Effective Practice Archives - Estyn

Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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Attendees seated at a table, smiling and engaged in a presentation. They are in a modern setting with a bright, airy atmosphere.

Information about the school/provider 

Associated Community Training (ACT )are an independent training provider, delivering apprenticeships, employability programmes, and skills development training across a wide range of sectors in Wales.  

ACT works closely with 12 partner providers through the ACT Network to support learners in achieving qualifications and progressing in their careers. 

Context and background to the effective or innovative practice

The provider recognised that effective questioning is fundamental in ensuring high-quality teaching, learning, and assessment. An analysis of sector group discussions, quality assurance findings, and feedback from learners highlighted the need for: 

  • more consistent use of questioning techniques to develop learners’ critical thinking and problem-solving skills 
  • a structured approach to using questioning in assessments to support deeper learning and accurate evaluation of competency 
  • enhanced professional learning for staff and partner providers to refine their questioning methods in classroom-based, online, and workplace settings 

Description of nature of strategy or activity 

  • Sector Groups: The provider facilitated a series of regular meetings focussed on sharing best practices in questioning techniques, including the use of open-ended questions, socratic questioning, and competency-based questioning to assess industry skills. 
  • Quality Assurance Processes: The processes for undertaking session observations and mechanisms for offering feedback have been refined to more effectively evaluate how practitioners use questioning to engage learners, check understanding, and promote deeper learning. 
  • Partner arrangements: The provider facilitates effective collaboration between it’s network of partner providers – and ensures that effective partner quality assurance supports the standardisation of effective questioning techniques in teaching, assessments, and professional discussions. 
  • Targeted Training and CPD: The provider has ensured that practitioners across the ACT network receive specialist training on questioning strategies, ensuring they can: 
  1. Adapt questioning to suit different learner needs and levels. 
  2. Use higher-order questions to encourage analysis and evaluation. 
  3. Implement reflective questioning to develop learners’ metacognition and self-assessment skills. 

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

The have a clear focus on improving questioning techniques has led to measurable improvements in both learner outcomes, learner satisfaction and the quality of provision across the ACT network. 

Learners are reporting higher levels of engagement and challenge, with most feeling they are making good progress, and stating their programme met or exceeded expectations. Most feel they are being stretched and challenged, contributed to by use of structured, higher-order questioning strategies that promote critical thinking. 

Practitioners are now more confidently using differentiated questioning to meet individual learner needs, resulting in more inclusive and responsive delivery. This tailored approach ensures that learners across the network are appropriately supported and extended, contributing to greater learner confidence, independence, and depth of understanding. 

Assessment practices have become more robust, with a noticeable shift away from surface-level knowledge recall towards learners demonstrating application, reasoning, and deeper conceptual understanding. This has enhanced the accuracy of assessments and ensures that learner progress is more meaningfully captured. 

The initiative has fostered a stronger culture of professional collaboration, with tutors, assessors, and sector groups working more closely to share and embed effective practice. This collective focus on high-quality questioning is contributing to a shared language of teaching and learning across the network. 

How have you shared your good practice? 

  • Embedding questioning techniques into professional learning workshops and coaching sessions for ACT and partner staff 
  • Developing resource toolkits with effective questioning frameworks, examples, and case studies 
  • Using peer observation and feedback loops to refine questioning strategies 
  • Disseminating best practices via sector groups and training sessions 

Improvement Resource Type: Effective Practice

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A group of adult students with notebooks sitting in a classroom, attentively listening to a speaker who is off camera.

About the partnership

The Conwy and Denbighshire adult learning in the community partnership is chaired by Grŵp Llandrillo Menai and consists of: 

  • Grŵp Llandrillo Menai  
  • Cyngor Bwrdeistref Sirol / Conwy County Borough Council 
  • Cyngor Sir Ddinbych / Denbighshire County Council 
  • Addysg Oedolion Cymru / Adult Learning Wales 

During the 2023-2024 academic year, the partnership had 474 learners who engaged in classes funded using the Community Learning Grant issued to Conwy and Denbighshire local authorities by the Welsh Government. Many of these classes were delivered by Grŵp Llandrillo Menai, and the remaining by Adult Learning Wales. A further 1,100 adult learners engaged in classes funded using Grŵp Llandrillo Menai’s part-time further education (FE) funding received directly from the Welsh Government. An additional 878 learners across the two counties engaged in classes with Adult Learning Wales using the funding it received directly from the Welsh Government 

Partnership website: https://communitycourses.wales  

Context and background to the effective or innovative practice 

On the whole, adult learning in the community providers across Wales find it challenging to follow learners’ long-term patterns of enrolments, their movements between providers in a partnership or to track the destinations of learners once they complete their courses. As a result, they are not getting a full picture of the impact of their provision or the long-term outcomes for learners.  

The Conwy and Denbighshire partnership has recently begun to analyse enrolment and destination information to provide valuable insight. The partnership’s records show that around one-third of the partnership’s learners in 2022-2023 had undertaken adult learning in the community courses in the past. Around 40% of the year’s learners went on to enrol onto other courses within the partnership or to full-time or part-time further education courses. 

Description of the activity 

The partnership gathers enrolment and destination data using the Welsh Government’s Learning and Skills Wales Records (LLWR) system, which provides detailed learner-level information. This includes prior enrolments, course completions, and progressions within and beyond the partnership. By cross-referencing LLWR data, the partnership is able to track individual learners over time, creating a clearer picture of learning pathways. 

Interesting patterns and trends 

  • A significant proportion of learners (40%) re-enrol within the partnership or transition to higher levels of study, indicating a culture of sustained engagement with education. 
  • Learners often undertake ‘stepping-stone’ courses, such as basic skills or introductory vocational subjects, before progressing to more advanced study or employment-related qualifications. 
  • There is a notable pattern of ‘recycled learners’ where individuals return to education multiple times to build skills, confidence, or qualifications, often leading to long-term personal and professional growth. 

Impact on provision and learners’ standards 

  • This data-driven approach has enabled the partnership to tailor its curriculum to better meet learner needs, such as by offering progression pathways in high-demand areas like health and social care or digital skills. 
  • Improved understanding of learner movements has led to enhanced learner retention and progression, contributing to higher overall success rates. 
  • Insights from the data have supported the development of targeted outreach and support services, ensuring learners at risk of dropping out receive timely intervention. 

Incorporation into curriculum planning 

Data analysis now plays a pivotal role in curriculum planning, enabling the partnership to: 

  • Identify and respond to emerging learner needs and regional skill shortages. 
  • Plan seamless progression routes for learners, ensuring no gaps in their learning journey. 
  • Optimise course scheduling and delivery to accommodate learners’ preferences and commitments. 

Sharing good practice 

The partnership has shared its findings and methodology with other providers through regular network meetings and best-practice forums, such as the North Wales Adult Learning Partnership group. Practical sessions have been conducted to demonstrate the use of LLWR data for tracking and curriculum planning. 

Replicating the approach in other partnerships 

Other partnerships can adopt this approach by: 

  • Utilising LLWR data for tracking learner engagement and destinations. 
  • Establishing regular processes for data analysis and curriculum review. 
  • Sharing findings across local authorities and providers to foster collaboration and consistency. 

By embedding these practices, partnerships across Wales can gain a clearer picture of learner journeys, enabling them to enhance provision, improve outcomes, and contribute to the long-term success of adult learners. 

Improvement Resource Type: Effective Practice

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About the partnership

The Conwy and Denbighshire adult learning in the community partnership is chaired by Grŵp Llandrillo Menai and consists of: 

  • Grŵp Llandrillo Menai  
  • Cyngor Bwrdeistref Sirol / Conwy County Borough Council 
  • Cyngor Sir Ddinbych / Denbighshire County Council 
  • Addysg Oedolion Cymru / Adult Learning Wales 

During the 2023-2024 academic year, the partnership had 474 learners who engaged in classes funded using the Community Learning Grant issued to Conwy and Denbighshire local authorities by the Welsh Government. Many of these classes were delivered by Grŵp Llandrillo Menai, and the remaining by Adult Learning Wales. A further 1,100 adult learners engaged in classes funded using Grŵp Llandrillo Menai’s part-time further education (FE) funding received directly from the Welsh Government. An additional 878 learners across the two counties engaged in classes with Adult Learning Wales using the funding it received directly from the Welsh Government 

Partnership website: https://communitycourses.wales  

About the activity

The partnership has used funding provided by the Welsh Government in the aftermath of COVID-19 to modernise digital technology across many community venues. Collaborating closely with local authority leads and library services, Grŵp Llandrillo Menai procured a wide range of equipment on behalf of the local authorities. This has been installed in numerous venues across Conwy and Denbighshire, enhancing learning activities and ensuring learners could benefit from the latest digital tools. 

Teaching spaces within the partnership, including those in community venues, are now well-resourced. Tutors integrate digital technology into their lessons, significantly enhancing learner engagement and participation. 

Both providers support their tutors with extensive training during the pandemic to ensure the continuity of teaching through online delivery. This training equipped tutors with a strong understanding of the benefits and applications of digital technology in enhancing the learning experience. Building on this since the pandemic, tutors are now skilled in using interactive whiteboards, visualizer cameras, and mobile devices during sessions, enriching the learning experience while maintaining lesson momentum. 

Tutors have developed the ability to adapt their teaching to hybrid delivery. For instance, when learners cannot attend in person, they can join sessions remotely via platforms like Google Meet, enabling tutors to simultaneously deliver lessons to in-person and online participants. 

Examples of effective integration  

Introduction to Teaching Assistants – One learner enrolled in the Introduction to Teaching Assistants course had pre-booked a holiday but was eager not to miss any sessions. The tutor facilitated remote participation by allowing the learner to join the class via Google Meet while on holiday. The learner could also access course materials through Google Classroom, ensuring continuity in their learning experience. 

Art Classes – In art classes, tutors use visualizers and large interactive screens to demonstrate techniques step-by-step. This approach allows learners to observe the progression of techniques and understand their application. Previously, learners had to crowd around the tutor’s canvas, often struggling with obstructed views. The integration of technology has received positive feedback, as it provides learners with a clearer and more comprehensive understanding of the methods being demonstrated in real time, rather than just viewing the finished product. 

Impact on learners and tutors 

The strategic investment in digital technology and upskilling of tutors have significantly enhanced the educational experience for both learners and tutors: 

For Learners 

  • Enhanced accessibility. Learners can now participate in sessions remotely when circumstances prevent in-person attendance, reducing barriers to learning. 
  • Improved engagement. The use of interactive and visual tools, such as whiteboards and visualizers, makes learning more dynamic and engaging, fostering greater interest and understanding. 
  • Personalised support: Learners benefit from flexible delivery methods, enabling them to learn at their own pace and access resources like recorded lessons and online materials. 
  • Better outcomes: The clarity and effectiveness of demonstrations using digital tools contribute to deeper comprehension and skill acquisition and improving overall success rates. 

For Tutors 

  • Increased confidence and competence. Training in digital technology has enhanced tutors’ ability to design and deliver innovative, engaging lessons. 
  • Improved efficiency. Digital tools streamline lesson preparation and delivery, enabling tutors to focus more on teaching and supporting learners. 
  • Flexible delivery. Tutors can now deliver hybrid sessions seamlessly, adapting to diverse learner needs without compromising the quality of teaching. 
  • Professional growth. Exposure to new technologies and teaching methodologies has enriched tutors’ professional development, preparing them for future challenges in education. 

Improvement Resource Type: Effective Practice

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Three childcare workers wearing blue shirts are interacting with young children in a colorful classroom decorated with children's artwork.

Information about the setting  

Cylch Meithrin Llanrhaeadr-ym-Mochnant is a Welsh medium setting providing early years education and childcare hours for 3 and 4yr olds. It is situated in the small village of Llanrhaeadr ym Mochnant at Ysgol Llanrhaeadr-ym-Mochnant School. The setting is a registered charity and is managed by a voluntary management committee and has two practitioners. The setting welcomes children from all backgrounds with the majority of children coming from English speaking homes, so promoting the Welsh language is very important to the setting. 

Context and Background to the Effective or Innovative Practice 

The setting’s vision is: “A safe, happy Cylch where children can develop their independence, confidence & relationships through fun, positive experiences”. 

The setting understands the importance of having a strong Leadership and Management team, that work closely with Mudiad Meithrin, Powys Early Years team, the local school and community. 

The current committee have been in their roles for 2 years, they all work together and share a clear vision with the staff for maintaining a high-quality provision for the children. All members clearly understand their role within the committee and all have a specific area of responsibilities.  

Description of the Strategy or Activity 

The management committee and staff hold regular meetings, these include a set agenda which always include a leader’s report, treasurers report and any Child Protection matters/ Incidents and Accidents, minutes of the meeting are recorded and actions are agreed and shared with all Committee members and Staff. 

Staff appraisals are completed annually, and supervisions termly to ensure the staff are well supported in their role and feel valued. Any training and personal developments are discussed and decided on based on how they will benefit the wellbeing and learning of the staff as well as the children in their care. Achievable targets are then set within a scheduled timeline and progress is monitored regularly.  

The setting understands the importance of annual self-evaluations and development plans, taking into account parents’ views, children’s views and staff views – focusing on what the setting does well, before identifying areas to develop, ensuring it is a current reflection of the setting.  The development plan is continual and all targets are monitored by the management committee and discussed regularly in meetings. 

Members of the management committee also take turns to visit the setting to check in with the staff, take a look around and discuss which areas need improving, and celebrate which areas work well. e.g. The Chairperson and staff had identified that the setting’s outdoor area needed improvements, the Chairperson feedbacks information where all committee members discuss ideas, budget and timeframe to create a welcoming environment offering positive experiences and improved outcomes for all the children. As a result, the management committee are involved and fully informed about the progress towards improving the outdoor environment. 

The staff communicate regularly with the school to ensure measures are in place for a seamless transition for all children. For example, regular meetings with school staff, school staff visit the setting often, and children take part in activities alongside the school. As a result, children enter into the school happily, and are familiar with the school setting and staff. 

The management committee and practitioners are passionate about their roles and the children’s well-being is important to them. Being a part of the local community is central to the setting and the staff ensure that the children have a strong sense of belonging to their local Welsh community. For example, the setting and management committee hosted a ‘Rhywbeth Neis Neis i de’ event selling cakes, tea and coffee, inviting all members of the community to join in. As well as regular visits to the local shops, café and church. 

What Impact Has This Work Had on Provision and Children’s Standards? 

As a result, the setting provides a high-quality provision for all children from all backgrounds, providing a service where children feel welcomed into the setting and are valued and happy and develop their skills successfully. 

Staff feel well supported and work effectively well as a team alongside the management committee. 

All children transition well into the school. 

The children have a strong sense of belonging and their awareness of the local community is very good. 

How have you shared your good practice? 

Good Practice has been shared in Mudiad Meithrin county meetings. 

The Local Authority often share the settings good practice on their social media page, as well as sharing effective use of the Early Years Development Grant on their guidance information packs. 

Good Practice is shared with Parents via social media, newsletters and open mornings. 

Good practice is shared with members of the community via social media and open mornings. 

Improvement Resource Type: Effective Practice

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Information about the school 

Fitzalan High School is a large English-medium secondary school serving pupils aged 11-18 in south Cardiff. The school serves a diverse community with a significant number of pupils from Black, Asian and Minority Ethnic backgrounds and over 70 different languages spoken. Around 37% of all pupils are eligible for free school meals. In September 2023, the school moved to a new state of the art building. 

Context and background to the effective or innovative practice 

Middle leadership teams are essential in schools, driving improvement, guiding staff, and securing the best outcomes for pupils. They shape curriculum delivery, drive progress, and cultivate a positive school culture. Their ability to mentor colleagues, implement change, and address challenges ensures high standards and continuous development. 

In 2017, Estyn recognised that Fitzalan’s middle leadership team had well-defined roles and a strong understanding of their areas’ strengths and development needs. However, they sometimes overestimated the quality of teaching, and while improvement planning was generally effective, some success criteria lacked precision and a clear focus on pupil outcomes.  

To strengthen middle leadership and ensure it continued to drive whole-school progress, Fitzalan focused on: 

  1. Professional learning for middle leaders to develop the necessary leadership skills and knowledge for leading improvement. 
  1. Fitzalan-specific initiatives aimed at: 

a. Enhancing middle leaders’ ability to evaluate teaching quality and pupil progress with accuracy and rigour. 

b. Strengthening their capacity to assess the impact of provision in their areas of responsibility. 

c. Maintaining strong accountability while fostering a culture where collaborative problem-solving is encouraged. 

At Fitzalan, performance review plays a crucial role in shaping professional learning for middle leaders. The school uses a structured appraisal system that not only evaluates leadership effectiveness but also identifies areas for targeted development. Through regular performance reviews, middle leaders receive feedback on their ability to lead teams, evaluate teaching quality, and drive improvements in pupil outcomes. 

Findings from performance management discussions directly inform professional learning priorities. For instance, if middle leaders require further support in using data to assess teaching impact, targeted training sessions are introduced. Similarly, if appraisal outcomes highlight the need for improved coaching skills among middle leaders, mentoring and coaching workshops are embedded into professional learning programmes. This approach ensures that leadership development is closely aligned with individual and whole-school improvement needs. 

Description of the nature of the strategy or activity 

1) Middle Leadership Professional Learning 

Alongside whole-school professional learning, middle leaders (and aspiring middle leaders) participate in targeted training to enhance their leadership skills. This training is delivered by both internal and external experts. For example, an external facilitator ran a series of workshops on managing teams, covering topics such as leadership self-awareness, coaching and mentoring, and conflict resolution. Other sessions included effective budget management and strategic planning. 

Fitzalan also developed a bespoke pathway for professional learning, which includes: 

  • The Moving to Excellence programme, designed to strengthen classroom practice. 
  • The ARWAIN programme, which explores the role of a middle leader and provides a foundation for leadership progression. 
  • The INSIGHT programme, aimed at developing coaching and mentoring skills for current middle leaders preparing for more senior roles. 

This structured approach ensures that all aspiring and current middle leaders have a clear understanding of expectations and the necessary support to develop their leadership skills. 

2) Fitzalan-specific changes 

a. Enhancing middle leaders’ ability to evaluate teaching and pupil progress  

To ensure that middle leaders produce rigorous, accurate evaluations, Fitzalan developed a shared understanding of excellence and a common language for describing teaching quality. This involved breaking down key areas into specific components and demonstrating how these develop along a continuum. For example, the Teaching and Learning Focus Group created the Fitzalan Fundamentals of Great Teaching, a research-based framework outlining the essential elements of excellent practice. This framework became the foundation for discussions about teaching quality. Another initiative focused on mapping out skill progression, providing greater clarity on how pupils develop key competencies over time. 

To support this, middle leaders received training on: 

  • Selecting robust samples of evidence. 
  • Using triangulation to ensure balanced evaluations. 
  • Writing evaluative statements that focus on impact rather than actions. 

Middle leaders were also provided with models of best practice to guide them in conducting high-quality evaluations within their areas of responsibility. 

b. Strengthening middle leaders’ ability to assess the impact of provision  

A key shift in Fitzalan’s approach was moving from evaluating provision based on actions taken to assessing its actual impact on pupil learning. Instead of focusing on what teachers were doing, discussions centred on what pupils knew, understood, and could do as a result of the provision. 

For example, rather than stating, “We provide multiple opportunities for pupils to practise literacy,” a more meaningful, impact-driven statement would be: “Nearly all pupils can spell key words and subject-specific terms accurately. However, a minority struggle with Tier 2 vocabulary, affecting their ability to apply more sophisticated language in extended writing. Targeted interventions are needed to address this gap.” 

To embed this approach, middle leaders receive training on: 

  • Analysing assessment data. 
  • Scrutinising pupil work effectively. 
  • Using qualitative and quantitative evidence to draw accurate conclusions about teaching and learning. 
  • Writing clear, evidence-driven evaluations that identify strengths, areas for improvement, and next steps. 

c. Maintaining strong accountability while fostering a collaborative culture  

Middle leaders participate in bi-weekly small-group meetings with structured agendas set at the start of the academic year. These meetings focus on key areas such as: 

  • Reviewing pupil progress after assessment points. 
  • Evaluating the effectiveness of interventions. 
  • Addressing emerging priorities (e.g. assessing the impact of a new behaviour system). 

The small-group format allows for meaningful discussions, best practice sharing, and collaborative problem-solving. These meetings also help identify middle leaders who may need further support, allowing for timely intervention and tailored development plans. Senior leaders ensure that these meetings remain constructive and developmental rather than solely focused on accountability. There are systems and processes to monitor and evaluate the impact of support, to ensure that high standards are maintained.  

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

This work has had a significant impact on both provision and pupil outcomes. By shifting discussions from what teachers are doing to what pupils are learning, middle leaders have gained a sharper understanding of the impact of their work. This has led to more precise and effective improvement strategies that directly address areas of need. 

The focus on evidence-based evaluation has resulted in a more rigorous and analytical approach to assessing teaching and learning. Middle leaders are now better equipped to identify strengths, diagnose weaknesses, and implement targeted interventions that drive improvement. The impact of this approach has been seen in: 

  • More accurate and reliable evaluations of teaching quality. 
  • Greater consistency in standards across departments. 
  • Continued collaboration and openness to professional learning. 

The culture of accountability remains strong, and is balanced with support and an ethos of shared responsibility. Staff feel empowered to take ownership of their development, leading to higher levels of engagement in professional learning and ultimately, better outcomes for pupils. By embedding professional learning within the school’s improvement cycle, Fitzalan ensures that leadership at all levels remains a driving force in securing excellence. 

Improvement Resource Type: Effective Practice

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Five students in school uniforms laughing and collaborating on a project in a classroom filled with educational materials.

Information about the school 

Fitzalan High School is a large English-medium secondary school serving pupils aged 11-18 in south Cardiff. The school serves a highly diverse community with a significant number of pupils from Black, Asian and Minority Ethnic backgrounds and over 70 different languages spoken. Around 37% of all pupils are eligible for free school meals. In September 2023, the school moved to a new state of the art building. 

Context and background to the effective or innovative practice 

In 2021, the Welsh Government made the study of Black, Asian, and Minority Ethnic histories and experiences a mandatory part of the Curriculum for Wales. This commitment to a more representative curriculum aims to ensure that all pupils see themselves and their experiences reflected in what they are taught. Equally, the curriculum must help pupils understand their place within modern Wales, fostering a sense of identity and belonging in a diverse and evolving society. 

Against this backdrop, Fitzalan reviewed its curriculum to ensure that it is both representative of its pupils and meaningfully integrated into global history. The school aimed to embed Black, Asian, and Minority Ethnic history within the curriculum as an essential and interconnected component, rather than as an isolated topic or supplementary theme. 

Description of the nature of the strategy or activity 

It was a priority for leaders and teachers to engage with pupils and the wider community, listening to their perspectives while drawing on the expertise of the school’s own staff.  Each department has undertaken a thorough review of its curriculum, identifying meaningful opportunities to integrate the histories and experiences of Black, Asian, and Minority Ethnic communities. For example, in history, learners explore the Silk Road and the Ottoman Empire, alongside units in other areas of the curriculum on Islamophobia, Black Lives Matter, multi-faith Britain, and the experiences of refugees. The curriculum plays a vital role in shaping pupils’ understanding of what is valued in society. Given the school’s diverse community, it is essential that the curriculum reflects both Welsh heritage and broader global narratives, ensuring that all pupils see themselves represented in what they study. 

The school also reviewed its library to assess the range of books available to pupils. This led to significant investment in new titles that better reflect the backgrounds and experiences of Fitzalan’s pupils. The community was actively involved in this process, with members invited to select and donate books. During form time, tutors read a class reader with their learners, selecting books that reflect a broad range of voices and perspectives. Additionally, the English department, with support from external experts, has reviewed and updated its curriculum to enhance inclusivity. For example, it has introduced Winsome Pinnock’s play Leave Taking as part of the new GCSE syllabus. This powerful work explores the experiences of the Windrush generation and the challenges of identity, migration, and belonging. 

The school’s Project curriculum—an interdisciplinary subject designed to develop critical thinking, key skills and powerful knowledge—has been designed with a global outlook. Topics such as democracy and ancient civilizations, including the Fertile Crescent, are explored in ways that connect meaningfully to pupils’ experiences and backgrounds. 

In modern languages, efforts have been made to ensure that reading, writing, and listening materials represent the full breadth of the French and Spanish-speaking world, further reinforcing the school’s commitment to a curriculum that is both inclusive and globally relevant. The Welsh curriculum includes a local study of Cardiff and considers the richness of modern Welsh identity.   

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

The curriculum changes at Fitzalan have begun to foster a more inclusive and globally reflective learning environment. By embedding the histories and experiences of Black, Asian, and Minority Ethnic communities throughout the curriculum, rather than treating them as separate or supplementary topics, the school has taken meaningful steps toward greater representation. 

Early indications suggest that these efforts are having a positive impact. Many pupils have expressed appreciation for seeing their own histories and cultures reflected in the curriculum, with some describing a deeper sense of connection to their learning. Others have noted that the inclusion of diverse narratives has made their studies more engaging and relevant to the world they see around them. 

This is an ongoing process. True inclusivity requires continuous reflection, refinement, and responsiveness to the needs and experiences of all pupils. While the initial feedback has been encouraging, the school remains committed to further developing and deepening this work, ensuring that representation is meaningful, embedded, and reflective of the diverse perspectives that shape both Wales and the wider world. 

Improvement Resource Type: Effective Practice

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Four students are collaboratively working around a round table with laptops, notebooks, and beverages, viewed from above.

Information about the school/provider 

The Swansea University Schools’ Partnership comprises the University of Swansea, fourteen lead schools and fifty network schools situated in south and west Wales. In the university, the partnership is based in the Department of Education and Childhood Studies which sits within the School of Social Sciences and the Faculty of Humanities and Social Sciences.   

The partnership provides two programmes. The PGCE Secondary programme was accredited by the Education Workforce Council (EWC) in 2020 to offer nine subjects: biology, chemistry, physics, computer science, design and technology, English, mathematics, Modern Foreign Languages, and Welsh. Following accreditation, the PGCE Primary programme began in 2022.   

Both PGCE programmes are full-time, one-year courses. The primary programme and all subject routes on the secondary programme are offered with options to study through the medium of Welsh.   

Context and background to the effective or innovative practice 

The Swansea University Schools’ Partnership’s (SUSP) vision is to develop research-informed, reflective practitioners through its PGCE secondary and primary programmes, introduced in 2020 and 2022 respectively. The vision was conceived in the context of the Welsh Government’s increasing support for educational research and professional enquiry (Welsh Government, 2021).  

To ensure that the partnership had the capacity to deliver its vision, the programmes were designed to make the most of the wider university research expertise. A departmental Centre for Research into Practice (CRIP) was established as the main channel to support educational research. CRIP places a strong emphasis on making findings accessible to end-users and developing collaborative research with schools and other partners. 

 Dedicated materials were developed to introduce students systematically to the nature, scope, ethics, and methods of educational research. Drawing on a clinical practice approach, assignment briefs were created so that students could pursue their close-to-practice enquiries in school contexts supported by mentors (Harris et al., 2020). A PGCE ‘House Style’ was created, following input from the Swansea Academy for Learning and Teaching on learning design theory (Laurillard, 2012). This has helped to promote consistent opportunities for students to undertake a range of learning approaches, including investigations, within their taught sessions. 

University leaders invested significantly in the staffing and infrastructure to support educational research. This included the appointment of a dedicated Research Officer and the building of two observation classrooms to facilitate small-scale research. Further support has been provided through generous professional development allowances, the funding of staff doctoral research, and a programme of regular research seminars. 

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

Feedback from school partners and other sources suggests that research and professional enquiry are seen as central to the life of the partnership. Programme teams make close links between theory, research and reflective practice in university, school and other educational settings such as museums, parks and galleries. As a result, student teachers develop their research and critical reflection in a variety of contexts and by using different methods. Examples include research speed dating, involving academics from the wider Faculty, and network discussions of school-based research. Teacher educators, in both university and partner schools, model and promote the value of research and enquiry. Where appropriate, this includes reflecting on the benefits and challenges of doing their own research. All members of the ITE department undertake original research in areas such as digital technology, assessment and feedback. University leaders ensure that the environment facilitates and celebrates research. They keep staff informed about research news and opportunities through regular Faculty bulletins, presentations, online material, workshops and funding opportunities. They also monitor research impact in different ways; for example, senior ITE leaders observe tutors’ research use in taught sessions and discuss professional development opportunities arising from this to inform research strategy.  

At a programme design level, teacher educators, school partners and leaders collaborate to support students develop research skills and positive dispositions. Students are also motivated by the choice to pursue their own enquiry-based assignments. The research culture extends across and beyond the partnership. Many members of the department engage effectively in pan-Wales research collaborations to meet national priorities (see CRIP website). Impactful innovations across the partnership include the Young Educational Researchers Network (YERN), where school research leads work with the university to develop children’s research skills. Independent reports by Estyn (2024) and the Welsh Heritage Schools Initiative (2024) highlight the learning gains for participating schools and the wider community. Former students also contribute to the partnership’s research projects. For example, PGCE secondary alumni participate in a long-term study of how the programme has equipped them for the early years of their teaching career. Their feedback to date suggests that they have benefited considerably from the research skills and dispositions to support their classroom practice. 

How have you shared your good practice? 

The CRIP website publicises the department’s research across a range of themes, such as early years, leadership, parents’ engagement and well-being. Termly seminars are held related to these themes to which all stakeholders are invited. Blogs, videos, infographics, animations and visual summaries have been shared across and beyond SUSP to make accessible the findings from various research projects. The annual CRIP conference is the highlight of the research calendar when researchers at all levels come together to share their findings. This includes all the student teachers and their programme teams. They are joined by staff from across the university, school research leads, representatives from local consortia and the Welsh Government, and teacher educators from other universities. Children and young people from primary and secondary schools also share their research alongside education professors. 

Weekly bulletins are sent to all partner schools, and these often feature research events and calls for expressions of interest to participate in collaborative research projects. PGCE primary student teachers take the lead in writing and editing an annual bilingual newsletter, Ymlaen, that features research news. 

Events such as the departmental writing retreat supports teacher educators at different stages of research; for example, early career researchers have published blogs and professional articles on topics such as why applicants to the PGCE Secondary programme choose a Welsh pathway, while more experienced researchers have time to plan for peer-reviewed publications. The department’s wide-ranging research expertise means that there are also regular opportunities to learn from staff who act in specialist positions such as journal editors. 

Members of the primary and secondary teams have presented at various internal and external conferences. The latter includes those hosted by the Education Workforce Council, Universities’ Council for the Education of Teachers and the British Educational Research Association (BERA). For instance, university and school partners have co-presented at BERA (2024) on how the PGCE primary programme values and develops pupil voice through their participation in interviewing PGCE applicants, contribution to university sessions, and taking the lead for parts of the Practice and Theory days. Several ITE staff have presented at international conferences, while others work closely with colleagues from other ITE providers on Wales-facing national research projects.  

The open access publication What We Do: Research and Professional Enquiry, hosted on the CRIP website, provides further information, including case studies featuring ITE team members working with partner schools and the wider department. 

References 

Estyn Report (2024) Brackla Primary school. Cardiff: Estyn

Harris, A., Jones, M., Lewis, H., Lucas, N. & Thomas, J., (2020) “Designing an Integrated Programme of Initial Teacher Education: Progress, Considerations and Reflections”, Wales Journal of Education. 22(1), 142-163.

Laurillard, D. (2012) Teaching as a Design Science. London: Routledge. 

Welsh Government’s (2021) National Strategy for Educational Research and Enquiry, Cardiff: Welsh Government. 

Improvement Resource Type: Effective Practice

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Student participating in a virtual meeting, using headphones and working on a laptop in a home setting.

Information about the school/provider 

The Swansea University Schools’ Partnership comprises the University of Swansea, fourteen lead schools and fifty network schools situated in south and west Wales. In the university, the partnership is based in the Department of Education and Childhood Studies which sits within the School of Social Sciences and the Faculty of Humanities and Social Sciences.   

The partnership provides two programmes. The PGCE Secondary programme was accredited by the Education Workforce Council (EWC) in 2020 to offer nine subjects: biology, chemistry, physics, computer science, design and technology, English, mathematics, Modern Foreign Languages, and Welsh. Following accreditation, the PGCE Primary programme began in 2022.   

 Both PGCE programmes are full-time, one-year courses. The primary programme and all subject routes on the secondary programme are offered with options to study through the medium of Welsh.  

Context and background to the effective or innovative practice 

The Swansea University Schools’ Partnership (SUSP) prioritised student and staff well-being when the secondary and primary PGCE programmes were introduced in 2020 and 2022 respectively. The SUSP’s moral purpose was to create a safe, inclusive, and supportive community as the partnership adjusted to a ‘new normal’ following the COVID-19 pandemic. This meant considering and embedding well-being into all aspects of programme design. For example, leaders built on the benefits of distance learning by planning online sessions during ‘Well-being Wednesdays’. This helped students to manage their study/homelife balance and eased their travel expenses.  

Programme teams considered the practical implications of each programme component. A calendar of pre-programme, induction, in-course, and alumni events to support students’ well-being was co-constructed with school partners and other stakeholders. To ensure the well-being and community were prioritised, the start dates were set three weeks before the undergraduate programmes. This enabled PGCE students to settle into a quieter environment on campus, access parking more easily, benefit from specialist teaching spaces such as science laboratories, and familiarise themselves with the campus layout. Efforts were made to mitigate potential stress points, for example over the nature, timing, and number of assignments necessary to support a healthy work-life balance. Useful infographics were developed to summarise and share across the partnership key messages around maintaining personal well-being.  Above all, a strong emphasis was placed on building positive relationships, knowing their importance in successful ITE programmes (Tabberer, 2013).  

During school placements, partnership leaders sought to enhance these relationships through dialogue between student teachers and staff, reducing feelings of student isolation and maintaining a sense of community. Hence, a programme of ten Practice and Theory days was co-designed to ensure that peers, tutors, and school partners could come together in various educational settings to discuss specific themes, such as addressing inequalities and their impact on children’s well-being.  

University leaders invested strategically in resources to support student teachers’ well-being. Two innovative observation classrooms were built, which have enabled primary students to observe experienced teachers and practise their own teaching in a safe and non-judgmental environment. As a result, students report increased self-confidence. Laboratories were also equipped for PGCE Secondary science specialists, a unique resource in Wales.  

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

The partnership’s holistic approach to well-being (Figure 1) has had a positive impact, evident in students’ progress and outcomes. Since the start of the programmes, students have consistently rated university and school-based support for their well-being as strong. 

Figure 1

Students’ social and emotional well-being has benefited from several innovations, in addition to conventional university-wide arrangements such as personal tutorials and access to specialist support services. Subject and phase specialists and a Welsh-medium Provision Coordinator were appointed to ensure that students’ academic well-being was fully supported. For example, the Welsh-medium Provision Coordinator leads Clwb Cymraeg sessions in which primary students socialise informally by making pancakes or playing cards over lunch. Students’ mental health is supported through a range of practices, including mindfulness and open conversations around managing workload through the judicious use of artificial intelligence to aid lesson planning. Students also report reduced stress levels from engaging in sessions featuring well-being dogs, a national innovation in the sector.  

Among the effective practices to support students’ academic well-being is the provision of formative feedback on their research projects. Secondary students receive constructive comments from tutors, peers, and school partners during network school presentations. Children and teachers are among those who offer feedback to help primary students improve their research posters. A sector-wide innovation is the opportunity for primary students to revise their final portfolio assignment, based on indicative grades, before final submission. This has significantly increased their engagement with feedback and resulted in a high proportion of merit and distinction awards in the final assignment marks. Students’ own research interests in well-being have had a positive impact in school, for example by informing health and fitness policies and evaluating specific programmes. 

Students value the placement arrangements that consider their needs and reduce natural anxiety, such as introductory meetings with mentors ahead of school visits. During placements, various measures are used to monitor students’ well-being through regular communication, including weekly online drop-in sessions, mentor meetings and bulletins that ensure core messages are shared with all. When needed, intervention plans provide personalised support.  

The overall impact of the partnership’s support for well-being is reflected in student and mentor feedback, and the university-wide teaching awards for the primary team in 2023 and the secondary team in 2024. 

How have you shared your good practice? 

The effective practices in supporting student teachers’ well-being are shared across and beyond the university on a regular basis. Monthly meetings are held in which primary and secondary teams exchange ideas in areas such as the design of well-being surveys. Where appropriate, practices are also shared in departmental, faculty and university-wide meetings. For example, primary and secondary colleagues have presented at the annual Swansea Academy for Learning and Teaching conference on various approaches to support students’ well-being.  

The department’s annual Centre for Research into Practice conference enables school partners, local consortia, the Welsh Government, Estyn, and others to learn about relevant research in well-being, one of the Centre’s core themes. Practice and Theory days provide opportunities for university and school partners to work alongside external experts to share their insights into aspects of well-being, such as promoting anti-racist actions to build stronger communities.  

References 

Tabberer, R. (2013). A Review of Initial Teacher Training in Wales

Improvement Resource Type: Effective Practice

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A person holding a pen and a notebook labeled "Learning Welsh" in Welsh.

Information about the school/provider

Learn Welsh Glamorgan (LWG) is one of 10 providers of the National Centre for Learning Welsh and is responsible for providing Welsh for adults courses in the Bridgend, Rhondda Cynon Taf and Merthyr areas and online. LWG is part of the Faculty of Life Sciences and Education (FLSE) at the University of South Wales. 

Context and background to the effective or innovative practice

Following enquiries from learners who wanted to expand their understanding and knowledge of the Welsh language, LWG began to establish courses that focus on literature, particularly short courses and later, a poetry course. The 10-week poetry course, ‘O’r gair i’r gerdd’, now provides opportunities for learners to practise and develop their poetry skills, as they discuss Welsh poetry through the medium of Welsh. This course helps learners to improve their skills by using the language creatively and socially, combining language learning with reflecting on the culture and history of the Welsh language. This approach provides a new and attractive way of engaging with the language, by reducing the barriers that prevent learners from dealing with the language in more formal or traditional environments. 

Description of the nature of the strategy or activity

The activity includes studying poems and exploring poetry techniques such as ‘cynganeddu’ and other styles, with tutors providing guidance and encouraging learners to create their own poetry between sessions. The tutor also uses examples of poems inspired by different areas, such as music, history and famous poets, to prompt learners to think creatively. In addition to this, the tutor publishes learners’ poems during the sessions, showing recognition of their work and encouraging new themes by considering and recognising that inspired their creation. Many learners have submitted their poems to local eisteddfodau, showing the high level of skills and creativity developed through the course. This way of practising and working together also promotes the value of sharing and exploring ideas in a way that gives value to the Welsh language in the modern-day world. 

What effect has this work had on provision and outcomes for learners and/or their families?

This work has had a significant positive effect on learners, by helping them to develop their understanding and skills in the Welsh language and poetry. Learners are given an opportunity to learn more about culture, history and current affairs, in addition to developing critical and creative skills. This work also provides a platform for learners to discuss ideas and opinions and encourages them to consider social problems in a Welsh way. In terms of families, the effect is clear as learners become more confident Welsh speakers and as they participate more actively in the Welsh speaking community. Learners value the opportunity to work creatively and develop their skills when using the language in other contexts, reflecting their evaluation of the Welsh language and culture. It also helps to create learners who have fostered a sense of pride in their use of the Welsh language and becoming active Welsh speakers. 

How have you shared your good practice in the school, the sector and beyond?

Good practice has been shared widely across the Learn Welsh sector. It will also be shared on the Learn Welsh Glamorgan digital platform, which provides access to resources and information about the activities and strategies used in the courses. These strategies will be shared among the academic teams of the Faculty and the Welsh Language Unit of the University of South Wales, enabling other staff and researchers to share and investigate the effectiveness of learning methods and activities. Through these media, the practice is spread more widely, by creating opportunities for continuous learning and development among members of the sector and others who are involved in learning the Welsh language. 

Improvement Resource Type: Effective Practice

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Information about the college 

Coleg Cambria is a large further education college in north-east Wales. It has five campuses across Wrexham, Flintshire and Denbighshire. The campuses that Coleg Cambria use are in Deeside, Yale in Wrexham, Bersham Road in Wrexham, Llysfasi and Northop. 

Context and background to the effective or innovative practice 

The college has made significant developments and investment in its Inclusion Team since the previous work-based learning Estyn inspection, particularly in developing the dentification of learner needs and the available support. There has been a strategic focus on formalising and embedding support for apprentices including:  

  • sharing effective practice  
  • developing targeted Inclusion CPD opportunities 
  • sharing and tracking learner support information 
  • Collaboration between WBL managers, practitioners and the Inclusion team 

Description of nature of strategy or activity 

The college has developed a holistic and proactive approach to identifying and supporting apprentices with additional support needs through investment in effective processes and support services.  

Learner journey 

A key strength is the impact of early interventions which begins when learners start their apprenticeships.  Clear communication, collaboration and the sharing of information between the work-based learning and inclusion teams has resulted in learners getting the support they need early in their apprenticeships. The college has a dedicated work-based learning specialist additional learning needs (ALN) Tutor who is in regular communication with assessors and teachers, wider teams and partners. The specialist tutor makes an initial contact within a week of disclosure. Following assessment, strategies, reasonable adjustments and differentiation guidance is put in-place and shared through the college work-based management information system.  

Support information is shared with learners during induction and features on the work-based learning team webpages and staff intranet. All assessors, teachers and partners have access to a wide range of information to support learners with an identified additional learning needs effectively in their workplaces. 

As part of the learner journey, a process to support learners with an additional learning need statutory plans is used to provide effective and timely support under the ALN Act/Code.  

Effective monitoring for learners with an additional learning need is informed through college management information systems. Dashboards and reporting provide detailed insight into learner needs which allows for responsive and proactive support from both the apprentices and Inclusion team.  

Professional Development in Inclusive Practice 

The college has placed a key focus on offering professional learning and sharing effective practice amongst teams resulting in a well-trained delivery team. Collaboration of Inclusion and the professional learning team provides access to internal training and learning opportunities, designed and delivered by the Inclusion team. The college delivers dedicated work-based learning training throughout the year to share current practice with a key focus on inclusion and inclusive practice. Delivery partners also have the opportunity to attend the activities. 

Work-based learning teams are trained in areas such as trauma informed practice, inclusive learning environments, ASD, dyslexia, ADHD, assistive software, mental health, LGBTQ+ and deaf awareness. The ASSCC initiative provides support for neurodivergent staff across the college.   

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

Current data shows the highest attendance and retention for work-based learners in recent years. There is equity or higher retention for learners with an identified additional learning need. Staff respond positively to the ongoing professional learning opportunities and learner feedback suggests the learning environment is a positive one. 

The College is continuing to develop shared approaches and systems to monitor learner standards. The wider College Equality Action Plan and the Inclusion team strategic planning align to increasing the learner experience through effective support, enabling and developing practitioners and having high expectations and outcomes for all learners.  

How have you shared your good practice? 

Practice is shared in training events, to partners and through a wide range of networking events.