Education in Wales: Our national mission - Action plan 2017-21 - GOV.WALES
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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:
education-businessplanninggovernance@gov.wales
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
© Crown copyright September 2017
Education in Wales: Our national mission, Action plan 2017–21 Education in Wales: Our national mission, Action plan 2017–21
Ministerial foreword young people already achieve very high standards
and there are examples of world-class practice
right across the country. We in Wales have much
Within these connected objectives are a range of
actions which will deliver a better school system for
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
system that is a source of national pride and enabling objectives. education workforce towards the longer term. I am
jobs that have not yet been created and
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
a government commitment. By working across • Inspirational leaders working collaboratively We all want our children to be well-educated, safe
improving both the skills and knowledge of
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 high levels of well-being. For many of our young
• Strong and inclusive schools committed
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
world is attracting attention. We can be proud gap, is further strengthened by improvements the Level 2 inclusive (five A*–C GCSEs/equivalent including Learners
Age 15
that the international community is looking with to student support and the post-compulsory English/Welsh and mathematics) in
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
by the international expert community. That people to learn and acquire skills throughout 50.1 51.1 52.7 55.4 57.9 60.3 59.8
(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
• b
ring 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
• c ontinue 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
• c ontinue 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
• c ommunicate clearly about the Welsh education
reform journey, including ensuring that we
celebrate the successes that we have on the way.
8 9
Education in Wales: Our national mission, Action plan 2017–21 Education in Wales: Our national mission, Action plan 2017–21
Our education It is our intention that our learners will: If we are to achieve this for our workforce,
our schools will be:
system in 2021
• b
enefit from experiences at school that will
support them in becoming young adults that are: • e xemplifying the characteristics of effective
learning organisations (see ‘Schools as learning
− ambitious, capable learners, ready to learn
organisations’ on page 12)
throughout their lives
− enterprising, creative contributors, • v ibrant, 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
learning needs (ALN) will be well established. Likewise, the growing contribution of the and the world
• w
ell 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
• h
ave 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 • b
e 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 • b
e 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 • h
igh-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 • b
e knowledgeable about educational inequities
Tier 2 • U
sing 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 • a ttractive, with high morale and
Tier 3 • W
orking together to provide the range of experiences for children, young people and professional satisfaction • w
ork collaboratively across the whole of
professionals to enhance their learning and well-being. Wales to mobilise expertise and minimise
• w
ell 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
• o
utward-looking and committed to raising
standards within and between schools • b
e well led by education professionals who
have the intellectual, practical and shared
• c reators 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
• w
ell 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.
10 11
Education in Wales: Our national mission, Action plan 2017–21 Education in Wales: Our national mission, Action plan 2017–21
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:
• m
aintain a commitment to inclusive, public
• e xemplify 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
• b
uild a network of support around the education
• s eek 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
• d
evelop accountability models to promote
system change, avoiding incentivising • w
ork with key partners to develop flexible
institutional self-interest and responsive accountability models which
hold schools to account and support children’s
• b
e 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. • c ommunicate 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.
Expand the Pupil Deliver a transformational Improve the proportion of
Commit to formative 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
learners. and A levels. bilingually competent. school leaders.
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 ublished A curriculum for Wales – a
• p
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. • u
pdated 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 • e stablished 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.
16 17Education in Wales: Our national mission, Action plan 2017–21 Education in Wales: Our national mission, Action plan 2017–21
During the period until 2021, and • b
ring forward legislation for the revised
within the context of the four purposes curriculum and assessment arrangements
(see diagram on page 19) of the new
curriculum, we will:
reaffirming the principle of a new national
curriculum framework for Wales, which Our national mission
will be defined through a broad set of
• u
se reputable pedagogic research and
effective collaboration across the entire
duties, and will provide the freedom for our
practitioners to use their professionalism and
is ambitious, innovative
system to support the development of
a world-class curriculum that will
help raise standards for all in Wales
creativity to meet the needs of all learners
• d
evelop a transformational approach to the
and confident.
learning, teaching and assessment of the
• d
esign 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 • e xtend and promote learners’ wider
improved diagnostic capabilities for all our experiences so that the curriculum is rich
ss ion
learners, including the most able, and also and varied as well as being inclusive, broad rofe Ins
p pi
ensure that new accountability arrangements and balanced, where learners will benefit n ra
are fit for purpose and effectively support from the best possible learning opportunities
a tio ti
new curriculum
uc
curriculum and assessment reform both inside and outside of school. The
on
ed
al
y
lea
lit
ua
de
h-q
rs
Hig
To do this, we will do the following. Ambitious, Enterprising,
capable creative
learners contributors
• D
evelop the framework for the Areas of Learning and Experience
(AoLEs) including the key requirements for moving towards a language
continuum for Welsh.
• E nsure that resources that we commission are developed in English and Autumn 2017 Ethical, Healthy,
Welsh at the same time to support our new curriculum. informed confident
A sse
• D
evelop approaches to professional learning to ensure that all schools are citizens individuals
better able to plan for curriculum change.
ss m
g
ein
en
ll- b
• B
egin the phasing-in of adaptive personalised assessments (to replace During autumn
t, e
paper-based reading and numeracy tests). 2018
we
va
The
d
lu
new curriculum
an
• M
ake available for final feedback new curriculum and assessment
at
By Easter 2019 on
it
i
y
arrangements for schools. an u
d
ac , eq
• Final curriculum. By January 2020 co n ce
un
tab e ll e
ilit y Exc
By 1 September
• All maintained settings and schools are using the new curriculum.
2022
18 19Education 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 to Nursery Introduce Introduce Introduce Introduce
professional learning needs. available for curriculum to Year 8. to Year 9. to Year 10. to Year 11.
through
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 21Education 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 S trong and inclusive schools committed to excellence, equity and well-being.
R
obust assessment, evaluation and accountability arrangements supporting
4 a self-improving system.
We all want our children
to be well-educated,
safe and happy.
22 23Education 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 • e stablished 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. • c reated 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:
• b
enefit from opportunities to improve the
quality of their pedagogy, while aspiring to • s trengthen ITE using new accreditation
be a better teacher criteria which will expect higher education
institutions and their school partnerships to
• b
e effectively supported by other colleagues collaborate in the design and running of
within the education workforce high-quality teacher training programmes
• h
ave opportunities for professional • a ttract 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
• e nter the profession having experienced • d
evelop, 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
• e stablished 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
• w
orked with our higher education partners
and schools to plan for transformation of ITE
24 25Education in Wales: Our national mission, Action plan 2017–21 Education in Wales: Our national mission, Action plan 2017–21
• d
evelop 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 • E stablish 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 • W
ork 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.
• e stablish a national approach to reducing
infant class sizes in order to improve the In the short term, in order to build capacity, • M
ake 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: • S upport 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 • u
tilise the relevant technologies and skills
to transform the digital competence of • L aunch the digital professional learning framework and programmes for
• e stablish more effective workforce planning our learners schools as learning organisations.
systems to ensure sufficient numbers of • Introduce a national approach to reduce infant class sizes.
• improve classroom practice in the science,
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 • S upport the adoption of new professional standards by serving teachers
alternative models to ensure the quality and
revised A level courses and headteachers.
sufficiency of supply teachers for schools
• s hare best practice in Foundation • Make new professional standards available for use in ITE programmes.
• c ontinue the 21st Century Schools and Phase teaching across all settings/schools By autumn
• L aunch a national approach to professional learning (to include
Education Capital Programme in order to • m
eet the needs of all learners with ALN, 2018
teachers/practitioners, learning support and supply staff).
deliver learning environments that meet in keeping with the requirements of
the needs of all learners and ensure the new legislation • L aunch 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 • t each 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 • A
ll 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 • D
evelop a framework for a pay and conditions system that contributes
in all settings/schools, including By autumn
to a highly motivated teaching profession which will underpin the delivery
• u
se workforce surveys to evaluate the improving outcomes for learners 2019
of our new curriculum.
confidence of the profession in delivering in our sixth forms
the new curriculum • U
ndertake the first statutory collection of workforce data to better inform
• s ecure the most effective safeguarding workforce planning and policy decisions.
practices (including online safety)
• w
ork 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
• m
onitor the match of supply and demand • e ncourage 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
• m
onitor that there is sufficient access raise standards for all our young people.
for learners to Welsh-medium provision.
26 27Education 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.
Inspirational leaders • N
ew Professional Standards for Teaching and Leadership are made
available for all teachers and leaders to adopt from September 2018. During
autumn
working collaboratively
• R
egional consortia to continue to collaborate to ensure effective 2017
alignment of support for school leaders.
to raise standards • Formally constitute the National Academy for Educational Leadership.
By summer
• R
espond 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 • e stablish and develop a National Academy for • E nsure 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 • A
n 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 • d
evelop 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:
• w
orked with the regional consortia to adapt the
raising standards and reducing the attainment gap.
National Professional Qualification for Headship • b
e 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 • e vidence an improvement in the number
governance framework of high-quality applicants for leadership posts
in schools
• w
orked with leaders to develop new
professional leadership standards for schools. • e vidence more effective support being given to
school leaders by a growing body of effective
business managers and governing bodies.
28 29Education 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 31Education 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
• e
xpand 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 • S trengthen 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 • p
rovide young people with high-quality,
of schools and their partners to enhance the independent careers advice and guidance to help • D
eliver 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 • d
evelop and utilise effective learner, workforce • Develop and deliver provision to identify and support our more able learners.
these learners and parental surveys
• b
uild on the success of the Seren Network, • b
enchmark 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
most able younger learners, raising standards • ensure
that policy is evidence-driven and its • Explore the introduction of youth work sufficiency assessments.
2018
for all implementation open to regular evaluation • Support key partners to develop professional learning opportunities to
enable key practitioners to become ACE aware.
• s upport high-quality summer learning • m
onitor 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
strengthen provision across Wales for all 2019/20 –
• 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 33Education 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 35Education 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
• d
evelop revised assessment, evaluation and
A self-improving system is one in which accountability arrangements which focus on • C
elebrate 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 • R
espond 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
self-improving system needs every base of the self-improving system by supporting • Issue support and guidance and an incentive for schools to federate.
autumn 2017
professional and institution to become collaborations within and between schools, • C
onsult 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 • A
gree a longer-term model of assessment and evaluation for schools that will
are spread across the system, and areas higher education institutions, we expect to By summer
clearly identify what schools are accountable for and encourage all schools to
for improvement are tackled through peer build on the success of programmes such as 2018
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, • P ublish 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.
• d
evelop 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:
• g
ather 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
• c ontinue to be open to external advice
and scrutiny across the whole system.
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