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School leaders rarely talk of building pupils’ resilience as a main aim or objective. Resilience is often strengthened as a result of other work carried out to support pupils. Schools are becoming more and more aware of issues that affect their pupils and are becoming better at identifying those who need help with their wellbeing and mental health.

A number of cases of good practice in this area are highlighted in some of our recent thematic reports such as  Knowing your children – supporting children with adverse childhood experiences Healthy and Happy and Effective school support for disadvantaged and vulnerable pupils 

In July we published Learner Resilience – building resilience in primary schools, secondary schools and pupil referral units.

This report highlighted that factors that support resilience are generally relate to:

  • self-esteem and self-confidence
  • belief in our own ability to cope
  • a range of approaches to help us cope
  • good relationships with others who we can rely upon to help

Emotional wellbeing and mental health

The best schools understand that pupils’ emotional wellbeing is the responsibility of all staff and that every interaction and engagement with pupils has an impact on their sense of worth.  In these schools, staff know that all their words, actions and attitudes influence a pupil’s self-esteem, self-confidence and ultimately, their wellbeing.
It’s important that pupils have regular opportunities to express their emotions and share their feelings at school. Successful schools have clear approaches for listening to and addressing pupils’ concerns quickly. They are alert to how pupils are feeling during the day, and work with pupils to identify particular staff members to whom they can turn if needed.

Nurturing approaches can be very successful in helping to build resilience in pupils who are struggling to cope with their current circumstances.  Trained staff can help pupils develop their personal and social skills and lay the foundations for building positive relationships with adults and peers. They equip pupils with the tools to help them become more resilient in the face of different challenges.

Schools that are good at building the resilience of their pupils are those that have a strong vision around promoting the emotional wellbeing and mental health of all their pupils.  As well as having a whole-school approach to wellbeing, these schools also provide specific interventions for pupils who are particularly in need of support.  These schools also place a strong emphasis on the wellbeing of their staff.

Attendance

They also tend to have very few, if any, fixed term exclusions over a long period.  They strive to understand and get to the root cause of particular challenges facing pupils and are willing to try different approaches to address the issues.

Vulnerable pupils

Vulnerable pupils can face challenges that particularly affect their ability to be resilient.   Effective schools work closely with the home by providing enrichment activities and additional information that can consolidate their work in helping to build the resilience of vulnerable pupils.  These schools often work closely to support the families of vulnerable pupils.

Using external expertise

Successful schools use the expertise of relevant external agencies to supplement their work. These agencies can bring skills and expert knowledge that are not always available within schools and, when the relationship between all parties is strong, they work together in the pupils’ best interest, strengthening their resilience and improving their lives.

Transition

Transitions, such as moving school, are periods where children can suffer emotional distress, or a decline in progress and commitment to learning, all of which can also undermine resilience.  All schools aim to ease the transition process for pupils, particularly at key transition points.  Schools that focus clearly on pupils’ resilience have worthwhile strategies for supporting pupils moving mid-term, especially when receiving pupils who may have struggled at their previous settings. They get to know the new pupils quickly, ensuring that support is available from the outset.

A continual process

It is evident there is no easy way to build resilience in pupils.  Successful schools understand that it is a continual process that takes considerable investment in time, energy and resources.

The recent pandemic has challenged pupils like never before.  Pupils have had to cope and adapt to whole new ways of living and of learning.

Some will have coped with the recent situation better than others.

Some will have flourished and found new interests and ways of working, while others will have struggled outside of their comfort zones.

Good schools will continue to offer help to all their pupils, and all schools will now need to identify those that are struggling to cope academically and those dealing with personal adversity.  They will need to offer the support those pupils need in order to deal with their individual circumstances.

Our Learner Resilience report may well highlight ideas for schools to help support their pupils.

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Recent studies by Public Health Wales found that almost a half of the adults in Wales experienced adversity at least once in childhood with 14% suffering four or more times while growing up. These types of experiences have a highly negative impact on child health, including mental health, social engagement, behaviour and school attendance.

Supporting children and young people who live in difficult situations is an important aspect of a school’s work. Our January 2020 report, ‘Knowing your children – supporting pupils with adverse childhood experiences’, explored the impact schools have on the wellbeing of pupils with adverse childhood experiences (ACES). The Public Health Wales research tells us that influences such as friends, trusted adults, the community and school all help children to build resilience and deal better with severe hardships.

Why schools?

School staff are the professionals who spend most time with children and young people. Social workers and health workers may work with them but do not see them every day, unlike teachers and support staff. This means that schools are best placed to identify difficulties and support and influence children and young people.

We find that the best schools know their pupils and families well and work productively to support them in a non-judgmental way. They use their experience and findings from research and training to support children and young people and help them get the most out of school.

What do the best schools do to support their children and build up their resilience?

These are some of the beneficial activities going on in primary and secondary schools:

  • Nurturing sessions to allow time for pupils to eat, socialise and play games together before and after school and during breaks.
  • Purposeful and beneficial activities which use creative subjects like music and art to promote positive mental health.
  • After-school clubs which engage children and young people, enable them to work productively with trusted adults and peers and build up their resilience. These include cookery clubs, gardening clubs, ICT clubs and sport clubs.
  • A positive behaviour policy where staff use language that engages pupils and supports their emotions, and favours restorative approaches rather than punishment to change poor behaviour.
  • Safe and quiet areas or rooms where pupils, particularly older ones, can relax or have some personal reflection time when they feel overwhelmed or anxious.
  • Programmes of support for targeted groups of children run by trained staff such as anger management, emotion coaching, play therapy and mindfulness.
  • Parental engagement classes and groups to support vulnerable adults. Activities include cookery and literacy lessons, parenting classes and running clothing sales and food banks.
  • Regular meetings with partners from social services and health to ensure that everyone works together for the benefit of families who need support.

The COVID-19 pandemic has made it more difficult for schools to provide their usual levels of support for vulnerable pupils.  Now pupils are returning to school, we need to make sure that they are protected, and that schools provide an environment where pupils feel safe and supported. The NSPCC has lots of useful advice and resources for children and young people, as well as their parents and carers.

How can schools and public services provide better support?

Our ‘Knowing your children’ report features many interesting case studies of good practice in primary and secondary schools across Wales as well as examples of beneficial multi-agency work. Schools should first ensure that they place a strong focus on building and maintaining trusting, positive and open relationships with families. Finally, schools should provide calm, nurturing and supportive spaces for children and young people to relax and feel safe when they feel stressed, worried or sad.

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No one could foresee the changes to education that the COVID-19 pandemic has brought. As settings had to close their doors to the majority of their learners in March, staff and leaders across Wales rose to the challenge of continuing to support learner wellbeing and progress in different ways. 

Keeping everyone informed
In a changing landscape regular, clear communication with learners, families and staff has been vital. Leaders provide staff with regular updates, staff meetings are held online and families are kept informed through emails.  

Leaders and staff are working closely with families to establish clear expectations. Knowing your learners, families and communities well has proved key to successful engagement with distance learning.  

Parents have appreciated where schools have tried to maintain a sense of community through online assemblies and continuing to celebrate achievements for example. This has often improved engagement, particularly for younger learners.

As the length of time learners have been out of schools, settings and other providers, increased, communication has evolved to include learner and parental feedback on the quality of the provision and adaptations that may be required.

Wellbeing support
Schools, settings and other providers have maintained their support networks through a variety of means including telephone calls, text messages, emails and home visits from wellbeing officers. 

There have been deliveries of food parcels and the loan of digital equipment to allow learning to continue. In a few cases, online wellbeing activities including relaxation and self-reflection have been created to promote staff and learner wellbeing.

There are specific challenges in relation to distance learning for vulnerable learners. In the most effective practice, learners with additional learning needs have been provided with additional guidance and support and adapted support plans. 

One special school organised minibus visits around the county twice weekly. This allowed physical resources to be delivered to families, for example mobility aids and ICT equipment. This was very popular with staff and families and allows valuable face to face interaction at a safe distance. 

At one PRU, the few pupils in receipt of PRU-based counselling continued their individual sessions by either email, text or phone. All of the counsellors completed a module to be able to offer phone counselling.

Innovative digital delivery
Staff have provided learning activities using innovative approaches delivered through a variety of online platforms. 

Staff from a specialist resource base within a mainstream secondary school have provided its pupils with a weekly timetable of interactive activities on appropriate live streaming platforms. These engaging activities include wildlife watching, Makaton sign of the week, dance and fitness activities, craft sessions, storytelling, singing sessions and show and tell activities. 

At one PRU, staff provided pupils with planned learning activities such as relaxation techniques, social stories, literacy and numeracy, as well as class assemblies and the opportunity to follow a commercial programme to promote their social, emotional and behavioural wellbeing. Visual timetables, lesson objectives and success criteria were provided to try to maintain a similar routine to the usual lesson format.

Supporting Welsh-medium education
In many Welsh-medium schools, most pupils come from homes where Welsh is not spoken. 

Staff have tried to overcome this by providing pupils with learning activities that encourage them to use their Welsh as naturally as possible. The focus is on reading, understanding and, most importantly, speaking Welsh. Opportunities for pupils to develop presentations and create their own versions of Welsh songs and rhymes have been particularly successful in primary schools. 

Supporting professional learning
In a few providers, comprehensive programmes of professional learning activities have been rolled out to all staff with the focus on blended learning training.  

The providers have supported this training by using a set of guiding principles for the planning and delivery of teaching, training and assessment.  Staff are being trained and updated in the use of digital technology and online platforms.  

Planning for the future
Learners and staff across all sectors have been surveyed to obtain feedback on their experiences during lockdown and to help inform planning for future learning delivery. 

The key messages from learners are that they are missing their friends, teachers and the school environment. While many say that they are coping well with remote delivery, a minority admit that they sometimes find it difficult to maintain motivation and sustain engagement with remote learning activities.

Leaders have produced comprehensive recovery plans. These include logistical aspects and curriculum arrangements, and set out the responsibilities of members of staff and communication strategies for parents.

As we start the new term and the new ‘normal’ we will all have to continue to be both flexible and creative in how we adapt to meet the needs of learners across Wales.

Read more examples of how education and training providers are supporting wellbeing and learning during COVID-19.
 

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It was a shock to the system when the country went into lockdown in March. Most schools, colleges and other education and training providers stopped or reduced their face-to-face work with learners almost overnight and replaced it with remote and online working. We stopped inspecting at very short notice and we paused our monthly stakeholder email, blog posts, and stopped promoting effective practice and the Annual Report to give stakeholders space to change how they delivered learning.

So what have we been doing since March?

In his blog post back in June, our Chief Inspector Meilyr Rowlands thanked everyone working in education and training for their hard work and commitment during these difficult times. He explained how we’ve been working with Welsh Government and regional consortia to offer advice and guidance for providers on supporting continuity of learning in schools and pupil referral units. This included guidance to make sure that no learner is excluded from learning, as well as advice on how to use technology to continue education in schools and pupil referral units (PRUs). We also contributed to support and guidance for other important areas, including:

  • Safeguarding
  • Parents
  • Welsh medium schools whose pupils live in English speaking homes
  • Health and wellbeing
  • Blended learning
  • A-level delivery

Throughout lockdown, we’ve kept in touch with education and training providers through phone and video calls, and meetings with some of our stakeholder groups, including our headteacher reference group. This means that we’ve been able to start building up a picture of how providers across the nation have responded to the crisis. It’s been particularly important for individual HMI to offer pastoral support to any providers currently identified as causing concern. These providers tell us that they’ve really appreciated having an HMI to chat things through with and to reassure them about how we’re planning to support them as things get back to normal. Our contact with providers has helped us to publish a series of Support to keep Wales learning documents on our website. These offer useful insights into how some schools, pupil referral units and post-16 providers have addressed the challenges they’ve faced in recent months.

What will we be doing from September?

Now that schools and other providers are increasing their operations, we’re beginning to re-establish our voice so that we can:

  • Continue to support schools and other education providers by highlighting a range of useful Estyn resources.
  • Reassure parents, learners and the public.
  • Provide advice to the Welsh Government on how the return to learning is going.
  • Continue the conversation about Curriculum for Wales.

During the first part of the autumn term, we’ll continue engaging with schools and other providers by phone or video calls. This will help us to find out more about their work over the past few months and how well learners and staff are settling into new ways of working. We’ll be asking leaders and staff how useful the support they’ve received has been. These conversations will help us to identify further guidance that might be useful for them. We’ll also be asking local authorities how they’ve been helping schools and PRUs to respond to the crisis and how they are using lessons learned to plan for any similar crisis in the future. We’ll share the information we gather from these conversations with Welsh Government to help them to understand the national response to the pandemic crisis.

Later in the term, if the time is right, we’re hoping to start making short face-to-face visits to providers. If all goes well and the situation continues to improve, these visits will increase in length over time. The focus of our conversations with schools and PRUs during these visits will move gradually from the response to COVID-19 to the curriculum. This was always our plan for this academic year, so that we could engage with all maintained schools and PRUs and support them to plan and prepare for the roll-out of Curriculum for Wales. It’s important that we can get back to talking about this once schools and PRUs are ready to do so. In colleges and other post-16 providers, our focus will be on blended learning and learner wellbeing.

During the autumn term, we’ll also continue with our support for schools and providers causing concern. We’ll be in touch with them in September or October to see how they’re getting on and to offer pastoral visits later in the term. These will help us to re-engage with them informally and talk to them about how and when we’ll return to our usual schedule of follow-up visits.

Although most providers won’t see us face-to-face for a while, there are a few exceptions. For instance, we’ll need to visit some independent schools and independent specialist colleges this term for annual monitoring visits and registration visits. For these schools, we will consider individual material change requests and make decisions on whether we need to visit the sites and respond accordingly. During the autumn term, we will evaluate the possibility of restarting core inspections for all providers other than maintained schools and PRUs in the Spring term. If it is not possible to do this, we will continue with our programme of engagement phone calls and visits. There’s also statutory work for us to do this term on joint inspections of education in the justice sector.

So as you can see, just as all education providers are adapting to new ways of working at the moment, so are we. We’re meeting the challenges of virtual meetings,  and engaging with colleagues and organisations across the country and taking part in online professional learning activities.

Now is the time for us all to work together. It’s an opportunity to make sure that the futures of our children and young people are secure, despite the disruption that COVID-19 has caused.

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Staff commitment to engaging learners

Throughout the lockdown period, adult learning in the community tutors have put the wellbeing of the learners first and they have committed to keep classes running by using a wide range of different strategies to engage with learners. Tutors have explored and learned how to use a range of digital tools suitable to their subject area to connect with those learners who are able to work online. However, many more vulnerable and hard-to-reach learners have not always been able to use digital hardware or software, either to lack of equipment or connection problems. Tutors have gone out of their way to keep track of and support these learners. In many cases, tutors have posted or delivered hard copy materials to learners’ homes, sometimes along with food parcels. This has helped them to be reassured about the learners’ circumstances and to signpost learners to any of the support facilities they might need. In a few cases, the tutor is the only person with whom learners have spoken in the week. Learners very much appreciate that tutors have taken these extra steps to support them in a difficult situation.

Supporting those learners without digital connection

Chairs of adult learning in the community partnerships acted swiftly at the start of lockdown to ensure that adult learning in the community could continue. Many chairs of partnership are employees of the local authority who in normal circumstances often have several roles to fulfil within the local authority. However, during this period, many have had to assume additional roles in the local authority, such as overseeing ‘track and trace’ arrangements, overseeing the recruitment and deployment of volunteers or co-ordinating the work of youth workers and youth volunteers to maintain contact and provide help to the socially isolated. In many cases, this has facilitated a joined-up approach with other local authority departments and adult learning in the community partners to have a clear focus on supporting the most deprived and socially isolated adult learners in the community, both in terms of wellbeing and learning. Leaders have sought additional technological hardware from various sources, including the local authority, to set up lending facilities for those learners who do not have such equipment. Where local authorities have loaned pupils digital equipment, this has helped a few adult learners, as they are able to share the equipment with their children.

Wales without borders

An unexpected outcome of providing adult learning in the community courses online is that in many cases the numbers of learners registering for and attending classes has increased.  For many learners this is because they find it easier to schedule the time into their commitments and they free up time to do other things, as they do not have to travel to class. In many cases, ESOL learners have taken part in online classes and quizzes with members of their families to learn language together. Several partnerships have experimented with putting ‘interest’ courses online using a range of strategies, such as online streaming or tutor recorded videos. These courses have recruited learners successfully. ‘Coffee’ and ‘afternoon tea’ clubs also allow learners to keep in social contact. Additionally, putting courses online has attracted a growing number of learners from other UK countries, and as far away as Sydney and Moscow, to register for courses. As a result, a public service in England has asked one partnership to provide an online British Sign Language course for its employees. The inclusion of learners from around the world has broadened the points of view expressed in sessions and has enlivened discussions. The accessibility of adult learning in the community courses online is helping to heighten the profile of Wales around the world.

Assuring the quality of accredited blended learning

At the point when the government imposed lockdown, many learners were in the process of completing accredited courses. Adult learning in the community leaders liaised with the awarding bodies, and together they agreed ways in which leaders could monitor, standardise and verify learners’ work remotely, and thereby confidently allow learners to achieve their qualifications and progress to different courses in the coming academic year. To monitor teaching and learning, leaders agreed with tutors and learners that they would ‘attend’ the class, so that they could have direct experience of the teaching and learning. Leaders set up an appropriate etiquette so that all parties were aware of how leaders would carry out the monitoring. By doing this, leaders were also able to engage with learners and ask them directly about their experiences of the course in general and of online learning in particular. This information will help leaders and tutors to refine blended learning provision in the future. To undertake standardisation meetings, leaders organised online meetings with tutors with clear agendas and protocols using digital technology, which allowed them to share relevant items on screen.

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Keeping everyone informed

In one college, leaders publish regular updates for anyone with questions or concerns about COVID-19 in a clearly designated area of the college website. The information includes convenient links to government guidance, as well as explaining how the college is continuing to operate during the lockdown period. The college has posted additional guidance on its site to support its safeguarding policy and its citizenship code to reflect the exceptional circumstances and the revised ways of working. It includes clear details relating to the gradual re-opening of its campuses from 15 June 2020 in response to updated government guidelines. All information is available bilingually and a live chat facility is operational during normal college hours to help answer any queries or concerns.

Innovative digital delivery

Teachers in one college are continuing to provide learning activities and support to learners using innovative approaches delivered through a variety of online platforms and mobile applications. Examples include teachers creating their own videos and podcasts, posting video resources on Vlogs, setting up virtual classrooms to enable collaborative working and interaction with learners, and using blogs to share interesting examples of learners’ work. An online community area has also been created for teachers to share examples of innovative and effective practice with their colleagues.

Wellbeing support team

Staff in one college maintain support for learners’ wellbeing and mental health by using a variety of engagement mechanisms during the period in which on-campus facilities are unavailable. Contact and support methods include telephone and video calls, text messaging, email, online messaging through various learning platforms and virtual live chat available via website and mobile applications. A team of twenty wellbeing officers are also visiting learners’ homes to check on their wellbeing, when other forms of contact have not been successful or appropriate. They have also delivered food parcels and IT equipment to those in most need of additional help. The college delivers around three hundred food parcels a week and has loaned over a thousand pieces of equipment so far. A new online wellbeing area including links to activities such as yoga and meditation techniques has also been created during the lockdown period to help promote and support learner and staff wellbeing.

Supporting individual needs

In one college, support staff have drawn up and updated individual support plans for all learners who have been assessed as having additional learning needs (ALN) to reflect new ways of working during the lockdown period. Implementation and evaluation of these plans is overseen by the college’s ALN co‑ordinator. Learners have been provided with one to one support by telephone or video call to support them with completion of their work. Learning coaches provide learners and staff with additional guidance and help as required. The use of video calls has been particularly beneficial for those learners who need visual support in their learning.

Encouraging learner feedback

One college issued a learner survey shortly before the lockdown was announced and introduced remote learning in place of on-campus delivery. Despite this sudden disruption to learning activities, the response rate to the survey was close to usual expectations. In order to gain feedback on the impact of new arrangements for curriculum delivery and the effectiveness of ongoing support mechanisms, the college has decided to continue with regular campus council and learner representatives’ meetings and now holds these remotely using virtual platforms while college campuses are closed. These meetings provide learners with important opportunities to provide feedback and raise any concerns about the effectiveness of the new arrangements, as well as to make suggestions for improvement. Existing procedures for individual feedback and complaints are also being maintained during this period and personal tutors use regular ‘check-in’ calls to gather additional feedback.

Making progression easy

Current learners at one college have easy access to progression advice and opportunities during lockdown. Instead of having to apply for the next level of their course, learners are sent an invitation by email and text to come into college for a progression interview. Learners wanting to progress onto a different course at the college can complete an application online in order to secure a conditional place on the course prior to an interview later in the summer. The college’s employment hub also opened from mid-July to provide face-to-face support and progression advice.

Supporting transition into college

One college has worked to support transition for Year 11 pupils from its partner secondary schools. It has liaised with the schools and responded to requests to help provide Year 11 pupils with a progression focus for continuing their studies. The activities provided are tailored to facilitate progression onto individual AS level subjects such as economics, law, RE and chemistry. The college has provided access to its virtual learning environment to enable learners to engage with these resources.

Tips for teachers

One college has produced a guide for teachers outlining its top ten protocols for remote learning. The booklet is designed to help teachers work well, work safely and create a positive learning community. Tips for teachers include developing a class code of conduct, establishing times during the week when teachers are available online to answer questions and ideas on how to encourage collaborative learning online. The guide also offers advice to staff on how to develop activities to stretch and challenge learners and how to deal with inappropriate language or poor behaviour during online sessions.

Strengthening internal communications

One college reviewed and strengthened its communications procedures following the imposition of lockdown restrictions. Senior leaders provide regular updates to staff on policy, health and wellbeing through a weekly newsletter. Staff and team meetings are now held online and managers engage with staff via telephone or online platforms.  Vlogs have also been used to share useful video updates and a staff wellbeing survey has been undertaken to check how staff are feeling during the lockdown and to provide them with an opportunity to suggest actions for improving staff and learner wellbeing.

Making campuses safe

Senior leaders in one college have visited all college campuses to make sure that all necessary social distancing and safety arrangements have been put in place throughout. Arrangements include social distance floor markings, initially based on the two metre guidance and designed to be easily adaptable to reflect any subsequent changes in guidance; one-way systems for entry, exit and movement around campuses wherever possible; and cordoned-off areas for drop-off and collection of learners at the start and end of the college day. The college has also made arrangements for masks, gloves, hand sanitising gel and any other required personal protective equipment to be available, where appropriate. Particular attention has also been given to making sure that adequate social distancing is maintained for staff and that practical areas such as workshops, laboratories and salons are COVID-19 secure.

Welcoming learners back

Following the initial easing of lockdown arrangements from the end of May 2020, one college has recommenced building works at two campuses and staff have undergone a phased return to college campuses. Leaders have used national protocols to ensure COVID-19 safe working arrangements in colleges to implement the necessary arrangements, which have enabled most staff to return to college campuses during June 2020. They have updated all risk assessments to include COVID-19 related issues and the college has welcomed over 250 learners, across several vocational areas, back to college during the first three weeks of the phased re-opening of college facilities to complete their qualifications by undertaking essential practical assessments. 

Planning for the future

In one college, learners and staff have been surveyed to obtain feedback on their experiences during lockdown and to help inform planning for future learning delivery and staff working arrangements as restrictions are eased gradually. The key messages from learners are that they are missing their friends, tutors and the college environment. While many say they are coping well with remote delivery, a minority admit that they sometimes find it difficult to maintain motivation and sustain engagement in remote learning activities.  A few staff indicate that they would like to continue to work from home. College leaders are using the feedback to draw up detailed plans, which would cover and can be adapted to a range of national and local scenarios that may occur when the new teaching year begins in September 2020.

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Supporting wellbeing and mental health

Support for learners’ wellbeing and mental health is constant, particularly for those learners on traineeship programmes. One provider has seen a surge in safeguarding referrals and requests for counselling sessions. These are often due to family challenges and other outside influences. Provider staff are in regular contact with their learners and continue to offer counselling services where required. Many learners have little or no access to IT equipment or the internet. Where this is the case, providers have loaned learners laptops or tablet computers and carry out one to one learning sessions by telephone.

Using electronic portfolios

Providers that have been using electronic portfolios for a substantial period of time have been able to use the resources to maintain engagement and activities with their learners. These providers and learners have benefited from being competent and confident in using the available resources and therefore did not lose time undertaking training before their use. As a result, learners have been able to complete work where appropriate, have it marked and returned and complete supplementary activities that will help develop their knowledge and skills.

Daily coffee break

One provider schedules informal daily ‘coffee break’ video staff meetings that allow staff at all levels to engage in ‘relaxed chats’. Managers and staff have welcomed and appreciated the approach that is attempting to give a form of normality to the working day. These interactions give staff the flexibility to discuss work-related and non-related issues in a supportive environment.

Guidance for staff

One provider has develop protocols and guidance for returning to on-site face to face delivery. This booklet is designed to inform and support all staff, including sub-contractors’ staff involved in the recruitment of and delivery to all apprenticeship and traineeship learners. It sets out the provider’s priorities for a fully digital delivery model and high quality teaching, training and learning to support a blended learning approach. The guidance also sets out clear information to ensure that staff have appropriate plans in place to ensure continued learning and progression opportunities.

Reviewing practice across partners

One provider is maintaining regular contact with its sub-contractors by reviewing the support they are giving learners. They also use this engagement to identify where practice may be having a particularly positive impact on their learners. The provider has identified differences in the way sub-contractors are delivering and undertaking assessments remotely where possible. They are planning to establish a development group looking at sharing the use of online teaching and learning materials across a learning area.

Back to business

One provider has developed a series of “Back to Business” virtual meetings for its employers. Each meeting has invited guest speakers, such as the Hair and Barber Council, to give employers industry updates, to talk about salon safety measures and to explain how to deep clean salons ahead of re-opening. These meetings have been well attended by many employers within the industry.

Supporting professional learning

In one provider, a comprehensive programme of professional learning activities has been rolled out to all staff with the focus on blended learning training. The provider has supported this training by using a set of guiding principles for the planning and delivery of teaching, training and assessment. All staff are being trained and updated in the use of digital technology and the online platform. Blended learning resources are being developed and made available on the provider’s intranet.

Consortium virtual meetings

One provider continues to manage and support its consortium partners through a range of virtual meetings. Meetings are held regularly and cover a range of topics including wellbeing, health and safety issues, risk assessment plans for re-opening and staff training requirements for a digital world. The consortium members share their best practice, different approaches and concerns for the future. The provider has developed a common approach to professional learning delivery for all staff, including mandatory technical and pedagogical training. 

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Maintaining class bubbles

At one PRU, pupils remain in their normal class groups (referred to as bubbles) because the building allows for this approach. Each ‘wing’ of the PRU has fob entry doors, which was normal pre-pandemic practice, but now lowers the risk of ‘bubble bursting’. The only difference for pupils is that their entry and exit points have changed to remove the possibility of crossover. With the exception of staff who are duty, other staff remain with their normal class bubble.

Adapting the timetable

Pupils at one PRU are split by key stage and maintain their small working group throughout the day. The timetable has been adapted for pupils’ phased return, with mornings focusing on wellbeing and reviewing on-line work. The afternoon sessions focus on vocational work, which is individualised for each pupil.

Digital support for parents and carers

Staff in one all-age PRU have continued to provide guidance and training for parents and carers on use of digital equipment throughout the pandemic to support their child’s distance learning. For example, they facilitate IT clinics for parents. The PRU has also collaborated with the local authority Team around the Family Services to lease iPads for parents and carers to enable them to support their children’s learning.

Communication with staff

At the start of lockdown, one PRU established a WhatsApp group for all staff. This group allows for a daily check-in by 8:45 a.m. in order to check that all staff are well. The deputy headteacher oversees/follows-up if this is required.

Behaviour policy

The teacher in charge of one PRU is working with the local authority to produce an addendum to the engagement policy (behaviour) to promote a consistent approach to COVID-related behaviours, expectations and consequence for breach.

Connecting via Google classroom

At one PRU, all pupils have access to Google classroom. Staff provide pupils with planned learning activities such as relaxation techniques, social stories, literacy and numeracy, as well as class assemblies and the opportunity to follow a commercial programme to promote their social, emotional and behavioural wellbeing. There is a weekly ‘shout out’ assembly, which is received positively. Visual timetables, lesson objectives, and success criteria are provided to try to maintain a similar routine to the usual lesson format. Pupils are responding well to this and there has been increased involvement from parents.

Focusing on pupils’ interests

At the start of lockdown, one PRU took a ‘project and paper-based’ approach to pupils’ learning, which involved a staff team delivering work to pupils on a weekly basis. This system has been replaced by a bespoke curriculum focusing on pupils’ interests, for example fashion, electrics, and ‘ready steady cook’ challenges, and resources for key stage 4 pupils studying textiles, electrics and food and nutrition, which is engaging many older pupils. The delivery of “bug houses” to key stage 2 pupils’ homes has facilitated both an engagement with and a practical exploration of nature.

Providing counselling remotely

At one PRU, the few pupils in receipt of PRU-based counselling have continued their individual sessions by either email, text or phone. All of the counsellors have now completed a module to be able to offer phone counselling.

Maintaining contact

One PRU has made effective use of ‘letters of concern’ for hard to reach pupils and their parents. In addition to the usual way of contacting pupils and their parents, the PRU made several different attempts to contact these families. When this was not successful, ‘letters of concern’ were written by the teacher-in-charge to the parents to explain their concerns about not being able to contact them or their child. The letter advised the parents that if they did not contact the PRU within a given time period, then the PRU would contact the agency relevant to their child’s needs such as social or health care. The agency contact was to advise and express concern about the lack of contact or engagement by a particular family, and to request follow-up. This approach has been successful in helping to ensure that the PRU has remained in contact with all pupils.

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Social stories smooth return to school

At one all-age special day school for pupils with a range of significant, complex and multiple needs, staff prepared social stories for pupils to share with their parents and carers prior to the pupils returning to school to address possible issues and concerns that might arise. These social stories included fun activities and songs to help pupils become aware of social distancing under the slogan “Be smart … Stay apart”. The headteacher believes that these reassuring messages have enabled smooth transitions on return for nearly all pupils. They have adapted well to re-opening and have re-engaged happily, settling very well into their new school routines and environment.

Staff wellbeing survey

One all-age special school for pupils with a range of significant, complex and multiple needs surveyed all staff about their wellbeing prior to returning to work. This survey included questions such as:

  1. Given the circumstances and our unique setting, how confident do you feel coming in to school?

  2. Throughout the Coronavirus pandemic, do you feel that your wellbeing as an employee of our school has been taken seriously?

  3. *Applicable to those whom have been shielding/socially distancing* How do you feel you have been supported whilst shielding/socially distancing at home?

  4. Our school and the local authority have provided us with appropriate PP. Do you feel you have enough guidance and relevant information to use this effectively?

  5. With the introduction of the staff Facebook page, Hwb and ParentMail, how well do you feel that senior leaders have communicated with you throughout recent weeks and months?

Installing a traffic management plan

One all-age special school has put in place a new traffic management plan for re-opening that has already brought many benefits. The plan includes the use of additional entry points into the school buildings, which has reduced the flow of people. It has also ensured that escorts and parents remain in their vehicles until advised by staff to bring their children in to school. This has reduced congestion at the start and end of the day. The school has also introduced a fifteen minute interval between start times for primary and secondary pupils.

Creating ‘Corridor bubbles’

One all-age residential and day special school for pupils with moderate and severe learning difficulties, profound and multiple learning difficulties or autistic spectrum disorders has classes organised in five ‘corridor bubbles’. The pupils in each bubble have their own learning, play and hygiene spaces. Pupils currently eat their meals either in their classes or in the canteen, but leaders will reconsider this when all pupils return.

Creating social stories

One special school has made successful measures in supporting pupils through developing individual “social stories” that describe their current situation. These “social stories” are having a particularly positive impact on pupils with autism.

Safe distance home visits

One special school organises minibus visits around the county twice weekly. This allows physical resources to be delivered to families, for example mobility aids and ICT equipment. This has been very popular with staff and families and allows valuable face to face interaction at a safe distance.

Weekly tasks via email

At one special school, pupils’ remote learning is supported by weekly tasks sent via email and tweeted to parents, as well as providing devices for those pupils that require assistance. The weekly timetable incorporates tasks within the six Areas of Learning and Experience. Tasks are predominantly related to life skills and include activities such as online fitness, Makaton sign of the week and artwork to thank the NHS.

Staff videos help maintain routine

One special school has been focusing on supporting families with an older child with ASD and behaviour that is more challenging to achieve suitable and beneficial routines within the home. For example, a teacher is producing videos that instruct families about how to create sensory stories at home. These resources and activities have generated positive engagement when pupils can see their teacher and other staff on the screen, and their routine is unchanged.

Triage Team support

A Cardiff and the Vale Health Board multi-agency Triage Team has operated from one special school since the outbreak of COVID19. It consists of staff from school, occupational therapy, speech and language therapy, psychology, dietician, social and health care and paediatric nurses and doctors. Parents and pupils can access the services on an appointment basis. Although initially established to cater for pupils of the federation, it then included all Cardiff special schools and specialist units. At present the triage team is available to all Cardiff schools. A multi-disciplinary team, made up of school staff and members of the triage team, meets weekly to discuss concerns about any pupils connected to the federation. A key focus on safeguarding ensures that all pupils, particularly those most vulnerable, are monitored closely.

Managing parental expectations

The headteacher at one special school believes that managing parental expectations regarding blended and distance learning is key. The main challenge for parents is managing their sometimes very challenging children. The federation is considering options for how to manage phased reopening well. However, limited provision will not be sufficient for families already in crisis and those with work commitments.

Hot chocolate rewards

At one special school, “hot chocolate Friday” has continued as part of the school’s reward system. The headteacher encourages pupils to report what has been going well and a weekly video is made and shared to celebrate pupils’ work at home. Achievements are rewarded for different aspects of the curriculum each week.

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Virtual open days

One secondary school held a programme of virtual open days for its Year 11 pupils. Each day featured a different subject available to pupils in the sixth form. Following this, the school ran a timetable of research and reading tasks followed by live seminars with the sixth form teachers based around the option choices. This was very well received, with 85% of Year 11 pupils participating.

Setting clear expectations

Bassaleg School, Newport
Leaders provided detailed guidance for staff, with clear expectations and support for blended learning.  

This gave staff an overview of the planning and learning process and asked them to focus on purpose, structure, scaffolds and reflection. Staff were asked to follow this learning cycle when planning their blended learning approaches. They agreed that all synchronous distance learning will be recorded, including any material that is presented on screen and any conversations, comments made during the lesson.  

The school provided a clear behaviour policy to follow in order to support staff to manage synchronous distance learning, and these expectations were shared with pupils and parents.  

Parents and pupils were also provided with guidance.

Adopting a flexible approach

Caldicot School, Monmouthshire
The school has adapted its approaches to teaching and learning and has used its learning cycle to focus more clearly on successful blended learning approaches and to continue to develop teaching in the current climate. As teachers are required to spend more time at the front of the class during face-to-face teaching, the school has had a clear focus on modelling, demonstrating and reviewing learning. Teachers have been grouped together to plan and develop resources for face-to-face and distance teaching in order to reduce workload and promote equity of experience for pupils. 

Leaders produced a helpful guide for staff, which outlines clear expectations for teaching in school and when groups are required to isolate or if there are any future lockdowns. The headteacher has provided opportunities for staff to pilot these approaches and through running practice responses to scenarios. As a result, the headteacher feels that nearly all staff are well prepared for any future adaptions that may be required.   

In order to continue their focus on improving teaching, leaders have developed a website to share effective practice. Teaching and learning leads review and quality assure this work and, generally, staff are responding positively to this approach. The school has paused lesson observations and has implemented more frequent monitoring of pupil work.

Evolving and evaluating

Cantonian High School, Cardiff
The school has taken a number of steps to develop a logical approach to the delivery of blended learning that has been informed by evaluation of their approaches through the first lockdown period and research undertaken by senior leaders and staff.

The school evaluated the impact of different approaches to distance learning based on the engagement of pupils on a rolling basis. They found that one of the most successful approaches was the use of ‘two week challenges’ which involved parents and families. They found that initially, pupils were overwhelmed by work and this de-motivated them. The school made decisions quickly to change approaches if they were not working. Using Teams, the school was able to monitor levels of pupil engagement, look at the type of task they responded to best and analyse this information by year group/groups of learners.

To support distance and blended learning, the school has developed booklets for each subject. These condense work and key features/concepts from each subject. Currently, in face to face lessons, teachers use these booklets and model how they can be used with resources on Teams. This approach is intended to help pupils be confident about how they can continue to access learning materials if they are out of school for a period of time and how the teacher will interact with them digitally.
The school regularly trials and samples different approaches to blended learning that might provide staff and pupils with valuable learning strategies should there be a need to isolate. They test these out in the current situation when pupils are in school so that they can be put into practice quickly should there be periods when pupils are not in school. For example, a recent trial tried to pre-empt a scenario of what learning might look like if a teacher has to self-isolate but pupils are in school.

Blended learning is now the school’s approach to teaching and learning. They are incorporating a blended approach into their teaching and learning – e.g. getting pupils to do research online prior to lessons and trying to be creative as to how pupils can present work in different ways. Independent work is being set regularly on Google Classroom. 

Developing existing digital expertise

Ysgol Gyfun Bro Edern, Cardiff
Teachers at Ysgol Gyfun Gymraeg Bro Edern train to ensure that they are aware of the latest digital developments to support pupils in using ICT. At every opportunity, digital devices are used across lessons to develop pupils’ knowledge. 

The confidence and digital competence of staff are key to ensuring that the use of digital resources have a positive effect on teaching and learning.  All staff are well informed about the latest digital developments, and regular training has been provided to equip the school’s teachers. 

Over the lockdown period, the school was at the forefront of establishing sound procedures for distance learning. It made full use of the Google resources available through Hwb. As a result, the school has been the subject of a case study with Google in California, and presentations have been shared in Google. The Welsh Government has shared online activities on the school’s effective use of these digital resources. 

Focusing on practical expectations

Ysgol Gyfun Gymraeg Gwent Is Coed, Newport
Since the lockdown period, the school has further refined systems to be more effective. It has fully adopted methods of blended learning, with the face-to-face live learning taking place in school with tasks in the books and all homework completed digitally. Since September, there have been more live streaming events to enhance teaching further. 

The school feels that it has received a wealth of documents on the research behind distance/blended learning. However, it feels that this needed to be summarised more clearly and practically for staff. In addition, the structures and strategies of blended learning were not personal or practical. The school has created a six page summary for staff on practical expectations followed by the pedagogy. It has also undertaken recent training, and staff continue to pilot the practicalities and evaluate the provision. The clear message in the school is that high standards of pedagogy remain.  

Monitoring of teaching and learning successes has been refined since September. As part of performance management, all teaching staff have one common target of ‘blended learning, digital learning, online learning’. The person responsible for the performance management of the particular teacher joins the teacher’s learning classes (on Google classroom) and monitors the provision offered, the methods of delivery, the engagement and feedback given. This leads to a professional dialogue with the teacher on the strengths of the pedagogy and areas for improvement, as well as sharing any good practice that arises. In order to track learners’ engagement quickly, all pupils are expected to complete a farewell ticket on Google forms answering simple questions on engagement and knowledge to provide immediate and quick feedback so that the tasks or methods can be adapted and changed quickly. The assistant headteacher then collates and shares good practice at the end of each week. Best practice in assessment is shared through ‘adobe spark’, which is a combination of pictures and explanations, rather than just narrative. 

Pupil wellbeing

Crickhowell High School
In order to support pupil and staff wellbeing, one secondary school held a wellbeing day. This did not involve any screen time and was an opportunity for pupils and staff to complete extra-curricular activities, go for walks and so on. It intends to hold a weekly wellbeing afternoon where pupils and staff do not log on. It hopes that this will support examination year group pupils in particular, as they are very anxious at the moment.
 

Ysgol Gyfun Y Strade
One secondary school has added a ‘Botwm Becso’ (Concern Button) on its website. Pupils can use this button at any time of day or night to report any concerns or worries they may have. The information is confidential to school staff and goes straight to the Assistant Headteacher responsible for wellbeing, who then contacts the pupil and decides how best to support them. 

Cathays High School
One secondary school carries out regular wellbeing surveys. It allocates a wellbeing score to each pupil and monitors this carefully. The school has found that it has a higher number of pupils in the vulnerable category than prior to the pandemic. For example, high ability girls in key stage 4 who are anxious about their GCSEs and the pandemic are now included. After identifying vulnerable pupils based on wellbeing scores, the school then puts actions in place to mitigate the wellbeing issues, such as using pastoral leaders and non-teaching staff to make contact with children and families to discuss anxieties.
 

Distance learning

Cathays High School
One secondary school has divided the online school day into three sessions of one and a half hours. Each day, two of these sessions are for lessons and one session is an independent study session for the completion of work and for pupils to use the various apps to which they have access, such as literacy and numeracy apps. There are also two online assemblies each week, during which pupils are set tasks to complete in their independent study sessions.

During the ‘lesson’ sessions, pupils complete subject specific work. Many teachers are finding it easier to deliver these as live sessions than providing asynchronous materials. During live sessions, teachers are not expected to be speaking for the whole time. Pupils are given tasks to complete and the teacher monitors the completion of work online. The teacher is able to see each pupil’s work and add comments, thereby providing immediate feedback. Pupils are expected to complete most of the work set during the hour and a half session (though they sometimes use the independent study session to complete work). Pupils have reported that they prefer this as they feel less overwhelmed by the volume of work and get live feedback. Leaders feel it is also more manageable for teachers. 

The school reports that this system has made it easier for it to monitor true engagement with learning, because if pupils are logging into lessons they are also expected to complete work at the same time. Engagement with learning has improved as a result of this system. The school contacts those pupils who are not engaging and they are brought into school to complete work in the school building, with appropriate support.

Cardiff High School
Leaders and teachers at one secondary school have identified aspects that they encourage teachers to incorporate into their distance learning provision and others that they should avoid or limit. They have found that staff are often over planning sessions, and are now trying to encourage teachers to strip back the content of the lessons to ensure that effective learning is taking place. They encourage teachers to use ‘low stakes’ testing (quizzes, etc), so that they are checking pupils’ engagement regularly. They are concerned that too many learning activities are taking place digitally and leaders are now encouraging teachers to set non-digital tasks like writing in a physical journal or reading a ‘real’ book. Teachers have regular conversations about pedagogy and are beginning to take a ‘less is more’ approach: ‘chunking’ work, consolidating learning, and ensuring that content is not covered at too fast a pace.

Through meetings and professional learning activities, staff have identified that teachers’ communication skills are of vital importance, particularly their proficiency in initiating and developing discussion. Teachers have discussed approaches to questioning that work well in a synchronous session, and of the best uses of the ‘chat facility’ to encourage thoughtful responses from pupils. They have found that teachers sometimes overuse applications. Although these can create interest, they can also interfere with learning, especially when there is a necessity to open different file types on a phone or tablet. Senior leaders and teachers have identified that the effective use of simple facilities, such as the creative use of the ‘hands up’ facility, is more effective. Teachers have also discovered that pupils need to be guided more systematically through their learning than may be the case in the classroom where a teacher can easily support individuals or pupils may pick up cues from their peers. Teachers are now working on making expectations clearer and signposting pupils throughout the learning. They are also looking at developing approaches to peer study groups.

Pupils work to a fixed timetable that mirrors the normal timetable. This includes a mixture of live lessons, webinars (where teachers introduce a session, pupils spend most of the time working individually, and pupils come back at the end of the session to discuss their work) and self-study periods. There is a maximum of three live or webinar sessions per day (so as not to overload in terms of screen time), and a balance of live and webinar sessions across the two-week timetable. All subjects are represented on the timetable. No live lessons are longer than 40 minutes. The strict timetable enables families to plan their time and access to devices. The school insists that teachers follow the timetable for this reason. A few pupils have requested that webinar materials are uploaded prior to the session, and the school has allowed this where it is feasible. The self-study periods allow time for staff to plan. 
 

Monitoring of distance learning provision and pupil engagement

Cardiff High School
In one secondary school, teachers volunteer to share the recordings of their live lessons in professional learning sessions that are open to all staff. These lessons are analysed to ‘unpick’ the learning and to identify effective practice.
 

Cathays High School
One secondary school has involved all teachers in the monitoring of provision. Within subject area teams, teachers look at the books and online learning of sample groups of pupils in different year groups. This enables them to compare the quality of provision. Their findings are moderated by the senior leadership team.

Leaders have also introduced one to one reviews of online learning. These involve looking at recorded lessons within subject teams. No judgements are allocated to the lesson and the focus is on having a coaching conversation.

Professional learning

Ysgol Gyfun Gymraeg Bryn Tawe
Ysgol Gyfun Gymraeg Bryn Tawe has a research team to investigate effective methods for teaching and assessment. The team is made up of senior leaders and teachers and is responsible for researching different teaching and assessment methods and on ensuring that all teaching and learning decisions are based on the latest research. Currently, the school has four main focus areas for this research: improving pupils’ literacy skills, explanations and modelling, checking understanding and developing independent learning skills. 

The research team identify relevant research and engage with all staff to identify training needs. These findings are used to support the school to plan their professional learning approach. Leaders feel this is supporting staff well, for example, the professional learning to develop teachers’ questioning and the targeting of misconceptions has supported teachers to improve their questioning during distance learning activities.

The research team produce and share resources with all staff based on their findings. Teachers use these resources and then provide feedback to the research team on their effectiveness. This enables the research team to use feedback to improve resources and develop teaching and learning approaches. 

Ysgol Gyfun Gŵyr
In its role as one of Welsh Government’s professional learning schools and as a lead school for professional learning in the ERW region, Ysgol Gyfun Gwyr uses professional enquiry to develop its planning for the delivery of Curriculum for Wales. This approach aims to develop staff’s understanding of the principles of Curriculum for Wales and strategies for embedding it successfully. In light of this, leaders decided to earmark a fortnightly lesson for all staff as a lesson of enquiry. This is an opportunity to browse articles, collect data, interview learners and formulate strategies to enrich teaching, learning and assessment for learning activities.

Ysgol Glan y Môr School
‘Shining the light’ projects are one school’s approach to inspire and motivate staff to feel comfortable in this new way of working. Each week, one department shares one or two things they have used in the last fortnight and provide a sentence on how they used it, what went well and what barriers they thought they encountered. This department then nominates another department to share their good practice the following week.

Communication with and support for parents

Ysgol Dyffryn Aman
One school has an online parental involvement programme. The programme focuses on working with parents to identify strengths and gaps in provision and to plan improvement priorities that will support parents. For example, workshops have been held on topics such as the use of Hwb and Google Classroom, pastoral support and wellbeing, support for pupils with additional learning needs and attitudes to learning.
 

Ysgol Glan y Môr School
A parent support officer has been appointed in one secondary school. The officer deals with issues such as dropping off devices, dealing with ICT barriers, addressing any problems and helping with parental enquiries. The school has also set up a parent support website to help parents learn more about blended learning and the way in which Google Classroom works.
 

Ferndale Community School
One secondary school in an area particularly hard hit by cases of COVID-19 has been supported by the local authority to appoint a Family Engagement Officer. The officer has been deployed to work with families to break down anxieties, undertake home visits and manage phased returns to school. In addition, the officer has responsibility for overseeing the remote learning of those pupils who had been identified as being digitally excluded (in the summer), and monitoring their access to hardware and engagement with learning. 

Newly qualified teachers and initial teacher education students

Cardiff High School
In order to support initial teacher education students, one secondary school runs sessions where students partake in a group analysis of a mentor’s recorded lesson, and offers opportunities for students to plan and record whole lessons for their mentors to watch (rather than for pupils).
 

Support for parents regarding arrangements for qualifications

Ysgol Maes Y Gwendraeth
In order to inform parents about the changes to assessment procedures and 2021 qualifications, Ysgol Maes Y Gwendraeth have distributed a bilingual pamphlet to all parents/ carers of year 11,12 and 13 pupils. These pamphlets highlight the main key messages and update parents on their decisions about centre determined grades, the quality assurance processes, the review of grades and the appeals processes. They have also arranged a webinar in Welsh and English for parents providing an update and guidance for them on the alternative assessment arrangements for GCSEs, AS and A levels in summer 2021 and the school timeline. Parents can ask any questions through the chat facility. 

Guidance for Year 11 pupils on planning for the future

Brynteg Comprehensive School
To support pupils and maintain their engagement, Brynteg Comprehensive School is bringing forward the guidance and advice programme for pupils in Year 11 to look at what they will do in Year 12. The school has widened the offer and designed a new prospectus to encourage pupils to continue to engage with the school after the submission of grades and help them feel more confident and enthusiastic about the future.
 

Professional learning on Curriculum for Wales

St Cenydd School
When the first lockdown took hold, St Cenydd School was beginning its professional learning activities based on considering their vision and values in light of Curriculum for Wales. As a result of the circumstances, leaders have had to adapt their plans for professional learning on Curriculum for Wales. Leaders have prepared a series of think pieces, or ‘thunks’, to encourage staff in each AoLE to work together on their area. They have also designed a professional learning programme on various aspects of curriculum design. This includes provision of articles and reading materials as well as talking heads videos and online professional learning sessions on these topics. In addition, leaders have developed a web-based action research portal for staff to support professional learning and development for Curriculum for Wales and to facilitate ‘virtual’ discussions and sharing of ideas. 

Parents’ evenings

Lewis Girls’ Comprehensive School
For several years, Lewis Girls’ School has had online portfolios for every pupil. In order to focus parents’ evenings on pupil progress rather than other issues, parents look at these portfolios with teachers during parents’ evenings. The digital nature of this practice means that this has worked particularly well during the pandemic, when the school had to move their parents’ evenings online.

Understanding pupil experiences

Risca Community Comprehensive School | Estyn (gov.wales)

In order to enhance staff’s understanding of the issues faced by pupils during the lockdown, leaders at Risca Community Comprehensive School have created a presentation based on pupils’ experiences entitled ‘what it’s like to be the other side of the screen’. The presentation includes ‘talking heads’ videos, as well as audio clips and written pieces where pupils from across the age and ability range talk about their experiences, both positive and negative.
 

Teaching and learning

Ysgol Uwchradd Aberteifi | Estyn (gov.wales)

Teachers in Ysgol Uwchradd Aberteifi were concerned about pupils’ subject knowledge and their recall of prior learning. They introduced a concept called ‘five a day’. This involves posing five types of questions to pupils on the learning objective for each lesson. These questions are based on topics or skills relevant
to the objective that they learned last lesson, last week, last term and last year, and the link to that day’s lesson.
 

Online formative assessment

Ysgol Y Creuddyn | Estyn (gov.wales)

In Ysgol y Creuddyn, the mathematics department have been experimenting with approaches to online formative assessment. During live teaching sessions, they have been using various pieces of software such as Google forms and virtual mini whiteboards to test pupils’ understanding of concepts and inform the next steps in teaching. They have also been using multiple choice diagnostic questioning to gauge pupils’ understanding and identify pupils’ misconceptions early on in teaching so that the misconceptions do not become embedded. 
 

Including pupils in curriculum development

Stanwell School | Estyn (gov.wales)

As part of their professional learning programme to support the development of Curriculum for Wales, school leaders plan weekly professional learning sessions and have built in collaborative planning days for leaders. These involve pupils as ‘curriculum consultants’ to support staff to develop a curriculum that is underpinned by their pupils’ interests and needs.
 

Supporting staff wellbeing

Risca Community Comprehensive School | Estyn (gov.wales)

In order to support staff wellbeing, the headteacher at Risca Community Comprehensive School held training for middle leaders on communication during the crisis. The training focused on how to use email and communicate messages carefully, how to phrase things, how to focus on solutions and how to explain the rationale behind decisions. For example, one activity involved considering a poorly worded email and creating an alternative email that conveyed the same message in a gentler way.
 

Support pupils with language acquisition

Ysgol Gyfun Gwent Is Coed | Estyn (gov.wales)

Ysgol Gwent Is Coed, a Welsh-medium secondary school, has appointed a full time language support teacher to work with pupils that have joined the school through a language immersion programme. The intention is that this teacher will also support pupils who are struggling with language acquisition across the
curriculum following the lockdown period.