True to their word Kirsty Williams’ team ‘responded’ to my letter dated 18.10.19.
On a quick reading, I found the response offensive and patronising as it doesn’t answer a single specific point raised on the underperformance of Welsh Medium Education.
It merely restates their braindead policies and repeats their low-grade statistics which have nothing to do with education. They have to do this because they have no answers and they know that we can’t do anything about it (Sheer and unadulterated arrogance – IMO).
What is astonishing that they have legislated ‘tonnes’ of the Welsh language compulsion measures with no prior impact assessment, which is nothing short of criminal neglect of the due process:
“The Welsh Government is in the process of conducting a comprehensive analysis of school performance looking at factors such as the medium of education of the school and other characteristics including eligibility for free school meals and speaking Welsh at home. This work has been internally and externally peer-reviewed, and we are currently taking forward work suggested following the peer review.”
This suggests that they are now
looking for a way to obfuscate the inconvenient outcome from their review.
Welsh Government does not work for people of Wales – They work for their self-interests and not for us – they are not public servants but paid apparatchiks of the Y Fro Gymraeg regime.
They are both propagandists and gatekeepers – trained to play everything hostile with a dead bat. Some of these people have probably never done any kind of work other than taking taxpayers’ money to promote and facilitate the Welsh language.
Under normal circumstances, the media should be on-board but they’re no better than apparatchiks as well. As things stand there is a near-total cabal inside the political class and the 4th estate in favour of increasing the Welsh Language – the cabal is supported by cross-party consensus. There is no meaningful dissent and no meaningful consultation.
When it comes to a war of attrition, the apparatchiks have all the advantages and they get well paid for doing it – The only solution is to get organised before May 2021 Assembly elections and support any party that has ABOLISH THE WELSH ASSEMBLY in its manifesto!
– the BEL tab at the
bottom of the document shows a breakdown of expenditure by theme.
As you mention in
your correspondence, we consider the census of the population to be the key
source of information about the number of Welsh speakers in Wales. However, the
Office for National Statistics’ Annual Population Survey (APS) provides
quarterly estimates of the number of Welsh speakers in the period between
censuses. Attachment V in your correspondence shows how the estimates vary
between the APS and 2001 and 2011 Census, something that the Chief Statistician
has addressed in a blog, which was subsequently explored in more detail in the
statistical bulletin, Welsh language data from the Annual Population Survey:
2001 to 2018.
Cymraeg 2050 clearly
states that the trajectory towards a million Welsh speakers was based on 2011
Census data and progress towards this target will be monitored using future
census data. Nevertheless, the APS provides us with more regular estimates of
the number of Welsh speakers, and the APS data is published to be able to
monitor trends between censuses. The question on the Welsh language is included
for cross-analysis purposes by the Office for National Statistics, and not
specifically to provide a count of the number of people who can speak Welsh.
As a Government we are not aware of official publications or
estimates that indicate that there are around 100,000 Welsh speakers.
It should also be added that there is a strong democratic
mandate for promoting the Welsh language and Welsh medium education. The Welsh
Government’s policy in this area has been through several layers of public
scrutiny and debate which suggest that the consensus of public opinion is
supportive of this approach. The vision of reaching a million Welsh speakers by
2050, of which the education system plays a crucial role, was a party manifesto
commitment which, following National Assembly elections in 2016, was included
in the Welsh Government’s Programme for Government. The policy itself was
subsequently subject to thorough scrutiny in Assembly Committees, before being
voted upon by democratically elected Assembly Members in Cardiff Bay.
The Welsh Government
is in the process of conducting a comprehensive analysis of school performance
looking at factors such as the medium of education of the school and other
characteristics including eligibility for free school meals and speaking Welsh
at home. This work has been internally and externally peer reviewed, and we are
currently taking forward work suggested following the peer review.
Yours sincerely Catrin Morris Senior Welsh in Education Planning Officer
For some years now, I’ve become a vociferous opponent of the
ever-increasing drive on the part of the Welsh Government to Socially Engineer
Wales into a Welsh-speaking nation and where the compulsion is the modus
My motives were never driven by the ‘hatred of Welsh or the
Welsh language’ as the nationalists would like to label me as, but as a parent,
living in the Y Fro Gymraeg world (Anglesey) I have direct experience that the
compulsory WME is doing untold damage to our youngsters, especially those with
no Welsh at home and more than evident in the KS2 stats obtained under the
Freedom of Information provisions from your Government:
The ATISN KS2 data is only using the Level 5+ children in
eFSM bands to eliminate as far as possible the SES effects at the end of KS2 in
the three core subjects that matter – English, Maths, and Science.
We know the biggest single influence on outcomes is the SES
of the children’s parents. This, shows pretty clearly that English Medium (EM)
schools out-perform WM schools in nearly all eFSM bands in all three important
core subjects. In other words, children with no Welsh at home in WME are
ending up illiterate and innumerate in two languages!
The data also shows that if ambitious L1 English parents are
sending their children to WM schools, then they would probably do a lot better
in an EM school environment. The truth is, so would many of the L1 Welsh
pupils just as so many EAL kids do in EM schools in England. EM immersion
is nearly always better than WM submersion of L1 English kids (Submersion is
UNICEF terminology for children forced to learn through a language not spoken
Before I deal with the GCSE outcomes, I strongly recommend
that you carefully consider the implications of teaching children through a
language not spoken at home as articulated by Save the Children Foundation,
UNICEF and many other learning experts and academics are unanimous in agreeing
that children need the first 12 years of their life to become proficient in
their home language:
“Many children around the world go to school to find
their teachers speaking to them in a language they don’t understand. Or they
are expected to read and write in a language that has no meaning for them. It’s
a key reason why so many of them fail to perform at school.”
In Wales, the so-called ‘bilingual advantage’ is peddled with no conscience or any regard to the harm inflicted on children who only have one chance of getting a good education. Your ‘linguistic’ policies are denying that chance to our children, and your bilingual narrative is simply a myth that can never be achieved in the Welsh language context.
Your whole philosophy on creating 1 Million Welsh speakers
relies on a fallacy that the English L1 pupils in WM schools will embrace the
language and use it happily ever after, but a recent (2016) Bangor University
study observed the opposite:
“The key findings indicate that top-down formal domain transmission has amplified the view of Welsh as a language limited to formal, ‘high’ domains, thus inhibiting language application among male adolescents. The inherent association of Welsh with formality as well as tradition and patriotism has led to cultural disengagement among the target group.”
Back to the GCSE data and again from your FOI disclosure log ATISN 12826:
Notes (a) Includes all mainstream secondary and middle schools in Wales. (b) The percentage of pupils eligible for Free School Meals (FSM) is a 3-year average. (c) The highest percentage of eFSM pupils at a Welsh-medium school is 19.252%. (d) Pupils in year 11 on 31 August at the start of the academic year. (e) The percentage of year 11 pupils achieving level 2 in any core Maths qualification (the equivalent of an A*-C pass at GCSE). The best of category counts pupils who got an A*-C in one or both of Mathematics and Mathematics – Numeracy. (f) The percentage of year 11 pupils achieving level 2 in any core science qualification (the equivalent of an A*-C pass at GCSE). Vocational science qualifications are not counted as core qualifications from 2017/18. (g) The percentage of year 11 pupils achieving level 2 in any core Welsh first language qualification (the equivalent of an A*-C pass at GCSE). This is the percentage of all pupils entering Welsh, rather than the percentage of all year 11 pupils. (h) The percentage of year 11 pupils achieving the level 2 inclusive threshold – a volume equivalent to 5 A*-C passes at GCSE, including A*-C in Maths and either English or Welsh first language. (i) The number of year 11 pupils achieving a volume equivalent to 5 A*-C passes at GCSE, including A*-C in Maths and English language.
“.” refers to a data item that is not applicable.
The ATISN data shows EM schools out-perform WM schools in almost every relevant measure apart from L1 Welsh within each eFSMs band except the 3rd band where some performance is similar. This, confirms that WM education tends to disadvantage the high achievers more than the average to low achievers (therefore people with bright children should arguably avoid WM schools), but the average is a pretty low bar in Wales as PISA shows.
shows there is less deprivation generally in WM schools as most of us know;
therefore, the outcomes SHOULD be consistently better, but they’re not –
they’re mostly worse.
The myth of WM
superiority has always been because the WM schools have lower deprivation
levels and this is why they initially appeared to be ‘better’ than EM schools
with much higher deprivation levels, worse pupil/teacher ratios, and more
‘problem’ pupils like EAL etc.
In this context
they were comparing oranges with bananas – it was not a like-for-like
comparison, and the myth of WM superiority soon took hold buoyed by endless
propaganda about bilingual advantage which recent research shows does not
Given their lower
deprivation levels, WM schools under-perform EM by some margin. This is
what Professor Stephen Gorard found back in 1998, when he wrote ’Schooled to fail’?
Revisiting the Welsh school‐effect, but he was ignored and vilified.
SES/deprivation playing field is levelled by comparing like with like, as far
as possible by using eFSMs grouping, then we start comparing oranges with
oranges again, and the WM oranges start looking more like lemons!
As time goes on,
unless this madness stops and stops now the WM education becomes more
mainstream, and less of an elite education pastime with some WM schools having
low deprivation levels some private schools would kill for, then the relative
under-performance of WM relative to EM will grow and grow. Either that
or, just as likely, you (W. Gov) will level everybody down AGAIN to obfuscate
the failure of your flagship policy?
The 15 – 19.252
band contains only 766 WM pupils so it’s reasonable to expect that teachers had
more opportunity to do remedial work with those pupils – which may explain why
they appear to have done relatively well.
Columns K & L
show the difference between Level 2 inclusive (which includes Welsh and
English) and Level 2 inclusive without Welsh language. If you compare WM
and EM on this basis – what might be called the sensible basis for life in the
rest of the UK which requires only English language skills – then WM
WM school results
are propped up by the ease with which L1 Welsh kids can pass GCSEs in Welsh
language and Welsh literature. So this is another notional advantage they
have over EM schools in addition to their lower levels of deprivation.
This is nothing to do with pedagogy or education – it is about gaming the
system to favour WM schools by giving WM ysgols more bites at the
cherry (This advantage has been partly removed this year, and that’s one
reason why 2019 looks even worse than 2018)! – The data, as presented, is based
on traffic lights notation. Green is better, Yellow is about the same,
and Red is worse.
Moving away from
the statistics, I would like to think that you, your colleagues and hopefully
Mark Drakeford would seriously consider what the data says and start afresh,
with a new education policy that can bring back the standards and excellence in
Welsh education that evaporated 20 years ago.
It is not a
coincidence that Welsh education stagnated with the onset of the devolution as
making our children more Welsh became a priority for the Welsh Labour Government
and substantial teaching time has been lost on the language teaching. Any
education expert worth his soul will tell you that the teaching time is finite,
and the available time must be used wisely and effectively.
Your Government has been disingenuous by changing curriculum and exam standards to avoid direct comparison with the other UK’s home nations, but you could not escape or fudge the PISA results, which class Wales at the very bottom of all home nations.
Don’t want to overwhelm you with data and stats but worth
noting that Professor Jon Jerrim (UCL) has observed that Welsh pupils who did
PISA exams through Welsh, were about a year behind those pupils who used
English in the same exams!
You are fortunate that you have Welsh ‘media’ effectively in
your pockets which is complicit in ensuring nothing bad is ever said about the
Social Experiment that is relentless, ongoing and the sole reason for failing
standards not only in the education but across the public services where Welsh
language skill is valued more than the competence.
What you are creating is a utopian society and is not
working, the Social Media is braking the censorship, and the Welsh public will
find out the truth, what then? Interment or Concentration camps for the
No nation other than Israel has ever managed to resurrect an
indigenous language. Irish have tried hard, spent Billions of Euros annually
and got nowhere and then they stopped – A must watch: https://www.youtube.com/watch?v=Mrg_xuJZsDQ
Your expenditure on the Welsh language is not far from what
Irish were spending at the height of their lunacy, and by throwing money
effectively down the drain you are depriving many and far more worthy causes of
adequate funding – Justifiable?
you read all of the above, I’ll not trouble you much further but must take an
issue on the numbers of the actual Welsh speakers in Wales.
Most of the documents released by your department and Eluned Morgan, Minister for the Welsh language use wild and unfounded statements as to the demand/popularity of the Welsh language that are not based in fact but derived from phoney surveys originating from your own Government (Statistical services in the Welsh Government that ‘provide independent official statistics’) contradiction of terms, in other words, Ministry of Truth to fit with the Governments narrative.
Take a close look at this graph:
Survey of some 11K participants ‘randomly chosen’ by Welsh Gov’s Ministry of
Truth tell us that in 2001 Wales had 834K Welsh speakers but the Census in the
same year recorded 582K of those who could speak Welsh or have some Welsh. Then
moving along the graph we come to 2011, here again, the Annual Survey shows
790K Welsh speakers but the Census records 562K Welsh speakers. Now to the
current year (2019) and by magic Wales has 891,000 Welsh speakers!
know that the Census data is a Gold Standard and with reliable information, so
there is no way that any survey that comes above Census numbers can be real or
valid; hence my definition of FRAUD, please explain what’s the purpose of the
Annual stats that are widely out, year on year is?
Now on a well-kept secret, the ONS (Office of National Statistics) responsible for conducting the Census had to face an onslaught of some 20+ Welsh language pressure groups to ensure that Census planned for 2021 does not ask searching questions to identify a precise number of Welsh speakers.
people educated in Wales will have some Welsh but can’t be classed as Welsh
speakers and most reliable estimates coming from sources outside of the Welsh
Government that at best we have circa 100K Welsh speakers that can speak and
read the language – Inconvenient truth for the Ministry of Truth?
Finally, I do hope that the Welsh Government and those
responsible for the language and education policies will stop deceiving the
Welsh public and finally admit that Welsh can never be anything else but a cultural language of a minority. Ignore all this at
your peril as you’ll have on your conscience failure of thousands of our
children whom you’ll deprive of education that they need and deserve to have.
Achievement of year 11 pupils at all mainstream schools by the broad medium of delivery and FSM eligibility, 2017/18
CHANGES TO THE PRODUCTION OF THESE STATISTICS
These are the changes introduced in 2017/18: 1) Vocational science qualifications are no longer included in the A*-C science measure or the subject-specific Several key changes have been implemented to the KS4 performance measures data in this 2016/17 academic year: 1) Introduction of the Capped 9 Score
The Capped 9 measure focuses on Year 11 pupils’ results from nine of the qualifications available in Wales, including subject-specific requirements.
The main changes compared to the previous capped points score are:
An increase from eight to nine GCSEs or an equivalent volume of qualifications
The introduction of subject-specific attainment requirements in English, Welsh, Mathematics – Numeracy, Mathematics and Science.
More information can be found in the Notes section:
2) Cap on non-GCSEs to threshold measures. From 2017, a maximum of two vocational (non-GCSE) qualifications will count towards all threshold measures, depending on the size of the qualification (ie no more than 40% of the threshold).
3) Literature in threshold measures Literature qualifications no longer count towards the literacy elements in the Level 2 inclusive or Capped 9 score from 2017 onwards, but can still count in the non-subject specific elements.
4) New Mathematics GCSEs This is the first summer that pupils are expected to sit two GCSEs in Mathematics – GCSE Mathematics and GCSE Mathematics Numeracy. These are the changes introduced in 2015/16:
1) Reporting school performance for 2015/16 is now based on a Year 11 cohort basis rather than for pupils aged 15 at the start of the year. The Year 11 cohort is based on the number of pupils who were registered as being on roll in Year 11 in the school on 12 January 2016, the day of the school census. This is a recommended change arising from the Review of Qualifications for 14-19-year-olds in Wales. Data for 2013/14 and 2014/15 is still based on pupils aged 15.
2) In previous years, LA figures were based on mainstream schools, special schools, independent schools and PRU’s (Pupil Referral Units) and did not include those pupils who were educated other than at school (EOTAS) who did not attend a PRU. This year, this additional EOTAS data is included in the data and so will affect the LA figures. This additional data will also be included in the Wales figures.
3) KS4 performance measures for Wales previously covered all maintained and independent schools in Wales. Beginning this academic year, results for independent schools are not included in the Wales figures. Contact: firstname.lastname@example.org Date: 08/01/2018 Source: Welsh Examinations Database
Minority language abandonment in Welsh-medium educated L2 male adolescents: classroom, not chatroom by Abigail Ruth Price and Marco Tamburelli – School of Linguistics and English Language, Bangor University, Bangor, Gwynedd, UK
Essential reading for all
parents with children in Wales’ schools:
Welsh devolution has failed
the English-speaking majority in nearly every quantifiable measure and nowhere
more so than in education.
Education has become a tool
for the Welsh-speaking minority in the Welsh Government, and elsewhere, to
socially engineer our children into ‘Welsh speakers’ and to become more Welsh
through a revised history narrative.
Our children are
no longer being taught how to think, but what to think.
All three main political
parties (Labour, Conservatives and Plaid Cymru) in the Welsh Assembly (‘Welsh
Parliament’) are led by Welsh speakers who are unanimous about using compulsion
to impose their will and their language on the people of Wales.
The Brexit Party, UKIP, and independent
Assembly Members, even if they wanted to oppose this social engineering, simply
have no means to do so and occasional protestations have invited ridicule from the
pro-Welsh language consensus in the three main parties.
Wales’ ‘media’ doesn’t do
much if any scrutiny of anything that is even remotely likely to expose the
damage being done to our children in the name of the Welsh language; all appear
to be fully subscribed to the Y Fro Gymraeg nation-building concept.
The latest blow to ‘freedom
of choice’ in Wales came from Boris Johnson who recently committed, presumably
upon the advice from a few senior Welsh-speaking Tories, to offer his party’s
manifesto support for Labour’s policy to create One Million ‘Welsh-speakers’ by
Jeremy Corbyn has not shown any inclination to challenge the Welsh language fanatics in the Labour-controlled Welsh Government.
With no political voice, and
little evidence the media in Wales are willing to entertain investigative
journalism which may prove damaging to the established consensus of Welsh
language compulsion and imposition, parents like myself are confined to Social
Media platforms to reach out to those who are absolutely clueless how much
damage is being done to children in Welsh education. This applies especially to youngsters with no
Welsh at home who attend Welsh Medium schools either through misguided parental
choice or by compulsion.
My thoughts and views are
echoed by many highly respected academics who are denied a public platform and their
research papers and essays usually end up in academia archives, never to be
Here is a small example of this from 2013 when Dr Tim Williams (TW) argued that teaching Welsh is a futile experiment and that teaching through the medium of Welsh in English-medium schools damages education by concluding:
“The dog that
has not yet barked in Welsh politics is the English-speaking majority whose
identity is not represented in the dreams of Welsh nationalists.
They are keen to
see the survival of Welsh and have supported full access to Welsh-medium
education for those that want it.
But when this
support becomes a zero-sum game, with their children used in futile experiments
at language revival, they’ll get restless.
Don’t stir them
up. You may find the existing consensus is the first victim.”
The ‘zero-sum game’ TW
mentioned has now turned negative because the English-speaking majority are in
a lose-lose situation where the loss represents their children’s
under-performance in formal education, stifled by Welsh nationalist political
dogma, perhaps unparalleled in the post-Stalinist/Nazi era.
TW’s notion that the
children with no Welsh at home are damaged in Welsh-Medium schools has now been
shown beyond any reasonable doubt by the meticulous collating and analysing of
the KS2 and GCSE data obtained over several years from the Welsh Government using
the Freedom of Information Act provisions.
Before I deal with the data, we should remember that we have a legacy spanning nearly twenty years of relentless misinformation, half-truths, and the use of cherry-picked information by the Welsh Government and the Welsh media promoting the virtues of the Welsh language, bilingualism generally, and Welsh Medium Education at every available opportunity. This is still happening, with no end in sight, despite the fact that more recent research has thrown doubt on, or completely refuted, many of the claims previously made in support of Welsh language imposition.
We are faced with a problem of how to inform the uninformed, and those previously misled, and how to get through to the general public who don’t really know what is happening in Welsh education. To make matters worse they don’t even know that they don’t know because the tendency is to believe government information. I, therefore, decided to write to Kirsty Williams, the Minister for Welsh Education.
My letter to the Minister
used the open format starting with ‘Dear Mrs Williams’ followed by reams
of facts and figures, clear of any ambiguity, to try and get through to her that
Welsh Medium Education for children with no Welsh at home is, or arguably should
be, a non-starter for the vast majority of children, unless she is absolutely determined
to damage generations of our children by making them sub-optimally literate and
numerate in two languages. Even if she is doing this with cross-party support.
The letter was sent on 18.10.2019,
followed by a PS note containing additional information (22.10.2019). Both, duly
acknowledged under the reference TO/KW/07373/19. The reply received on
All three sets of correspondence
will be released over the next few days on every Social Media platform
including my personal blog www.glasnost.org.uk
– Please share it widely – Future of our children is at stake and we need to get
the silent dog, barking again.