Agenda item

The national approach to professional learning and the fact that there is a national and regional strategy but noted that the strategy may look different depending on where the school is on their journey. 

The strides being made to increase school to school learning, cluster schools, school improvement groups and lead practitioners.  It was also noted that there was brokered support for specific schools.

With specific reference to ALN reform and the focus on equity and wellbeing there is a training model, it involved the training of a champion in a cluster who then disseminates the information.  Work is being undertaken on the policies and processes, but it may need some revision bearing in mind the changes to the time scales. 

The reform of initial teacher education (ITE) was revitalised and reformed and was launched in September.  There are new providers and there are to be a further three next year.  There are now 11 schools working with ITE partners.

The National Academy for Education Leadership has been established, there are now new and acting headteacher programmes.

The new curriculum this is the part of the reforms that people focus on.  Changes have been made already and the document will look very different form the one that was released in the summary.  The target date for release for is still January 2020. 

Members commented on the amount of work that needs to be undertaken and were concerned about the added pressure that the implementation of all these new policies would bring for schools who were already under achieving.  Members were advised the changes have to be planned but there has to be a realisation of what the pressures are at the time.  Teachers still have to undertake the day job.  It is about capacity.  The school to school working is voluntary and it is important that schools engage at the right time.

Members were advised that the Consortia are just asking teachers to prepare their school for change.  There will be training and support. 

Members asked about Pioneer schools and were concerned that those schools had an advantage over those that were not. Members were advised that schools were provided with funding to help.  There needs to be minimum expectation for schools.  They all need to be at a certain point at a certain time. 

Members also queried whether those Pioneers were a representative cross section.  Members were advised that there was a selection process and a breadth of schools became involved.  Initially there were primary, secondary, welsh medium and faith schools involved, although some have dropped out so there may have been some changes.  

Members took the view that seven of the nine reforms referred to related to professional development and that implementation was only a couple of years ago.  Members were advised that the curriculum final draft will be published in January which will set out arears of learning, the guidance will be contained in that document.  Professional learning is the enabler for the changes.  There will be milestones for schools and there is now the new Estyn inspection frame work.

The curriculum will have some detail and some legislation but the planning of the curriculum will be very much at school level.

There was some concern that we are losing sight of what is important, namely children receiving a good education.  It is understood that teachers believe that the new curriculum is about teaching rather than being told what to teach.  The curriculum is based on excellence and equitability for children. 

Members raised the issue of capacity and asked about the involvement of School Governors.  It was noted that there will be training for Governors and their support is vital. 

Members were advised that the role of the Challenge Advisor is an evolving role and is being reviewed continually.