Teacher shortages, low attendance, and poverty hitting Welsh schools, Estyn warns

 

Estyn’s annual report warns that teacher shortages, inconsistent ALN support, and the persistent impact of poverty are putting Welsh schools under growing pressure.

While some schools are adapting well, others face serious challenges in recruitment, attendance, and curriculum delivery, leaving many pupils at risk of being left behind.

Chief Inspector Owen Evans praised the dedication of staff but stressed the need for urgent, coordinated action.

“Staff are working diligently to support pupils, but systemic challenges, from the effects of the pandemic to funding pressures, remain,” said Mr Evans.

Teacher shortages and uneven teaching quality

Teacher shortages continue to affect many schools, with recruitment particularly difficult in key subjects such as maths, science, and Welsh.

The shortage of qualified Welsh-medium teachers is a growing concern, exacerbating disparities in educational provision across the country.

In addition to recruitment challenges, schools report difficulty retaining staff due to high stress levels and growing workloads.

“Too often, the candidates applying for positions are not up to the required standard,” a headteacher said in the report.

The quality of teaching is inconsistent. Some schools provide strong, engaging lessons, while others struggle to offer suitable challenge and support for all pupils.

Estyn recommends improving recruitment efforts and offering targeted professional development to boost teaching standards.

Attendance remains below pre-pandemic levels

School attendance remains stubbornly low, particularly in secondary schools, where rates stand at just 88%—far below the pre-pandemic average of 93.7%.

Estyn identifies several reasons for this decline, including increasing mental health issues among pupils and changing parental attitudes toward regular attendance.

Pupils eligible for free school meals (eFSM) are disproportionately affected, missing an average of one day of school per week.

Estyn describes attendance as “one of the most significant barriers to pupil success” and calls for stronger engagement strategies to tackle the issue.

Impact of poverty on pupil attainment

The cost-of-living crisis has compounded the impact of poverty on education, with many schools stepping in to provide additional support for disadvantaged families.

Leaders report spending significant time arranging referrals to food banks and housing services to help vulnerable pupils.

However, Estyn highlights concerns about the Early Years Pupil Development Grant (EYPDG), warning that inconsistent allocation across local authorities is preventing some schools from using it effectively to close the attainment gap.

Support for additional learning needs remains inconsistent

The implementation of the Additional Learning Needs and Education Tribunal (Wales) Act 2018 (ALNET) has led to improvements in ALN provision in some schools.

However, Estyn notes significant variation across local authorities in applying the ALN Code, which results in uneven support for pupils.

The role of Additional Learning Needs Co-ordinators (ALNCos) is seen as critical, but in some schools, they are not fully involved in strategic decision-making.

Recruitment and retention challenges continue to affect Welsh-medium ALN provision, with shortages in standardised assessments and professional development.

Estyn commended the efforts of local authorities and early years services but stressed that more work is needed to ensure all pupils receive the support they require.

Uneven implementation of the Curriculum for Wales

The rollout of the Curriculum for Wales has been uneven, with primary schools generally progressing well while many secondary schools struggle.

In particular, secondary schools find it difficult to ensure continuity in pupils’ learning across key stages.

Inspectors noted that advanced literacy, numeracy, and digital skills are often not developed as systematically as they should be.

Some schools also lack clarity on how to measure pupil progress under the new curriculum framework.

Political response and recommendations

The report has prompted calls for action from education unions and politicians.

Natasha Asghar MS, Welsh Conservative Shadow Cabinet Secretary for Education, described the findings as a wake-up call for the Welsh Government.

“Labour’s failure to address these challenges has left Welsh education in crisis,” said Ms Asghar.

“Weak guidance, underfunding, and a lack of support for teachers are failing our children. Welsh education is broken under Labour—only the Welsh Conservatives can fix it.”

The Welsh Government highlighted its ongoing efforts to address these issues, pointing to a £230.5m funding package over the next two years to improve attendance, recruitment, and curriculum delivery.

“We are investing in targeted initiatives to raise standards and ensure pupils get the support they need,” a spokesperson said.

Strengths and steps forward

Despite the challenges, Estyn identified several positives in its report.

Many schools have created strong safeguarding cultures and worked effectively with multi-agency teams to support pupils’ well-being.

Primary schools are leading the way in implementing the Curriculum for Wales, and some secondary schools are adopting innovative approaches to engage pupils.

Estyn calls for a coordinated response from local authorities, schools, and the Welsh Government to address systemic gaps in provision and resources.

Without targeted action, the report warns, the long-term consequences for education standards in Wales could be serious.