Providing for the whole pupil

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Information about the school/provider

Ysgol y Moelwyn is a bilingual 11-16 secondary school situated in a naturally Welsh speaking area in Blaenau Ffestiniog. There are 355 pupils on roll with 81.7% coming from Welsh-speaking homes. The school’s percentage of pupils who are eligible for free school meals is 16.1% and 26.8% of pupils are on the Additional Learning Needs (ALN) register. 

Context and background to the effective or innovative practice

Ysgol y Moelwyn’s priority is to ensure a supportive environment where all pupils feel safe, valued and have the support they need to make progress. The school is committed to offering comprehensive and inclusive provision that enables each individual to develop as a successful learner and a confident, responsible and conscientious person.

At the heart of this vision are the ‘Ffordd Ffestiniog’ principles, which promote that everyone, be they pupils, staff and parents, have a responsibility to work together as one team, treating each other with respect and creating a foundation for the future in a homely atmosphere. This vision guides every aspect of the school’s life. Through the ‘Llwybrau Ffordd Ffestiniog’ strategy, the school identifies pupils who need well-being, inclusion and educational support to attain ‘Ffordd Ffestiniog’. The school provides support to nurture pupils’ academic, social and emotional development and enable them to realise their potential and thrive throughout their educational journey and beyond.

Description of the nature of the strategy or activity

The strategy of supporting and developing the whole pupil begins during the transition period of Year 6 in primary school, when pupils attend the school for one day a week during the summer term. During this period, they follow a timetable and take part in specific sessions which introduce them to the principles of ‘Ffordd Ffestiniog’ from the outset.

The ‘Llwybrau Ffordd Ffestiniog’ strategy enables the school to identify and support pupils who need additional support in terms of well-being, inclusion or learning. To provide this support effectively, three dedicated rooms have been established, each with a specific focus on a name that reflects local heritage and principles.

• Stwlan – centre for well-being and mental health supports. The name refers to Stwlan Dam and is a symbol of strength, stability and support.
• Nyth – provision for pupils with additional learning needs (ALN) names after ‘Nyth y Gigfran’. The provision provides a safe and supportive environment where pupils can gain confidence, develop skills and increase their independence in order to fulfil their potential.
• Cwt y Bugail – educational provision for key stage 4 pupils who need additional support to ensure they gain appropriate qualifications. Although the name derives from the site of a local quarry, it also reflects the shepherd’s role in guiding, protecting and caring for his flock, reflecting the supporting ethos of the provision.

The identification of pupils’ needs is detailed and includes an understanding of their strengths and aspirations. This ensures purposeful planning and appropriate and structured adaptations throughout their educational journey, such as vocational qualifications and voluntary work.

For Year 11 pupils, curricular adaptations are planned carefully as necessary, along with work experience opportunities that are tailored to their individual needs. This provision supports pupils to gain confidence, develop key life and employability skills, and prepares them effectively for the next stage in their education, training or employment.

During Year 10, pupils complete two periods of work experience, providing an opportunity for some pupils to continue with extended work experience in Year 11.

Engaging with the community is an integral part of the vision and an important element of promoting the ‘Ffordd Ffestiniog’ values. The ‘Community Room’ is the focal point of a number of activities that strengthen the link between the school and the local community. By inviting members of the community to afternoon tea, children from the local nursery and Cymdeithas y Dysgwyr, and providing a lunch for the elderly on a monthly basis, pupils develop communication, co-operation and community service skills in a meaningful and practical context. Within the community room is the café, which provides breakfast and offers a safe haven for vulnerable learners during break and lunchtimes.

The pupil’s voice is at the heart of the culture of Ysgol y Moelwyn, ensuring that all pupils have a regular opportunity to express their opinion and contribute to the development of the school. This is facilitated through weekly ‘Learner’s Voice’ sessions during registration, where pupils discuss issues that are important to them and share ideas for improvement. The senior leadership team responds to the issues raised during these sessions, in addition to the discussions that arise from the work of the School Council and sub-forums. This structure ensures that pupils’ opinions have a real influence on the life and development of the school.

Ysgol y Moelwyn’s motto, ‘A foundation for the future in a homely atmosphere’, reflects the vision of creating an inclusive, supportive and welcoming school community. In an environment where all individuals feel safe and valued, the school lays firm foundations for future success, well‑being and achievement.

What impact has this work had on provision and outcomes for learners and/or their families?

Implementing the ‘Ffordd Ffestiniog’ principles and the ‘Llwybrau Ffordd Ffestiniog’ strategy has strengthened the school’s inclusive provision, ensuring that pupils receive support that is tailored to their individual needs. Provision has enabled the school to respond effectively to well-being, ALN and inclusion needs, leading to better engagement, more confidence and better capacity to manage behaviour.

The focus on positive behaviour and remedial methods has created a respectful and supportive school culture. The school’s data shows the effect of this work, with a reduction in the number of pupils who received temporary exclusions and an increase in attendance.

Opportunities for pupils to contribute to the school and the community have developed their communication, co-operation and leadership skills and their sense of social responsibility. Learner’s voice arrangements have ensured that pupils’ views are valued and influence the development of the school.

In general, this work has contributed to developing confident, resilient and responsible learners who feel safe, valued and ready to progress to the next step in their education, training or employment.

How have you shared your good practice in the school, the sector and beyond?

The school has had an opportunity to share its effective practices with schools in the county and has supporting the ‘Môr a Mynydd’ Alliance to develop and strengthen its provision for the Learner’s Voice.

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