How the school’s work to prioritise pupil-centred teaching, strengthen the pupil’s voice and support pupils’ well-being has improved pupils’ commitment to learning and their behaviour.
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- Information about the school/provider
- Context and background to the effective or innovative practice
- Description of the nature of the strategy or activity
- What impact has this work had on provision and outcomes for learners and/or their families?
- How have you shared your good practice in the school, the sector and beyond?
Information about the school/provider
Ysgol Gyfun Gymraeg Glantaf is a Welsh-medium secondary school which serves communities across the city of Cardiff. The school has 1,498 pupils between 11 and 18 years old on roll, of which 313 are sixth-form pupils. Around 7.2% of the school’s pupils are eligible for free school meals and 49.1% of pupils come from Welsh-speaking homes.
Context and background to the effective or innovative practice
Ysgol Glantaf’s vision is based on ‘Pupil-centred Teaching, and this vision informs the school’s work. This approach is at the heart of teaching and learning, in addition to the school’s well-being provision, with the aim of ensuring that the individual needs of each pupils are at the heart of every decision. A strong emphasis is placed on knowing the pupils, their strengths, their interests and the type of provision that suits them best, to ensure that they all make progress. The school also values the pupil’s voice, planning a wide range of opportunities throughout the academic year to listen to hear, respect and act on their views, strengthening the sense of belonging and responsibility within the school community.
Description of the nature of the strategy or activity
- The approach to teaching and learning at Ysgol Glantaf is based on the principles of ‘Pupil-centred Teaching’, ensuring that the needs, progress and development of all pupils are at the heart of each lesson. A strong emphasis is placed on live assessment to gain a clear and accurate picture of pupils’ progress, which enables teachers to adapt lessons effectively in line with their individual needs. This aligns closely with the school’s approach to feedback, where there is a clear focus on providing feedback within lessons so that pupils are given regular opportunities to improve and refine their work. Through this, learners are encouraged to develop as independent learners who respond constructively to feedback and take ownership of their own progress.
- The school has adopted a pupil-centred approach to assessing and tracking progress, ensuring that each individual’s progress is at the heart of the process. ‘High Challenge Tasks’ are used to challenge pupils and provide an accurate picture of their progress over time. This information is used alongside national test results to establish clear benchmarks and set ambitious targets for improvement. This method enables staff to provide appropriate support and provision that responds to pupils’ individual needs, with the aim of ensuring that all pupils are challenged to make appropriate progress.
- Well-being provision at Ysgol Glantaf is based on ‘Pupil-centred’ principles, with the aim of ensuring that the emotional and social needs of all pupils are integrated into the work. A whole-school approach to well-being is adopted, where all members of staff contribute to creating a safe, supportive and inclusive environment. Positive relationships between teachers and pupils are key, with a clear emphasis on fostering trust and belonging, so that pupils feel that they are supported and encouraged to succeed. There is also specialist provision and specific areas within the school which provide tailored support for those who need it, ensuring that all pupils are given the appropriate support to thrive.
- The pupil’s voice is at the heart of Ysgol Glantaf’s work, with clear structures in place to ensure that pupils’ views are heard and acted upon. The school provides a wide range of activities throughout the year to give pupils regular opportunities to share their experiences and views. These include ‘Sgwrs am waith’ (Chat about work) each term, which enables pupils to give feedback on lessons and on the methods that help them learn best. A ‘Sgwrs am les’ (Chat about well-being) is also held each term, providing an opportunity to discuss all aspects of their well-being and how the school can better support them. The school also implements ‘Fy Llais’, an online platform where pupils can raise any safeguarding concerns, including the ability to do so anonymously if they wish, ensuring that all voices are valued and protected.
What impact has this work had on provision and outcomes for learners and/or their families?
- Pupils demonstrate higher levels of engagement in lessons and with their work, contributing actively to their own learning.
- Pupils develop as independent learners who are more confident when solving problems and show perseverance in the face of challenges.
- There is a positive relationship between pupils and teachers, enabling teachers to better understand individual needs and ensure that all pupils make progress.
- Pupils feel that their voices are heard and respected and develop a strong sense of ownership of their own learning.
How have you shared your good practice in the school, the sector and beyond?
The pupil-centred vision has been shared by working closely with our primary cluster and through the CYDAG Senior Leaders forum.