Estyn identified the challenges.
Curriculum Tool solves them.

"Where we saw weaknesses in pupils' learning, expectations were too low, lessons were slow-paced, and feedback was inconsistent."

"In schools, while many teachers are adapting the curriculum thoughtfully, close to a third are making slower progress in providing coherent, progressive learning experiences."

"Too often, however, self-evaluation is superficial, compliance-driven and insufficiently focused on learners' progress."

"In these schools the curriculum did not provide a broad enough range of skills and teachers did not consider pupils' next steps in learning effectively."

"Where practice was strongest, staff planned carefully to develop pupils' thinking…"

"Provision to develop pupils' literacy, numeracy and digital skills was inconsistent."

"The quality of provision for developing pupils' literacy, numeracy and digital skills varied."

"Learning related to areas such as RVSE, RSE, human rights and diversity was often underdeveloped, with experiences lacking relevance or a strong enough focus on pupils' interests and lived experiences."

"In a minority of schools, pupils' learning lacked sufficient depth, and teachers did not always have a clear understanding of individual pupils' learning needs. They often moved through content too quickly, before pupils had developed a secure grasp of the concepts. Opportunities to practise and apply skills were limited, and tasks lacked appropriate levels of challenge. As a result, pupils did not make sufficient progress."

"A minority of schools received a recommendation to improve leadership. In these schools, monitoring was often compliance-driven and lacked a sharp focus on improving outcomes. Leadership was not distributed effectively, and weak self-evaluation led to unclear professional learning priorities."

"A minority of schools struggled to assess the impact of professional learning on pupils' progress. In a few schools, leaders did not align professional learning suitably to the school's context, pupils' needs or improving the quality of teaching."

"However, in a minority of schools, leaders did not evaluate the impact of grant spending on outcomes for pupils from low-income households well enough. In these schools, funding was not always ring-fenced appropriately or used effectively to reduce barriers to learning."