Research on the realisation of the Curriculum for Wales in education other than at school (EOTAS): government response

On 17July 2025, Welsh Government published the Government Social Research (GSR) report, developed by Cardiff Metropolitan University, Bangor University, and Arad Research, Realising the Curriculum for Wales in Education Other Than At School (EOTAS) provision including Pupil Referral Units (PRU): a qualitative study. This report is part of the formative evaluation of the Curriculum for Wales, a multi-year study which will provide us with a broad qualitative and quantitative picture of how the reforms are working, how practice is changing and how these changes are being experienced by senior leaders, practitioners, learners and their families.

A summary of the report’s findings has been published. The study sought to understand how the Curriculum for Wales is being realised in practice in the provision of EOTAS, as well as how settings and practitioners are being supported.

Whilst there are limitations to the study (including that the sample involved is small and self-selecting and thus the findings are not generalisable), the report offers rich insights to help the Welsh Government’s development and prioritisation of support to practitioners and learners in the continued realisation of Curriculum for Wales. 

We are pleased that the learner-centred ethos of the Curriculum for Wales was reported by many participants as having a positive impact on the attitude to learning, and engagement with learning of those educated other than at school, leading them to a sense of achievement and increased self-esteem. We are also pleased to see most participants in the study fostering a holistic understanding of learner progress.

The Curriculum for Wales framework places an emphasis on professional judgment, allowing practitioners to design purposeful and engaging learning experiences for all learners including those educated other than at school that have faced significant challenges. We are glad that practitioners and local authority representatives involved in this study value the curriculum’s flexibility, and that it is enabling a learner-centred approach, tailored to individual needs.

We are encouraged that approaches that align with the curriculum’s four purposes, particularly in nurturing healthy, confident individuals, are supporting learners educated other than at school. Creative approaches are to be encouraged, including literacy and numeracy strategies, outdoor learning, and community-based projects that effectively meet learners' needs.

Systematic collaboration is noted in the statutory guidance as a key feature of EOTAS provision, and the study’s findings highlight partnerships across health, social care, and community services, as well as with Careers Wales and local employers, helping learners link their education to future pathways.

An emphasis on learner voice and co-construction reported by some participants in the study is also to be welcomed, with active involvement from learners and valuable input from parents and carers ensuring meaningful learning experiences.

We acknowledge the challenges in changing established practices, for example when encouraging cross-curricular approaches, which require professional learning and support.

We recognise that monitoring learner progression in non-academic areas, such as wellbeing, is an area some practitioners involved in the study would like more support.

We also understand practitioners’ concerns about the introduction of new qualifications, particularly in provision with fewer staff. As the curriculum is introduced to learners aged 14 to 16 and new qualifications are introduced, communication and collaboration, particularly with local authorities, will be essential to ensure effective implementation.

The increasing number of children in EOTAS provision is placing greater demands on both local authorities and EOTAS providers. These growing pressures will need to be considered, ensuring that appropriate support and resources are in place to meet the needs of all learners.

All learners educated other than at school, regardless of the provision, should have access to a curriculum that meets the mandatory requirements of the Curriculum for Wales. The Curriculum for Wales statutory guidance includes a specific section for education other than at school.

The Welsh Government’s programme of national support for curriculum and assessment design is available to practitioners in PRUs and EOTAS provision. This is building on the progress that has already been made, and on existing, effective support in the system. This has included bringing together guidance and supporting materials into one, easily accessible place, supported by expert delivery and one to one coaching for school leaders. In due course this will be transferred to the new professional learning and leadership body which will deliver national, consistent professional learning to support practitioners along their career pathways.

We have published tools and templates to model processes for curriculum development to schools and settings, including additional detail on progression and assessment and what this looks like in practice. As per the areas for consideration set out in the report, we continue to seek the involvement of EOTAS providers and the views of children in our work, and will explore how that involvement can inform examples of design, progression and assessment developed specifically for these contexts. 

We recently consulted on proposals relating to our approach to using data and information to support learning and improvement and we will soon be confirming outcomes and setting out our next steps in this area.

This includes identifying needs and options for the development of digital tools and systems to:

• enable a timely flow of data as part of a learner-centred approach that supports an intelligent and proportionate use of data for evaluation
• facilitate collaboration to support improvement
• deliver an accessible external communication of what is happening in the education system

This work will consider needs relating to EOTAS provision and supporting learners educated other that at school.

We acknowledge that there is more work to be done at all levels of the system to ensure we effectively support all our learners. This includes having stronger communications, networks and support structures in place for the profession. We are committed to working with our stakeholders to enhance collaborative networks between PRUs, schools, and local authorities. The aim is to facilitate continuous professional learning and development, thereby supporting the effective implementation of the Curriculum for Wales for learners educated other than at school. Additionally, it will establish a cohesive approach to monitoring learner progression, ensuring consistent and meaningful educational experiences across all settings.

As part of our commitment to support PRUs and other EOTAS providers, we are currently developing referral and commissioning guidance in collaboration with local authorities in Wales. This guidance will outline the legal responsibilities of schools and local authorities in supporting children facing challenges in mainstream education. It will address key themes identified through research, many of which align with the findings of this report, including the development of professional learning along with enhanced transition arrangements to support learner progression. 

Through ongoing work, we have identified key stakeholders for delivering these changes. While collaboration with these stakeholders remains central to the process, the guidance is designed to further support and strengthen the approach. By encouraging a culture of transparency and cooperation, we aim to build a more integrated education system that enables every learner to reach their full potential.

We will continue to work with local authorities to ensure PRUs and other EOTAS providers have access to appropriate curriculum and assessment support such as the national support detailed above and to facilitate collaboration between schools, PRUs and other EOTAS providers, as suggested in the areas for consideration in the report.