Teachers’ knowledge and pupils’ learning opportunities improved by research projects

Information about the school

Nant-y-Parc Primary School is in Senghenydd in Caerphilly local authority.  There are 225 pupils on roll, including 28 part-time nursery pupils.  There are six single-age and two mixed-age classes, including the nursery.

The three-year rolling average of pupils who are eligible for free school meals is around 33%.  This is considerably above the Wales average of 18%.  The school has identified that around 19% of pupils have additional learning needs.  This is just below the Wales average of 21%.  Nearly all pupils are of white British ethnicity and a very few pupils speak Welsh at home. 

The headteacher was appointed in September 2014. 

The school is a regional pioneer school for professional learning.

Context and background to the effective or innovative practice

Following a robust evaluation of the professional standards for teachers and leaders, the school identified a need to further embed a culture of enquiry and exploration among staff, creating opportunities for innovation in educational approaches based on effective collaborative working.

The headteacher and senior leadership team have developed a research-engaged learning community with a clear understanding of the strategic importance of professional development for all staff and, in particular, the impact of action research on improving practice.  Staff are encouraged to engage with research and contribute to the development of a collective vision to enhance pupil educational experiences and improving outcomes.

Fundamental to the school’s research strategy is a process of reflection whereby staff develop and refine their practice in light of new ideas, feedback or understanding of different viewpoints. The school expresses that the approach has been organised in order to develop teachers’ knowledge, explore issues, shape policy and improve practice.  When undertaking research, staff have a holistic approach by ensuring that their work links to the school, local or national priorities and is underpinned by the four purposes of the new curriculum for Wales.  

Description of nature of strategy or activity

The school mission statement is ‘no limits to learning’ and the headteacher believes that there should be ‘no limits to learning’ for staff to improve their practice whilst being informed by theory at the same time.  All staff are assigned to an Area of Learning and Experience (AoLE) within the new curriculum and part of the expectation is to move towards being a self-improving practitioner.  This would include becoming informed about developments in their area, engaging in and with research and being equipped to conduct their own research.

Initially, staff were allocated ‘research and innovation time’ to acquire new knowledge and read key documentation based upon their area of research.  On completion, staff evaluate the impact of their research on practice by completing enquiry forms.  They share their findings during staff meetings, directed time and with schools across the consortia in a variety of workshops.  Enquiry forms include a rationale for the research, key findings and future actions.  Teachers have various opportunities through which they share the impact of their research trials within school, for example the use of teaching ‘triads’ (working in groups of three teachers) to demonstrate how research has been embedded through observing practice.

All staff identified that, in order to deliver expectations, they required the opportunity to visit a variety of educational settings and learn from discussions with colleagues and pupils within these settings.  This included working with outside agencies to source international visits and carry out wider research.  Staff collaborated across schools, universities and other organisations, conducting research, engaging with findings and opening up the dialogue amongst professionals.

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

The school has established a culture that nurtures research initiatives enabling staff to be equipped with the capacity, confidence, opportunity and motivation to engage with, and conduct, their own research.  The school believes that balancing the priorities of producing its own research data and using research findings in the classroom to enhance pedagogical approaches has resulted in more efficient practice.  For example, the development of independent learning and pupil voice throughout the school has deepened staff knowledge of pedagogy and increased their understanding of the complexities that underpin the work that they do.

Teaching across the school is consistently of a high quality and nearly all pupils make very good progress in relation to their starting points.  Teachers show a dedication to school improvement and take ownership of their professional development, committing to pedagogical change. 

How have you shared your good practice?

As a regional professional learning school, the school has developed strong networks across the consortium and this has been the first share point for research informed practice.  Research has also been shared within the cluster of local schools, the local authority and through Lead Network Schools (LNS) support.