Identifying pupil needs

Information about the school

Ysgol Bro Teifi is a bilingual school for pupils from 3-19 years old, and is maintained by Ceredigion local authority. The school opened as Ysgol Bro Teifi in September 2016, following the merger of Ysgol Gyfun Dyffryn Teifi and Aberbanc, Pontsian, Coedybryn and Llandysul primary schools.

Context and background to the effective or innovative practice

When the school was established in 2016, a need was identified at an early stage to create structures to facilitate pupils’ journeys throughout their time at the school so that they were as smooth as possible.  A phase system was established (Phase 1 – Nursery to Year 4, Phase 2 – Year 5 to Year 8, Phase 3 – Year 9 to Year 13), which has led to effective transition and information-sharing systems in order to ensure the best identification of all pupils’ needs, and therefore to continuous provision for them.  The fact that there is one additional learning needs co-ordinator for the whole school strengthens identification of individual pupils’ specific needs and ensures that suitable and early intervention programmes are tailored for them.  In order to target appropriate and timely intervention for pupils across the age range, the school makes effective use of information to track progress, behaviour, attendance and wellbeing.  The school considers provision for pupils’ wellbeing to be just as important as curricular provision and that the two aspects cannot be separated.

Description of the nature of the strategy or activity

There are consistent tracking systems that identify pupils’ progress and attainment across the school.  As part of the strategy to improve identification of pupils on entry to the school, social and emotional skills are assessed by using commercial tests and the school’s internal assessments.  By using this information, nurture provision is arranged for primary age pupils who have underdeveloped social and emotional skills within the “Clwb Cwtsh”.  This provision is available four days a week and is held in a purposeful classroom.  Within the sessions, trained staff provide support for foundation phase pupils in the morning and key stage 2 pupils in the afternoon.  The result of intervention is that pupils gain confidence, develop a positive self-image and develop the skills necessary to allow them to gain full access to the curriculum.  The success of the ‘Clwb Cwtsh’ also derives from the close contact between the school and home.  Parents are invited in regularly to see provision and discuss with staff.

By tracking pupils’ behaviour and effort in lessons, heads of phase develop a robust overview of pupils’ attitudes to learning.  This allows them to respond proactively in order to provide a solution to underperformance.  This is done through an open discussion with the pupil, their parents and the school’s staff in order to identify the way forward and target appropriate intervention. 

Practices for monitoring and tracking attendance across the age range have been embedded firmly.  Pupils who are causing concern are discussed weekly with the deputy headteacher, heads and assistant heads of phase, the local authority’s inclusion officer and the school’s attendance officer.  This leads to effective communication with parents and carers in order to respond immediately to concerns about low attendance.  This means that most pupils and parents see the value of attending school regularly which, in turn, leads to positive attitudes towards the school and learning.

The work of heads of phase and the additional learning needs co-ordinator across the school is core to the school’s robust identification of its pupils’ needs.  From the rigorous information that the school has about them, a comprehensive programme of effective interventions is targeted, which includes:

• Referring to various agencies, including the team around the family, the school counsellor, the prevention and youth justice service and social workers
• Adapting the curriculum to meet pupils’ individual needs
• Scheduling purposeful sessions in the ‘Hafan’, which is a centre within the school that provides emotional care for vulnerable pupils, while also providing qualification programmes and a programme of the social use of language

Emphasis is placed on activities within the phases as pupils move from the foundation phase to Year 3, Year 6 to Year 7, Year 9 to Year 10 and from Year 11 to the sixth form.  By ensuring a continuum of staff and resources, there is no break in the academic and pastoral provision that most pupils experience as they move from one key point in the education to the next.

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

As a result of rigorous progress-tracking systems, the school provides additional support in order to give pupils every opportunity to reach their potential.  Provision for additional learning needs ensures appropriate levels of intervention, which enables pupils to have rich curricular experiences.  The school’s caring nature means that nearly all pupils behave exceptionally well, treat others with respect and care and show very positive attitudes to learning.

Provision within ‘Hafan’, in addition to support from the school counsellor, are effective in ensuring that pupils have full access to the curriculum, in addition to ensuring appropriate qualifications.

How have you shared your good practice?

Effective practices are shared across the school in order to develop consistent practice from one phase to the next.  The school also shares the effectiveness of the phase structure and provision for pupils’ care and wellbeing with visitors, in addition to forums such as the Welsh all-age schools forum.