The Education & Skills Service Transformation Committee met on Wednesday 18 September 2024 to discuss learner progress and expectations for schools in Swansea. The committee approved the minutes of the previous meeting and noted the work plan for the upcoming year.

Learner Progress: Update on the Camau i'r Dyfodol - Steps to the Future Project

The committee received an update on the Camau i'r Dyfodol (Steps to the Future) project, a government-funded research initiative involving the University of Wales Trinity St. David and the University of Glasgow. Elaine Sharplin, Research Director at the University of Wales Trinity St. David, presented findings from the project, which focuses on understanding learner progression within the context of Curriculum for Wales.

Sharplin highlighted the inherent tension between providing guiding frameworks for schools and allowing them the autonomy to develop their own curricula, a core principle of Curriculum for Wales. She explained that teachers, accustomed to a more prescriptive national curriculum, are navigating a shift towards curriculum design, which requires time and support. The project identified that teachers often feel overwhelmed by excessive guidance, leading to a noise in the system. A key finding is that learner progression is not linear and can involve setbacks, influenced by factors such as childhood trauma or transitions.

The project also emphasised the importance of connecting curriculum, assessment, and pedagogy, moving away from activity-driven learning towards a focus on progression. Sharplin warned against off-the-shelf curriculum solutions, urging caution to ensure they align with the goals of Curriculum for Wales.

Committee members raised concerns about the pressures on practitioners, the need for clear support, and how to manage variance between schools. Councillor Fiona Gordon inquired about the project's timescale and potential for developing structures for schools. Sharplin indicated that guidance has been published on assessments and that the project's advice to government has been to be cautious about issuing further guidance, focusing instead on developing teachers' confidence as curriculum builders.

Councillor Lyndon Jones MBE stressed the vital need for real support for teachers, particularly those with long careers who may find the new approach challenging. Councillor Yvonne Jardine raised questions about how homeschooled children would be integrated into this new framework, with officers confirming that while direct imposition of principles might not be possible, these principles would be shared through interactions with elective home-educated learners.

Councillor Mike White asked about monitoring the pace of progress across school clusters. David Thomas, Principal School Improvement Adviser, explained that while there isn't a formal compliance check, cluster meetings and shared curriculum plans facilitate understanding. He also noted that an interim officer has been appointed to support schools with the 3 to 16 continuum.

Swansea Progress and Expectations

David Thomas presented an overview of Swansea's principles for pupil progression, aligning with Welsh Government guidance. He emphasised that assessment is crucial for enabling individual pupil progress, supporting and challenging learners, and contributing to a holistic view of each child. Assessment, he stated, should inform teaching and learning, curriculum design, and innovative pedagogical approaches.

Thomas outlined three overarching roles for assessment: supporting individual learners daily, identifying and capturing progress over time, and understanding group progress to reflect on practice. For individual learners, assessment should identify strengths, achievements, barriers, and provide opportunities for dialogue between practitioners and pupils. It should be embedded in teaching and allow for responses to individual needs.

Regarding progress over time, assessment records should be used to inform judgments about a learner's progress, how they have learned, and what they can demonstrate. Reflecting on progress helps practitioners provide feedback, plan future learning, inform interventions, and report to parents and carers. Understanding group progress, Thomas explained, aids in evaluating the impact of provision, identifying curriculum strengths and areas for development, and supporting disadvantaged learners.

Committee members discussed the implications of the new framework, particularly regarding the absence of age-related expectations and the identification of additional learning needs. Thomas clarified that progression steps, descriptions of learning, literacy, numeracy and digital competence frameworks, and personalised assessments provide guidance. He acknowledged that while there will be autonomy, schools have a responsibility to share their baseline approaches and that the local authority is working to support transitions.

Concerns were raised about inconsistencies in the provision of early years support, such as Flying Start, and its impact on children's readiness for school. Dai Thomas explained that while not all schools have direct Flying Start provision, efforts are being made to emulate effective practices and support parents in transitions.

The committee also discussed the work plan for the Education & Skills Service Transformation Committee for 2024-2025, with a proposed change to the content of the October and January meetings concerning supporting positive behaviour and substance misuse.

Minutes

The minutes of the previous meeting held on 24 July 2024 were approved, with a minor amendment noted regarding a typo on page two concerning how to quality issue which was corrected to how to quality assure .

Work Plan

The committee noted the work plan for the remainder of the 2024-2025 academic year. The plan includes future discussions on supporting positive behaviour in schools and learner progress, with a final report expected in April 2025. A change was agreed to swap the focus of the October and January meetings, with feedback on behaviour sessions to be presented in October, and substance misuse to be discussed in January.