Building respectful relationships to create a learning culture.
Quick links:
Information about the school/provider
Croesyceiliog School is an 11-16 co-educational secondary school that is situated in Cwmbran and serves a wide catchment across the Torfaen Local Authority. There are 1195 pupils on roll, 19% of whom are eligible for free school meals. 5.9% of pupils are on the ALN register.
Context and background to the effective or innovative practice
Following the appointment of a new headteacher in autumn 2022, leaders conducted an evaluation involving all stakeholders and identified the need to establish a clear rationale for improving well-being, behaviour, and inclusion. They recognised that leadership responsibilities were not distributed well enough to meet the needs of pupils, particularly in relation to well-being and inclusion. They also recognised that too often, poor routines and limited provision to support pupils’ well-being led to disengagement for a minority of pupils. This contributed to a weak culture for learning. As a result, exclusion rates were too high and attendance was below expectations, particularly for those pupils who are eligible for free school meals.
Leaders recognised the need to align learning and well-being and a ‘review and renew’ strategy, including a clear three-year strategic plan, was introduced. Staff engaged in enquiry-led research and drew on best practice from other settings to support their own monitoring, evaluation, and review (MER) activities. This collaborative approach led to the development of a bespoke ‘Ready to Learn’ behaviour approach and a ‘Relationships Policy’, underpinned by the vision of ‘Well-being for all’ and disruption-free learning.
By the start of the 2023–2024 academic year, the new approach was supported by a helpful programme of professional learning for all teachers and support staff. A new digital platform for recording behaviour and engagement strengthened tracking, monitoring, and communication with families. In Autumn 2024, an Attendance, Behaviour and Culture (ABC) review further refined strategies, processes, and roles within the well-being team to ensure a highly effective pastoral system.
Description of nature of strategy or activity
Under the school learning manifesto of ‘seeking LEARNING, expecting RESPECT, applauding AMBITION’, leaders placed a high level of importance on the culture of positive habits for learning. The robust monitoring and evaluation processes supported leaders to identify strengths and areas for improvement and to support and challenge staff to improve.
Leaders initially prioritised increasing the capacity and effectiveness of well-being and inclusion teams. Senior leaders worked collaboratively to ensure this aspect underpinned all strategic decision making. An assistant headteacher for behaviour and culture, supported by a behaviour manager, ensures a preventative approach to behaviour and promotes a positive learning culture. Clear lines of accountability and well-defined roles are communicated to parents, pupils, and staff.
The ‘Ready to Learn’ culture and ‘Relationships Policy’ promote high expectations and positive relationships, empowering staff to lead learning in their classrooms within a consistent behaviour framework. Professional learning delivered by the well-being team focuses on restorative practices and building respectful relationships. This work helped leaders to develop trusting relationships with pupils and their parents to help them understand the school’s expectations around behaviour, engagement and progress. This meant targeted support could be identified and provided rapidly when required.
Leaders provided staff with effective professional learning to help them to develop strategies to support pupil engagement and to establish consistent approaches to managing pupil behaviour. As a result, all staff confidently follow whole school agreed routines. They feel well supported by leaders to manage pupil engagement and behaviour. This has helped to ensure that pupils understand the school’s expectations.
Improved systems for tracking well-being (Attendance, Behaviour, Culture, Inclusion) enable leaders to use data effectively to identify pupil needs and evaluate provision. Pupils take ownership of their attendance and behaviour through a form-time well-being tracker, which fosters independence and autonomy. Regular dialogue between pupils and their form tutors during timetabled sessions further supports pupils’ engagement in these important areas.
The ‘Gate to Gate’ mobile phone policy for staff and pupils provides clarity on device use and supports positive learning habits and a culture of safeguarding. Additional strategies, such as the ‘Toilets Policy’ and ‘five-minute lateness’ approach, encourage pupil self-management and maintain a strong focus on learning.
High quality provisions to support pupils are built upwards from pupil need and help them overcome barriers to learning. These provisions involve bespoke programmes aimed at improving behaviour, attendance, well-being and engagement with the curriculum. These provisions include:
- Inreach (attendance/engagement with school)
- The Bridge (behaviour, well-being and engagement with the curriculum – alternative provision)
- Turnaround (well-being/self-regulation)
- Mentoring (behaviour)
- COMIT (emotional communication)
Provision is coordinated through the Pupil Provision Panel to ensure pupils receive appropriate support and that interventions deliver maximum impact and value for money.
Staff are kept well-informed through regular bulletins, ‘Croesy on a Page’ (a fortnightly summary of behaviour, ALN, outcomes, parental engagement, and admissions data), teaching and learning newsletters, and well-being updates. This fosters a strong sense of belonging and teamwork, where all staff share responsibility for the school’s success and helps them know the pupils well.
What impact has this work had on provision and outcomes for learners and/or their families?
The school’s strategic focus on well-being, behaviour, and inclusion has led to beneficial improvements in provision and outcomes. The leadership of well-being and inclusion has been strengthened notably. Involving staff, pupils and parents in creating and developing the behaviour systems, has ensured that these are understood well. Staff confidence in managing classroom behaviour has increased. They use consistent routines and praise adeptly to establish and maintain an orderly classroom and a positive learning environment.
In lessons, nearly all pupils demonstrate positive attitudes to learning. Disruption has decreased markedly, and pupils show greater ambition and engagement, contributing to many pupils making at least expected progress. Provision is pupil-centred and responsive to individual needs. Targeted interventions have had a positive impact on attendance, behaviour, and wellbeing, ensuring that pupils receive timely and effective support. Pupils are proud to be members of the school community.
Exclusion rates have reduced substantially, attendance has improved well, and pupils report a stronger sense of belonging and well-being. The emphasis on relationships and restorative approaches has supported the school to move from a reactive stance on behaviour to a proactive, preventative model. This culture of respect and positive relationships underpins all aspects of school life.
Form time is now a purposeful part of the school day. Pupils take ownership of their well-being, behaviour, and attendance, which has strengthened their understanding of the link between engagement, attendance, and achievement.
How have you shared your good practice?
The school has established itself as a leader within the local authority in the areas of behaviour, well-being, attendance, and inclusion. Leaders regularly deliver professional learning for other schools and contribute to local and regional networks.
Leaders present at consortium conferences and headteacher network meetings, sharing strategies and impact. The school has developed a professional learning module for the local authority’s behaviour support programme, focusing on creating effective alternative provision. This module includes interviews and filmed case studies featuring leaders, teachers, and pupils, providing practical insights for other settings.