**Highlights from Estyn Inspections: What Cardiff School Reviews Reveal This Year**
As the 2024-2025 academic year draws to a close, a comprehensive look at Cardiff’s schools has emerged through a series of Estyn inspections. Cardiff, Wales’ largest education authority, saw twelve of its schools undergo full reviews this year, providing an in-depth snapshot of the city’s educational standards, classroom cultures, and ongoing challenges. These reports have led to a range of outcomes, from schools being commended for their inclusive approaches to some requiring more focused intervention.
Two of Cardiff’s schools, St Mellons Church in Wales Primary and Ysgol Bro Edern, were placed under special measures following their inspections, signalling the greatest need for improvement. Conversely, Coryton Primary and Tongwynlais Primary were both removed from Estyn review status, having demonstrated progress that met or exceeded expectations. Notably, one primary school was judged so effective that inspectors offered no recommendations for improvement at all—an uncommon achievement in such reports.
A consistent thread across the inspections was the emphasis on inclusivity and community ethos. Mount Stuart Primary in Butetown, for example, was praised for its multicultural curriculum and strong values, serving a diverse student body in which over half learn English as an additional language. Inspectors highlighted the school’s commitment to respect, resilience, and creativity. However, they also noted room for improvement, particularly in enhancing the application of numeracy skills across subjects and strengthening digital competencies.
St Joseph’s Church in Wales Primary in Gabalfa stood out for its positive learning environment and the supportive relationships fostered between children and staff. Inspectors lauded the school’s “Learning Squad” for enhancing pupil assessment and ownership of their learning, while encouraging further strides in developing independent learning skills and expanding numeracy across the curriculum.
Some schools faced significant challenges. St Mellons Church in Wales Primary, for instance, dealt with leadership changes alongside a move to a new building and increased enrolment numbers. The instability contributed to limited progress in literacy and Welsh language skills, particularly among older pupils. Urgent calls were made for securing stable leadership and addressing gaps in core teaching areas.
Other schools garnered positive feedback for their supportive ethos and targeted interventions. Stacey Primary in Adamsdown demonstrated that children, regardless of background, made meaningful progress from their starting points, benefitting from a nurturing school culture and effective leadership. Nonetheless, the inspection noted the need for consistency in mathematics education and better opportunities to strengthen independence among younger learners.
St Cadoc’s Primary in Llanrumney and St Fagans Church in Wales Primary in Michaelston-super-Ely each received commendations for strong leadership and supportive learning atmospheres, where pupils thrive academically and personally. In both settings, expectations for behaviour and academic achievement were high, though both reports suggested that expanding creative curriculum options and developing pupils’ digital and Welsh skills should remain focus areas for the future.
Inspection outcomes for Welsh-medium schools like Ysgol Y Berllan Deg and Ysgol Bro Edern reflected broader challenges in sustaining consistent improvement. While Ysgol Y Berllan Deg was recognised for nurturing Welsh language skills and community engagement, inspectors highlighted a need for stronger teaching consistency and more robust self-evaluation practices. Ysgol Bro Edern faced more serious concerns, as pupils reportedly relied too heavily on English, leading to insufficient progress in Welsh oracy and literacy, and was placed in special measures accordingly.
Cardiff’s secondary schools also came under scrutiny. Willows High School was recognised for its inclusive community, commitment to diversity, and efforts to boost reading proficiency among a student population where academic skills often started below expected levels. Areas identified for improvement included increasing participation in Welsh GCSE qualifications and providing consistent academic challenge.
Fitzalan High School was commended for its caring and inclusive ethos, support for vulnerable pupils, and strong relationships between students and teachers. The school’s achievements in supporting disadvantaged pupils and encouraging the use of the Welsh language were noted. The primary recommendation for Fitzalan was to expand digital skills development across the curriculum.
In the city’s outskirts, Creigiau Primary and Lansdowne Primary embodied the collaborative, supportive spirit that Estyn inspectors prioritise, with nearly all pupils making sound progress and behaving exceptionally well. While both schools were praised for their safe, family-like environments and effective teaching, ongoing improvements in numeracy and strategies to reduce student absence were recommended.
Alongside these narratives, the removal of Coryton Primary and Tongwynlais Primary from Estyn monitoring serves as evidence that focused improvement strategies, leadership stability, and curriculum refinements can yield positive outcomes within a relatively short time frame.
Overall, this year’s Estyn inspection cycle demonstrates the complex and varied landscape of education across Cardiff. While many schools exhibit exemplary strengths in community, inclusivity, and academic culture, persistent challenges—such as leadership stability, language acquisition, digital literacy, and meaningful curriculum enrichment—remain points for further growth in the city’s educational journey. As Cardiff’s school communities look ahead to the new academic year, these detailed findings tell a nuanced story of progress, opportunity, and ongoing aspiration in Wales’ capital.