Welsh Government school improvement guidance sets out expectations for schools in relation to:
evaluation
improvement
accountability
Effective self-evaluation is the starting point for improvement and helps schools develop a clear understanding of:
learner progression
wellbeing
strengths
areas for improvement
priorities for action
Improvement should be focused on securing the best possible outcomes for all learners.
It remains a statutory requirement for schools in Wales to produce a school development plan (SDP). Schools have flexibility in how they structure and present their plans, provided they meet statutory requirements. The most important thing is that schools undertake meaningful improvement work that makes a positive difference for learners.
Schools’ evaluation and improvement work should be supported through:
professional learning
collaboration
professional dialogue
engagement with stakeholders
The approaches, prompts and resources within the National Resource: Evaluation and Improvement (NR:EI) can help schools identify priorities, plan improvement activity and evaluate its effectiveness.
Planning for improvement
Planning for improvement is more than committing thoughts to paper. It is a strategic process through which schools consider how they can turn their aspirations for learners into reality.
Effective improvement planning should:
have a clear and specific purpose, informed by evaluation and evidence
focus on the aspects of practice most likely to improve learner progression, wellbeing and outcomes
be based on a clear vision and intended outcomes
consider the resources required, including time, people, expertise and funding
consider both the potential benefits and costs of improvement activity, including impacts on learners, staff and the wider school community
support both immediate priorities and longer-term improvement goals
be ambitious but realistic, recognising available capacity and avoiding too many priorities at the same time
include suitable opportunities to review progress and adapt approaches where necessary
Schools should resist the temptation to address too many priorities simultaneously. Focusing on a small number of high-impact improvements is more likely to lead to sustainable change and meaningful improvements for learners.
Understanding the causes
Before deciding on actions, schools should seek to understand the factors contributing to an identified issue.
Effective evaluation helps schools move beyond identifying symptoms and towards understanding the underlying causes of strengths and areas for improvement. Schools should use evidence, professional dialogue and stakeholder perspectives to develop a shared understanding of why improvement is needed and what is most likely to make a difference.
Taking time to understand the root cause of an issue can increase the likelihood that improvement activity addresses the right problem and leads to lasting improvement.
Planning through collaboration
Improvement is strengthened through collaboration.
Engaging learners, staff, governors, families, partners and other schools can help schools develop a deeper understanding of priorities and identify effective approaches to improvement.
Professional dialogue, collaborative enquiry and constructive challenge help schools:
test assumptions
refine ideas
build collective ownership of improvement work
Schools may also benefit from working with colleagues from other schools and settings to:
review evidence
share effective practice
support improvement planning
Collaboration should be viewed as a central part of improvement work rather than an additional activity. Schools improve most effectively when they learn with and from others.
Organising improvement activity
Schools should consider how improvement activity will be organised, communicated and reviewed throughout the improvement process.
Planning should provide clarity about:
Why?
This identifies:
the purpose of the improvement work
the reasons for identified actions
the milestones and intended outcomes that will indicate progress
the difference the school intends to make for learners
Who?
This includes those who are:
responsible for leading improvement activity
involved in implementing change
participating in professional learning and collaborative activity
contributing to evaluation, review and ongoing improvement
What?
This includes:
the actions and approaches that will address identified priorities
professional learning, collaboration and enquiry activities that will support improvement
how progress and impact will be monitored
the resources required to support implementation
When?
This identifies:
implementation timescales
review points and milestones
opportunities to evaluate progress and make adjustments where necessary
Implementing improvement
Schools should implement improvement activity in line with agreed priorities and timescales while remaining responsive to emerging evidence.
As improvement work progresses, schools should regularly reflect on:
what is happening in practice
whether planned actions are being implemented effectively
whether any changes are needed
Improvement is rarely a linear process. Schools should be prepared to refine and adapt approaches in response to new learning, evidence, feedback and changing circumstances.
Professional learning, collaboration and ongoing professional dialogue can help sustain momentum and support effective implementation.
Evaluating impact
Evaluation should be an ongoing part of improvement activity rather than something that happens only at the end of a project.
Schools should consider both implementation and impact.
Implementation
Schools should consider:
Are planned activities being carried out as intended?
Are staff receiving the support, resources and professional learning they need?
Are agreed milestones being achieved?
Is improvement activity progressing as planned?
Impact
Schools should consider:
What difference is the improvement activity making for learners?
How is learner progression, wellbeing, engagement or achievement improving?
What evidence demonstrates that changes are having the intended effect?
Are the intended outcomes being achieved?
Not all aspects of improvement can or should be measured through quantitative data alone. Schools should use a broad range of evidence and information to evaluate impact and develop a balanced understanding of effectiveness.
Evaluation should support learning and improvement, enabling schools to refine approaches, identify emerging priorities and build on success.
Sustaining effective practice
Improvement work should not end when actions have been completed.
Schools should:
identify the approaches, processes and practices that have contributed to success
consider how these can be embedded and sustained over time
Effective practice should be shared and discussed across the school and, where appropriate, with partners and other schools.
Sustainable improvement is built through:
professional learning
collaboration
continuous reflection
By sharing learning and developing collective expertise, schools contribute not only to their own improvement but also to improvement across the wider education system.
The ultimate measure of successful improvement is the positive difference it makes to learner progression, wellbeing and outcomes, both now and in the future.
Tuesday, 27 October 2026