action is designed renewed, collaborative focus across all of our reform is our national mission. to support the delivery of ‘Ambitious and Learning’, • Robust assessment, evaluation and public services. one of the key themes as set out in Prosperity for accountability arrangements supporting All: the national strategy (2017). It is through the a self-improving system. Our national mission is ambitious, innovative and Together, we are all responsible for ensuring that implementation of the actions in this plan that we confident as we work to deliver a reformed and every young person in Wales has an equal will support all of our young people to make the successful education system. By learning together, opportunity to reach the highest standards. most of their potential. We will build ambition and we can develop a better Wales. encourage learning for life, and equip our It is our duty to provide future generations with the children and young people with the right “Our national mission is to raise standards, skills and knowledge they need to play a full and skills for a changing world. reduce the attainment gap and deliver active role in their communities and wider society. Our learners should aspire to be the best. Therefore It is clear to me, through my discussions across the an education system that is a source of it is critical that we do everything we can to support country since becoming Cabinet Secretary for national pride and confidence.” them, setting high expectations, so that we achieve Education, that there is shared optimism about the Kirsty Williams AM our ambitions for our citizens and for our country. way forward. Many of our schools, their staff and Kirsty Williams, Cabinet Secretary for Education Cabinet Secretary for Education

2 3 Education in Wales: Our national mission, Action plan 2017–21 Education in Wales: Our national mission, Action plan 2017–21

A nation’s prosperity, cohesion and well-being are built on a successful education system.

4 5 Education in Wales: Our national mission, Action plan 2017–21 Education in Wales: Our national mission, Action plan 2017–21 Our reform journey

As Wales embarks on a renewed vision of success for all learners, we can reflect on our rich heritage and proud history for promoting access to education: from Griffith Jones and his circulating schools in the eighteenth century; to the donations of the rural and working classes that helped establish our universities and colleges; through to leading the way in publicly funded secondary education.

Our transformational reforms are taking place In 2014, the previous Welsh Government within a challenging environment. This includes published Qualified for life: An education continuing UK-wide austerity, the uncertainties improvement plan for 3 to 19-year-olds in associated with Brexit, the technological Wales. In the plan, we committed to building transformation of economic and working lives, and an improved, collaborative education system the growing divergence in the qualification systems for Wales. Three years later it is now clear that across the home nations. These are all challenges, the schools’ community and their partners have and opportunities, that we can and must meet. made progress in several key areas. These include improved GCSE outcomes and a narrowing of Though these challenges are great, they the performance gap between learners from underline that education reform is essential to poorer backgrounds and their peers. Wales’ future as a strong, prosperous and socially cohesive society. We may be a small nation but Our national mission does not stop at the our innovative approach, high ambitions and school gates. Our reform journey, focused on willingness to work and learn with the best in the raising standards and reducing the attainment Percentage of learners in Wales, in Year 11/aged 15 achieving Learners world is attracting attention. We can be proud gap, is further strengthened by improvements the Level 2 inclusive (five A*–C GCSEs/equivalent including Age 15 in that the international community is looking with to student support and the post-compulsory English/Welsh and mathematics) version* interest at what is happening in Wales, but there education system. Our innovative approach Year 11 is much more to be done. will ensure that all students are supported with their living costs, while also investing in 2011 2012 2013 2014 2015 2016 2016** Since 2013, we have been open to review our universities, and that it becomes easier for Level 2 50.1 51.1 52.7 55.4 57.9 60.3 59.8 by the international expert community. That people to learn and acquire skills throughout (inclusive) involvement will continue, and it is our intention their careers. to invite the OECD to carry out further reviews at Level 2 key points along our national education reform (inclusive) journey. Quite simply, to be the best we must eligible for free 22.0 23.4 25.8 27.8 31.6 35.6 35.2 learn from the best. school meals (eFSM) % difference 28.1 27.7 26.9 27.7 26.3 24.7 24.6 We may be a small nation but our innovative approach, high ambitions and willingness to work and learn with the best in the world is attracting attention. The Welsh approach considers every element of * Calculated to be as close as possible to the definition in previous years. the education system. ** 2017 verified data not published until December 2017.

6 7 Education in Wales: Our national mission, Action plan 2017–21 Education in Wales: Our national mission, Action plan 2017–21

In November 2016, the Cabinet Secretary for In response, this document, Education in Wales: Education invited the OECD to examine the work Our national mission, Action plan 2017–21 underway on education reforms and shine a light is our revised plan of action. It will support on our progress to date. The OECD found that, ‘Ambitious and Learning’, one of the key themes since their previous visit in 2014, progress had as set out in Prosperity for All: the national been made in a number of policy areas and a strategy, and will help to develop a school system noticeable shift had taken place in our approach that will instill in our learners an ambition to make to school improvement – away from piecemeal the most of their potential, lay the foundation for and short-term policy towards one guided by a lifetime of learning and achievement, and equip a long-term vision. them with the right skills for a changing world.

They found the Welsh reform journey was To deliver our reforms across the entire system, increasingly characterised by close working we will need a bold commitment to effective between government and the education collaboration along with integration of services sector, with a commitment to improvement where appropriate. This will include Welsh ‘visible at all levels of the education system’. Government, the teaching profession and the wider education workforce, our key partners in The report recommended that key priorities local authorities, diocesan authorities, regional for government should be to: services, Estyn, the Education Workforce Council (EWC), Qualifications Wales, higher education • bring further coherence across the various institutions and others. Successful implementation reform initiatives, ensuring that this coherence will require effective and honest engagement is evaluated at key points in the journey between all facets of the education system. We are committed to providing the conditions to enable • continue the process of co-constructing this to happen. In delivery we will also seek to policies with key stakeholders, making explicit work with the wider public service and third sector how teachers, support staff, school leaders, where required. local authorities, regional consortia and other stakeholders each contribute to realising the vision for the Welsh learner

• continue the strengthening of Wales’ school improvement infrastructure through strengthening the capacity of regional consortia and the quality of their relationships with teacher education institutions

• further enhance the use of evidence and research and its link to policy through continuing to invest in building research and assessment capacity at all levels of the system

• communicate clearly about the Welsh education reform journey, including ensuring that we celebrate the successes that we have on the way.

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It is our intention that our learners will: If we are to achieve this for our workforce, Our education our schools will be: • benefit from experiences at school that will support them in becoming young adults that are: • exemplifying the characteristics of effective system in 2021 learning organisations (see ‘Schools as learning − ambitious, capable learners, ready to learn organisations’ on page 12) throughout their lives − enterprising, creative contributors, • vibrant, inclusive, open, connected, creative By 2021, our transformation will be well underway. Schools will have significant experience of ready to play a full part in life and work community-based learning organisations, working together to take the new curriculum forward, and our reforms to ITE and additional − ethical, informed citizens of Wales active in wider networks and the world learning needs (ALN) will be well established. Likewise, the growing contribution of the • well led by education professionals who have National Academy for Educational Leadership will be generating future leadership capacity − healthy, confident individuals, ready to lead the intellectual and practical understanding and the culture and principles of the self-improving school system will be further embedded. fulfilling lives as valued members of society of education leadership within our system, developed through a common national approach • have relevant high-level digital, literacy and and supported by effective governance. The Welsh education system three-tier model numeracy skills To support our schools, our middle tier Welsh Government • be increasingly bilingual with a strong grasp (local authorities and regional consortia) will: • Planning and policy making – through evidence-based collaboration. of other languages. Tier 1 • be clear about their key roles as leaders • Managing models of accountability within the democratic process. If our learners are to be developed in these ways, of effective planning and providers of • Engaging with all tiers and supporting capacity-building for system improvement. the teaching profession will be: intelligence into the system to enable all schools to play their part in improving learner outcomes Four regional consortia, local authorities, diocesan authorities, Estyn, Qualifications • high-quality, collaborative and driven by and well-being Wales, Education Workforce Council (EWC), examination boards and higher education a deep understanding of pedagogy and subject knowledge • be knowledgeable about educational inequities Tier 2 • Using their knowledge of schools and research to facilitate and support the sharing of within and between partnerships/alliances and best practice and collaboration to improve learner outcomes, within a self-improving • research-engaged, well informed and able to address them by moving knowledge school system. learning from excellence at local, national and expertise; they are key to facilitating and international levels cross-sectoral and multi-agency collaboration to support those in greatest need Schools • attractive, with high morale and Tier 3 • Working together to provide the range of experiences for children, young people and professional satisfaction • work collaboratively across the whole of professionals to enhance their learning and well-being. Wales to mobilise expertise and minimise • well supported by a range of learning support duplication of effort and cost – to do this, professionals who can provide the additional they will continue to operate at a regional capacity that is needed to meet the needs of scale to build capacity and enable services to every child target resources and activity effectively towards schools working together • outward-looking and committed to raising standards within and between schools • be well led by education professionals who have the intellectual, practical and shared • creators of vibrant, warm and caring understanding of education leadership within environments that inspire learning our system – leaders will be driven by the curriculum’s four purposes, provide good-quality • well led by leaders who will ensure that vision and build strong evolving partnerships. every teacher can improve through effective collaboration, innovation, professional learning and opportunities to provide professional leadership to others.

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For our schools and middle tier to be able to To achieve this, Welsh Government must: grow in the ways outlined above, our other key partners in the middle tier (such as Estyn, • be bold and courageous in securing the best for Wales Audit Office (WAO), Qualifications Wales, our young people and the teaching profession EWC) will: • maintain a commitment to inclusive, public • exemplify the qualities of effective learning service education and to schools designed organisations, learning from the best in the to serve their communities world to support our national reform journey • build a network of support around the education • seek to ensure that all sectors engage in effective workforce and its learners by strengthening links partnerships to build a high-quality workforce to with other public services, acknowledging the meet the needs of all learners vital importance of mental and physical well-being for both learners and educators • develop accountability models to promote system change, avoiding incentivising • work with key partners to develop flexible institutional self-interest and responsive accountability models which hold schools to account and support children’s • be well led by confident, ambitious professionals learning, without inhibiting innovation and who share in our vision for a self-improving effective sharing of good practice system and recognise their crucial role in delivering positive change. • communicate our education reform journey effectively and celebrate successes across To achieve the above, we will continue with the system to build national pride and public a clear commitment to the effective delivery confidence in what we are doing. of our new curriculum, underpinned by the four enabling objectives required to ensure its success. If all key partners deliver on these expectations, by This will be reinforced by continued co-construction, 2021 Wales will be well on its way to possessing an open and honest dialogue with educators and intelligent, collaborative three-tier school system that evidence-based policy development. is connected to a clear vision for all of our learners.

Schools as learning organisations

Wales has an ambition that all schools develop as learning organisations, in keeping with OECD principles. Schools that are learning organisations have the capacity to adapt more quickly and explore new approaches, with a means to improving learning and outcomes for all their learners. The Welsh school as a learning organisation focuses on realising seven ‘dimensions’. • Developing and sharing a vision centred on the learning of all students. • Creating and supporting continuous learning opportunities for all staff. • Promoting team learning and collaboration among all staff. • Establishing a culture of inquiry, innovation and exploration. • Embedding systems for collecting and exchanging knowledge and learning. • Learning with and from the external environment and larger learning system. • Modelling and growing learning leadership. For further details, see www.oecd.org/education/school/school-learning-organisation.pdf

12 13 Education in Wales: Our national mission, Action plan 2017–21 Education in Wales: Our national mission, Action plan 2017–21 Key actions

In classrooms and schools across Wales, we are building on strong foundations to deliver an Develop a new ‘made in education system that is a source of national pride and public confidence. Together, we are Establish a national approach Wales’ teachers’ pay and all responsible for ensuring every young person has an equal opportunity to reach the highest to professional learning, conditions framework, standards. This plan details some of our key actions. building capacity so that enshrining a national all teachers benefit from approach to professional career-long development learning and standards, and based on research and the freedom for teachers effective collaboration. to use their professionalism and knowledge.

Improve the proportion of Expand the Pupil Commit to formative Deliver a transformational Reduce unnecessary Development Grant (PDG), new curriculum, to embed top-performing learners assessment, supporting workload and bureaucracy, formerly known as the the four purposes and in PISA, by addressing the personalised progress by providing clarity of what Pupil Deprivation Grant, ensure that all are focused relatively low proportion (including for our most is and isn’t required in the building on its success in on higher standards of reaching the highest able learners), together classroom, and improving narrowing the attainment literacy and numeracy and levels; this will be crucial with our new reformed the use of business gap and breaking down ensuring our young people in reaching our long-term and rigorous GCSEs managers to support the barriers faced by are more digitally and aim of scoring 500 in each and A levels. school leaders. learners. bilingually competent. domain in PISA 2021.

Promote Build on our commitment to Reform our teacher Develop and deliver a new school-to-school equity in education through training offer, Assessment and Evaluation working, including ALN legislation that will strengthening university Framework, supporting federation, clusters and strengthen provision and and school partnerships so the realisation of the four professional learning support for all learners in all that they jointly design and purposes of education. communities. language settings. run programmes.

Introduce new Professional Continue to upgrade the Standards for Teaching and quality of school buildings, Establish our new National Leadership (and dedicated Ensure we partner equity with a further funding Reduce infant class sizes, Academy for Educational standards for support with excellence, identifying of £1.1 billion capital targeted at those who will Leadership, which will staff), promoting teaching new and effective ways investment over the next most benefit, supporting identify, support and inspire excellence and supporting to measure and improve four years through teachers to raise standards leaders across the career-long professional learner well-being. our 21st Century for all. entire system. learning, collaboration, Schools and Education innovation and Capital Programme. effective leadership.

14 15 Education in Wales: Our national mission, Action plan 2017–21 Education in Wales: Our national mission, Action plan 2017–21 A transformational curriculum

Developing transformational curriculum and assessment arrangements will be crucial to realising our vision for children and young people in Wales. They will have higher standards of literacy and numeracy, become more digitally and bilingually competent, and evolve into enterprising, creative and critical thinkers. Our new curriculum will have equity and excellence at its core and help develop our young people as confident, capable and caring citizens.

We are moving ahead to ensure that the widely Strong progress has already been made supported new curriculum will be available and, together, we have: for all learners in Wales. In order to achieve that, we need to design a full curriculum and • published A curriculum for Wales – a the associated assessment arrangements, curriculum for life (2015) and put in place which is now being done with schools and a network of more than 175 pioneer schools expert stakeholders. A key principle of the new to lead the development and support of the curriculum is that it must be appropriate to every new curriculum learner in every classroom. It is not a matter of simply adapting the existing curriculum. • updated the National Literacy and Numeracy Programme (NLNP) and published the The new curriculum replaces existing key Foundation Phase Action Plan stages with ‘progression steps’, and will be organised into six Areas of Learning and • introduced rigorous made-in-Wales Experience (AoLE) – expressive arts; health and qualifications, such as reformed key well-being; humanities; languages, literacy and GCSE specifications, the Welsh communication; mathematics and numeracy; Baccalaureate, AS and A levels and science and technology. The implications for schools will be felt at many levels – it is not just • established Qualifications Wales to act as a matter of changing the content of lessons. an independent regulator of general and vocational qualifications in Wales. As the cornerstone of our collective effort to raise standards, the new curriculum will be reliant upon the alignment of four enabling objectives which must all be delivered effectively to have the transformational impact to which we aspire. Each objective links to the others and only when they are all functioning will we realise our vision for our education system and its learners. By focusing on these objectives, reinforced by a focus on raising standards and expectations, we can be confident that we can deliver for all.

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During the period until 2021, and • bring forward legislation for the revised within the context of the four purposes curriculum and assessment arrangements (see diagram on page 19) of the new reaffirming the principle of a new national curriculum, we will: curriculum framework for Wales, which Our national mission will be defined through a broad set of • use reputable pedagogic research and duties, and will provide the freedom for our effective collaboration across the entire practitioners to use their professionalism and is ambitious, innovative system to support the development of creativity to meet the needs of all learners

a world-class curriculum that will and confident. help raise standards for all in Wales • develop a transformational approach to the learning, teaching and assessment of the • design and implement new assessment Welsh language with the aim of ensuring arrangements, with more emphasis on all learners will be able to use the Welsh formative assessment; this will include language when they leave school developing personalised assessments that are computer-based and adaptive to provide • extend and promote learners’ wider n improved diagnostic capabilities for all our experiences so that the curriculum is rich sio fes learners, including the most able, and also and varied as well as being inclusive, broad ro I p ns

ensure that new accountability arrangements and balanced, where learners will benefit n pi io ra t t are fit for purpose and effectively support from the best possible learning opportunities ca io u new curriculum n curriculum and assessment reform both inside and outside of school. d The a e l y le it a l d a e u r q s - h g i To do this, we will do the following. H Ambitious, Enterprising, capable creative learners contributors • Develop the framework for the Areas of Learning and Experience (AoLEs) including the key requirements for moving towards a language continuum for Welsh. • Ensure that resources that we commission are developed in English and Autumn 2017 Ethical, Healthy, Welsh at the same time to support our new curriculum. A informed confident s s e citizens individuals • Develop approaches to professional learning to ensure that all schools are s s better able to plan for curriculum change. m g n e i n e b t - • Begin the phasing-in of adaptive personalised assessments (to replace During autumn , l e l paper-based reading and numeracy tests). 2018 v e a w lu a d t The lum n • Make available for final feedback new curriculum and assessment i new rricu a o cu y By Easter 2019 n it arrangements for schools. a u n q d e ac e, • Final curriculum. By January 2020 co nc un lle tab xce ility E By 1 September • All maintained settings and schools are using the new curriculum.

2022

18 19 Education in Wales: Our national mission, Action plan 2017–21 Education in Wales: Our national mission, Action plan 2017–21

Rollout of curriculum and qualifications timeline

2017 2018 2019 2020 2021 2022 2023 2024 2025 2026

Curriculum Final Introduce Develop curriculum; identify Introduce Introduce Introduce Introduce available for to Nursery professional learning needs. curriculum through to Year 8. to Year 9. to Year 10. to Year 11. feedback. available. to Year 7.

All schools Schools trialling and testing of curriculum; moving towards All maintained settings and schools are using the new curriculum. planning and preparation for changes. new curriculum.*

Professional teaching standards in effect. NNEM, All schools being supported to prepare for and use the new curriculum NNEST live.** through professional learning and leadership provision at national, regional and school level.

Qualifications Wales Development First teaching involved in curriculum development. of new GCSEs. of new GCSEs.

* Includes assessment. ** NNEM – National Network for Excellence in Mathematics. NNEST – National Network for Excellence in Science and Technology.

20 21 Education in Wales: Our national mission, Action plan 2017–21 Education in Wales: Our national mission, Action plan 2017–21 The four enabling objectives

It is clear that the successful realisation of our new transformational curriculum and assessment arrangements will require well-coordinated, enabling reforms. These reforms are being developed in collaboration with education professionals, and are benefitting from engagement with excellent practice from around the world. The realisation of a new curriculum will require a clear focus on the following four key enabling objectives.

1 Developing a high-quality education profession.

2 Inspirational leaders working collaboratively to raise standards.

3 Strong and inclusive schools committed to excellence, equity and well-being.

Robust assessment, evaluation and accountability arrangements supporting 4 a self-improving system.

We all want our children to be well-educated, safe and happy.

22 23 Education in Wales: Our national mission, Action plan 2017–21 Education in Wales: Our national mission, Action plan 2017–21 Enabling objective 1: Developing a high-quality education profession

An education system cannot exceed the • established four regional consortia to quality of its teachers, and our new curriculum focus on school improvement through cannot be delivered without a well-supported, collaborative working aspirational teaching profession. The world’s highest-performing education systems have • improved learning environments in schools vibrant, engaged educators and support staff through local and diocesan authorities and who are committed to continuous learning. Welsh Government investment to the value We will support teachers in Wales to be lifelong of £1.4 billion through the 21st Century professional learners that reflect on and enhance Schools and Education Capital Programme their own practice to motivate and inspire the children and young people in their care. • created Hwb, our all-Wales learning platform, which is now being accessed We will work with key partners to by more than 500,000 users. ensure that all teachers will: During the period until 2021, we will: • benefit from opportunities to improve the quality of their pedagogy, while aspiring to • strengthen ITE using new accreditation be a better teacher criteria which will expect higher education institutions and their school partnerships to • be effectively supported by other colleagues collaborate in the design and running of within the education workforce high-quality teacher training programmes

• have opportunities for professional • attract and retain more high-quality learning in a research-driven culture, in applicants and high-calibre mature graduates the knowledge that excellent teachers are into teaching through a redesigned Graduate effective learners Teacher Programme

• enter the profession having experienced • develop, consult upon and launch new significantly improved initial teacher professional standards for teachers and education (ITE). others in the education workforce that will focus on the essential elements of successful So far, we have: teaching; we will also develop standards for support staff that can enable them to improve • established the Education Workforce their skills, commit to professional learning Council (EWC) and recognised the value and facilitate clearer pathways to the role of of an increasingly professional workforce higher level teaching assistant (HLTA) by registering all the school and further education workforce

• worked with our higher education partners and schools to plan for transformation of ITE

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• develop a national approach to To action our plan, we will do the following. career-long professional learning (see Priorities for professional learning ‘Priorities for professional learning’ in the Over the coming years, it will be imperative next column) that builds capacity from ITE that we equip our education workforce • Establish a formal accreditation board to accredit ITE programmes that will be and is embedded in evidence-based research to deliver the four purposes of our new operational from September 2019. and effective collaboration curriculum in all contexts, and improve • Work on the passage of the Additional Learning Needs and Education Tribunal the quality of assessment for learning. (Wales) Bill through the National Assembly for Wales. • establish a national approach to reducing infant class sizes in order to improve the In the short term, in order to build capacity, • Make available new Professional Standards for Teaching and Leadership for quality of learning and teaching of those most we recognise that rapid progress needs to use in schools. During adversely affected by deprivation and to support be made with supporting our education autumn 2017 professionals to: • Support the development of pathways for HLTAs – to be agreed and delivered the continued development of the principles by regional consortia. and best practice of the Foundation Phase • utilise the relevant technologies and skills to transform the digital competence of • Launch the digital professional learning framework and programmes for • establish more effective workforce planning our learners schools as learning organisations. systems to ensure sufficient numbers of • improve classroom practice in the science, • Introduce a national approach to reduce infant class sizes. highly skilled teachers, including those able technology, engineering and mathematics to work through the medium of Welsh and (STEM) subjects ahead of the new Areas the wide range of ALN roles, and develop of Learning and Experience (AoLEs) and alternative models to ensure the quality and • Support the adoption of new professional standards by serving teachers revised A level courses sufficiency of supply teachers for schools and headteachers. • share best practice in Foundation • Make new professional standards available for use in ITE programmes. • continue the 21st Century Schools and Phase teaching across all settings/schools • Launch a national approach to professional learning (to include By autumn Education Capital Programme in order to • meet the needs of all learners with ALN, teachers/practitioners, learning support and supply staff). 2018 deliver learning environments that meet in keeping with the requirements of the needs of all learners and ensure the new legislation • Launch the overarching Workforce Development Plan, to include a availability of education through the medium focus on small and rural schools, developing Welsh language skills and of Welsh for all who choose it, and support • teach Welsh as a living language improving the quality of the supply workforce. making better use of schools to provide and ensure that greater numbers can extended services to their communities, work effectively in Welsh-medium and including community learning centres. bilingual settings • All students commencing ITE programmes will be subject to new • improve the quality of teaching in professional standards. To assess progress in this area, we will: order to extend our most able learners • Develop a framework for a pay and conditions system that contributes By autumn in all settings/schools, including to a highly motivated teaching profession which will underpin the delivery 2019 • use workforce surveys to evaluate the improving outcomes for learners of our new curriculum. confidence of the profession in delivering in our sixth forms the new curriculum • Undertake the first statutory collection of workforce data to better inform • secure the most effective safeguarding workforce planning and policy decisions. practices (including online safety) • work with Estyn as they evaluate the quality and support improved well-being by of ITE and professional learning at the developing a workforce that is ACE different tiers and respond as required (adverse childhood experiences) aware • monitor the match of supply and demand • encourage positive behaviour for staff in specialist areas including dispositions and improved transition Teachers should be the most dedicated students in the classroom. Welsh-medium provision for all our learners across all key points. We will support them to be lifelong professional learners to help • monitor that there is sufficient access raise standards for all our young people. for learners to Welsh-medium provision.

26 27 Education in Wales: Our national mission, Action plan 2017–21 Education in Wales: Our national mission, Action plan 2017–21 Enabling objective 2: To action our plan, we will do the following.

• New Professional Standards for Teaching and Leadership are made available for all teachers and leaders to adopt from September 2018. During Inspirational leaders autumn • Regional consortia to continue to collaborate to ensure effective 2017 working collaboratively alignment of support for school leaders.

• Formally constitute the National Academy for Educational Leadership. to raise standards By summer • Respond to consultation on school governance with proposals for a revised 2018 regulatory framework. To deliver on our national mission of education During the period until 2021, we will: reform, Wales needs inspirational leaders that are well prepared and supported to lead their • establish and develop a National Academy for • Ensure that the first provision of leadership programmes endorsed by organisations through the changes ahead. Educational Leadership that will secure, nurture the National Academy for Educational Leadership become available. Following its visit to Wales in 2014, the OECD and inspire leaders now and for the future By autumn • A revised National Professional Qualification for Headship (NPQH) becomes 2018 said we should ‘treat developing system leadership across the entire system in both Welsh-medium available to support the new Professional Standards for Teaching and as a prime driver of education reform’. Promoting and English-medium settings Leadership and to better equip leaders to plan for the new curriculum. and supporting effective, collaborative leadership will therefore be central to our reforms. • support the implementation of new Professional Standards for Teaching and Leadership which The establishment of a National Academy for will embed the role of headteachers as leaders • An extensive portfolio of endorsed leadership development opportunities By autumn Educational Leadership, alongside new professional of change in our system become available for the education community. 2019 leadership standards aligned to professional standards for teachers, will ensure that leaders at all levels across • develop options for more flexible, our education system are well supported to develop skills-focused governing bodies and and inspire colleagues and to work collaboratively to expand the utilisation of highly skilled embed the new curriculum. business managers in order to provide more effective support for school leaders. So far, we have: Wales needs inspirational leaders working together, committed to To assess progress in this area, we will: • worked with the regional consortia to adapt the raising standards and reducing the attainment gap. National Professional Qualification for Headship • be able to identify a wider range of (NPQH) to provide more effective preparation opportunities becoming available to develop for headship present and future leaders

• reviewed and consulted on the existing school • evidence an improvement in the number governance framework of high-quality applicants for leadership posts in schools • worked with leaders to develop new professional leadership standards for schools. • evidence more effective support being given to school leaders by a growing body of effective business managers and governing bodies.

28 29 Education in Wales: Our national mission, Action plan 2017–21 Education in Wales: Our national mission, Action plan 2017–21 Enabling objective 3: Strong and inclusive schools committed to excellence, equity and well-being

All learners must be supported to be emotionally So far, we have: and physically ready to learn in a safe and supportive environment. Equity requires that • implemented Rewriting the future: Raising we ensure that the system, at school, local and ambition and attainment in Welsh schools national level takes account of and responds to (2014) and delivered the Pupil Development the unique challenges that present themselves Grant (PDG), formerly known as the Pupil to individuals or groups of learners. We will Deprivation Grant, to break down the strengthen partnership working to improve the barriers faced by learners from disadvantaged early childhood experiences of children and ensure backgrounds, with results now showing a widespread understanding of the importance of improvements for those learners at all key stages the first thousand days in a child’s life. • published new safeguarding in education Our twenty-first century curriculum will help guidance – Keeping learners safe: The role schools focus effectively on learner well-being, of local authorities, governing bodies and equity and excellence. Each learner must be proprietors of independent schools under the respected and challenged to achieve the best Education Act 2002 (2015) – to ensure that that they are capable of, including our most able education services are supported in safeguarding learners, while being supported to overcome the welfare of their learners, working where barriers that inhibit their learning. Children and necessary with investigative agencies young people who have strong relationships and a positive sense of self – and who can understand • established an expert panel to guide and manage their own health and emotions – are improvements in sex and relationships education. in a better position to reach their full potential in the future.

Working in partnership, we are determined that no challenge should prevent any learner from reaching their potential, including those learners who experience several ACEs.

30 31 Education in Wales: Our national mission, Action plan 2017–21 Education in Wales: Our national mission, Action plan 2017–21

During the period until 2021, we will: • establish a National Endowment for Music to To action our plan, we will do the following. ensure that all our young people, from whatever • expand the PDG so that schools can improve on background, can develop their talents and skills the life chances of our most deprived younger through music • Expand the PDG from April 2017. learners through earlier intervention, which • Work on the passage of the Additional Learning Needs and Education will support the ambition to improve the first • implement the Wales Charter for Youth Work Tribunal (Wales) Bill through National Assembly for Wales processes. thousand days of our most vulnerable children and establish an independently chaired National Youth Support Services Board to secure a shared • Publish the first annual review of the LAC Education Strategy. • work with partners to identify the most effective vision for effective youth work • Strengthen partnership working to deliver better outcomes for looked During means of measuring and improving learner after children and those in EOTAS, including in PRUs. autumn 2017 well-being; we will also strengthen the work • provide young people with high-quality, of schools and their partners to enhance the independent careers advice and guidance to help • Deliver mental health support for schools and learners, in partnership with safeguarding and resilience of all learners and them make sound learning choices, develop their local health boards, starting with regional pilots. deploy approaches designed to reduce the career management competencies and succeed • Support activities to enhance summer learning. incidence of negative behaviours in the in the world of work. • Establish a National Endowment for Music. classroom, and potentially in later life To assess progress in this area, we will: • ensure that looked after children and those educated other than at school (EOTAS), including • work with our key partners in Wales and beyond • Evaluate our youth work funding streams. at pupil referral units (PRUs), are better supported to identify ways of measuring progress in • Identify and disseminate good practice in relation to school-based counselling. to succeed through the development of learner well-being By spring 2018 strengthened collaborative working designed to • Establish an independently chaired National Youth Support Services Board. substantially improve provision and outcomes for • develop and utilise effective learner, workforce • Develop and deliver provision to identify and support our more able learners. these learners and parental surveys

• build on the success of the Seren Network, • benchmark effectively within Wales and with • Work with partners, in Wales and beyond, on effective measurements designed to support Wales’ brightest sixth our international partners of learner well-being. formers to deliver improved provision for our By autumn • Explore the introduction of youth work sufficiency assessments. most able younger learners, raising standards • ensure that policy is evidence-driven and its 2018 for all implementation open to regular evaluation • Support key partners to develop professional learning opportunities to enable key practitioners to become ACE aware. • support high-quality summer learning • monitor the performance of different programmes, ensuring that our young people groups of learners, using all available don’t lose ground in learning over the summer, data, with a particular focus on reducing helping to reduce the attainment gap the attainment gap between learners from • Subject to the Additional Learning Needs and Education Tribunal (Wales) Bill deprived backgrounds and their peers. receiving Royal Assent, deliver a new ALN code and regulations underpinning By autumn • build on our commitment to equity in education the statutory framework. 2019 by bringing forward a new legislative framework • Implement the Wales Charter for Youth Work. for the identification and support of learners through an Additional Learning Needs and Education Tribunal (Wales) Bill designed to During 2019/20 – strengthen provision across Wales for all • Work with key partners to implement our ALN transformation programmes. learners with ALN, in all language settings date subject to consultation • support schools to work more effectively with local health boards in order to improve provision for learners with matters relating to their mental health We are committed to the success and well-being of every learner. We believe in a system that combines equity with excellence.

32 33 Education in Wales: Our national mission, Action plan 2017–21 Education in Wales: Our national mission, Action plan 2017–21 Enabling objective 4: Robust assessment, evaluation and accountability arrangements supporting a self-improving system

In order to ensure effective delivery of the new So far, we have: curriculum, we must be clear about those things that we wish to value and measure across the • developed a regional model for school entire system – in relation to learners and their improvement, based on many of the principles of teachers, schools and their leaders and the range a self-improving system, which is now enabling of partners who play key roles in the system. us to plan together for the new curriculum

In addition to valuing and measuring new aspects • strengthened the notion of a self-improving of learning, we are committed to ensuring that system through the role of schools in providing we will also value schools that are collaborative leadership for others, e.g. the Pioneer Network, and supportive of each other. This is needed so that the National School Categorisation System Wales can move ahead as a community of educators with its focus on support, the emerging to achieve great things for our young people. ITE partnerships, the growing number of schools committed to developing as learning Through the use of evidence-based approaches organisations, and many initiatives designed and co-construction, we will create a coherent to share subject or leadership expertise assessment and evaluation framework that will ensure effective accountabilities across the • significantly engaged in policy co-construction education system so that all partners play their full across the Welsh education system three-tier part in delivering the best for our learners and their model (see model on page 10), with a growing, teachers. Working with key partners we will ensure shared understanding between the three tiers – that smaller and rural schools are better supported Welsh Government, local authorities/regional to play their full part in a collaborative services and other partners, and schools. self-improving school system.

34 35 Education in Wales: Our national mission, Action plan 2017–21 Education in Wales: Our national mission, Action plan 2017–21

During the period until 2021, we will: To action our plan, we will do the following. The self-improving system • develop revised assessment, evaluation and A self-improving system is one in which accountability arrangements which focus on • Celebrate our successes with activities such as the annual Professional From May school leaders and teachers have the skills, the key work of schools and all other tiers in Teaching Awards Cymru. 2017 capacity and commitment to continually learn the system to deliver the best for all learners; and improve their practice so that every this will underpin a national approach to the child achieves their potential and is prepared self-improving system, so that all schools grow • Respond to Qualifications Wales’ review of GCSE early entry, for life in an increasingly complex world. as learning organisations and are encouraged and take action where appropriate. to share their expertise for the benefit of all • Agree transitional assessment and evaluation arrangements with schools Over recent years schools have become learners, including through federations in order to support deeper collaborations between schools and secure the better at sharing their best practice for raising of standards for all learners. the benefit of all learners. Our Welsh • build the knowledge, expertise and research During • Issue support and guidance and an incentive for schools to federate. self-improving system needs every base of the self-improving system by supporting autumn 2017 professional and institution to become collaborations within and between schools, • Consult on amendments to the School Organisation Code to ensure aware of their own strengths and areas regional consortia and higher education that all viable options, including federation, have been considered for improvement, and with this knowledge institutions and committing to sharing before closing a small or rural school. seek support for their own improvement research evidence and effective practice and offer support for others to improve. across the system • Introduce a small and rural school grant to support greater collaboration between schools. It is our ambition and expectation that all • increase university–school engagement beyond parts of the education system become ITE and build on their role in supporting a participants in this model, so that strengths research-engaged profession; working with • Agree a longer-term model of assessment and evaluation for schools that will By summer are spread across the system, and areas higher education institutions, we expect to clearly identify what schools are accountable for and encourage all schools to 2018 for improvement are tackled through peer build on the success of programmes such as pursue the success of all learners in our changing context. engagement and support. those in modern foreign languages, taking the Student Mentoring Project into other disciplines In achieving this we will ensure that our education professionals can thrive in a • improve outcomes for sixth-form learners, • Publish an assessment and evaluation framework for the entire education supportive and collaborative environment those in PRUs and those EOTAS by promoting system, showing clearly what each component part of the system is to raise standards and ensure that every the extension of the self-improving model to responsible for, ensuring that responsibilities are appropriately distributed During young person can fulfill their potential. those settings and accountabilities clearly identified in order to embed collaboration and autumn 2018 raise standards for all of our learners. • develop a national approach to small and rural • Publish the first annual Wales Education Report Card. schools within the self-improving system.

To assess progress in this area, we will:

• gather evidence of whole-system improvement through agreed measures

• monitor the deepening of collaborations For the first time in a generation, educators right across our system are between schools and their partners working together to craft a new and innovative vision for our schools. • measure the growth of educational research in Wales to better support collaborations

• continue to be open to external advice and scrutiny across the whole system.

36 37 Education in Wales: Our national mission, Action plan 2017–21 Education in Wales: Our national mission, Action plan 2017–21

Every child should be taught in a school system that sets high expectations for all our learners and teachers.

38 39 Education in Wales: Our national mission, Action plan 2017–21 Education in Wales: Our national mission, Action plan 2017–21 Well-being of Future

Generations (Wales) Act 2015 Well-being objectives

This document, Education in Wales: Our national mission, Action plan 2017–21, will seek to Education in Wales: Our national mission, Action plan 2017–21 will be implemented in support all well-being objectives. accordance with the Well-being of Future Generations (Wales) Act 2015 five principles • Support people and • Promote good • Equip everyone with of working. businesses to drive health and well-being the right skills for a prosperity. for everyone. changing world. • Long-term: This is a long-term approach to • Collaboration: Collaboration is already being • Tackle regional inequality • Build healthier communities • Build resilient communities, reforming education in Wales. The short-term seen with extensive joint working on design and and promote fair work. and better environments. culture, and language. needs of the education system will continually implementation plans. The plan commits us to be balanced against the longer-term needs as promoting transformation through collaborative • Drive sustainable • Support young people • Deliver modern and outlined in this plan. innovation and system-wide improvement for growth and combat to make the most of connected infrastructure. the benefit of all learners. climate change. their potential. • Promote and protect Wales’ • Prevention: We will seek to maintain an • Deliver quality health • Build ambition and place in the world. emphasis on prevention, in terms of early • Involvement: We have involved and will and care services fit for encourage learning for life. interventions with children to reduce the continue to involve partners with an interest risks of difficulties in later life. Approaches in our reform agenda. We also recognise the the future. such as those designed to reduce the risks need for continued support from effective associated with adverse childhood experiences practitioners and other expert input. Schools and those to improve the quality of a child’s and the teaching profession are at the heart first thousand days (from conception to age of planning and will be the deliverers of the two) will underpin our approaches to well-being transformation and they will work to reflect in an effort to minimise the risks of escalation the diversity of the areas in which they operate. of childhood challenges into significant adult and inter-generational difficulties for those children in later life.

• Integration: The plan will see key partnerships emerging which show an unprecedented level of integration across the system. Local authorities, regional services, higher education institutions, groups of schools and health professionals are increasingly active participants in planning as we seek to develop cross-sectoral approaches to the implementation of the plan.

It is our collective responsibility to inspire, engage and motivate the next generation of learners as we bid to develop a brighter, more prosperous Wales.

40 41 Education in Wales: Our national mission, Action plan 2017–21 Education in Wales: Our national mission, Action plan 2017–21 Conclusion

Prosperity for All: the national strategy sets out our long-term aim to build a Wales that is healthy and active, prosperous and secure, ambitious and learning, and united and connected.

There is no doubt that This renewed vision for Our nation needs compassionate Wales, and the world, face education in Wales is and well-rounded individuals significant“ challenges and rapid built around our evolving who not only have a strong change. Huge economic and curriculum, which empowers grasp of literacy, numeracy technological transformation the education workforce and digital competency, but necessitates that our education to take a lead in driving us also the critical thinking skills, system can’t stand still. Doing forward. We must be confident imagination and resilience to nothing is simply not an option. in setting high expectations, excel in – and create – the new raising standards for all and jobs of tomorrow. We must Taken together, our reforms reducing the attainment gap. ensure that every voice is heard will meet these challenges and By doing this, we will break and no child is left behind. deliver on the high expectations down barriers and unleash the we all share for our young potential within all our learners There has never been a better people. These are exciting and the education workforce. time to be involved in Welsh times for education in Wales. education, but we all have We must not, however, forget to stand up and be counted. For the first time in a the solid foundations on which Now is the time to make a generation, educators right our plan of action for our difference. Together we can across our system are working national mission is built. A lot achieve our national together to craft a new and has been achieved in a short mission. innovative vision for our space of time and we can be schools. We have to grasp with proud of how we are already both hands the opportunity to reducing the attainment ” create something that will be gap and of our renewed the envy of the world. It is a commitment to collaborate plan that can help us provide and innovate. Kirsty Williams AM a school system that will instill Cabinet Secretary in our learners an ambition It is our collective responsibility for Education to make the most of their to inspire, engage and potential, lay the foundation motivate the next generation for a lifetime of learning and of learners as we bid to achievement, and equipping develop a brighter, more them with the right skills for a prosperous Wales. We live in changing world. challenging times and building a system of which we are all proud will not be easy. But our vision for education is unashamedly ambitious.

42 43 Education in Wales: Our national mission, Action plan 2017–21 Further information

Prosperity for All: the national strategy Taking Wales Forward 2016–2021 (2017) sets out the long-term aim (2016) sets out priorities to deliver an to build a Wales that is healthy ‘ambitious and learning’ Wales along and active, prosperous and secure, with priorities for delivery. ambitious and learning, and united gov.wales/docs/strategies/160920- and connected. taking-wales-forward-en.pdf gov.wales/docs/strategies/170919- prosperity-for-all-en.pdf National model for regional working outlines principles to transform school improvement in Wales. Qualified for life: An education gov.wales/topics/educationandskills/ improvement plan for 3 to 19-year-olds publications/guidance/national-model- in Wales (2014) indicated the key areas for-regional-working/?lang=en of development from 2014, including the move towards the model of a self-improving system. gov.wales/topics/educationandskills/ The Well-being of Future Generations allsectorpolicies/qualified-for-life- (Wales) Act 2015 sets out clear an-educational-improvement- well-being goals for public services. plan/?lang=en gov.wales/topics/people-and- communities/people/future- generations-act/?lang=en

A curriculum for Wales – a curriculum for life (2015) builds on Professor Graham Donaldson’s proposals for a The Progressive Agreement outlines new curriculum and approaches to the agreement between the First assessment for Wales, driven by four Minister and the Cabinet Secretary key purposes. for Education where they agreed to gov.wales/docs/dcells/ work together to bring forward a publications/151021-a-curriculum-for- number of ambitious and innovative wales-a-curriculum-for-life-en.pdf proposals. gov.wales/newsroom/ firstminister/2016/160623- working-together-to-take-wales- Teaching Tomorrow’s Teachers: forward/?lang=en Options for the future of initial teacher education in Wales (2015) outlined Professor John Furlong’s proposals for reforming ITE. gov.wales/topics/educationandskills/ publications/wagreviews/teaching- tomorrows-teachers/?lang=en