Children in Wales are making progress in developing their Welsh Language skills


A report out today says that at Foundation stage the children in Wales are acquiring Welsh language skills but the focus now needs to be on improving reading and writing skills.

The report says that

 In the best schools, teachers are highly skilled, passionate and plan fun and stimulating activities that engage and excite the children, but in a minority of schools and settings staff are not devoting enough direct teaching time to developing the Welsh language and there are gaps in practitioners’ knowledge and skills that are inhibiting the children’s learning and development.

This is a difficult one if the teacher’s do not speak Welsh fluently then the school will be unable to move further forward without either employing more natural Welsh speakers or up skilling the teachers level of Welsh knowledge. This leads me to wonder about EAL teaching how often do we as teachers/inspectors/observers assume the support assistant has the skill set but they also need up skilling not only in English but in their home language as well? ….  Just as valid is the next question that follows should we ensure we are up skilling these practitioners to support our children to get the best education?     Just an observation open for your ideas and comments.

For the full report see http://www.estyn.gov.uk/english/news/news/children-in-wales-are-making-progress-in-developing-their-welsh-language-skills-in-the-foundation-phase/ or the whole piece below.

Children in Wales are making progress in acquiring Welsh language skills, but more needs to be done to continue the upward trend in their reading and writing skills, according to Estyn, the education and training inspectorate for Wales.
In a report published today, Welsh Language Development in the Foundation Phase, the inspectorate found that in the majority of English-medium schools most children are making good progress in speaking and listening to Welsh in the Foundation Phase, but their reading and writing skills are less well developed.
Ann Keane, the inspectorate’s Chief Inspector said,

“Welsh Language is one of the seven Areas of Learning in the Foundation Phase Framework for Children’s Learning.
During the last two years, we have seen progress being made in Welsh Language Development in the majority of schools and settings. Children are enjoying learning the language of Wales in innovative and fun ways.
In the best schools, teachers are highly skilled, passionate and plan fun and stimulating activities that engage and excite the children, but in a minority of schools and settings staff are not devoting enough direct teaching time to developing the Welsh language and there are gaps in practitioners’ knowledge and skills that are inhibiting the children’s learning and development.”

The inspectorate also found that children’s progress in Welsh Language Development is a concern in over a third of English-medium non-maintained settings. In these settings, children lack confidence in using Welsh outside short whole-group sessions such as registration periods or singing sessions and they do not use the Welsh language in their play or learning without prompts from adults.
Ann Keane continues,

“Schools and settings need to review, evaluate and plan engaging and effective ways for children to speak, read and write Welsh across all areas of learning.
In the best schools, teachers use real life experiences for children to use their Welsh language skills such as making shopping lists or writing party invitations. In these instances, children are highly engaged and are making good progress in writing Welsh.”

The inspectorate outlines a number of recommendations for schools and settings, local authorities and the Welsh Government, to address the issues highlighted within the report.
For example, schools and settings should evaluate planning to make sure that there are enough opportunities for children to use the Welsh language in other areas of learning and outdoor activities and monitor and evaluate how well children are doing in developing their Welsh language skills. In addition, local authorities need to be providing better access to Welsh Language support and training for practitioners as well as sharing good practice.
Ann Keane concludes,

“Every child in Wales has the right to access the best quality Welsh Language education. This report provides a number of best practice case studies illustrating how schools have successfully developed children’s skills in Welsh. I would encourage all practitioners to read this report and use the case studies to assess their own practice and develop new ways of improving the provision of Welsh Language Development.”

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