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2/ �A�message�from����the�Chief�Inspector
3/ �Follow-up�in�action
6/ �Improve�self-evaluation�and�planning
8/ Inspection������������framework
9/ Thematic�reports�10/���The�value�of��
��family�learning
11/����Best�practice
13/�����Working�together
���������www.estyn.gov.uk>
www.estyn.gov.uk>
newsEstyn
knowledge you can count on
> Latest informationandguidanceforalleducationandtrainingproviders
5 11inside...
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TIP: Click�on�
underlined�words�for�further�online�information
November2012
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Since the start of term, we have been busy on our programme of inspections and involved in compiling evidence for the publication of my Annual Report, ready for its launch at the end of January.
Currently, we are also concerned with recruiting more peer inspectors (PIs) from schools. We aim to get to a position where every school in Wales has a member of staff who is a PI (‘a PI in every school’). This is important because I believe that there are enormous benefits to schools in having someone at hand who has inspection experience. If you have been a PI you will know better how to benchmark your practice against that of other schools. You will have a unique insight into how other schools tackle challenges that are similar to your own. You will be able to self-evaluate in the context of a larger understanding of how your sector and its inspection system work.
PIs are an integral part of an inspection team. They are deployed as full members and involved in most aspects of the inspection process, including observing lessons, leading on one of the key questions we ask on inspections, as well as writing sections of the report.
In the current cycle, PIs have a larger role to play on inspections than ever before. We are close to achieving the aim of having a PI on every inspection team.
If you have a minimum of five years of senior management experience in a school and are not
yet a PI, please register your interest in training to become one. We offer a training programme that will prepare you fully so you are confident to undertake the role.
I would also like to use this foreword to reassure headteachers and all staff about some aspects of Estyn’s inspections. I was recently invited to contribute to a conference designed to be about ‘the ideal Estyn lesson’ and I had to disabuse the organisers of the notion that there was an ‘Estyn lesson plan template’ or that we have a detailed check-list of expectations of a mechanistic kind that inspectors tick for compliance. My belief is that inspectors should respect the professionalism of teachers enough not to expect or impose specific templates on lessons although we list in our guidance on inspection some of the features of teaching and learning that we look for when we are observing lessons. Teachers should use their professional judgement on how to plan to achieve their objectives. Imposing the same format for all lessons suggests a rigid and inflexible approach that would not be sensitive to the needs of the actual pupils in class.
The focus should always be on the learning and the progress that individual pupils are making and any plan must be capable of being modified to respond to the needs of different groups of learners. Enjoy your break over Christmas and the New Year.
AmessagefromtheChiefInspector WelcometotheautumnissueofEstynnews.Inthisissue,youcanreadmoreabouttheimpactoffollow-upinspections,theoutcomeofourmid-cyclereview,theimpactoffamilylearningandmuchmore. Ann Keane, Her Majesty’s Chief Inspector of
Education and Training in Wales
Estyn news |2
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Follow-upinaction:howitissupportingimprovementinschools
In�most�cases,�this�additional�support�means�that�schools�make�good�progress�towards�the�recommendations�identified�in�their�reports.��For�example,�of�the�38�primary�schools�that�received�an�Estyn�monitoring�visit�between�September�2011�and�September�2012,�33�have�improved�significantly�in�several�key�areas.��They�no�longer�need�the�same�level�of�support�and�monitoring�to�continue�to�improve.
St�Joseph’s�Roman�Catholic�Primary�School�in�Newport�needed�Estyn�monitoring�after�its�inspection.��One�of�the�recommendations�included�improving�standards�in�Welsh.��A�year�later,�new�approaches�to�teaching�Welsh,�and�the�creation�of�a�‘Criw�Cymreig,�a�group�of�pupils�who�encourage�the�use�of�Welsh�around�the�school,�have�resulted�in�a�very�positive�Welsh�ethos�in�the�school�and�have�boosted�pupils’�skills�in�Welsh.
Priory�Church-in-Wales�Primary�School�in�Brecon�was�identified�as�requiring�significant�improvement�following�a�core�inspection.��The�overall�judgements�were�‘adequate’�and�the�report�identified�five�recommendations,�including�the�need�to�improve�pupils’�behaviour�and�develop�pupils’�key�skills�of�listening,�writing,�numeracy�and�information�and�communication�technology�(ICT)
�
across�the�curriculum.��
When�inspectors�returned�to�monitor�the�school’s�progress�just�over�a�year�later,�it�was�judged�to�have�improved�significantly�and�was�taken�off�the�list�of�schools�requiring�significant�improvement.��Local�authority�advisers�had�worked�closely�with�the�school�and�provided�plenty�of�good�quality�support�in�important�areas.��There�was�an�effective�new�discipline�policy�in�place�that�staff,�pupils�and�parents�had�contributed�to�and�understood,�and�incidences�of�poor�behaviour�had�decreased�considerably.��Improvements�in�the�way�teachers�plan�for�pupils�to�develop�and�use�their�key�skills�in�all�subjects�had�raised�standards�in�reading,�writing�and�ICT.
Both�examples�are�typical�of�the�sort�of�work�that�is�going�on�across�Wales.�They�demonstrate�how�effective�identifying�a�school�as�requiring�follow-up�can�be�in�encouraging�schools�and�local�authorities�to�work�together�with�a�specific�focus�and�within�a�set�timescale.
During�inspection,�we�identify�schools�that�require�additional�support�in�order�to�
improve.��Many�of�these�schools�need�some�extra�help�and�monitoring�from�their�
local�authorities.��Others�require�Estyn�inspectors�to�make�further�visits�to�make�
sure�that�they�are�making�good�progress�in�particular�areas�of�their�work.�
3 | Estyn news
Stakeholder Forum
This�term�we�met�with�over�100�representatives�from�
the�primary,�secondary,��non-maintained�and�post�16�sectors�to�give�them�an�opportunity�to�discuss�the�inspection�framework,�our�surveys�and�best�practice�work�at�sector�specific�fora.��
We�invite�senior�managers�to�attend�these�forums�because�of�their�influential�position�and�knowledge�of�their�sector�as�well�as�their�ability�to�feed�back�to�a�large�number�of�other�representatives.��
Representatives�at�this�summer’s�forums�discussed�the�main�issues�affecting�each�of�their�sectors�and�how�we�can�work�with�them�to�help�raise�standards.���We�particularly�valued�the�lively�discussions�on�inspecting�literacy�and�findings�from�HMCI’s�Annual�Report.
Update training
We�also�held�annual�update�training�sessions�
during�the�summer�term�for�over�900�inspectors�working�on�primary,�secondary,�special,�non-maintained,�work-based�learning,�adult�community�learning,�further�education�and�local�authority�education�service�inspections.�
The�purpose�of�the�training�was�to�ensure�that�inspectors�were�fully�informed�about�our�most�recent�inspection�methodology�as�well�as�having�the�opportunity�share�best�practice�within�their�sector.
Update�training�for�initial�teacher�training�inspectors�is�planned�for�later�in�the�autumn�
term�2012.
New Regional Consortia for School Improvement Services
We�have�also�worked�with�the�Welsh�Government�
and�Consortia�Leads�to�plan�and�deliver�development�programme�for�the�newly�appointed�System�Leaders�who�are�working�with�education�and�training�providers�to�support�them�in�raising�standards�within�their�consortia.�
This�assessed�four-day�tailored�training�course�was�based�on�our�initial�inspector�training�to�help�System�Leaders�gain�a�more�detailed�understanding�of�what�our�inspectors�look�for�on�an�inspection,�so�they�are�able�to�support�and�help�primary�and�secondary�schools�within�their�area.��
Attendees�told�us�that�the�course�was�“stimulating”,�“enjoyable”�and�“supportiveandencouragingwithappropriatechallenge”.��One�other�system�leader�found�that�the�training�“aqualityopportunitytointeractwitharangeofcolleaguesfromdifferentLAs,withverydifferentroles,(which)allowedforqualitydiscussion,andlinksforfutureworkregardingchallenge,supportandintervention”.�
If�you�think�you’d�benefit�from�attending�initial�inspector�training,�and�are�a�deputy�head,�or�headteacher�of�a�primary�school,�then�apply�now�for�Peer�Inspector�training.
For further information about our training and events, please email [email protected] to
register your interest. �
TrainingandEventsupdateEstyn news |4
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The�results�of�the�National�
Survey�of�Adult�Skills�undertaken�in�2010�show�that,�while�there�was�an�improvement�in�adult�literacy�levels,�numeracy�levels�remain�too�low�in�Wales.��We�recognise�the�need�for�all�learners�to�become�literate�and�numerate�and�be�able�to�apply�these�skills�at�work�and�in�everyday�situations.��This�is�one�reason�why�our�common�inspection�framework�for�all�providers�places�an�emphasis�on�standards�in�skills�and�on�making�sure�providers�offer�enough�opportunities�for�learners�to�practise�and�apply�these�skills.
Last�year,�we�published�our�strategy and guidance for inspecting literacy for pupils aged 3 to 18 years.��Similarly,�this�September�we�have�published�our�strategy for inspecting literacy and numeracy for learners in further education and work-based learning.�While�these�documents�are�produced�to�help�inspectors�come�to�judgements�about�skills,�both�documents�are�also�helpful�for�schools�and�post-16�providers�to�use�as�part�of�their��self-evaluation�processes.��
We�will�be�revising�our�schools’�guidance�on�inspecting�literacy�to�include�numeracy,�in�light�of�developments�with�the�national�Literacy�and�Numeracy�Framework�and�our�mid-cycle�review�where�numeracy�becomes�a�line�of�enquiry�in�inspections�from�September�2013.
Skillsforlife:literacy&numeracy
The world of safeguarding children is changing, not least with the enactment of the Freedoms Act in May 2012.
From�10�September�2012,�the�requirements�for�vetting�staff�working�with�children�changed,�with�further�changes�still�to�come�over�the�next�12�to�18�months.��
Inspection�guidance�has�been�revised�to�reflect�these�changes.�We�have�also�introduced�a�new�section�on�our�website�dedicated�to�safeguarding.�
By�the�spring�term�we�will�be�publishing�some�helpful�FAQs�such�as:�
>Whatdoes‘safeguarding’cover?
>WhoshouldbesubjecttoCRBandbarredlistchecks?
>SodovolunteersneedtobeCRBchecked?
>Whatdoesthenewdefinitionof‘regulatedactivity’meaninrelationtochildren?
>Whatdoesthenewdefinitionof‘regulatedactivity’meaninrelationtoadultlearners?
> Isbullyingasafeguardingissueornot?
>WhatisaLocalSafeguardingChildrenBoard(LSCB)?
>Whodecideswhatsafeguardingtrainingstaffshouldreceive?
>Whatshouldbasiclevelsafeguardingtrainingcover?
If you have any other questions which you would like us to answer please e-mail [email protected] .
Safeguarding:answeringyourquestions
5| Estyn news
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Sector summary powerpoint presentations These detail the main messages about progress in standards, provision and leadership, from our inspections of each sector.
Insights and issues
Remit summariesWe carry out survey work on a range of current education and training issues. This section summarises the main findings in the reports.
Improve self-evaluation and planning: use HMCI’s Annual Report Her Majesty’s Chief Inspector’s Annual Report provides an overview on education and training in Wales for the previous academic year. Below are some practical suggestions for using the Annual Report to support planning for improvement.
Read
HMCI’s Annual Report
Use them to focus discussion in training days with staff: compare the strengths and areas for improvement noted in your sector with your own institution when you prepare your self-evaluation.
Use the report’s main findings and recommendations to help you and your staff to improve the work you do.
Use the summaries to select reports relevant to your sector. Go to the full report where you will find examples of good and excellent practice as well as recommendations on how to improve.
Use this section to stimulate discussion in your institution on training days around those topics which relate to your sector.
Estyn news |6
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Best practice case studiesWithin the Insights and Issues and Sector report sections, we highlight case studies of best practice.
Learner and parent questionnairesWe have produced national data from the responses to our parent questionnaires (schools and non-maintained nursery settings) and learner questionnaires (schools and work-based learning settings).
The learner questionnaires are broken down by age and gender.
Annual Report data: commentary on performance We set out and discuss a series of charts to illustrate the outcomes of end-of-key-stage teacher assessments and external examination results for schools and those beyond compulsory education (e.g further education colleges and work-based learning).
Appendix: inspection outcome dataWe provide charts to illustrate the distribution of each sector’s inspection judgements as well as providing inspection outcome data on all the providers inspected during the academic year 2010-2011.
The next report will be launched on 29 January 2013. We will also be providing PowerPoint presentation summaries of all the remit surveys, as we do currently for each sector’s report. These will help you to prompt discussion in training days with your staff.
Use the charts as a benchmark when you gather evidence about learner and parent views in your self-evaluation.
Select the most appropriate case studies for your sector to use when sharing best practice in your institution or as part of your professional development activities.
Use the information from this section to present data to your staff on outcomes for your sector at a national and local authority level. You could also click on the hyperlinks to view individual schools’ and non-maintained settings’ inspection reports, particularly for those with excellent judgements.
Use the data and commentary from this section to present national data to your staff as well as compare your outcomes to the national picture.
7| Estyn news
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When we started our new inspection arrangements in September 2010, we said that we would review them and make any required changes in September 2013, the mid-point of the six-year cycle. We undertook a consultation in the spring via an online questionnaire to gather views from stakeholders on how well our inspection arrangements were working. We also gathered feedback from sector networks on various proposals.
The only significant changes that will be in effect from September 2013 concern a couple of the aspects within Key Question 3 and the weighting we give to teaching within Key Question 2. The aspects in Key Question 3 relate to national and local priorities (3.1.3) and networks of professional practice (3.2.3). From September 2013, we will consider 3.1.3 as part of strategic leadership and direction (3.1.1) and 3.2.3 as part of management
of staff and resources (3.4.1). We also intend to introduce a weighting for teaching (2.2) within Key Question 2. This
weighting would only apply if there was a balance across the four judgements in Key Question 2. In that case, the judgement for teaching (2.2) would tip the balance.
These new arrangements will be piloted on seven inspections in the autumn term 2012 across the primary, secondary, special and independent sectors. We
will then review these arrangements in the light of the pilots and make final decisions about the 2013 handbooks at that stage. We will inform all inspectors and stakeholders about the detail of the new arrangements in summer 2013 before the publication of revised handbooks in September 2013.
InspectionframeworkChanges to guidance handbooksThere are new revised handbooks available for all sectors that we inspect on our website. We take the opportunity every year to review handbooks and to tweak them where we can to improve them and to keep them up-to-date. The biggest change relates to safeguarding. We have introduced a system whereby schools/providers complete a self-evaluation report on safeguarding prior to the inspection.
All revised versions of the handbooks have ‘Updated September 2012’ at the bottom of the front cover. These versions supersede all others.
Outcome of the mid-cycle review
�Guidance�
on�inspecting�numeracy�in�
schools:�published�September�2013.
Estyn news |8
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Estyn has a key role to play in contributing to the evidence base that underpins policy on education and training in Wales. Each year the Education Minister sends Estyn a ‘remit letter’ to commission advice on a range of topics or themes relating to the provision of education and training. In response, Estyn produces a series of reports, including case studies, which we publish on our website.
Secondary�schools�might�find�interesting�the�recent�reports�on�the�Welsh�Baccalaureate,�literacy,�PE�and�support�for�more�able�and�talented�pupils.�
Primary�schools�may�get�some�tips�from�our�report�into�the�implementation�of�the�Skills�Framework�or�our�next�report�on�Welsh�Language�Development�in�the�Foundation�Phase�which�is�due�to�be�published�shortly.�
Other�providers�might�be�interested�in�our�report�on�the�effectiveness�of�strategies�for�learner�involvement�in�post-16�learning.
We�have�recently�published�a�summary��of�the�main�findings�and�recommendations�from�all�the�remit�reports�published�since�January�2012�or�alternatively�search�http://www.estyn.gov.uk/english/advanced-search/.
In�the�next�few�months,�we�will�publish�some�useful�presentations�for�each�remit�which�outline�the�main�findings,�share�some�case�studies�and�pose�some�questions.��These�can�be�used�to�help�schools�and�providers�to�evaluate�their�own�work.�
Do you want to share your effective practice? If so, please get in touch: [email protected]
�
Thematicreports
9 | Estyn news
Over the next few months, our inspectors will be visiting schools and providers to gather evidence for this year’s thematic reports:
�>The�effectiveness�of�the�numeracy�intervention�programmes�at�key�stage�2�and�key�stage�3
�>The�effectiveness�of�the�‘Traineeship�and�Steps�to�Employment’�programmes;
�>Issues�for�schools�in�tackling�disadvantage�and�poverty
�>The�size�of�schools�and�how�this�affects�educational�outcomes
�>Use�of�ICT�resources�to�support�teaching�and�learning�and�whole�school�effectiveness�
�>Strategies�for�learner�involvement�in�post-16�learning
�>The�impact�of�the�Careers�Wales�Mark�in�schools
�>The�impact�on�learner�progress�of�schools’�strategies�to�cover�the�absence�of�teachers
�>Use�of�the�five�statutory�INSET�days�in�schools
�>Welsh�language�acquisition�in�Welsh�medium�settings�in�the�Foundation�Phase
�>Mathematics�at�key�stage�4
�>Science�at�key�stages�2�and�3
�>Construction,�planning�and�the�built�environment�at�post-16
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Estyn news |10
In�2011,�we�published�‘Tackling�poverty�and�disadvantage�in�Schools’.��We�found�that�home�circumstances�have�the�most�significant�impact�on�a�child’s�progress�and�achievement�in�education.
This�year�we�published�our�report�‘The�impact�of�family�learning�programmes�on�raising�the�literacy�and�numeracy�levels�of�children�and�adults’.��The�report�highlights�a�number�of�recommendations�for�the�Welsh�Government,�local�authorities�and�providers.��Most�recommendations�are�around�the�issues�of�identifying�need,�setting�targets�and�monitoring�and�tracking�the�impact�of�the�programmes�on�the�standards�children�and�adults�achieve.��
Family�learning�is�currently�attracting�a�lot�of�attention�and�there�have�been�a�number�of�initiatives�since�we�published�our�report.��We�are�currently�attending�a�new�steering�group,�chaired�by�the�National�Institute�of�Adult�Continuing�Education�(NIACE)�Dysgu�Cymru,�to�produce�a�toolkit�on�best�practice�in�family�learning.��
This�year�NIACE�are�carrying�out�an�‘inquiry�into�family�learning’.��Family�programmes�in�Wales�will�form�an�important�part�of�this�work.��As�part�of�the�inquiry,�we�were�invited�to�a�seminar�in�London:�‘Forgotten�Families?�How�learning�in�families�contributes�to�a�range�of�policy�agendas’.��The�seminar�was�opened�by�HRH�The�Princess�Royal,�as�Patron�of�NIACE.��The�programme�for�the�day�considered�family�learning�from�a�number�of�different�perspectives�including:�family�learning�and�health;�family�learning�and�employability;�family�learning�and�its�role�in�widening�participation;�and�family�learning�and�children’s�attainment.��
We�continue�to�support�family�learning�through�inspection,�research�and�by�contributing�to�the�work�of�other�agencies�and�organisations.��During�the�coming�year�we�will�be�publishing�a�further�edition�of�our�poverty�and�disadvantage�research.����
ThevalueoffamilylearningThere�have�been�a�wide�variety�of�publications,�over�the�past�few�years,�that�have�identified�the�value�of�family�learning�programmes�and�the�positive�impact�these�can�have�on�the�literacy�and�numeracy�skills�of�both�children�and�adults.��
���������www.estyn.gov.uk>���������www.estyn.gov.uk>
One�of�our�three�strategic�objectives�is�to�“promotethespreadofbestpracticeinthedeliveryofeducationandtraininginWales”.�
We�intend�that�through�effective�promotion�of�‘best�practice’:
�>education�practitioners�have�easy�access�to�descriptions�of�practice,�which�if�adopted�more�widely�would�improve�learners’�experience�and�achievements;�and
�>substantial�numbers�of�practitioners�engage�with�best�practice�in�ways�that�promote�adoption�of�the�practice�or�its�features.
We�describe�best�practice�as�practice�that�is�linked�to�demonstrable�positive�outcomes�or�impact�on�learning�experiences�and�achievement.���We�consider�‘best�practice’�to�be:
�>not�widely�enough�evident�across�the�education�and�training�system;�
�>innovative�and/or�not�generally�known�about�by�practitioners;�and/or
�>sector-leading�(leading�practice�in�the�sector�through�sharing�and�supporting�peers)�or�exceptional�(a�particularly�effective�practice,�albeit�small�scale,�that�stands�out�from�the�norm�and�is�worthy�of�emulation�by�others).
In�the�past�year,�we�have�developed�the�best�practice�area�of�the�Estyn�website�significantly.��In�our�inspections�and�remit�work,�inspectors�have�identified�excellent�practice�and�invited�providers�to�produce�suitable�case�studies�in�a�wide�range�of�aspects�of�provision�including:
�9 improving�learners’�literacy,�numeracy�and�thinking�skills;
�9Welsh�language�development;
�9promoting�pupils’�wellbeing;
�9meeting�the�needs�of�specific�groups�of�learners;
�9 successful�partnership�work�that�enhances�learning�experiences;
�9effective�leadership�strategies�including�the�work�of�governing�bodies;�and
�9 the�impact�of�learning�communities�in�improving�the�quality�of�teaching�and�assessment.
Many�providers�have�accessed�these�case�studies�from�our�website�and�often�contact�the�authors�of�specific�case�studies�to�obtain�further�information�about�specific�strategies�and�initiatives.
Bestpractice
Continuedoverleaf...
Estyn news |11
Feedback and complaintsIn April 2012, we revised our complaints procedure to reflect recommendations outlined in the Welsh Government’s complaints model and following discussions with Education Scotland (HMiE).
Some of the new changes include:
> removal of the Stage 3 review; >shorter response times; and >a newly formed complaints team will respond to and investigate complaints.
To read more about Estyn’s Complaints Procedure and
Guidance, click here.
Follow-up Virtual Inspection RoomsWe have put in place a new system for managing follow-up inspections (and re-inspections in post-16). We will use the original Virtual Inspection Room (VIR) to create follow-up folders for the follow-up visits.
One folder will be for the inspection team and one for the school/provider, where they will be able to upload relevant materials before the follow-up visit/re-inspection.
For more information about VIRs contact
Inbrief
We�have�made�it�easier�for�website�users�to�access�those�case�studies�in�which�they�are�most�interested�by�introducing�a�tagging�system�and�search�tool.�
Increasingly,�in�our�inspections,�discussions�with�providers�and�participation�in�stakeholder�conferences,�as�part�of�professional�dialogue,�we�are�able�to�refer�to�the�growing�number�of�case�studies�on�our�website�to�support�the�continuous�development�of�provider�self-improvement.��Estyn’s�recent�conference�on�‘Promoting�best�practice�in�developing�pupils’�literacy�skills�across�the�curriculum�in�key�stages�2�and�3’�was�a�particularly�successful�example�of�this�area�of�Estyn’s�work.��
Next�year,�we�plan�to�develop�further�the�range�of�best�practice�case�studies�on�our�website,�as�part�of�wider�theme�of�building�capacity�in�the�education�system.��Through�themed�conferences,�sector�network�forums�and�publication�of�regular�newsletters,�we�hope�to�ensure�stakeholders�are�well�informed�about�Estyn’s�best�practice�arrangements�and�have�up-to-date�knowledge�of�the�most�recent�case�studies.��We�are�also�working�closely�with�other�bodies�such�as�the�Welsh�Government�to�continue�to�ensure�we�promote�best�practice�as�effectively�as�possible.��We�shall�take�note�of�stakeholders’�views�about�the�effectiveness�of�Estyn’s�approaches�to�promoting�best�practice.����
Next�year,�we�plan�to�develop�further�the�range�of�best�practice�case�studies�on�our�website,�as�part�of�wider�theme�of�building�capacity�in�the�education�system.�
Continuedfrompreviouspage
12 | Estyn news
���������www.estyn.gov.uk>
Estyn,�the�Care�and�Social�Services�Inspectorate�Wales�(CSSIW),�Healthcare�Inspectorate�Wales�
(HIW)�and�the�Wales�audit�Office�(WAO)�have,�in�various�forms,�been�working�together�for�a�number�of�years.��Inspection,�audit�and�review�(IAR)�bodies�in�Wales�have�always�responded�positively�to�opportunities�to�work�together�where�it�has�been�more�efficient�and�effective�to�do�so.�
We�want�to�build�on�existing�firm�foundations�and�take�our�joint�working�arrangements�to�the�next�level.��We�recognise�that�this�will�involve�tackling�some�issues�which�in�the�past�have�proved�challenging.��These�include�aligning�our�respective�business�planning�cycles�to�assist�better�joint�programming�of�work�that�has�a�common�focus�and�valuing�the�different�perspectives�and�approaches�that�we�individually�bring�to�work�within�and�across�the�different�sectors.��We�have�all�signed�a�strategic�agreement�that�expresses�our�commitment�to�working�together.�
The�Inspection�Wales�Programme�was�set�up�in�2010�to�assist�the�IAR�bodies�to�coordinate�their�work�more�effectively.�There�are�two�posts�dedicated�to�collaborative�working.��Alastair�McQuaid,�who�is�seconded�from�the�Wales�Audit�Office,�has�joined�the�Inspection�Wales�Programme�as�Manager�in�a�part-time�position�and�is�taking�over�from�Kevin�Barker�who�has�returned�to�his�position�in�CSSIW.��Bethan�Cook�has�been�in�the�role�of�Inspection�Wales�co-ordinator,�seconded�full�time�over�the�last�year�from�Estyn,�and�works�alongside�Alastair.��Both�are�based�at�Estyn.
The�Programme�for�2012-13�is�focussed�on�the�delivery�of�tangible�outcomes�from�our�collaborative�work.�To�this�end�five�working�groups�are�in�place�to�help�support�the�work�and�they�all�report�to�a�Programme�Board,�comprising�of�Simon�Brown�(Estyn),�Paul�Dimblebee�(WAO),�Jonathan�Corbett�(CSSIW)�and�Mandy�Collins�(HIW),��which,�in�turn,�reports�to�the�Heads�of�the�IARs.��These�working�groups�are:
�Ö Inspection�Wales�Development�Group:�leading�and�co-ordinating�developments�in�joint�working�and�planning�across�Local�Government�and�Health.�
�Ö Learning�and�Development:�identifying�scope�for�collaboration�in�L&D,�including�the�delivery�of�joint�training.�
�Ö Information�Sharing�Group:�looking�to�develop�efficiencies�in�the�way�information�is�shared�and�used�between�the�four�inspectorates,�minimising�duplication�and�maximising�the�effectiveness�of�existing�tools�and�approaches.�
�Ö Stakeholder�Engagement�Group:�identifying�common�stakeholders�and�securing�a�more�streamlined�approach�to�engagement�with�them.�
�Ö Communications�Working�Group:�developing�the�Inspection�Wales�website�and�managing�joint�communications�for�the�programme.�
Currently,�the�structure�and�terms�of�reference�of�the�working�groups�are�under�review�by�the�Programme�Board.�
For�more�information�please�visit�the�Inspection�Wales�website,�or�contact�[email protected].
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NB: Her Majesty’s Chief Inspector has the final judgement
Secondment opportunities
Closing date: 12 December 2012
Estyn is looking for a motivated individual to join us on secondment for up to two years.
We are seeking individuals with a background in:
Generally, the salary will be in line with your current salary.
For further information, please contact the Human Resource team on 02920 446337, [email protected] who will put you in touch with the relevant Assistant Director. Please obtain your current employer’s agreement in principle to the secondment prior to registering your interest.
www.estyn.gov.uk
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