Welsh Policy Research Articles

Doing with or doing to? A realist case study of factors affecting the implementation of guidance on child sexual exploitation in Wales

There is currently limited research which considers the implementation of new policies in child protection practice. In this article, we explore policy implementation in children’s social care using recent Welsh policy on Child Sexual Exploitation (CSE) as a case study. We conducted a realist evaluation of the implementation of the new CSE guidance in a two-phased study. The development of an initial programme theory was done during phase 1 of the study and is discussed in a previous article. In this article we focus on the programme theory refinement, presenting our hypotheses and findings from semi-structured interviews, observation of practice and a Wales-wide survey, which illustrate how aspects of the context and the organisation have an impact on policy implementation. Our findings highlight the importance of clear implementation plans which engage key stakeholders and are appropriately resourced. We suggest recommendations for developing implementation plans, including appropriate training materials, access to formal and informal collaborative spaces for knowledge exchange, and the importance of a supportive organisational structure. These findings illustrate how child protection policies are implemented in practice by local authorities in Wales and shed light on how policies can be more effectively implemented in practice.

Do children receiving care and support have higher rates of school exclusion than their peers?

The Children, Young People and Education Committee recently held an inquiry to scrutinise the Welsh Government’s progress in delivering its Programme for Government Commitment to ‘explore radical reform of current services for children looked after and care leavers’. A key observation highlighted in their report was that there was a lack of robust data collected about various aspects of the care system. Notably it was highlighted that there is a lack of data collected about permanent exclusions and suspensions from school amongst children looked after in out of home care (CLA). This study was therefore designed to fill this evidence gap. Using anonymised linked administrative data held in SAIL Databank to identify those receiving care and support (CRCS) from their local authority, rates of permanent exclusion and suspension have been determined for the different groups within the CRCS cohort (CLA, those on the child protection register (CPR) and those receiving support who are neither CLA nor CPR) which have then been compared to their peers without this experience. Factors such as phase of education, setting, free school meal entitlement, having additional learning needs, age and gender have also been considered along with the reason for the suspension or exclusion. In drawing comparisons with peers, an intersectional approach was adopted to identify disparity. It is hoped that findings from this student study will stimulate debate and contribute towards the development of changes in Welsh policy.

The Matched Education Dataset project: Methodology and lessons learned

ObjectivesThere are separate data collections across education phases in Wales. Each use a different unique learner identifier. The matched education project used advanced data linking methods to produce a set of pseudo identifiers for each learner that can be matched back to the original datasets to undertake specific, anonymous analysis.
 MethodsThe first phase of the project involved data cleaning, preparation, and the creation of new derived linking variables. The second phase of the project established the linking methodology, developing and making the most of advanced data linking techniques including frequency matching and phonetic string comparators. At each stage of the project the data linking was sequential, ranging from exact matching on all key variables to more fuzzy matching. During the code development the approach was uniquely tailored to each data set and constantly fine-tuned to ensure the highest possible match rate while reducing potential for false matches.
 ResultsThe resulting data sets are used in a number of ways for statistical and research purposes to support the formation of evidence-based policies. This includes research into raising the compulsory education age and the evaluation of learner journeys during the pandemic.
 Robust linked data facilitates analysis examining the progression of learners through the education system in Wales. This has so far included published analysis on learner outcomes during the pandemic, and internal analysis looking at these outcomes by Free School Meal status.
 Additionally, there is a broad scope of future analysis planned and the outputs of the matched education data set project will be used extensively in the evaluation of learner journeys post pandemic which will be inform Welsh policy.
 ConclusionThe matched education dataset project involved learning and upskilling in data linkage methodology and brought new data linking skills. We are keen to share lessons learned widely with the hope of improving the quality of data linkage projects and to reflect on the impact of data quality.

Tuag at y continwwm iaith: Diffiniadau a goblygiadau ar gyfer cyflwyno'r Gymraeg yn y cwricwlwm newydd i Gymru

With the introduction of the Curriculum for Wales fast approaching, it is timely to discuss one of the key developments in relation to the Welsh language in the new curriculum, the language continuum. Although “continuum” is a term that has often been used by academics (see e.g. Baker and Jones, 2000) and policy makers (see e.g. WG, 2017a) alike, the term has several interpretations, not only in the literature on bilingualism and bilingual education, but also in Welsh policy regarding language and education. The purpose of this paper is to review the main interpretations of the language continuum, before proposing an alternative interpretation, what the author calls the “continuum of multi-competence”, which aims to bridge between the theoretical and the practical, linking the concept of a language continuum to the concept of a learning continuum, as recognised in the new curriculum. The implications of introducing the continuum for Welsh language in English-medium schools in particular will be discussed.

The Welsh criminal justice system: On the jagged edge By R.Jones, R.W.Jones, Cardiff: University of Wales Press. 2022. pp. 292. £24.99 (pbk); £24.99 (ebk). ISBN: 9781786839435; 9781786839442

The Welsh criminal justice system: On the jagged edge By R.Jones, R.W.Jones, Cardiff: University of Wales Press. 2022. pp. 292. £24.99 (pbk); £24.99 (ebk). ISBN: 9781786839435; 9781786839442

Policing and devolution in the UK: The ‘special’ case of Wales

Abstract Political devolution in the UK has been responsible for major legislative changes to police governance, policy, and practice. Although policing in Wales remains formally part of the unitary ‘England and Wales’ system, the devolution of other key policy areas have contributed to the emergence of a distinctive Welsh policy context. In this paper, we explore the ways in which the devolution settlement in Wales has, albeit inadvertently, resulted in growing divergence from policing in England. We argue that devolution has transformed the operation of policing in Wales and has added a significant degree of complexity for Welsh police forces. The paper raises several important questions for policing in post-devolution Wales and underlines the need for further empirical research that can explore the extent, causes and implications of divergence between the policing systems of the constituent nations of the United Kingdom.

Ripening time? The Welsh Labour government between Brexit and parliamentary sovereignty

The Welsh Labour government occupies a unique position in UK territorial politics, favouring neither the status quo nor independence for Wales while advocating a new settlement for the whole state. This article provides a detailed examination of its policy, focusing on its position on the doctrine of parliamentary sovereignty. Drawing from a range of documentary sources, we analyse the Welsh government’s constitutional proposals and its decision-making in the wake of the 2016 referendum on European Union membership. We argue that Welsh policy is defined by ambiguity. While it advances an alternative constitutional vision, it refrains from rejecting Westminster’s sovereignty outright. In the aftermath of the referendum, it sought to accommodate that sovereignty with its own constitutional claims through enhanced intergovernmental collaboration. In light of the Johnson administration’s centralising reforms, the strategy appears to have failed. Caught in the fractious politics of the Union, Welsh constitutional policy now faces an uncertain future.

Hospitality education in New Zealand prisons

Hospitality education in New Zealand prisons

Country Experience with using the Country Assessment Tool (Lessons learned)

Abstract Difficulties in completing the CA concerned the availability of data and quality of data, also complicated by complex government structures. UK-level data are collected by various agencies and are often unavailable at Welsh level. Data on migrant health is not collected, apart from the Office of National Statistics scoping collection at UK level. There was no data available regarding refugees after they have been granted leave to remain, and the numbers in Wales not known. Research on migrant health is largely limited to people seeking sanctuary, and there is an ambitious cross-sector plan to make Wales the world's first Nation of Sanctuary. While there is limited visibility of migrants in health-related policies, rather references to ‘diverse communities' or ‘black and minority ethnic groups', Welsh policy in devolved areas e.g. Health are generally more inclusive of migrants than UK policy. Lessons learned: It is difficult to retro fit data systems and trying to gather from mainstream information will vastly underestimate the underserved population groups such as migrants. Especially when sanctions against individuals and mistrust of officialdom may mean an unwillingness to engage. For asylum seekers these stakes are very high eg deportation. Hence specific bespoke systems of data capture are needed. Often using trusted others eg third sector organisations that support health, legal advocacy and other service reports are important.

An exploratory case study: children’s comparative play access in English and Welsh classrooms

ABSTRACT The United Nations Convention on the Rights of the Child (1989) stipulates children's right to play. General Comment No. 17 (2013) also emphasises the importance of play as a medium for learning. This comparative case study explored children's experiences of accessing play through curriculum delivery in two United Kingdom countries, England and Wales, where curricula place comparative emphasis on play. The study used observations of sixteen five- to seven-year-olds and interviews with two teachers. Both teachers valued play for enjoyment and engagement, and reflected on the experiences and beliefs impacting their teaching. Implications are discussed in relation to factors that facilitate or inhibit children's access to play within curricula. The study calls for further research on the impact of recent Welsh policy and legislation on children's opportunities for play in school, and what could be learnt from this in terms of pedagogy and playfulness in an English or other context.

‘Dragonisation’ revisited: A progressive criminal justice policy in Wales?

The concept of ‘dragonisation’ was the first authoritative attempt to engage with criminal justice policy in post-devolution Wales. Its central claim, that devolution created the space and conditions for progressive justice policy to flourish in Wales while remaining part of the unitary England and Wales jurisdiction, remains largely unchallenged more than a decade since it first entered Welsh criminological vocabulary. By reviewing policy developments and drawing upon empirical research, this article revisits dragonisation to assess the extent to which Welsh policy has continued to diverge from England since the formative years of devolution. The arguments presented here contribute to emerging discussions over the future of criminal justice policy in Wales and form part of a wider criminological research agenda aimed at producing fine-grained territorial analyses of criminal justice practices, including differences within the same jurisdiction.

Observations from a small country: mental health policy, services and nursing in Wales.

Wales is a small country, with an ageing population, high levels of population health need and an economy with a significant reliance on public services. Its health system attracts little attention, with analyses tending to underplay the differences between the four countries of the UK. This paper helps redress this via a case study of Welsh mental health policy, services and nursing practice. Distinctively, successive devolved governments in Wales have emphasised public planning and provision. Wales also has primary legislation addressing sustainability and future generations, safe nurse staffing and rights of access to mental health services. However, in a context in which gaps always exist between national policy, local services and face-to-face care, evidence points to the existence of tension between Welsh policy aspirations and realities. Mental health nurses in Wales have produced a framework for action, which describes practice exemplars and looks forward to a secure future for the profession. With policy, however enlightened, lacking the singular potency to bring about intended change, nurses as the largest of the professional groups involved in mental health care have opportunities to make a difference in Wales through leadership, influence and collective action.

Эйстетвод как успешный проект по сохранению и развитию валлийского языка и культуры. (Eistedvod as a Successful Example of Welsh Policy to Preserve Its Language and Culture)

Russian Abstract: В статье рассказывается об истории всемирно-известного валлийского музыкально-литературного фестиваля Эйстетвод и анализируется его роль в возрождении и сохранении валлийского языка и культуры. Несмотря на многочисленные упоминания фестиваля в русскоязычной литературе по межкультурной коммуникации и лингвокультурологии, в них очень мало говорится об эйстетводе как инструменте языковой политики Уэльса. Впервые фестиваль был проведен в 12 в., начиная с 19 в. эйстетвод проходит на регулярной основе. Благодаря усилиям активистов Х. Оуэна и А. Холл фестиваль стал не только проводится почти ежегодно, но и послужил толчком к возрождению валлийского языка и культуры, которые находились в упадке из-за репрессивной языковой политики, проводимой в Уэльсе правительством Великобритании. Начиная с середины 20 в. фестиваль официально стал частью языковой политики правительства Уэльса, его национальным символом и гордостью, который привлекает в этот регион сотни тысяч туристов со всего мира. Совместные усилия сотен энтузиастов и властей Уэльса оказались весьма успешными: в данный момент эйстетвод является одним из крупнейших национальных фестивалей мира и единственным в мире фестивалем, который проводится на языке национального меньшинства Великобритании – валлийском. English Abstract: The paper reviews the history of a world-famous Welsh national festival Eisteddfod and analyses its role in reviving and preserving Welsh language and culture. Though Russian studies on intercultural communication frequently refer to Eisteddfod, they do not focus on the role it plays in Welsh language policy. The festival was first organized in the 12th century. Starting from the mid-19th century Eisteddfod has been held on a regular basis. With the help of Welsh activists Hugh Owen and Augusta Hall the festival became an regular event and encouraged the revival of Welsh language and culture, which were steadily declining as a result of the language policy conducted by the English government. Since mid-20th century Eisteddfod has been a part of official language policy, its national symbol and the pride of Welsh people attracting thousands of tourists to the region. The joint efforts of Welsh activists and local authorities have turned out to be fruitful making Eisteddfod one of the world’s largest national festivals and the only national festival held in a minority language.

Learning across the UK: a review of public health systems and policy approaches to early child development since political devolution.

BackgroundGiving children the best start in life is critical for their future health and wellbeing. Political devolution in the UK provides a natural experiment to explore how public health systems contribute to children’s early developmental outcomes across four countries.MethodA systematic literature review and input from a stakeholder group was used to develop a public health systems framework. This framework then informed analysis of public health policy approaches to early child development.ResultsA total of 118 studies met the inclusion criteria. All national policies championed a ‘prevention approach’ to early child development. Political factors shaped divergence, with variation in national conceptualizations of child development (‘preparing for life’ versus ‘preparing for school’) and pre-school provision (‘universal entitlement’ or ‘earned benefit’). Poverty and resourcing were identified as key system factors that influenced outcomes. Scotland and Wales have enacted distinctive legislation focusing on wider determinants. However, this is limited by the extent of devolved powers.ConclusionThe systems framework clarifies policy complexity relating to early child development. The divergence of child development policies in the four countries and, particularly, the explicit recognition in Scottish and Welsh policy of wider determinants, creates scope for this topic to be a tracer area to compare UK public health systems longer term.

Distinctly divergent or hanging onto English coat-tails? Drug policy in post-devolution Wales

The process of Welsh devolution has marshalled major political, social and institutional change. While scholars within various disciplines have attempted to make sense of these changes, the discipline of criminology remains something of an exception. This article offers an examination of the unique Welsh criminal justice policy space that has been opened up by devolution in Wales. The article provides a long overdue assessment of how drug policy in Wales, while continuing to straddle the UK Government’s criminal justice responsibilities, is configured and shaped within post-devolution Wales. The empirical findings presented here reveal the existence of a distinct Welsh drug policy as well as discovering clear limitations to Welsh policy divergence. The article outlines the need for criminologists to take Wales – and the Welsh policy space – more seriously, while highlighting the need for criminologists to become more attuned to the considerable effects being made by constitutional change.

Exploring the Extent of Enactment of Young Children's Rights in the Education System in Wales

The United Nations Convention on the Rights of the Child (1989) (UNCRC) is the most widely ratified of all the human rights treaties. In contrast to recent UK-wide developments, the UNCRC has been vigorously taken up in post-devolution policy and law in Wales. The Assembly's stance on children's rights distinguishes Welsh policy from the rest of the UK and children's rights have been described as 'emblematic' of Welsh devolution. This paper presents the findings of a review of readily available empirically based literature that evidences the extent to which young children in Wales (aged three to seven) routinely access their rights in education settings. The findings are presented under eight themes and provide a picture of inconsistency as well as some positive indicators. Reasons for a limited, patchy and variable evidence base for the enactment of young children's right in education settings in Wales are considered, alongside recommendations for action that would seek to address such shortfalls.

Never Waste a Crisis: Understanding the Welsh Policy Response to PISA in the Context of the Globally Structured Reform Agenda

This article considers the nature of the globally structured reform agenda including the role of international organisations and the development of new supra-national modes of governance. It discusses the impact of this agenda on education policy within national education systems with a particular focus on the Organisation for Economic Cooperation and Development's (OECD) Programme for International Student Assessment (PISA) as an example of the globally structured reform agenda. It explores the role PISA has in global educational governance and in influencing the transfer of policy between education systems. Policy responses to PISA are critically discussed with a particular focus on the response in Wales. It is argued that new supra-national modes of governance shape education systems and the transfer of policy between them, but that they are also used as a tool to further domestic political agendas in order to bring about reforms.

A race to the bottom – prison education and the English and Welsh policy context

This article examines prison education in England and Wales arguing that a disjuncture exists between the policy rhetoric of entitlement to education in prison at the European level and the playing out of that entitlement in English and Welsh prisons. Caught between conflicting discourses around a need to combat recidivism and a need for incarceration, prison education in England exists within a policy context informed, in part, by an international human rights agenda on the one hand and global recession, financial cutbacks, and a moral panic about crime on the other. The European Commission has highlighted a number of challenges facing prison education in Europe including over-crowded institutions, increasing diversity in prison populations, the need to keep pace with pedagogical changes in mainstream education and the adoption of new technologies for learning. These are challenges confronting all policy makers involved in prison education in England and Wales in a policy context that is messy, contradictory and fiercely contested. The article argues that this policy context, exacerbated by socio-economic discourses around neo-liberalism, is leading to a race-to-the-bottom in the standards of educational provision for prisoners in England and Wales.

Strategic complexities and opportunities in Welsh youth justice: exploring YJB Cymru

Purpose – The paper presents and discusses the findings of a Strategic Insight Programme placement that explored the Youth Justice Board for Wales (YJB Cymru), a division of the YJB for England and Wales since the abolition of the regional structure in April 2012. The focus of the placement was on exploring the role of YJB Cymru in the development of youth justice policy and practice in the unique, partially devolved context of Wales. The paper aims to discuss these issues. Design/methodology/approach – The research was conducted over a six-month period from February to July 2013. A multiple methods design was adopted, consisting of semi-structured interviews with key stakeholders (YJB Cymru staff, Welsh Government staff and Youth Offending Team staff), observations of policy and practice mechanisms (YJB Cymru meetings, YOT projects) and documentary analysis of YJB Cymru publications. Findings – Thematic analyses demonstrated that YJB Cymru has an increasingly important role in policy and practice development structures and processes in England and Wales more broadly (e.g. within the YJB for England and Wales) and in the Welsh national context specifically. YJB Cymru fulfills a role of dual influence – working both with government (UK and Welsh) and youth justice practitioners (mainly YOT managers and staff) to mediate and manage youth justice tensions in the partially devolved Welsh policy context through relationships of reflective and critical engagement. Originality/value – This study draws inspiration from the groundbreaking research of Souhami (2011) and builds on those findings to provide a unique insight into the organisation and role YJB Cymru in the complex and dynamic context of youth justice in Wales.

Improving access to psychological therapies: a comparison between two devolved nations

AbstractScotland and Wales share the opportunities of devolved government as well as challenges such as urban deprivation and remote rural communities. Such commonalities make a comparison of their approaches to psychological therapies relevant. The Scottish and Welsh governments have both published guidance concerning improved access to psychological therapies and these reveal different approaches. The Scottish Government has provided clear and concrete guidance for services, retains a close overview of progress, and plans training from the centre. The Welsh Government has published guidance which is unspecific, has largely devolved responsibility for implementation to local health boards and has no central plan for training. Scottish guidance provides clear information about who can expect to receive specific evidence-based therapies, the number of sessions they can expect to receive, and crucially the level of training and competence required for therapists. Welsh guidance documents have not yet specified which patient groups can expect to access formal psychological therapies, which psychological therapies are considered to have a sound evidence base, the number of sessions patients can expect, or the level of training and competence required for practitioners. Welsh policy documents make no reference to competence frameworks for therapists.