4. How will the roll-out of the new curriculum address the effect of deprivation on education? OQ58753

Curriculum for Wales provides a rich and broad curriculum for every child, ensuring that every child develops the knowledge, skills and experiences that will enable them to progress to their full potential, regardless of their background. It treats every child as an individual, with different strengths and needs.

[Inaudible.]—million pounds in this financial year in community-focused schools, given they build partnerships with families, communities and a range of organisations, and provide opportunities to pupils who would not otherwise benefit from them. In Newport East, Maindee Primary School is a fantastic example of a community school. It is based in one of the most deprived parts of Newport. It's multi-cultural, with quite a significant south Asian and Roma population. They have partnered with numerous third sector organisations, such as the Community Youth Project, Iqra Mosque, Positive Futures, G-Expressions, and Urban Circle, and all of these organisations are really enhancing the pupil experience and improving outcomes. Anna and Martine, staff members at Maindee, volunteer for FoodCycle, which cooks and serves hot meals to families of Maindee Primary School. It's really special, Minister, to see staff members giving up their personal time, given the pressures they have, to give back to the community they serve, and this undoubtedly reflects positively in the classroom. Maindee primary is also a DAF registered school, assisting families of their pupils in their discretionary assistance fund applications. Minister, schools like Maindee primary offer a beacon of hope to struggling, more vulnerable families with this holistic and community approach to education. What more can Welsh Government do to ensure all our schools in Wales are community focused, like Maindee primary, how can this be linked into the roll-out of the new curriculum, and will you visit to see first-hand, Minister?

'Beacon of hope' is exactly the right phrase in John Griffiths's question. I'm aware of the work that Maindee primary do. I've met some of the staff, and I would be delighted to visit the school to see at first hand the fantastic work that I know they do. The kind of work that the school does is exactly the sort of work that we want to see more and more schools in Wales supported to do. We want all schools in Wales to be community-focused school. That will look differently in different schools and in different communities, but, at its heart, it's about building a strong partnership with families, responding to their community, and collaborating with other services. I think the curriculum, with its focus on reflecting cynefin and the cluster working and the working to reflect the community of the school, provides a really good underpinning for this ambition that we have. 

Schools have a critical role in enabling our young people to become ambitious, enterprising and ethical—all those qualities and characteristics that are at the heart of the new curriculum. The school is fundamental in that, but also young people are obviously very influenced by their home environment and the wider community as well. That is why working collaboratively, in the way John Griffiths was just describing the work at Maindee primary, that collaborative working, is so important.

I would just say that, last week, we published guidance on community-focused schools. It explains what a community-focused school is and why we believe that that approach is the best approach to support our children and young people. It was developed—and I thank all those who worked with us in relation to it—by Estyn, the National Academy for Educational Leadership, the consortia, local authorities, third sector organisations and others. So, that's now published. We will follow that up with a programme of professional learning to support heads and teachers in that journey. Crucial to this is multi-agency engagement, and we'll be publishing some supplementary guidance on how best to deliver that as well to reach our goal and to reflect the kind of fantastic work that John Griffiths was highlighting in his question.

We know that there's a clear correlation between poor academic performance and persistent deprivation. The Education Policy Institute said, and I quote:

'Persistently disadvantaged pupils experienced still larger disadvantage gaps, with those in England suffering a persistent disadvantage gap of 23 months and those in Wales experiencing 29 months. With little sign of these persistent disadvantage gaps closing...improving educational outcomes for the persistently disadvantaged should be prioritised by policymakers.'

While it's clear Welsh pupils in deprived areas suffer from a greater deprivation gap than their peers elsewhere in the UK, more needs to be done to ensure that the Welsh Government narrows this gap. So, how does the Minister's new curriculum address the gap that Welsh students face? And what steps is the Minister taking to heed this advice and ensure that gap is narrowed here in Wales?

Well, the report to which the Member refers was published following the statement that I made in the Senedd, I think, from memory—but somebody may correct me—back in March, and the speech that I then made to the Bevan Foundation in June, I believe, which sets out a full programme of interventions from early years to life-long learning to address some of the challenges that were confirmed to us in the report that he refers to. The curriculum has an important part to play in that. I think it will help us to meet the needs of disadvantaged and vulnerable learners, and that's been an important consideration in how it's been designed. Embedding that equity in schools is, obviously, critical, and I think that because the curriculum takes the learner where they find the learner, it enables us to provide bespoke learner journeys, if you like, which can better help us support the most disadvantaged pupils.

But he will recall, perhaps, if he's had a chance to remind himself of that statement and that speech, the wide range of steps that we've been working on. Some of them are to support schools to employ the kind of teachers that they need to best develop strategies to help those pupils that need most support. Some of it is around peer-to-peer support for school leaders. I'm about to announce some initiatives in that area. Some of it is about quite challenging discussions that we need to have around how we approach setting in schools. So, we're going to undertake a piece of research on that. That happens quite extensively in Wales. I think we need a discussion about whether that is the right approach in all circumstances. Some of it is about interventions around literacy and reading, which he will know, from reading that report, have been a particular challenge over the course of the last two years of COVID, for example. And, on the point I was making at the very start in relation to the effective use of school-based funding where that targets deprivation—so, in Wales, that's the pupil development fund—we are working with Bangor University at the moment to understand what works effectively, where it works effectively, and for the outcome of that review to be available to all heads so they can best use that funding.

But there's a wide range of steps that are already under way. I will be reporting to the Senedd with an update on that, I think in the new year. But the crucial thing is I think no one intervention is going to be able to address the issue; it's a range of interventions. And I would also say—and I think I'm right in saying the report acknowledged this—deprivation in society is not something that a school can entirely mitigate on its own. That's part of a broader strategy, but there is work that schools can do, and that work is part of that broader plan. It's under way and, as I say, I'd be very happy to give a more detailed update on that work in the new year.