Agenda item

Context:

The Select Committee received a presentation explaining changes to the education accountability framework from Helen Power, Principal Challenge Adviser (Monmouthshire) and Ed Pryce, Challenge Adviser and Interim Service Strategic and Policy Lead, SE Wales Education Achievement Service (EAS). 

Key Issues:

To receive information regarding Curriculum Reform and the EAS Support Programmes. 

Member Scrutiny:

Following the presentation, Select Committee Members asked questions:

·         In response to a question, it was confirmed that Part 1 and Part 2 of the education reform support programme will be starting in the Autumn through to Spring. Schools not engaging will be encouraged to do so and the relevant authority also advised.

·         A Member referred to a decline in numbers of students choosing Modern Foreign Languages (MFL).  It was responded that MFL are included in the Language, Literacy and Communication section of the curriculum.

·         It was not known if there will be a formal consultation to allow parents and others to comment on the draft curriculum in April 2019.  More information will be sought.

·         A Member referred to “What Matters” statements and an Estyn report in relation to Religious Education.  It was mentioned that Welsh Government sponsored international research found for RE being separate from humanities.  Concern was expressed about proposed secularisation of RE and the Member asked if the curriculum would follow the international research instead.  It was noted that the EAS has no influence on curriculum content which is being considered by separate groups.

·         In terms of data, it was commented that the move to divide schools into thirds will be helpful when looking at outcomes.  It is recognised that often the better performing pupils do very well but it is not necessarily the same for Free School Meal (FSM) pupils so this change will assist effective scrutiny in the future.  The Chief Officer for Children and Young People referred to this period as one of constant change; it will be a challenge when reporting on outcomes without comparative data.  The change to the assessment of teaching and learning aligned to the new professional standards, and how judgements are made, will be very important.  That FSM pupils appear not to do well does not reflect that they often do well according to their own potential.  There is a need to better explain such achievement and progress to the Committee.

·         A Member referred to the new GCSEs and to curriculum change.  It was confirmed that there will be a new range of GCSEs by 2025 for children following the new curriculum.

·         A Member queried the KS4 measures and the capped point score equating to core subjects, and asked if the EAS had any influence to have a wider based curriculum and measure as there is a risk of the Baccalaureate being devalued.  It was confirmed that the capped point score can be a range of other subjects but that the Welsh Government proposals are that there will be only three restricted subjects (literacy, numeracy and science) and six other open subjects.

·         A Committee Member expressed concern that one of the main means of checking progress is categorisation for Foundation Phase, Key Stages 2 and 3 and asked if the EAS will be investing more Challenge Adviser’s time in schools. It was responded that there will be more structured and intense peer reviews to look closely at children’s work.  There will be a group of headteachers and two challenge advisers looking at samples of work and undertaking a comprehensive learning walk.  Categorisations may change due to this more rigorous monitoring.  Reports will be prepared for governing bodies to consider.  Additionally, the way support plans are written are changing to add support directly to the school development plan for all categories of schools.

·         A Member was concerned that whereas governors will be aided by the process of peer assessment, the LA will find it difficult to have a role in monitoring performance due to non-publication of 11-14 data.  Information was also requested about the review of the role of Estyn.   It was confirmed that whilst KS3 data is not being published, the data profile will still be available for GBs and LAs.  Regarding the review of Estyn, it was noted that there is no information available currently.

·         The Chief Officer, Children and Young People noted that the divergence from the system in England will present challenges such as moving away from transparency of publication and GCSE outcome differences so it will be important for the authority and EAS to keep members abreast of standards.