Using activities to promote independence skills

Information about the school

Ysgol Gymraeg y Gwernant is situated in the town of Llangollen in Denbighshire local authority.  There are 142 pupils between 3 and 11 years old on roll, including 16 part-time nursery pupils.  Over a three-year-period, slightly below 10% of pupils have been eligible for free school meals.  Around 4% of pupils come from Welsh-speaking homes and very few are from ethnic minority backgrounds.  The school has identified around 21% of its pupils as having additional learning needs.  Welsh is the main medium of teaching and learning, and the aim is to ensure that all pupils are fluent in Welsh and English by the end of key stage 2.

Context and background to the effective or innovative practice

Over a period of time, a significant number of pupils were seen to be having difficulty with independence skills, their ability to take responsibility, in addition to their ability to persevere.  The school was accessing increasing support from behaviour support services, educational psychology and, in severe cases, the mental health team.  An increasing number of pupils who needed support with anxiety, behaviour and developing communication were causing concern and, in some cases, there was a significant effect on their ability to develop academically.  The school had also noticed that because family life was very busy, parents were doing more for their children rather than allowing them time to be independent.  This was reflected in basic expectations from day to day, for example in terms of remembering to bring their physical education kits, reading independently at home or completing and returning homework.  It was clear that pupils were spending more time on digital technology during their spare time, which has a significant effect on their social and communication skills, but more importantly, on their health and fitness.  It was decided that a new strategy was needed to support pupils.

Description of the nature of the strategy or activity

For the last three years, the school has been implementing the ‘Amser Antur’ (Adventure Time) initiative.  ‘Amser Antur’ is held every Friday afternoon for all pupils in key stage 2. 

The initiative’s main objectives are:

• To encourage independence and perseverance
• Promote communication and teamwork
• Increase the number of physical and challenging activities for pupils
• Improve their fitness, wellbeing and mindfulness

There is a focus on rewarding pupils for completing tasks independently and working well with others.  All pupils have their own diaries to record points throughout the week.  Once the pupil reaches the expected number of points for completing skills independently and working well together, they can join in with ‘Amser Antur’.  During the term, activities included canoeing, yoga, white-water rafting, cooking, swimming, climbing, orienteering, bushcraft, and art and sports activities.

The school has applied for additional grants to support the funding of some activities, in addition to using part of the deprivation grant.  The school has developed a very good relationship with local outdoor pursuits companies who offer a reduced price, in addition to taking advantage of parents’ skills and support.  After seeing the effect of the strategy, parents are also very willing to contribute to activities.

What impact has this work had on provision and learners’ standards?

The strategy is highly successful and pupils’ independence has improved significantly.  A number of other aspects of behaviour have also improved, which the school had not anticipated.  Teachers and staff report that all pupils participate enthusiastically in the adventure activities, many challenge themselves, work well with others and improve their resilience.  They can be seen to be pushing and challenging themselves by taking part in new activities.  Pupils enjoy the activities immensely.  Parents’ feedback has been extremely positive and they report that pupils are keen to complete their home work and read at home.

How have you shared your good practice?

The school works closely with schools in the cluster.  The school’s teachers work closely within triads in this cluster to share good practice.