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Estyn Remit Reports

The purpose of Estyn Remit Reports is to provide advice in response to a request in the annual remit letter from the Minister for Education and Skills to the Chief Inspector of Education and Training in Wales.

Each year Estyn is commissioned to undertake in-depth studies into a variety of aspects of education and training policy. Estyn produces reports from these studies which include recommendations aimed at helping drive further improvements. Once the Minister has considered the recommendations a response is produced and published here on our website.  

Our responses to the reports can be viewed below.

Good practice in the humanities

06/10/17
Response to Estyn’s thematic report: Good practice in the humanities.
 

Careers: The implementation of the careers and world of work framework in secondary schools

27/09/17
Response to Estyn’s thematic report on careers: the implementation of the careers and world of work framework in secondary schools.
 

Science at key stage 3 and key stage 4

26/09/17
Response to Estyn thematic report on Science at key stage 3 and key stage 4
 

Welsh for Adults: a review of the work of the National Centre for Learning Welsh

31/07/17
Response to Estyn thematic review on Welsh for Adults: a review of the work of the National Centre for Learning Welsh
 

Science and design & technology at key stage 2

26/07/17
Response to Estyn thematic report on science and design & technology at key stage 2.
 

Managing Money: financial education in primary and secondary schools in Wales

18/07/17
Response to the Estyn thematic report on Managing Money: financial education in primary and secondary schools in Wales.
 

Learner progress and destinations in ILS learning areas in FE

16/06/17
This is a response to Estyn’s report: Learner progress and destinations in ILS learning areas in FE
 

Welsh-medium and bilingual teaching and learning in further education

13/06/17
This is a response to Estyn’s report: Welsh-medium and bilingual teaching and learning in further education.
 

Effective management of school workforce attendance in primary schools

05/01/17
This is a response to Estyn’s report: Effective management of school workforce attendance in primary schools.
 

Adult community learning in Wales

13/12/16
Response to Estyn’s report on adult community learning in Wales
 

Pupil participation: a best practice guide

13/12/16
Response to Estyn thematic review on pupil participation: a best practice guide
 

Local Authority Welsh in education strategic plans

06/10/16
This is a response to Estyn’s report on local Authority Welsh in education strategic plans.
 

Moderation of teacher assessment at Key Stages 2 and 3: a review of accuracy and consistency

28/09/16
Response to Estyn thematic review on moderation of teacher assessment at Key Stages 2 and 3: a review of accuracy and consistency.
 

Leadership and Primary school improvement

15/09/16
This is a response to Estyn’s report on leadership and primary school improvement.
 

Best practice in the creative arts at key stages 3 and 4

22/07/16
This is a response to Estyn’s report on best practice in the creative arts at key stages 3 and 4.
 

Modern foreign languages

14/07/16
This is a response to Estyn’s report on modern foreign languages.
 

Raising the attainment, achievement and aspiration of children who are looked after

14/07/16
This is a response to Estyn’s report on raising the attainment, achievement and aspiration of children who are looked after.
 

Education other than at school

05/07/16
This is a response to Estyn’s report on education other than at school.
 

The quality of education and training in adult health and social care

22/06/16
This is a response to Estyn’s report on the quality of education and training in adult health and social care.
 

Learner progress and destinations in independent specialist colleges

13/06/16
This is a response to Estyn’s report on learner progress and destinations in independent specialist colleges
 

The impact of the additional training graduate programme (Teach First) in Wales

03/03/16
This is a response to Estyn’s report on the impact of the additional training graduate programme (Teach First) in Wales.
 

Learner support services in further education colleges for learners aged 16 to 19

14/12/15
This is a response to Estyn’s report on Learner support services in further education colleges for learners aged 16 to 19.
 

Statutory use of leadership standards in the performance management of headteachers

17/11/15
This is a response to Estyn’s report on statutory use of leadership standards in the performance management of headteachers.
 

Breaking down barriers to apprenticeship

02/11/15
This is a response to Estyn’s report on breaking down barriers to apprenticeship.
 

Effective teaching and learning observation in further education colleges

02/10/15
This is a response to Estyn’s report on effective teaching and learning observation in further education colleges.
 

Review of education visits policies in the further education sector

24/09/15
This is a response to Estyn’s review of education visits policies in the further education sector.
 

School-to-school support and collaboration

19/08/15
This is a response to Estyn’s thematic review on school-to-school support and collaboration.
 

Best practice in teaching and learning in the creative arts at key stage 2

16/07/15
This is a response to Estyn’s thematic review on best practice in teaching and learning in the creative arts at key stage 2.
 

The impact of advisory teachers on funded non-maintained settings

02/07/15
This is a response to Estyn’s thematic review on the impact of advisory teachers on funded non-maintained settings.
 

Education other than at school: a good practice survey

23/06/15
This is a response to Estyn’s report on education other than at school: a good practice survey.
 

Effective practice in improving attendance in primary schools

19/06/15
This is a response to Estyn’s report on effective practice in improving attendance in primary schools.
 

Best practice in leadership development in schools

11/06/15
This is a response to Estyn’s thematic review on best practice in leadership development in schools.
 

Improving schools through regional education consortia

03/06/15
This is a response to Estyn’s thematic review on improving schools through regional education consortia.
 

How well do further education institutions manage learner complaints?

21/05/15
This is a response to Estyn’s report on how well do further education institutions manage learner complaints?
 

Good practice in mathematics at Key Stage 3

26/02/15
This is a response to Estyn’s thematic review on good practice in Mathematics in Key Stage 3.
 

Actions on recommendations from Estyn Remit Reports since 2011

18/02/15
A table that sets out the actions we have taken in response to recommendations in Estyn’s remit reports since 2011.
 

Literacy in Key Stage 3: An Interim Report

13/01/15
This is a response to Estyn’s report on standards in literacy in Key Stage 3.
 

Initial Review of the Effectiveness of the Traineeships and Steps to Employment programmes

26/11/14
This is a response to Estyn's report on the effectiveness of the traineeships and steps to employment programmes.
 

Barriers to apprenticeship

26/11/14
This is a response to Estyn’s report on barriers to apprenticeship.
 

The effectiveness of learner-involvement strategies in adult community learning and work-based learning

20/11/14
This is a response to Estyn’s report on the effectiveness of learner-involvement strategies in adult community learning and work-based learning.
 

Linguistic progression and standards of Welsh in ten bilingual schools

19/11/14
This is a response to Estyn’s report on linguistic progression and standards of Welsh in ten bilingual schools.
 

Numeracy in Key Stages 2 and 3: an interim report

13/11/14
This is a response to Estyn’s report on numeracy in Key Stages 2 and 3.
 

Effective classroom observation in primary and secondary schools

01/10/14
This is a response to Estyn’s report on effective classroom observation in primary and secondary schools.
 

Attendance in secondary schools

25/09/14
This is a response to Estyn’s report on attendance in secondary schools.
 

Response to Estyn’s report on ICT at Key Stage 3

11/07/14
Response to Estyn thematic review on the impact of ICT on pupils’ learning at Key Stage 3.
 

Response to Estyn thematic review of the effectiveness of action taken by schools to address bullying

27/06/14
This is a response to Estyn’s report which provides us with evidence on how well schools are addressing bullying based on pupils’ protected characteristics.
 

Response to Estyn thematic review of Education for Sustainable Development and Global Citizenship

24/06/14
This is a response to Estyn’s report which looks at how Education for Sustainable Development and Global Citizenship (ESDGC) has been mainstreamed in schools and what progress has been made since Estyn’s baseline study in 2006.
 

Thematic review of English at Key Stages 2 and 3

18/06/14
This is a response to Estyn’s report on standards of English in Key Stages 2 and 3. It includes case studies of best practice.
 

Learner support services for pupils aged 14 to 16

29/05/14
This is a response to Estyn’s report on the quality, consistency and impartiality of learner support services provided by schools to pupils before, during and at the end of Key Stage 4.
 

Welsh in the foundation phase

21/01/14
This is a response to Estyn's report on how effectively children acquire Welsh language skills in Welsh-medium education settings across Wales.
 

Working together to tackle the impact of poverty and disadvantage

11/12/13
How schools in Wales are tackling child poverty and disadvantage to improve learners’ achievement and wellbeing.
 

The size of schools and how this affects educational outcomes

03/12/13
This is a response to Estyn's report on how the size of maintained primary and secondary schools affects the standards of pupils and the quality of provision and leadership.
 

Good Practice in Mathematics in Key Stage 4

18/10/13
This is a response to Estyn’s report evaluating the standards achieved by pupils and the quality of mathematics provision at key stage 4.
 

Estyn Thematic Review of Training for Construction, Planning and the Built Environment

04/10/13
This is a response to Estyn’s report on current standards and quality of provision for construction, planning and the built environment in Further Education Institutions (FEIs) and work-based learning (WBL) providers.
 

Impact of teacher absence

17/09/13
This is a response to Estyn's report on the impact on learner progress of schools’ strategies to cover the absence of teachers and the effective and efficient employment, training and deployment of supply teachers.
 

The impact of ICT on pupils' learning in primary schools

19/08/13
This is a response to Estyn's report on ICT standards in primary schools and how well ICT was being used to support teaching and learning across the primary curriculum.
 

The effectiveness of learner-involvement strategies

02/07/13
This is the second interim report resulting from a three-year Estyn remit study on learner involvement in the post-16 sector
 

Religious education in secondary schools

21/06/13
This is a response to Estyn's report on Religious Education.
 

Numeracy in key stages 2 and 3: a baseline study (June 2013)

21/06/13
This is a response to Estyn's report on numeracy.
 

Science in Key Stages 2 and 3

18/06/13
Estyn’s report on Science in KS2/3 makes recommendations to improve its delivery in primary schools.
 

Statutory INSET in schools

11/06/13
Estyn’s report on INSET days makes recommendations aimed at maximising their benefit and improving monitoring and evaluation.
 

A review of standards and the quality of provision for engineering in further education colleges and work-based learning providers in Wales

01/02/13
This is a response to Estyn's report on standards and the quality of provision for engineering in colleges and work based learning providers in Wales.
 

Welsh Language Development in the Foundation Phase

15/01/13
This is a response to Estyn's report on how effectively the funded settings and maintained schools are delivering the Welsh Language Development Area of Learning in the Foundation Phase Framework.