Digital Education Resource Archive

Andrews, Jon

Reforming accountability

Annual report of the Further Education Commissioner : 1 August 2023 to 31 July 2024 : January 2025

Research and analysis
Summary of findings from
our education inspection
framework implementation
review
Published 3 February 2025
Applies to England
Introduction
In 2023, we did a large-scale review of the education inspection framework (EIF),
focusing on the main features of the EIF, to understand whether we were carrying
out inspections as we intended. We subsequently carried out an evaluation of the
impact of the EIF on curriculum practice in schools. We committed to doing these
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Home Education, training and skills Inspections and performance of education providers
Inspection and performance of further education providers
Education inspection framework: implementation review
Contents
Introduction
Methodological note
Summary of findings
Next steps
reviews in our Ofsted strategy 2022–27.
The review was largely internal and based on inspectors’ views. We have used the
findings to help improve inspection policy and practice. We have since carried out
the Big Listen, where we heard more about our practice from children and learners,
parents and carers, and providers.
This note summarises the review’s main findings and how we have used them in
reforming our inspection practice.
Methodological note
We invited all our early years, schools, and further education (FE) and skills
inspectors, and all contracted Ofsted Inspectors (who are often serving
practitioners) to take part in a survey.[footnote 1] We also held focus-group discussions
with select groups of inspectors. We surveyed providers that had recently been
inspected to gather their views on their experiences of inspection. We also reviewed
a range of internal data, including inspection evidence, published reports and the
post-inspection survey.
We evaluated the main features of inspection that are specific to the EIF.[footnote 2]
The review did not assess areas of inspection practice generally, such as the use of
single-word judgements in schools. However, since we carried out the Big Listen we
have made changes to some of these areas.
The review enabled us to hear directly from those who carry out inspections under
the EIF. However, we recognise that the views of our inspectors are only one part of
the picture.
Summary of findings
We found that inspectors were largely able to implement the main features of the
EIF. However, they also highlighted some aspects that were more challenging to
carry out.
Inspectors were able to gather evidence across all the judgement areas.[footnote 3]
Most providers we surveyed said that inspectors spent the right amount of time on
the key judgement areas on inspection.[footnote 4] However, inspectors told us that
there were some areas that they would like more inspection time on. They found it
more challenging to gather in-depth evidence on these areas within the time
limitations of inspection. In schools, for example, inspectors mentioned the early
years and sixth-form provision judgements and the personal development
judgement. In early years, we found evidence was more complex to gather for the
‘leadership and management’ judgement.
Inspectors told us that they were applying the EIF in flexible ways, depending on the
setting, as the inspection handbooks describe. Inspectors said they found the EIF
the most straightforward to apply in:
registered early years nurseries
larger state-funded primary schools
secondary schools
education programmes for young people in general FE colleges and sixth-form
colleges
However, we identified several contexts where there was a greater need to be more
flexible. These included:
childminders
small primary schools
independent learning providers, employer providers and community learning and
skills providers
special schools, provision for learners with high needs and alternative provision
(AP)
Inspectors were also able to apply the deep dive and learning walk methodologies,
mostly in straightforward and effective ways. However, there were some contexts
where it was harder. Deep dives were more challenging in small schools, for
example.[footnote 5] Inspectors were also less confident in their evidence bases for
the areas of focus on ungraded inspections, compared with on graded inspections.
In early years, learning walks were not always possible in small settings so they
replaced them with a curriculum conversation. In FE and skills, inspectors found
deep dives less straightforward when there was limited teaching or training during
the week of inspection; learners would not be available to talk to inspectors because
they were working. Inspectors also found judging curriculum impact more
complicated in special schools and AP because of the wide range of pupils’ needs.​
For instance, fewer published outcome measures are available in these providers;
those that are available are not necessarily representative of all the children who
have passed through that provision.
Inspectors no longer look at unvalidated internal performance data. In schools and
FE and skills inspections, published performance data continues to be part of
judging the impact of education quality. Schools and FE and skills inspectors
acknowledged the importance of data in the EIF. They also acknowledged that, by
balancing outcomes alongside what pupils and learners know, data was more
proportionately integrated into inspection compared with previous frameworks. In
early years, inspectors gathered evidence by observing children and through
discussions with providers and parents, without looking at providers’ internal
assessment information, as intended.
Under the EIF, there are regular opportunities for dialogue between inspectors and a
range of leaders and staff. However, in early years and schools inspections in
particular, inspectors said they would like to have more time for those discussions.
We know that discussions during inspection happen in a high-stakes context with
limited time, especially on school inspections. This means that they are not always
easy. Inspectors and providers agreed that dialogue was most effective when it was
transparent, open, evidence-led and based on building a positive working
relationship. Many providers thought that this happened during their inspection.
Next steps
We have considered the findings of this review alongside what we heard in the Big
Listen.
We have already made changes to our ungraded inspection methodology in schools
and to our work in small schools, as a result of this review.
Furthermore, we want our reforms to the EIF to:
tailor the inspection process and criteria to the education provider phase and type,
especially where the review identified a greater need to be more flexible
consider the areas that inspectors would like more time on. For example, we want
to give early years provision in a school the attention it deserves on inspection
continue our focus on what children and learners achieve at every stage,
alongside published outcomes
make the inspection process more collaborative and transparent, including
ensuring that professional dialogue is transparent and open
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Our consultation on improving the way Ofsted inspects education opens on 3
February 2025. We are committed to evaluating these and will set out our plans later
in 2025.
1. Response rates: early years inspectors 216 (30%), schools inspectors 379
(22%), FE and skills inspectors 248 (56%). ↩
2. In 2019, the EIF refocused inspection on a new evidence-based conception of
high-quality education. We created a ‘quality of education’ judgement that has
curriculum at the centre. We introduced new aspects of inspection methodology:
a ‘learning walk’ in early years inspections and ‘deep dives’ that aimed to enable
inspectors to build an overall evaluation of the quality of education. This included
looking at what children have learned alongside how performance outcomes are
being achieved. We also introduced separate judgements for ‘behaviour and
attitudes’ and ‘personal development’ on graded inspections. ↩
3. In schools and FE and skills, inspectors were focusing on quality of education in
order to reach secure judgements, as intended. In early years, inspectors said
that the interconnected nature of early years provision means they can gather
evidence in depth for each judgement across all the inspection activities. ↩
4. In early years, we surveyed 5,802 providers that had recently been inspected,
using our internal database. We achieved a 13% response rate. In schools, an
external agency surveyed panellists who had recently had their school inspected.
We received 407 responses. In further education and skills, we surveyed 217
providers that had recently been inspected, using our internal database. We
achieved a 20% response rate. In FE and skills, this was also true of provision
types and themes on new provider monitoring visits. ↩
5. In schools, we have created a small-school reference group to recognise and
build insights on the unique curriculum challenges in small schools. ↩
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Summary of findings from our education inspection framework implementation review : Published 3 February 2025

Stapley, Emily

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Education for Wellbeing : technical report

OPEN CONSULTATION, DOCUMENT
School term dates 2026 to
2027
We want your views on the proposed dates for 2026 to 2027
and the related draft direction.
First published: 3 March 2025
Last updated: 3 March 2025
This document was downloaded from GOV.WALES and may not be the latest version.
Go to https://www.gov.wales/school-term-dates-2026-2027-html for the latest version.
Get information on copyright (https://www.gov.wales/copyright-statement).
Contents
Summary (https://www.gov.wales/pdf-optimised/node/66818#165913)
The legislation (https://www.gov.wales/pdf-optimised/node/66818#165915)
Analysis of term dates notifications received (https://www.gov.wales/pdf-
optimised/node/66818#165917)
The term dates proposed for 2026 to 2027 and related draft direction
(https://www.gov.wales/pdf-optimised/node/66818#165919)
Consultation questions (https://www.gov.wales/pdf-optimised/node/66818#165921)
Your rights (https://www.gov.wales/pdf-optimised/node/66818#165924)
This document was downloaded from GOV.WALES and may not be the latest version.
Go to https://www.gov.wales/school-term-dates-2026-2027-html for the latest version.
Get information on copyright (https://www.gov.wales/copyright-statement).
Summary
In 2014, the Welsh Government made legislation with the aim of ensuring school
term and holiday dates across Wales are the same or as similar as can be.
This consultation asks for your views on the term dates we are proposing for all
maintained schools in Wales for the school year 2026 to 2027, and the related
draft direction at Annex 1.
The legislation
Local authorities and the governing bodies of maintained schools (“relevant
governing bodies”) have the duty to set term dates for their schools. They are
also under a duty to work together when setting term dates so that those dates
are the same or as similar as possible. If, despite best efforts, term dates are not
agreed then section 32B of the Education Act 2002 (“the 2002 Act”) gives Welsh
Ministers the power to direct local authorities and relevant governing bodies on
what their term dates must be, so that term date harmonisation across Wales is
achieved. The power in that section is not limited to solely achieving dates that
are the same or as similar as can be but is wide enough to permit that use of it.
The Education (Notification of School Term Dates) (Wales) Regulations 2014
provide that local authorities must inform Welsh Ministers of the term dates set
for all maintained schools within their areas by the final working day in August
two years prior to the school year to which they relate.
The Welsh Ministers consider the term dates submitted for 2026 to 2027 are not
the same or as similar as can be. Therefore, the Welsh Ministers wish to
consider using their powers of direction under the 2002 Act to ensure that term
dates are as similar as can be across Wales.
This document was downloaded from GOV.WALES and may not be the latest version.
Go to https://www.gov.wales/school-term-dates-2026-2027-html for the latest version.
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However, before they may use their power of direction the 2002 Act places the
Welsh Ministers under a duty to carry out an appropriate consultation. In
addition, the Education (Consultation on School Term Dates) (Wales)
Regulations 2014 set out further requirements on the form and length of such a
consultation.
Analysis of term dates notifications received
Broadly speaking, local authorities have worked together with their neighbouring
authorities and schools to coordinate their proposed term dates for 2026 to
2027. However, there remains a variation to dates for spring and summer terms
in 2027 which splits the authorities’ dates into two groups.
Easter falls relatively early in 2027, and authorities have chosen to organise their
spring term differently to accommodate the two bank holidays associated with
Easter.
In the past schools with a religious character have chosen different dates to their
local authority and other schools without a religious character because their
preference is for learners to be in school to take part in Easter observances
during the week leading up to Good Friday. In terms of Holy Week for 2027
those voluntary aided or foundation schools which have a religious character in
Group B have not cited Holy Week as a reason for having the later spring
(Easter) break. The same is true for those local authorities who are in Group B.
It is simply the case that as noted above all voluntary aided and foundation
schools have aligned with their respective local authorities.
The two groups are shown in the table below along with the variations to their
proposed dates.
This document was downloaded from GOV.WALES and may not be the latest version.
Go to https://www.gov.wales/school-term-dates-2026-2027-html for the latest version.
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Variations in term dates notified to the Welsh Ministers
Local authority groups
Group A Group B
Anglesey
Bridgend
Cardiff
Ceredigion
Conwy
Denbighshire
Flintshire
Gwynedd
Merthyr Tydfil
Powys
Rhondda Cynon Taff
Vale of Glamorgan
Wrexham
Blaenau Gwent
Caerphilly
Carmarthenshire
Monmouthshire
Neath Port Talbot
Newport
Pembrokeshire
Swansea
Torfaen
-
-
-
-
This document was downloaded from GOV.WALES and may not be the latest version.
Go to https://www.gov.wales/school-term-dates-2026-2027-html for the latest version.
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School term and holiday dates
School Terms Group A Group B
Start of autumn term
and first day of school
year
Tuesday 1 September 2026 Tuesday 1 September
2026
Autumn half term Monday 26 October 2026 to Friday
30 October 2026
Monday 26 October
2026 to Friday 30
October 2026
End of autumn term Friday 18 December 2026
N.B. Powys alone chose to end the
autumn term on Tuesday 22
December 2026.
Friday 18 December
2026
Start of spring term Monday 4 January 2027 Monday 4 January 2027
Spring half term Monday 8 February 2027 to Friday
12 February 2027
Monday 15 February
2027 to Friday 19
February 2027
End of spring term Friday 19 March 2027 Thursday 25 March
2027
Start of summer term Monday 5 April 2027 Monday 12 April 2027
Summer half term Monday 31 May 2027 to Friday 4
June 2027
Monday 31 May 2027 to
Friday 4 June 2027
This document was downloaded from GOV.WALES and may not be the latest version.
Go to https://www.gov.wales/school-term-dates-2026-2027-html for the latest version.
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School Terms Group A Group B
End of summer term
and last day of the
school year
Tuesday 20 July 2027
N.B. Powys alone chose to end the
summer term on Friday 16 July 2027
Wednesday 21 July
2027
Having considered all the information, the Welsh Ministers are minded to issue
the direction subject to the results of this consultation.
The policy behind sections 32A and 32B of the 2002 Act was to eliminate
differences in dates which may cause hardship to parents and staff alike. We
consider harmonised dates will also benefit the tourism sector. We consider that
those policy imperatives outweigh the desire to have different spring breaks
taking into account the reasons that were given by the local authorities.
Group A’s dates are preferred as there are more local authorities within that
Group. Choosing Group A’s dates would mean that fewer local authorities would
need to amend their proposals to comply with the draft direction.
Voluntary aided and foundation schools governing bodies are also required to
set term dates and to advise Welsh Ministers of their proposed term dates.
Notifications indicated these schools had aligned their proposed term dates with
their respective local authorities.
Powys local authority has set dates which in the main align with Group A but
there are 2 differences. One such difference is that Powys has opted to end the
summer term on 16 July 2027, before the start of the Royal Welsh Show which
runs from Monday 19 to Thursday 22 July 2027. To make up for finishing the
summer term earlier, schools in Powys will finish the autumn term later than
those in other areas. The rest of the local authorities in Group A end the summer
term on 20 July whilst Group B local authorities end the summer term on 21
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July.
In terms of the authorities that directly border with Powys it is a mixed picture
with 6 aligning with Group A and 5 with Group B. The dates proposed for the
direction would mean that Powys will be allowed to end the summer term on 16
July. That means that children and school staff will be free to attend the Royal
Welsh Show for the full week from Monday 19 July 2027. This decision reflects
the Welsh Ministers’ very high regard for the significant cultural and economic
value of the Royal Welsh Show.
The proposed dates will also avoid a split week at the end of the spring term.
The term dates proposed for 2026 to 2027 and
related draft direction
School term dates set out for 2026 to 2027
Welsh Ministers therefore propose the school term dates set out for 2026 to
2027:
Start of autumn term and first
day of the school year
Tuesday 1 September 2026
Autumn half term Monday 26 October 2026 to Friday 30 October 2026
End of autumn term Friday 18 December 2026 for all schools except for
those in Powys
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Powys County Council schools alone will end the
autumn term on Tuesday 22 December 2026
Start of spring term Monday 4 January 2027
Spring half term Monday 8 February 2027 to Friday 12 February 2027
End of spring term Friday 19 March 2027
Start of summer term Monday 5 April 2027
Summer half term Monday 31 May 2027 to Friday 4 June 2027
End of summer term and last
day of the school year
Tuesday 20 July 2027 for all schools except for those
in Powys
Powys County Council schools alone will end the
summer term on Friday 16 July 2027.
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Consultation questions
Question 1
Do you agree that term dates which are as similar as possible across Wales will
help parents, carers, families and businesses to plan?
Question 2
Do you agree with our proposals for term dates for the school year 2026 to 2027
and the proposed draft direction?
Question 3
Do you have any views on the potential impact of our proposals on human rights
and the protected characteristics:
1. age?
2. gender reassignment?
3. being married or in a civil partnership?
4. being pregnant or on maternity leave?
5. disability?
6. race including colour, nationality, ethnic or national origin?
7. religion or belief?
8. sex?
9. sexual orientation?
This document was downloaded from GOV.WALES and may not be the latest version.
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Question 4
Are there any other costs, benefits or risks associated with the proposal?
Question 5
What, in your opinion, would be the likely effects of the proposal on the Welsh
language? We are particularly interested in any likely effects on opportunities to
use the Welsh language and on not treating the Welsh language less favourably
than English.
• Do you think that there are opportunities to promote any positive effects?
• Do you think that there are opportunities to mitigate any adverse effects?
Question 6
In your opinion, could the proposal be formulated or changed so as to:
• have positive effects or more positive effects on using the Welsh language
and on not treating the Welsh language less favourably than English, or
• mitigate any negative effects on using the Welsh language and on not
treating the Welsh language less favourably than English?
Please use the consultation response form to respond to the above questions.
Your rights
Under the data protection legislation, you have the right:
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• to be informed of the personal data held about you and to access it
• to require us to rectify inaccuracies in that data
• to (in certain circumstances) object to or restrict processing
• for (in certain circumstances) your data to be ‘erased’
• to (in certain circumstances) data portability
• to lodge a complaint with the Information Commissioner’s Office (ICO) who
is our independent regulator for data protection
For further details about the information the Welsh Government holds and its
use, or if you want to exercise your rights under the UK GDPR, please see
contact details below:
Data Protection Officer
Welsh Government
Cathays Park
CARDIFF
CF10 3NQ
Email: dataprotectionofficer@gov.wales (mailto:dataprotectionofficer@gov.wales)
Contact details for the Information Commissioner’s Office
Wycliffe House
Water Lane
Wilmslow
Cheshire SK9 5AF
Telephone: 0303 123 1113
Website: ico website (https://ico.org.uk/)
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UK General Data Protection Regulation (UK GDPR)
The Welsh Government will be data controller for Welsh Government
consultations and for any personal data you provide as part of your response to
the consultation.
Welsh Ministers have statutory powers they will rely on to process this personal
data which will enable them to make informed decisions about how they
exercise their public functions. The lawful basis for processing information in this
data collection exercise is our public task, that is, exercising our official authority
to undertake the core role and functions of the Welsh Government (Art 6(1)(e)).
Any response you send us will be seen in full by Welsh Government staff
dealing with the issues which this consultation is about or planning future
consultations. In the case of joint consultations this may also include other public
authorities. Where the Welsh Government undertakes further analysis of
consultation responses then this work may be commissioned to be carried out
by an accredited third party (e.g. a research organisation or a consultancy
company). Any such work will only be undertaken under contract. Welsh
Government’s standard terms and conditions for such contracts set out strict
requirements for the processing and safekeeping of personal data.
In order to show that the consultation was carried out properly, the Welsh
Government intends to publish a summary of the responses to this document.
We may also publish responses in full. Normally, the name and address (or part
of the address) of the person or organisation who sent the response are
published with the response. If you do not want your name or address published,
please tell us this in writing when you send your response. We will then redact
them before publishing.
You should also be aware of our responsibilities under Freedom of Information
legislation and that the Welsh Government may be under a legal obligation to
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disclose some information.
If your details are published as part of the consultation response, then these
published reports will be retained indefinitely. Any of your data held otherwise by
Welsh Government will be kept for no more than three years.
This document may not be fully accessible.
For more information refer to our accessibility statement (https://www.gov.wales/accessibility-statement-govwales).
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