:00:09. > :00:15.Sit down! Teachers in our classrooms are under the spotlight more than
:00:16. > :00:19.ever. What makes a good teacher is someone that can engage with these
:00:20. > :00:23.young people. We've been given a revealing insight into one of
:00:24. > :00:28.Wales's worst-performing schools. Absolute silence. We watch the new
:00:29. > :00:32.head as he tries to turn it around. What percentage of the teachers of
:00:33. > :00:38.this school would you prefer to see leaving? Can our teachers do better
:00:39. > :00:42.and how do we raise the standard? Look after yourself. Sometimes
:00:43. > :00:47.people shouldn't be teachers. Are they on task? I want to get you off
:00:48. > :00:49.this reform. You've got to be the right person for it. It is not an
:00:50. > :01:12.easy job. It's school time at St Illtyd's in
:01:13. > :01:21.Cardiff and head teacher Mike Clinch has already got his hands full.
:01:22. > :01:29.(BLEEP). Courtney was that you then? Who was it then, Paige? Language can
:01:30. > :01:34.do with a bit of improvement there, Sir. He's got a big job on, trying
:01:35. > :01:37.to save a failing school. My first impressions of the school was it
:01:38. > :01:40.seemed as if the staff had been battered, bruised and pummelled.
:01:41. > :01:44.Morale was very, very low, pupil discipline wasn't good, as if the
:01:45. > :01:50.kids had been told they were in a poor school and were behaving
:01:51. > :01:59.accordingly. What's happened to your shoes? Oh, dear me. The first couple
:02:00. > :02:04.of weeks were quite difficult, but I saw in the staff and pupils
:02:05. > :02:10.potential. I thought I could make a positive impression on them. This is
:02:11. > :02:15.a Roman Catholic high school with about 900 pupils and 55 staff. The
:02:16. > :02:22.last report by inspectors from Estyn was so bad it was put into special
:02:23. > :02:23.measures last year. When you have unsatisfactory performance and
:02:24. > :02:33.unsatisfactory prospects for improvement, it doesn't get any
:02:34. > :02:35.worse than that. That's the lowest category that Estyn can impose on a
:02:36. > :02:44.school. Nabil Douirani, who lives in Roath,
:02:45. > :02:53.takes his daughter, Farah, into school. What do you have today? I've
:02:54. > :02:58.got ICT first and then maths. Parents had no idea St Illtyd's was
:02:59. > :03:04.heading into special measures. It was a big surprise for us, to be
:03:05. > :03:12.honest, a shock, because we didn't expect them to be in such a
:03:13. > :03:19.situation. We are meet meeting in the school almost twice a term. We
:03:20. > :03:24.ask how things are progressing, and when we have a chance to talk to Mr
:03:25. > :03:36.Clinch or anybody from his staff, we tend to ask them and try to find out
:03:37. > :03:39.if things are progressing. Mike Clinch is head of a successful
:03:40. > :03:43.school in the Vale of Glamorgan, but he has also been asked to step in as
:03:44. > :03:51.executive head to rescue St Illtyd's. His first priority:
:03:52. > :03:54.improving discipline. Get your diaries open, please. Thank you.
:03:55. > :04:01.Some of these students have been late 40-50 times since last
:04:02. > :04:05.September. You must be well into the 40s or 50s and this is going to
:04:06. > :04:09.affect your chances of getting into a college course. Before the
:04:10. > :04:14.crackdown, some students were missing one in ten lessons and
:04:15. > :04:22.attendance was dropping. Name please? Typical morning? Yes. In
:04:23. > :04:35.year ten we have 30 pupils late on really bad days. We can get it down
:04:36. > :04:42.to ten. You heard some of the comments from the children, the bus
:04:43. > :04:52.was late, their mum got up late. That's genuine. But there's also a
:04:53. > :04:59.hard core who don't seem to care they're late. What were you doing
:05:00. > :05:07.last night, Xbox? I thought so. What game were you playing? Grand theft
:05:08. > :05:12.two. Children will say they are on BBM until 2 o'clock in the morning.
:05:13. > :05:17.All of these electronic gadgets have an impact on their arriving on time
:05:18. > :05:21.and how tired they are during the day. In a week how many times have
:05:22. > :05:27.you been late? I think I've been late almost every day this week.
:05:28. > :05:33.Every day? I think so. How are you going to stop it? Go to bed early.
:05:34. > :05:38.Once you've finished the two elements, you need to write your
:05:39. > :05:41.script... It's Farah's first lesson. Although discipline has to be dealt
:05:42. > :05:46.with first, the biggest priority is to improve teachers' performance in
:05:47. > :05:52.the classroom. You have to have the highest calibre of teacher possible
:05:53. > :06:01.doing day in day out five times a day in every lesson the best
:06:02. > :06:08.possible job that they can do. And then everything else follows. Put
:06:09. > :06:14.your hands behind your head, in through your nose and out through
:06:15. > :06:17.your mouth. If the children are engaged with lessons that are
:06:18. > :06:22.well-planned and interactive, everything else will fall into
:06:23. > :06:26.place. Why doesn't it happen? Because there aren't enough
:06:27. > :06:31.high-quality teachers across the education system generally. St
:06:32. > :06:34.llltyd's got a bad report after its last inspection. Performance in
:06:35. > :06:37.English and Maths at Key Stage 4 went down over the last five years.
:06:38. > :06:44.Teaching was assessed as unsatisfactory. There are teachers
:06:45. > :06:48.here that are very good at their job. There are teachers here that
:06:49. > :06:52.will be good at their job when they are shown a little bit of training
:06:53. > :06:56.and a few tips. There are teachers here that were good at their jobs
:06:57. > :07:04.once and somehow have lost their mojo and there's a small number that
:07:05. > :07:08.will never be good at their job. What percentage? You could count
:07:09. > :07:13.them on one hand. I've got 55 teachers. So half a dozen, say?
:07:14. > :07:15.Around about that. The picture across Wales is alarming. According
:07:16. > :07:19.to Estyn's last annual report, teaching was good or better in only
:07:20. > :07:26.around half of the 106 secondary schools inspected over the last
:07:27. > :07:35.three years. It's time for lunch. But not for everyone. Just work. Mr
:07:36. > :07:42.Fleet is in charge of discipline. These are the persistent offenders,
:07:43. > :07:46.getting detention. They've gone through the behavioural system,
:07:47. > :07:51.verbal warning, yellow warning, a red card, lunchtime detention and
:07:52. > :07:55.they still aren't get the picture. I do almost a double detention. This
:07:56. > :08:05.is all since the new head's come in. This is not acceptable. There are
:08:06. > :08:10.some better at dishing out the discipline... Guys, can you stop,
:08:11. > :08:21.please. You are letting me down. Stop! That's fine, I will deal with
:08:22. > :08:30.it. No! Unacceptable. Absolute silence! I don't mind if the camera
:08:31. > :08:40.is there or not, you are not behaving like this. Sorry jasmine.
:08:41. > :08:46.Many pupils here say that they like the new, tougher regime. With the
:08:47. > :08:50.new disciplinary system you've got merits and praising and if you don't
:08:51. > :08:56.get enough you're not allowed on school trips. Is discipline getting
:08:57. > :09:02.better? Yes. Is that a good thing? Yes. But others say the standard of
:09:03. > :09:08.teaching is still patchy. Sometimes you learn but others it is like
:09:09. > :09:12.copying out of a book. Some of our teachers will make us watch the
:09:13. > :09:18.Simpsons but other teachers give us proper work to do. Those comments
:09:19. > :09:22.seem to surprise the head. That's something we are hopefully trying to
:09:23. > :09:27.address. A mountain to climb still then? Yes. But there is some good
:09:28. > :09:33.teaching here and Mike Clinch was to keen to show us. For each big square
:09:34. > :09:41.what do you think is the best to go up in? Five? What you look for in a
:09:42. > :09:45.lesson is for all the students to be engaged in the activity, for the
:09:46. > :09:49.activity to be challenging and the teacher to have high expectations in
:09:50. > :09:55.the pupils' learning. What you would look for here is the fact that they
:09:56. > :10:00.need to know something different, or have developed their thinking or
:10:01. > :10:05.understand understanding. The way the kids were talking to each other,
:10:06. > :10:10.it is peer-to-peer learning, but you wouldn't want this activity now to
:10:11. > :10:15.continue much longer. You would expect teacher to move it forward
:10:16. > :10:21.quite quickly. OK, there are a lot of thaw are slowly getting you and
:10:22. > :10:26.you are all trying really hard and not giving up and asking for the
:10:27. > :10:33.cheat's paper. What did you think of that? That was exactly what was
:10:34. > :10:37.needed at that time. What did she do? Is she reinforced what they were
:10:38. > :10:42.doing and moved them on. There were common faults developing among the
:10:43. > :10:47.kids that the teacher picked up on when moving around, so she pulled
:10:48. > :10:52.them all together and redefined what was needed in the task. So top marks
:10:53. > :10:54.for Miss Rice. But the number of secondary schools judged to be
:10:55. > :11:02.unsatisfactory overall is going up in Wales. Sarah Morgan visits Welsh
:11:03. > :11:09.schools for Estyn, the independent inspectorate. What do they describe
:11:10. > :11:13.as unsatisfactory teaching? Unsatisfactory teaching is where we
:11:14. > :11:18.see teachers who've not planned their sessions well. Teachers who
:11:19. > :11:21.don't expect much of their children, their expectations aren't high
:11:22. > :11:26.enough. They don't provide sufficient enough of a challenge for
:11:27. > :11:30.various groups of pupils. Sometimes they may talk for too long a period
:11:31. > :11:38.and the children aren't involved or inspired or motivated to learn.
:11:39. > :11:43.Thank you year 7. Sit down. A disciplinary process aimed at
:11:44. > :11:47.helping struggling teachers improve is called capability. They are
:11:48. > :11:52.removed if that fails. Critics say too few teachers aring discipline
:11:53. > :11:56.Liberal Democrats. We asked every local authority in Wales have been
:11:57. > :12:00.threatened with or put into capability over the last five years.
:12:01. > :12:05.The figure was 100. Out of that only four had been dismissed. Several
:12:06. > :12:15.heads said one union in particular isn't helping matters. We do not
:12:16. > :12:19.defend incompetent teachers. We hope that everyone in that situation is
:12:20. > :12:22.treated fairly. We sent a questionnaire to the heads of
:12:23. > :12:25.secondary schools. Of the 50 who replied, 16 told us the capability
:12:26. > :12:29.procedure took a year, and 13 that it took twice that. If it has taken
:12:30. > :12:34.a year, that's because of the way the system has been managed. But
:12:35. > :12:38.you're part of the system. Well, our role is to make sure, as I've said
:12:39. > :12:41.before, and I can't say this often enough, the role of the trade union
:12:42. > :12:50.is to make sure when capability procedures apply to our members they
:12:51. > :12:55.are applied correctly and fairly. You might be defending week
:12:56. > :13:02.teachers. If they are poor teachers then that
:13:03. > :13:05.will show up through the capability process and ultimately, if they
:13:06. > :13:09.don't measure up, that will lead to dismissal.
:13:10. > :13:16.It's home-time for the youngsters, but work goes on at St Illtyd's.
:13:17. > :13:18.Schools in special measures get inspected every term by Estyn, and
:13:19. > :13:26.if there's no improvement quickly, they can be closed down. So the heat
:13:27. > :13:32.is on. The marking is overwhelming at times
:13:33. > :13:35.so we can find an easy way not just for us but for them to react to what
:13:36. > :13:38.we are doing and they progress themselves.
:13:39. > :13:44.Here the English department are staying on late to talk about
:13:45. > :13:52.improving their marking. Trying to make our marking slightly
:13:53. > :13:57.more people focused, rather than as writing loads in red in our books.
:13:58. > :14:03.How much time did it take you to Mark? It was no different but more
:14:04. > :14:06.beneficial. And I think in the future I think it will be less time.
:14:07. > :14:11.The day isn't over for Mike Clinch either.
:14:12. > :14:15.We've got polo shirts and sweatshirts. A uniform with tie and
:14:16. > :14:20.a blazer... Tonight it is the parents for. He's
:14:21. > :14:26.floating his latest idea to turn the school around.
:14:27. > :14:34.This is my favourite one. It has got nice piping. It is much smarter. The
:14:35. > :14:41.idea is this with either blazer for years seven, Yate and year nine.
:14:42. > :14:44.The head wants to know how the school can improve communication
:14:45. > :14:46.with parents. The feeling is, it was very bad before he arrived. Farah's
:14:47. > :14:52.dad Nabil is here. What can we do to push them?
:14:53. > :14:57.Increasing the number of parents who take an interest in their children's
:14:58. > :15:00.school is vital. Back at home, Farah's mum Rebecca is
:15:01. > :15:06.making supper. She believes there's only so much a school can do without
:15:07. > :15:11.parental support. There must be a boundary that if you cross you are
:15:12. > :15:16.in trouble. Both at home and in school. We all need to be on the
:15:17. > :15:21.same wavelength. Then the child will benefit more from the then getting
:15:22. > :15:26.mixed feelings at home that you can get away with it at school but not
:15:27. > :15:29.at home and vice versa for top And that's the way these parents feel
:15:30. > :15:33.too. If they have got no support at home,
:15:34. > :15:39.why should the school pick up the slack?
:15:40. > :15:42.Hopefully we will be able to prove this is a better is situation than
:15:43. > :15:49.people think it is. Is there anything else you would like to
:15:50. > :15:53.raise? The big wake-up call for Welsh
:15:54. > :15:56.Education was the PISA ranking in 2010. These international league
:15:57. > :16:03.tables laid bare how badly many schools have been doing. What's
:16:04. > :16:06.going to happen with the bivette boys? Last month we caught up with
:16:07. > :16:11.the minister launching yet another initiative to stop the rot called
:16:12. > :16:14.Schools Challenge Cymru. Do you agree we haven't been very honest
:16:15. > :16:21.with ourselves? More honesty is always a good thing.
:16:22. > :16:27.One of the interesting elements of the PISA results was actually the
:16:28. > :16:32.questionnaire that went along with the test and that questionnaire
:16:33. > :16:36.showed that we are very good at congratulating ourselves within the
:16:37. > :16:42.schools system, sometimes without any evidence to back it up.
:16:43. > :16:46.?20 million pounds a year is being made available for Wales's 40 worst
:16:47. > :16:51.schools. The emphasis will be on collaboration - sharing best
:16:52. > :16:54.teaching practice. It's based on the London Challenge, which has made
:16:55. > :17:00.that city the best performing region in England.
:17:01. > :17:07.The quality of teaching and learning will be the central point. This is
:17:08. > :17:13.all about support, so we could be talking about professional
:17:14. > :17:17.development or training for daft but it is also about a challenge and
:17:18. > :17:24.making sure that schools look outwards.
:17:25. > :17:32.But the London Challenge was launched in 2003-11 years ago!
:17:33. > :17:35.Have we been sitting on our hands? I have been education minister for
:17:36. > :17:43.eight months and there has been no sitting on hands.
:17:44. > :17:45.So what's been going on in London's schools and what would Mike Clinch
:17:46. > :18:00.make of it? Burlington Danes Academy was one of
:18:01. > :18:03.London's worst comprehensives. It's gone from special measures to an
:18:04. > :18:11.outstanding school in six years under the leadership of Sally
:18:12. > :18:20.Coates. You have brought the rain with you expect -- with you expect
:18:21. > :18:23.In recent years she's been made a dame and the schools been visited by
:18:24. > :18:25.politicians and others keen to celebrate its success.
:18:26. > :18:28.Nearly three quarters of students here are from deprived
:18:29. > :18:32.backgrounds-that's far more than at St Illtyd's. And 77% of pupils got A
:18:33. > :18:44.star to C in their GCSEs. An extraordinary turnaround.
:18:45. > :18:47.Every morning the children line-up. The whole school apart from the
:18:48. > :18:53.sixth form, complete and utter silence. Every assessment, the
:18:54. > :19:04.results go up in a public place and the children are ordered one - 180
:19:05. > :19:10.in every single subject. What is good about that?
:19:11. > :19:16.It is a public display of learning. A child can come up and check their
:19:17. > :19:22.homework. The rank order is used to determine
:19:23. > :19:25.the streams so twice a year they can move class.
:19:26. > :19:30.There is a relentless focus on academic progress and the
:19:31. > :19:33.information is public so the students and teachers know how they
:19:34. > :19:40.are doing all the time. The kids in the red zone are unhappy
:19:41. > :19:45.they are in the red zone. It empowers children. We don't do
:19:46. > :19:53.everything the government to tell us to.
:19:54. > :20:01.All the results of all the teachers are published to everybody else.
:20:02. > :20:04.When she arrived six years ago the first thing she did was make all
:20:05. > :20:08.teachers deliver their lesson plans to her a week in advance. And she
:20:09. > :20:11.took a hard line with her staff. 23 teachers were removed or left -
:20:12. > :20:15.that's a third of them. I'm interested to find out how you
:20:16. > :20:19.addressed capability issues with your staff.
:20:20. > :20:25.I try to identify quickly who they were and my manner is quite
:20:26. > :20:30.correct. I would call the teacher to my room. I would be sitting over
:20:31. > :20:34.there and my deputy would be there. Before the teacher, George, would
:20:35. > :20:40.have sat down, I would say, I have called you to my room because I'm
:20:41. > :20:43.concerned about lack of capability in the classroom and you have been
:20:44. > :20:51.identified as inadequate. There is no, "how are you doing? " none of
:20:52. > :20:56.that chat. I would be clear that things weren't good and I think what
:20:57. > :21:02.happens is once you start a conversation, it is easy to fudge a
:21:03. > :21:05.point. Sometimes people shouldn't be teachers or they shouldn't be in
:21:06. > :21:15.that type of school so your first priority has to be the children.
:21:16. > :21:21.The problem I have in Wales is that there isn't a reservoir of talent
:21:22. > :21:29.waiting to get into schools. Is that an issue you have in London?
:21:30. > :21:31.Not really. It is much easier to recruit in London and one of the
:21:32. > :21:39.reasons for London's success has been able to recruit young and
:21:40. > :21:43.dynamic teachers. Some of London's success also comes
:21:44. > :21:46.down to money. This school is slightly bigger than St Illtyd's but
:21:47. > :21:50.gets three times as much cash. That allows Dame Sally to spend money
:21:51. > :21:53.retaining good staff and paying them to do extra: she hasn't had an
:21:54. > :21:58.outside supply teacher here for six years.
:21:59. > :22:03.I must say that is the best two hours of instead I have had for a
:22:04. > :22:07.very long time. What about removing a third of the
:22:08. > :22:14.staff? That is commendable. She said she had an advantage in London in
:22:15. > :22:17.that people of teachers available is greater than we would have in Wales.
:22:18. > :22:22.In fact we've calculated that the teacher vacancy rate in Wales is
:22:23. > :22:25.more than TWICE what it is England. To help develop his teachers at St
:22:26. > :22:28.Illtyd's, Mike Clinch is bringing in extra help. Today, Jackie Jarrett,
:22:29. > :22:36.acting head of St Joseph's Comprehensive, in Newport, is coming
:22:37. > :22:39.in. I'm going to be working with to
:22:40. > :22:44.teaching members of staff, observing them teaching and then spending an
:22:45. > :22:51.hour discussing the teacher skills and behaviours in the lessons.
:22:52. > :22:58.Chris is a science teacher who's being observed by his colleague Des
:22:59. > :23:04.Halliday under Jackie's guidance. These children here are not on task,
:23:05. > :23:10.are they? Know.
:23:11. > :23:17.And how far into the lesson? We are near the end of the lesson. He
:23:18. > :23:22.needed to give them clear guidelines. He should have given
:23:23. > :23:28.them fewer tasks. If you are giving feedback to
:23:29. > :23:41.Chris... Listen! Listen! Thank you. The way
:23:42. > :23:47.some of you have behaved in this lesson is pathetic. There are some
:23:48. > :23:51.people in this room working fantastically hard, trying to
:23:52. > :24:04.improve and try things out, have a go. The noise level, now... Listen!
:24:05. > :24:10.Sits down! Don't talk! Just put it in your book.
:24:11. > :24:14.Expectations of what they are capable of academically is too low
:24:15. > :24:20.because he hasn't got control of their behaviour. And he can, he can
:24:21. > :24:24.do it thinking with a few simple things and then he can actually make
:24:25. > :24:31.this much more challenging and they can move on with their progress.
:24:32. > :24:34.How it's time for feedback. Is there anything that struck you
:24:35. > :24:43.about each other's lessons? Anything successful?
:24:44. > :24:46.I tried to get it on the board, and then the starter...
:24:47. > :24:49.The Welsh Government wants schools to be more reflective and
:24:50. > :24:51.self-critical. More classroom observation, more learning from
:24:52. > :24:59.other schools. We have developed a self evaluative
:25:00. > :25:02.culture at St Joseph's. Part of that self evaluation is very much one
:25:03. > :25:07.which involves lesson observations. I think that's something we can
:25:08. > :25:12.share with St Illtyd's. You used "pathetic" on one occasion.
:25:13. > :25:18.Sessions like these aren't common in all schools. The NASUWT says it's
:25:19. > :25:25.not against peer observation, but is concerned about what it calls a
:25:26. > :25:30.creeping surveillance culture. We surveyed our members and are
:25:31. > :25:36.moving to a system in Wales and England where our members... It
:25:37. > :25:38.wasn't lesson observations, it was the surveillance of teachers and
:25:39. > :25:44.managers watching what people are doing, nit-picking all that time.
:25:45. > :25:51.You have to be comfortable having colleagues in your class. Classroom
:25:52. > :25:55.observation and having people in your classroom is a very sensitive
:25:56. > :26:01.subject for some. I do think it is something schools
:26:02. > :26:03.should look into doing. With their newly qualified teachers
:26:04. > :26:10.specifically and a teacher that gets past five or ten years. You need to
:26:11. > :26:16.get refreshed on different ideas. You haven't done this before?
:26:17. > :26:20.There is pressure on timetables and all sorts that it is just getting
:26:21. > :26:26.the opportunity. It is really positive.
:26:27. > :26:30.Since the PISA results, one of the biggest areas to come under scrutiny
:26:31. > :26:33.is the quality of leadership at ALL levels. Estyn say only half of Welsh
:26:34. > :26:36.secondary schools heads inspected recently are good enough, with too
:26:37. > :26:40.few managing their staff properly. The union says it's not teachers who
:26:41. > :26:48.should be blamed, it's leadership and government.
:26:49. > :26:51.I think we got to stop the denigration of the profession, which
:26:52. > :26:58.started with the former education minister, which seized on the PISA
:26:59. > :27:03.results from 2010 and said there was a crisis in our classrooms and
:27:04. > :27:06.complacency. There was not complacency, the teachers had
:27:07. > :27:09.slithered what they were expected to deliver.
:27:10. > :27:13.Is it too hard to sack bad teachers?
:27:14. > :27:18.We need to be in no doubt that whatever it takes, really, if the
:27:19. > :27:26.end point of our thinking in terms of raising school standards. My
:27:27. > :27:29.sincere hope is that we will not need to consider those sorts of
:27:30. > :27:35.measures. And what about Estyn? Teachers and
:27:36. > :27:39.parents we spoken to say that Estyn is good at telling schools where
:27:40. > :27:43.they are failing but not exactly how they can improve and the support for
:27:44. > :27:50.improvement is poor. It isn't the job of Estyn to do that
:27:51. > :27:54.improvement. We leave them with the commendations to move forward and it
:27:55. > :28:03.is the school and the governors and the local authority's responsibility
:28:04. > :28:08.to move that forwards. Back in the school they are having a
:28:09. > :28:13.rewards Assembly. We will always reward you and praise
:28:14. > :28:17.you for improving. Here they are emphasising the
:28:18. > :28:22.positive and students are getting certificates, even getting a school
:28:23. > :28:26.trip for their efforts. You're off to the Celtic Manor!
:28:27. > :28:28.Mike Clinch's efforts to turn this school around are already bearing
:28:29. > :28:32.fruit - attendance, punctuality, behaviour are all better. But he
:28:33. > :28:38.knows it all hinges on academic results.
:28:39. > :28:44.I will be judged on what the results are in the summer. That will be the
:28:45. > :28:46.driving force as to whether the school has improved.
:28:47. > :28:52.Mike Clinch's time here is limited, so concerned parents are keeping an
:28:53. > :28:56.open mind about the school's future. I would love him to stay here until
:28:57. > :29:00.my daughter leaves. This is great now, while he is here,
:29:01. > :29:02.but none of us know how long he is going to stay and that is what
:29:03. > :29:06.worries me. Should Farah's parents keep her at
:29:07. > :29:08.St Illtyd's and send her younger sister there?
:29:09. > :29:13.Who's going to continue to monitor the school? Check that we don't go
:29:14. > :29:18.back down. We didn't know about it the first time so there is always
:29:19. > :29:23.acted in aspect in the back of my mind, what is going to happen when
:29:24. > :29:27.the inspectors stop inspecting? What is clear is that a lot is
:29:28. > :29:29.resting on Mike Clinch and his teachers.
:29:30. > :29:36.Of course you can't stay in special measures forever and you've got to
:29:37. > :29:39.demonstrate to Estyn you are making progress. But it's not a quick fix.