Effective Practice Archives - Estyn

Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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Two children are sitting on the floor, engaged in creative play with colorful craft materials and a wooden train track setup.

Information about the setting

The setting is a Welsh-medium early years setting based within Ysgol Bro Alun in Gwersyllt, Wrexham. It is registered to care for up to 57 children aged two to four years, and provides a warm, nurturing environment where children are supported to develop through play and purposeful learning experiences. 

The setting offers a range of funded childcare options, including Early Education, Flying Start, and the Childcare Offer for Wales, ensuring accessibility and flexibility for local families. Its provision supports a strong foundation for learning, delivered entirely through the Welsh language, and caters to both Welsh-speaking and non-Welsh-speaking families. 

The setting operates Monday to Friday, from 08:05 to 17:10 during term time, providing full-day care to meet the needs of working families while maintaining a strong educational focus. 

A dedicated team works in close partnership with parents, the local school, and wider agencies to ensure that all children are given the best possible start in their early learning journey. 

Context and background to the effective or innovative practice

 Five years ago, the setting made a conscious shift towards more sustainable and child-centred practices by replacing plastic toys with natural resources. This change was rooted in a desire to create a more engaging and environmentally conscious learning environment. By introducing natural materials, authentic resources and loose parts, practitioners provided children with open-ended opportunities that encourage creativity, exploration, and problem-solving. 

The approach has consistently focused on promoting each child’s independence and supporting their individual interests and development. This is achieved by closely observing children and tailoring experiences to help them build skills unique to their personal learning journey. 

A key element of practice is the consistent use of both indoor and outdoor environments. The outdoor facilities are used daily, enabling children to benefit from fresh air, physical activity, and connection to nature. The setting has embedded community engagement into its curriculum, regularly taking children out into the local area to enrich their understanding of the world around them. 

Overall, innovative use of natural materials, emphasis on individual development, and integration of indoor, outdoor, and community-based learning have created a dynamic and responsive early years setting that supports holistic development and creates a lifelong love of learning. 

Description of nature of strategy or activity

The learning environment is a key strength of the setting. Practitioners work diligently to create attractive, welcoming, and purposefully designed spaces that allow children to thrive. They ensure that the doors to the outdoor area remain open throughout the session, giving children the freedom to choose where they would like to play. This seamless flow between indoors and outdoors supports independence and allows for a broader range of learning experiences. 

The provision is shaped by daily observations of the children and their evolving interests. Practitioners continuously adapt and enhance the learning areas to reflect what engages the children most. For example, when a growing interest in washing objects emerged, practitioners enriched the water play area with soap, sponges, and dirty dishes – turning a simple fascination into a learning-rich experience that encouraged role-play, communication, and problem-solving. 

The learning environment is filled with open-ended, authentic resources such as real tools, natural materials, paint, fresh vegetables, and digital equipment. These are positioned at child level to ensure that children can access them independently and use them in creative, imaginative ways. Practitioners also place great emphasis on risk-taking and physical development. Children regularly explore balance beams, tunnels, and climbing equipment, and are encouraged to use woodwork tools under supervision – developing both fine and gross motor skills in a safe, supportive setting. 

Displays around the room celebrate the children’s work and help to build a sense of pride and belonging. Practitioners showcase the children’s artwork and photographs of them with their families, reinforcing their identity and the importance of their contributions to the community. 

The setting believes that a truly effective learning environment is one that listens to the children. The team carefully records observations and uses this information to plan future activities that remain relevant, challenging, and fun. By doing so, they ensure that the provision grows alongside the children and continues to reflect their individual journeys and fascinations. 

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

Children at the setting are highly engaged, motivated, and confident in their learning. By shaping provision around their interests and ideas, practitioners build a strong sense of ownership in their learning journey. This has led to: 

  • increased independence and decision-making, as children are encouraged to choose resources and direct their own play 
  • enhanced physical and creative development, with access to a wide range of open-ended resources and outdoor challenges that promote gross and fine motor skills 
  • stronger communication and social interaction, as children collaborate, negotiate, and problem-solve together in play-based contexts 
  • effective skill development across the curriculum, with meaningful opportunities to build literacy, numeracy, digital, and practical life skills in context 

The environment has also supported children in becoming resilient, confident learners, willing to take risks and try new experiences, such as using real tools or climbing challenging equipment – all in a safe and encouraging setting. Practitioners are highly responsive, flexible, and creative in how they prepare and adapt learning spaces. This has led to: 

  • high-quality, purposeful continuous provision, indoors and outdoors, which remains fresh, relevant, and engaging 
  • stronger practitioner confidence and collaboration, as staff use daily observations to inform planning and assess development meaningfully 
  • an inclusive and reflective practice, ensuring that all children, regardless of ability or background, are seen, heard and supported 

By valuing the child’s voice and celebrating their work throughout the setting, practitioners create a sense of pride and partnership with parents and carers.  

As a result: 

  • families feel more connected to their children’s learning and confident in the care and education provided 
  • an open and transparent approach promotes trust and collaboration, helping to better support individual needs 
  • children’s sense of belonging is reinforced through displays and shared experiences, which strengthens family engagement and continuity between home and setting. 

How have you shared your good practice?

The setting has actively contributed to the sector by opening its doors to other settings, inviting practitioners to visit and observe its learning environment in action. These visits offer colleagues the opportunity to see how practitioners respond to children’s interests, promote independence, and focus on well-being through child-led play and carefully curated spaces. 

The setting has also engaged in wider sector dialogue. It has featured in a podcast with Mudiad Meithrin, where it shared its approach to promoting the emotional well-being of the children. Its work has also contributed to cross-county training courses, where practitioners have presented their strategies for creating rich, purposeful environments, and supporting learning through observation and responsive planning. 

In addition, examples of good practice have been shared through county training and Mudiad Meithrin’s case studies, videos and information posters. Practitioners also regularly contribute to professional development by joining courses and workshops, where they share real-life examples from the setting to support reflective practice and inspire others. 

Collaboration with the local primary school has also helped bridge early years and Foundation Phase practice. By working closely with the feeder school, practitioners share their child-centred, play-based approach, contributing to smoother transitions and more consistent expectations across settings. 

Practitioners are proud that their work has been recognised nationally, having been named Best Cylch in Wales for 2024-2025. This recognition highlights the impact of the team’s dedication and the quality of their provision, and further raises the setting’s profile as one that leads by example. 

Improvement Resource Type: Effective Practice

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Children in school uniforms happily running in a school hallway.

Information about the setting 

Montgomery preschool is an English medium setting providing early years education and childcare hours for three- and four-year-olds. It is situated in the village of Montgomery. The setting rents the Activity Centre located next to the local primary school, and is managed by the headteacher of the local primary school, who is the responsible individual, and the governors of the school. 

Context and background to the effective or innovative practice 

The setting’s vision is: Happy, independent and confident children’ – who have a sense of belonging and feel part of the community. 

In line with its vision, developing very strong relationships with families to support the children throughout their early education is very important to the setting. 

The engagement with families and the feeder schools is highly effective in supporting all children to successfully transition to school.

Description of nature of strategy or activity 

Montgomery preschool recognises that a smooth and supportive transition from preschool to primary school is crucial for each child’s emotional well-being and future learning success. Its approach to transition is carefully planned and continuously refined based on feedback from parents, receiving schools, and the children themselves. 

Transition support for children and their families begins early and involves multiple layers of support, planning and intervention. The following practices form the core of the setting’s current transition model. 

Practitioners observe children and report to parents regularly throughout the year. This allows them to identify areas for support early and tailor transition planning accordingly. 

Preschool children are gradually introduced to school life through attendance at assemblies, sports days, and special events. These experiences help them build confidence and feel like part of the wider school community before their first official day. 

For the children who transition to the main feeder primary school, practitioners run regular “Transition Wednesdays” during the summer term. These sessions give children time in the primary school environment. They wear school uniforms, meet their new teachers, enjoy school dinners, and take part in class experiences while still supported by their familiar preschool staff. These sessions build familiarity, resilience, and independence. 

For the parents and in partnership with the local primary school, the setting hosts open mornings where families can meet the foundation learning staff and explore the school environment. Families have individual meetings (in-person or via Teams) with the setting leader and the class teacher together to share concerns, ask questions, and discuss practical matters like uniforms, routines, and support. These discussions ensure that the child’s needs, interests, and learning style are well understood before their first day and parents are confident about their child’s transition. Each child receives a comprehensive transition report highlighting their strengths, progress, and any areas requiring continued support. This report is shared with both the family and the school. 

The setting’s active social media page showcases daily learning experiences, special events, and transition experiences. This ongoing visibility helps parents feel connected and reassured, and it gives them talking points to discuss with their children at home. 

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

Children leave the setting feeling confident, excited, and well prepared for the next stage of their learning journey. Parents consistently report high levels of satisfaction with the transition support, noting how well informed and emotionally prepared their children feel. Receiving schools have also expressed appreciation for the detailed reports and collaborative communication, which contribute to a smoother start in Reception.

How have you shared your good practice?

The setting has shared its practice with its advisory teacher, who has shared with other settings in Powys.

Improvement Resource Type: Effective Practice

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Two people, one adult and one child, are sitting at a table playing with colorful building blocks. They appear engaged and happy as they interact with each other. The background features a tidy room with a wooden shelf.

Context and background to the effective or innovative practice 

Ysgol Feithrin y Trallwng is a Welsh medium early years setting co-located with Ysgol Gymraeg y Trallwng (Welshpool). The age range is 2 to 4 years. It offers places to Flying Start, 3+ Educational Offer and Childcare Offer.

They use a language program that incorporates signs, symbols, and speech to help people communicate, particularly those with communication and learning difficulties, offering visual and auditory support for language development. 

Description of nature of strategy or activity 

The approach was introduced after leaders from the setting attended a training activity. The language communication system is designed to support individuals who have difficulty understanding or expressing themselves verbally, helping them to build vocabulary, improve comprehension, and enhance their overall communication skills. Staff found the approach easy to use and have extended their knowledge through CPD and additional learning resources. Staff are confident in the use the approach, and it is incorporated into the daily routine. It is consistently used across all areas of the setting.

The impact this work has had on provision and children’s standards 

The cohort of children is mainly from an English-speaking background and the use of the language communication system enables children who enter and have not had any exposure to the Welsh language to communicate their needs. Children from a variety of home background languages start at the same linguistic level with this approach. This develops an inclusive environment where no child is disadvantaged through an inability to communicate in Welsh as the approach bridges communication gaps.

Visual resources are displayed throughout the setting and each activity area has the essential references displayed. Where areas are changed or new topic areas introduced, the production of specific communication resources is an integral part of the process.

The approach is integrated into every activity, mealtimes, circle time, storytelling, singing and outdoor play. It helps children associate the spoken word with the sign and it is particularly useful on the rare occasion where a child who is “non-verbal” enters the setting. It then enables two-way communication between staff and the child and between the children. It therefore reduces frustration and the feeling of exclusion that non-verbal children experience.

When assessing the progress of children their confidence when using signs is another indicator as leaders consider if a full assessment is needed. It can also be an indicator of developmental delays.

How have you shared your good practice? 

The local authority has shared elements of the setting’s work on social media, helping to highlight the value of its approach.

The setting has hosted local authority ‘Network & Natter’ meetings. As a result, practitioners have been able to observe the learning environment to promote this specific approach and its impact on children’s communication.

The setting also hosts and regularly attends Mudiad Meithrin meetings where they discuss and share effective practice with other settings.

Improvement Resource Type: Effective Practice

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Adults supervising children playing with toys in a vibrant preschool classroom.

Information about the setting 

Standing to Grow is a sessional day care setting registered to provide childcare and education for 32 children daily. The setting is registered with Care Inspectorate Wales and Estyn. Currently having 53 children, 17 of these receiving education funding including five children receiving the education support package of 12 hours and one receiving 10 hours additional support, all with an IDP. The setting is situated in a small community village and transitions children into nine different schools from up to 10 miles away. English is the first language at home for all of its children. However, Standing to Grow introduces the Welsh language and Makaton to all its children.   

The setting’s vision is to provide the best quality care at an affordable cost for families. The setting is inclusive and sensitive to everyone’s wants and needs. Practitioners provide a free snack to all children and offer an open-door policy to all of the parents / guardians.   

Context and background to the effective or innovative practice

Standing To Grow is one large room, divided into three separate areas to ensure that all wants and needs are met for all children, and all resources are purposeful to meet the age and stage of all children. One area is the Bumblebee area. This is a quieter space filled with sensory resources to meet individual children’s needs and schemas. There is a climbing frame, spinning chair, rocking chair, soft play and wall mounted activity board used to help children regulate. There is a team of three staff who are based in this area every day. Staff are responsible for providing additional support to individual children and plan activities tailored to individual children’s IDP’s and targets. Practitioners gather this information from daily observations, Wellcomm assessments and the Welsh Government Assessment Arrangements for funded non-maintained nursery settings. The same key workers with significant experience and knowledge support children according to their holistic developmental needs. The key workers placed in the Bumblebee area are always on hand to support other practitioners to develop a shared language and understanding of how best to support children’s individual needs. This may be through support with knowledge and theoretical perspectives, or through practical ideas and strategies to support children when they choose to access the main playroom. Staff tailor the interventions, adult-initiated and child-led play and learning. 

Description of nature of strategy or activity  

The team recognises that many children attend the setting with emerging needs, behaviour needs, sensory needs and speech and language delays. Practitioners established the Bumblebee area to support all children as and when they need it. The Bumblebee area is a smaller space, located just off the main playroom of the setting. The playgroup offers a free flow routine where all children are able to access the Bumblebee room if they wish. The area is still within view of the main playroom, so that children can still see and hear their peers and routines of the main playroom. However, practitioners find that children with IDPs prefer to spend time in this area, and settle well into daily routines. The children are given time to explore and develop in an age and stage appropriate way. There is an unhurried approach to supporting children to develop. The children still have opportunities to engage with all the play and learning activities, both indoors and outdoors, that the setting provides for all children. Practitioners adapt their approach to individual children’s needs, and encourage and support their confidence and learning. 

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

The setting has powerful examples of children transferring to a local special school with so many more life skills developed with Standing to Grow. When they transferred, the child was dependent on using a push chair. Having only used pushchairs to transport some children to our outdoors, practitioners discussed with the parents that they would start without a pushchair and replace it with a child’s rocking chair to support their regulation. One year on, after using the same routine, activities and real objects to encourage communication and understanding, children sit in the rocking chair only when they need to regulate. They leave the chair and explore the environment. They understand that the tablecloth is the ‘real object’ sign for snack time and sit by the table and eat their own snack next to friends. They walk in and out of playgroup, meeting their parents by the door. Practitioners see this as very significant progress, and parents share how our work supports their routines at home.  

Children learn that, when they become overwhelmed, they can make their way into the Bumblebee room for some regulation and return to their friends in their own time. Initially staff were helping them recognise their emotions but after a year they now independently identify when they need to go to the Bumblebee room.  

How have you shared your good practice? 

The setting shares its work with the local authority advisory team and receives regular visitors who observe and comment on the positive way children develop through the support and experiences they receive at the setting.  

Improvement Resource Type: Effective Practice

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A group of adults and children engaging in a nature study outdoors, examining plants and insects together.

Information about the setting

Plas Gogerddan Nursery, is located in a picturesque rural setting on the outskirts of Aberystwyth. The nursery is surrounded by rural life with wonderful outdoor areas to explore, including a developed woodland space where the approach to outdoor learning fosters children’s curiosity and skill development in a natural environment. Its philosophy emphasises the importance of nature in children’s development, encouraging exploration and discovery through hands-on experiences.

Context and background to the effective or innovative practice

The setting secured a grant for a shadow and exchange experience in Finland where practitioners observed first-hand the positive impact that outdoor learning in all weathers could have on children. Following this inspirational visit to Finland, they were determined to make full use of the natural environment right on their doorstep. The setting employed a Forest School Level 3 Leader who supported in moving things further forward. Initially, practitioners started exploring their own natural environment, observing and monitoring the positive impact the outdoors had on small groups of children.

The next step was to establish a site near to the setting that could be developed to use with the children. The setting worked closely with Natural Resources Wales, who own the woodland space around the nursery, to find a suitable area. Practitioners continue to work closely with NRW where the setting applies for and gains permission to use their woodland space annually.

To develop the space further, making it accessible and safe, practitioners applied for grant funding and developed a community-based project where they worked closely with local forestry groups, MIND group and local contractors. From the outset the children were actively involved in the development of the woodland area. Practitioners observed closely how they used the natural space, which in turn, supported the setting in developing the site. They continue to be involved as practitioners enhance and develop the area. This hands-on participation not only empowers the children but also instils a sense of ownership and responsibility. By contributing to the creation and maintenance of the natural space, children learn valuable physical, cognitive, social and emotional skills and develop a deeper connection and appreciation for the environment.

The children play a crucial role in establishing the rules. They engage in discussions to create guidelines and remind each other to adhere to these rules, which as a result fosters a community of mutual respect.

Description of nature of strategy or activity

At Plas Gogerddan, practitioners ensure that the children’s skills and curiosity are inspired by creating simulating environments that are used in all weather and for extended periods of time. The children set off for the woodland site in the morning and stay there for extended sessions in most weathers, except when it’s stormy or windy for safety reasons. During the warmer months, the children spend up to full days at the site, having snacks, lunch and nap time in the woods. This consistent exposure allows children to become comfortable and familiar with the natural environment and adapt and appreciate nature regardless of the weather.

As the children become developmentally ready, practitioners encourage them to help prepare for the woods by getting themselves ready and changing into appropriate clothing. Practitioners use a sequencing board to support them in understanding what clothing is required based on the weather and which items they need to put on first. They also help the staff in packing the trolley with any items needed for the session including water for handwashing. This helps the children foster a sense of responsibility and independence. 

When in the woodland, the children are given the freedom to fully explore the area at their own pace. Practitioners have enhanced and adapted the natural environment by providing more challenging opportunities to roll, balance, swing, climb trees, negotiate uneven surfaces, dig, push and hang, through adding slacklines, rope bridges, a variety of different swings set at different heights and scramble nets, long handled spades and wheelbarrows. These activities help the children learn to control their bodies, assess and manage their own risks, make decisions and develop a strong core. The children often enjoy making a den where they like to relax with blankets, cushions and sleeping bags. At the woodland site they have access to hammocks and dens and quiet spaces to just ‘be’.

During our woodland sessions, practitioners particularly focus on developing positive behaviour by introducing activities that require sharing, negotiation and co-operation. They actively encourage children to take responsibility in caring for others as well as the natural environment, which includes respect for plants and animals. The children engage in activities such as bug hunts, treasure hunts, creative sessions, large scale digging, cooking on the fire and using a variety of tools. These activities spark their curiosity and encourage them to ask questions and seek answers. Stories often come alive as the children excitedly re-enact and re-tell stories using their imagination. The children naturally work together to actively solve problems such as when a child tripped over a small stump in the woodland, they wondered what they could do to stop this happening again. They shared ideas and worked together to dig out the stump. They were deeply engaged in this task for a long period of time, and the sense of accomplishment and achievement when the stump finally came out was incredible to see.

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

There are countless benefits to the use of the woodland and outdoor natural environment. For example, during long sessions of uninterrupted play the children will persevere at tasks, even when things get quite challenging. Practitioners have learnt that giving the children the time they need to complete tasks is vital.

Over time, practitioners have observed first-hand the positive impact that the woodland sessions have had in fostering and building the children’s resilience. For example, through managing their physical skills in a challenging environment the children often trip or fall as they are heading to a destination. They suddenly jump up, brush themselves down and continue on their journey, with not a tear in sight.

Practitioners have also observed how the children no longer notice the weather, standing at the front door, dressed in full waterproofs, in the pouring rain, ready to set off for the woods.

Over the years, the setting has applied for further grants to ensure that its approach to outdoor learning continues to develop and grow into the future. The staff team’s confidence and engagement with leading sessions in the outdoors has grown as they have observed so many benefits for the children.

How have you shared your good practice?

The setting shares its practice regularly with families, the local community, students, settings, teachers and other professionals. It holds an annual nursery fete where all families and the wider community are invited to the setting for a fun filled day. As part of the fete, practitioners include a woodland trail where the families get to explore the space with their children, finding all the woodland animals along the way.

The setting leads sharing sessions for groups of PGCE students and tutors from Aberystwyth University, groups of teachers and leaders from other settings from within the county, students from other countries and other professionals.

Practitioners have received wonderful feedback from these sessions, which have provided inspiration to others and motivated them to take learning outdoors which in turn will have a positive impact on so many more children in the future.

Improvement Resource Type: Effective Practice

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Four students in school uniforms are engaged in a discussion around a table in a classroom setting, with computers in the background. One student is using a wheelchair.

Information about the school/provider: 

Y Pant Comprehensive School in Rhondda Cynon Taf, is an English-medium school with 1444 pupils, 1178 of whom are of statutory school age. 1.1% of pupils speak English as an additional language. Around 9.6% of pupils are eligible for free school meals, which is below the national average, and around 12.7% have additional learning needs. The school’s leadership team consists of the headteacher, the deputy headteacher, two senior assistant headteachers and three assistant headteachers. 

Context and background to the effective or innovative practice 

Y Pant Comprehensive School’s vision is for all pupils to behave with respect, humility and be well prepared for life. To support this vision, the school has devised an innovative careers’ system, which offers comprehensive support for pupils in preparing for their future pathways, ensuring all learners secure a post-16 or post-18 destination that aligns with their skills and interests. This support encompasses a broad range of support, including mentoring, work experience and exposure to different pathways and career routes. It is an embedded process which builds throughout pupils’ time at the school, but in particular at significant transition points.  

Through research the school understood that pupils who had a clear pathway or career destination applied themselves better in school. Subsequently, a comprehensive system was designed where careers support permeates all parts of school life and has been an underlining key priority for the school. 

Description of nature of strategy or activity 

The school has a coordinated approach to supporting pupils to identify and progress on their chosen pathway. The process is strategically led by a dedicated senior leader. A comprehensive mapping exercise supports the process and is regularly reviewed to ensure it is relevant and pertinent. 

The process begins each academic year with a vibrant careers fair at the school which all pupils visit. Attended by over 50 employers, pupils are able to learn more about different industries and companies. Pupils research the different roles companies offer and engage with universities and modern apprenticeship programmes, who are also present. This helps them to gain an idea and understanding of the areas in which they may be interested. 

Pupils have discrete careers lessons in Years 7 to 11. During these lessons pupils: 

  • Take careers quizzes on personality, interests, work environments and skills 
  • Search the careers library based on key words or their quiz results 
  • Search the university subjects library as above 
  • Develop an understanding of the path they should take to progress toward their career goals 
  • Save careers, subjects, resources and know-how guides 

Throughout the curriculum, each subject area is responsible for ensuring that links are made to the world of work. For example, in Expressive Arts staff showcase various roles within the industry and regularly take pupils on trips to educational establishments or venues where they can learn more about these roles. In Welsh Baccalaureate in Years 10, 11 and 12 pupils focus on Future Destinations projects and complete research. 

Throughout the year, pupils across the school receive talks and presentations from a network of professionals who either visit in person or online, to give pupils a greater insight into specific roles. All pupils in Year 10 undertake a work experience placement and, at key transition points of their school career, pupils have several interviews with senior leaders to ensure everyone has a pathway for when they leave school. 

Sixth form pupils are placed into mixed year registration groups based on career aspirations – for example: Business, Accounting and Finance; Humanities Education and Law; Medicine and Allied Healthcare. Form groups are led by a member of staff who has expertise in these areas. Speakers and alumni are invited to form-time to deliver bespoke guidance. 

All sixth form pupils have an hour of enrichment on their timetable once a fortnight. Whole-cohort or smaller group sessions are delivered either internally or by external speakers on topics such as student finance, creative industry careers, apprenticeships, personal statements, budgeting, interview techniques and so on. 

The school values its working relationship with its Careers Wales advisor, who provides tailored advice to those who need it across the school. The Rhondda Cynon Taf Green Light Project, and the Youth Engagement and Participation Team, also provide independent advice and support for uncertain and vulnerable learners.  

Pupils the school identify as vulnerable receive an enhanced level of support throughout their time at school, with additional mentoring in the sixth form focusing on different groups, including eFSM and ALN pupils, those claiming EMA, or individuals at risk of being NEET. Dynamic mentoring processes respond to academic, wellbeing, or other needs throughout the year. The school engages with the Seren Academy and the Oxford New College Step-Up programme to provide advice and support for more able pupils from Year 10 upwards. 

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

Careers and work-related experiences are embedded across the school, resulting in nearly all pupils having secure post-school destinations. Over half of post-16 pupils return to the sixth form. Independent advice and effective partnerships ensure every pupil is supported. Post-18 outcomes reflect high university attendance rates, with aspirational degree apprenticeships gaining traction. Most pupils with ALN, and EMA recipients progress to university, as do many pupils eligible for free school meals. Enhanced support for pupils applying for particularly competitive courses at universities has seen strong outcomes, with nearly all medicine applicants securing first-choice places, a majority of applicants to Oxford or Cambridge receiving offers, and around half of pupils taking up places at competitive universities. Increasing numbers of pupils are now successfully applying for conservatoires and more specialist subjects. Pupil and parent feedback highlight improved confidence and value in work-related activities. 

How have you shared your good practice? 

The school has presented to other schools both within and outside of the local authority.

Improvement Resource Type: Effective Practice

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Group of five professionals sitting around a table in a modern office setting, engaging in a discussion with papers and digital devices on the table. The background features bright orange walls.

Information about the school/provider: 

Y Pant Comprehensive School in Rhondda Cynon Taf, is an English-medium school with 1444 pupils, 1178 of whom are of statutory school age. 1.1% of pupils speak English as an additional language. Around 9.6% of pupils are eligible for free school meals, which is below the national average, and around 12.7% have additional learning needs. The school’s leadership team consists of the headteacher, the deputy headteacher, two senior assistant headteachers and three assistant headteachers. 

Context and background to the effective or innovative practice  

As part of their strategy to improve leadership, leaders have provided meaningful opportunities for collaborative leadership at all levels. This has been supported well by effective professional learning, high expectations and clear lines of accountability. The headteacher is clear that leadership is not the reserve of the Senior Leadership Team, nor is it something that exists in a linear way. Staff at the school are encouraged to develop their leadership skills in most aspects of their roles. This approach is clearly outlined in whole-school priorities as well as departmental development planning. Leaders focus on establishing ‘intelligent accountability’ by regularly reviewing and adapting their approaches, setting clear targets for improvement and ensuring work is evidence informed. 

The school strives to ensure that middle leaders are effective in evaluating all aspects of their work, including robust use of data. Through half-termly line management meetings that are informed by a range of first-hand evidence, leaders regularly evaluate the impact of their work. All staff use school systems well to track progress. The school has worked hard to create a team driven culture of collaboration that supports growth, well-being and a sense of purpose for all colleagues at all levels. 

Description of nature of strategy or activity  

The school has effective systems to enable senior leaders to work with middle leaders in a structured way. These approaches have supported leaders to establish a clear analysis of pupil progress via a traffic light model. This information is used skilfully by leaders to ensure that support and challenge is prioritised to the areas most in need. Leaders consistently take a solution focused approach, encouraging middle leaders to seek and implement effective solutions. Whilst the school encourages earnt autonomy, there is a recognition that whole-school priorities are fully understood and incorporated into decision making. All leaders in school enjoy frequent and effective communication through regular meetings which also help to identify excellent practice for dissemination in middle leader meetings. A broad range of professional learning targeted at specific leadership skills has supported leaders at all levels to improve their practice. This is in tandem with certain staff pursuing MAs and PhDs. 

The school has a collaborative and robust system for evaluation and improvement. This is informed by a range of evidence, including exam analysis, observations of learning, work scrutiny and pupil voice. Senior leaders have focussed well on developing middle leader skills so that they drive these processes, having the autonomy to direct their department’s approaches to securing the desired improvements.  

The impact of collaborative leadership can be clearly seen in the school’s approaches to transition and improving pupil behaviour. The school has developed the leadership skills of certain staff to work regularly with the primary cluster in order to better understand the needs of future pupils and parents. These staff have timetable lessons in primary schools and have planned their work carefully. These leaders have established a clear and collectively understood culture of inclusion and tolerance which staff and pupils embrace.  

Senior leaders have, over a significant period of time, maintained a strong focus on driving improvements in leadership to harness both autonomy and accountability when establishing approaches to school improvement. They model this culture with enthusiasm and strategy and place distributed leadership at the heart of this work. A number of colleagues have completed leadership, coaching and MA courses. These staff are then encouraged to disseminate their learning with others. 

Leaders recognise the importance of succession planning. To support this staff at all levels are involved in informing decision-making and developing leadership skills. Mentoring and coaching are used well, as is the use of associated leadership roles and secondment opportunities. The school aims to ensure the continuity of strong leadership, fostering a culture of growth and development that benefits both staff and pupils.  

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

Strong leadership has secured important improvements in the quality of evaluation and improvement and the impact of teaching on learning. Across the school, pupils generally make good progress in their learning and benefit from high quality teaching.  

The impact of collaborative leadership has strengthened communication and created strong working relationships across the school. This approach has developed the leadership skills of staff and enabled middle and senior leaders to carry out their roles effectively. Staff understand the school’s vision and have consistently benefitted from a range of professional development opportunities. Leaders have established effective accountability arrangements whilst also maintaining a collegiate approach. As a result of strong systems, staff can meaningfully monitor pupil progress and ensure groups of pupils are supported effectively. The devolution of decision-making to middle leaders has meant that staff have an enhanced ability to make informed decisions in the interest of their pupils.  

How have you shared your good practice?  

The school welcomes contact from anyone interested in implementing this approach in their setting.   

Improvement Resource Type: Effective Practice

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Information about the school/provider 

Bishopston Comprehensive School is an English-medium 11 to 16 mixed comprehensive school situated in the Gower near Swansea. There are 1128 pupils on roll, with 6.12% of pupils being eligible for free school meals. Most of the school’s pupils speak English as their first language and most come from a white British background. Very few pupils speak Welsh as their first language. The percentage of pupils with special educational needs is 19.5%.  Bishopston’s specialist teaching facility (STF) supports pupils with speech, communication and language difficulties. In addition, the majority of pupils attending the STF have a diagnosis of autism. 

The school’s leadership structure includes a team of middle leaders with responsibility for key skills areas including literacy, numeracy, digital competency, creativity, physical skills and metacognitive skills. Senior and middle leaders prioritise collaboration, consistency, and continuous improvement in teaching and learning. The co-ordination of the provision for skills, led by the Deputy Headteacher, ensures a multi layered approach to quality assurance, self-evaluation and shared effective practice. which supports the development of skills across the curriculum.  

Teaching staff work collaboratively to plan and deliver a curriculum that supports the progressive development of pupils’ skills. This is co-ordinated carefully across all subjects so that there are many rich opportunities for pupils, including pupils with additional learning needs (ALN) and pupils in the STF, to develop their skills across the curriculum.  

Context and background to the practice 

As part of the school’s ongoing self-evaluation and curriculum development, leaders identified the need to strengthen consistency and progression in the provision for the development of pupils’ skills across the curriculum. Regular internal monitoring activities, including book looks, lesson observations and learning walks, highlighted variability in the teaching of skills. In response, leaders developed a structured approach to quality assurance and professional learning, with a focus on peer collaboration and middle leadership. The aim was to ensure that all staff had a shared understanding of skills, high expectations for all pupils and access to effective professional learning for teaching and assessing skills. 

Description of nature of strategy or activity identified as effective or innovative practice 

Skills’ co-ordinators audited provision across the curriculum. This allowed the school to identify key strengths and areas for development. Skills’ co-ordinators then shared these key strengths and areas for development with all staff as part of the professional learning plan. Training involved all staff, individual departments and individual teachers. When auditing digital skills, it was recognised that ‘copyright’ was not addressed in areas of the curriculum where it was believed it could add significant value to pupils’ understanding. Expressive arts leaders believed it was important that pupils developed an understanding of the implications of copyright as an awareness of copyright for artists and musicians, for example, can protect individual rights and prevent legal challenges. Effective co-ordination of digital skills has now resulted in improved authentic learning in the expressive arts curriculum. 

Regular self-evaluation ensures the ongoing identification of areas of strength across the curriculum and whole school areas of focus for improvement. For example, one literacy learning walk focused on the explicit teaching of vocabulary across key stages, following professional learning in INSET. Skills’ leaders use a shared observation, book look and skills report proforma to record evidence of effective practice, pupil engagement and skill application. 

Following each learning walk and book look, staff participate in reflective discussions facilitated by the middle leader. These sessions are developmental and non-judgemental, with an emphasis on sharing strategies and identifying areas for further development. Outcomes from the walks are summarised and shared with all staff to inform planning and professional development. 

In addition, the skills’ leaders provide focused professional learning sessions linked to ‘skills’ findings. For example, a session on graphs was delivered following a numeracy learning walk that identified inconsistencies in pupils’ use of graphs. These sessions include practical demonstrations, collaborative planning and the sharing of teaching and learning strategies. 

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

The co-ordination of skills, implementation of the quality assurance calendar and skills’ peer-led learning strategy has led to improvements in the consistency and quality of skills teaching and pupil outcomes. All teaching staff work collaboratively to plan and deliver a curriculum that supports the progressive development of pupils’ skills. This is co-ordinated carefully across all subjects so that there are many rich opportunities for pupils, including pupils with ALN and pupils in the STF, to develop their skills across the curriculum.  

There has been an improvement in pupils’ literacy, numeracy and DCF skills at KS3 and KS4 as a result of the co-ordinators’ work. This is evidenced in book looks, KS3 and KS4 outcome data, learning walks and lesson observations. 

Staff now have improved confidence in developing pupils’ skills, and book looks/learning walks evidence improved consistency in the provision for skills development across all year groups. The peer led strategy has strengthened professional collaboration. Staff value the opportunity to observe one another’s practice and engage in reflective professional dialogue. The role of the middle leaders has been instrumental in co-ordinating these efforts and ensuring that findings are used to continually inform whole-school improvement. Leaders plan to further develop the role of pupils in the evaluation process.  

How have you shared your good practice? 

Regular sharing of good practice in whole school INSET has been key to the successful model of peer led skills’ co-ordination. In addition, skills’ co-ordinators have worked with local primary schools to ensure the development of skills’ progression across the primary and secondary phases. Effective practice has been shared through local authority professional learning communities. 

Improvement Resource Type: Effective Practice

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Teacher interacting with students in a bright classroom setting.

Information about the school/provider 

Bishopston Comprehensive School is an English-medium 11 to 16 mixed comprehensive school situated in the Gower, near Swansea. There are 1128 pupils on roll, with 6.12% of pupils being eligible for free school meals. Most of the school’s pupils speak English as their first language and most come from a white British background.  Very few pupils speak Welsh as their first language. The percentage of pupils with special educational needs is 19.5%.  Bishopston’s specialist teaching facilty (STF) supports pupils with speech, communication and language difficulties. In addition, the majority of pupils attending the STF have a diagnosis of autism. 

Context and background to the effective or innovative practice 

Post-COVID, the school found that, across the curriculum, pupils needed to develop resilience and were lacking in the skills needed to work independently. This became evident through a range of indicators including the School Health Research Network (SHRN) survey and staff, pupil and parental views. The monitoring and development of skills across the curriculum became a whole-school focus. Alongside literacy, numeracy, digital competency and physical skills, an approach to developing and monitoring pupils’ creativity was established. 

The significance of creativity in the development of the skills’ programme grew, as it was identified that creativity impacts all skills and all areas of the curriculum. In today’s rapidly changing world, leaders feel that creativity is no longer an optional extra confined to the Expressive Arts, instead it is an essential skill to be explored and developed in all pupils across the whole curriculum.  

The school’s approach to monitoring and developing creativity links with the whole school approach to metacognition and self-regulation, nurturing creativity in pupils across all subjects and AoLEs, helping them ‘learn how to learn’. Much of this approach is owed to the school’s journey as a Lead Creative School through the Arts Council Wales programme. In order to address with both staff and pupils what creativity and creative thinking actually is, they focused on using research regarding developing creative habits of mind. This provided a framework that breaks creativity down into five key habits: being imaginative, inquisitive, persistent, collaborative and disciplined. These habits have provided a common language for teachers and pupils and have offered a structure through which creativity can be taught, monitored and developed across the curriculum. 

Description of nature of strategy or activity 

In order to embed their whole-school approach to creativity, professional learning was key. Whole school INSET included ‘myth-busting’ sessions around what creativity is and isn’t. Identifying creativity through the 5 creative habits of mind led to a much improved understanding and appreciation of creativity across the curriculum. Creativity is valued and developed in all subject areas and is no longer seen as something that just happens in the Expressive Arts.  

A development role was established for a middle leader to lead on whole-school creativity, working closely with the skills’ middle leader leading on metacognition and self-regulation. This partnership led to a joint approach, developing a creative approach to self-regulation. The 5 creative habits were established as prompts to assist pupils when self-regulating and adjusting their approach to a task. This joint approach, linking metacognition, self-regulation and creativity, strengthened their value and increased buy-in with staff.  

As well as professional learning, pupil ‘training’ sessions were delivered to all key stage 3 pupils as part of the Health and Wellbeing provision. They used metacognition, self-regulation and creativity to improve their outcomes when collaborating to solve an aerodynamic problem, researching and sourcing information to support and scaffold their own learning.   

With the approach to and understanding of creativity across the curriculum firmly established, a self-evaluation/improvement planning programme was developed. This looked at teaching and learning through book looks and peer led learning walks, identifying the creative habits and how they are being developed in the pupils. Such observations included consideration of the use of open-ended questions (inquisitive), exploring alternative hypotheses (imaginative), persevering through a challenging investigation (persistent), being asked to find multiple methods to solve a problem (disciplined and imaginative), or working in teams to design a product to solve a problem (collaborative). 

The qualitative data gained from these activities informed a report which was fed back to staff through subsequent professional learning opportunities, offering examples of effective practice in classrooms and suggesting areas for future development. This reflective cycle of observation, celebrating success and identifying areas for improvement has ensured that by highlighting creativity in pedagogies, it is a skill that is being developed in the pupils and not just left to chance.  

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

The monitoring of the impact that this approach is having on pupils’ standards is informed by both quantitative and qualitative data. These examples from Art, Health and Social Care and Business Studies provide insight into the impact this approach to developing creativity across the curriculum is having on pupils: 

  • Art: Although we have focused on the creative habits across the whole curriculum, we have found that by raising awareness at KS3 of what creativity is and its importance as a transferable skill, this has impacted upon option numbers in explicitly creative subjects at KS4. In 2024, there were 64 pupils who opted for Art. In 2025, 72 chose to study art at GCSE.   
  • Health and Social Care: Pupils’ views were gathered on the effectiveness of our approach to metacognition and the creative habits of mind. From a 2024 survey, 94.4% of pupils found this framework helpful when answering exam style questions, working out and planning an answer before writing it. 43.8% of pupils achieved grade A*/A grade. This is a significant increase from previous academic years and significantly above the LA average of 25.6%. 
  • Business Studies: By adopting this approach to metacognition and creative thinking, learners saw between a 20-30% increase in marks achieved in extended 10 mark questions. This was achieved by using this framework to access, infer and plan their responses. 

As the school prepares its pupils to be ‘enterprising, creative contributors, ready to play a full part in life and work’, leaders feel a school-wide commitment to developing creativity as a skill is not just desirable, it is essential. By embedding the creative habits of mind across the curriculum and tracking their use and impact, leaders at Bishopston feel they are ensuring that their pupils understand what creative thinking is and have the opportunity to develop their creativity, an essential skill for life.  

How have you shared your good practice? 

The school has shared good practice with the local authority, consortia and other schools through network meetings and professional discussion. A joint INSET with local primary school focused on how to use the creative habits of the mind to support metacognition and self-regulation. During this training session, schools worked together to develop a shared understanding of language and examples of effective practice in each progression step. 

Improvement Resource Type: Effective Practice

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A person in a blue school uniform sits reading a book in a library, with shelves filled with books and another individual in the background.

Information about the school 

Ysgol Gyfun Gymraeg Rhydywaun opened in September 1995. It serves children and young people in the Cynon Valley and Merthyr Tydfil. There are 1,026 pupils at the school, along with 118 in the sixth form. Twelve point one per cent (12.1%) of pupils are eligible for free school meals.  

Context and background to the effective or innovative practice 

In response to the significant decline in pupils’ standards of reading and the educational gap brought about by Covid, the school has prioritised raising pupils’ reading and oral standards. Two whole-school strategies were devised – ‘Dim ond Darllen’ and ‘Llais Rhydywaun’.  

‘Dim ond Darllen’ has developed from a pilot scheme by Sussex University. The university worked with 300 primary pupils for 12 months. Through daily choral reading, an improvement of 8.5 months was seen in the reading ages of all pupils. The school has built on this research and created a secondary scheme, where systemic choral reading takes place in each department.  

The ‘Llais Rhydywaun’ oral strategy is based on proven principles which highlight four key areas for effective speaking. These include fostering practical use of the voice and physical expression; developing rich language and language structure appropriate to different context; enabling pupils to organise their ideas, reason clearly and respond creatively; and building the confidence to participate, listen actively and convey a message effectively to various audiences. By embedding these principles across the curriculum, the school promotes oral skills in all subjects, encouraging the use of investigative conversation and formal speaking. This method reflects best practice and supports pupils to express themselves confidently and critically in any context. 

Description of the nature of the strategy 

All staff support the challenge to improve pupil’s reading and oral standards. Both strategies have been introduced and embedded through continuous professional development session, to ensure that all teachers and teachers of literacy. 

The pillars of the strategies:  

  • The strategies are implemented systematically. For example, all reading sessions begin with an oral exercise, namely pronouncing the ‘Wow’ words (tier 2 and 3 words). The vocabulary supports pupils to understand the text and to build elegant vocabulary and confidence orally. Key stage 3 lessons begin with a purposeful oral prompt.  
  • Departments have woven the reading passages and oral tasks into their schemes of work across the curriculum. 
  • Parents are supportive of the scheme: literacy training and booklets are available for them to work with their children. 
  • Choral reading sessions are held in each subject, once in each timetable cycle in key stage 3. 
  • Challenging reading materials are created for key stage 3 pupils. They are a learning resource, increase reading stamina and model language accuracy.  
  • All teachers are teachers of literacy, have received training and have the confidence to experiment with a variety of reading and oral strategies regularly in their lessons.  
  • Reading takes place during tutor periods and the reading material is discussed through ‘Rolau Trafod’ (‘Discussion Roles’). 

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

The strength of both strategies is the frequency of the sessions and the teachers’ enthusiasm. Choral reading and teaching and learning through reading is the norm in key stage 3. Speaking and listening tasks have been introduced and embedded in all subjects.  

The reading materials are at the heart of learning and promote a rich vocabulary, which reads to correct and refined oral and written work. Pupils can be seen to be confident when reading aloud (choral and individually) and correct themselves when reading’. ‘Llais Rhydywaun’ techniques, for example ‘Diwrnod Dim Beiro’ (‘No Biro Day’), support pupils’ oral skills and ensure that teachers introduce and share good practice. 

Year 7 pupils were tested in the first year of the strategy. A significant increase was seen in pupils’ reading skills within the first eight months of the project – 78% of the whole year, 80% (girls), 77% (boys), 71% (FSM). An improvement was seen in Personal Reading Assessment scores, which an increase of at least 20 points in the mean reading progress scores in Welsh in Years 7, 8 and 9. 

Both strategies have ensured that pupils are more ambitious in lessons. Because of the improvement in their reading and oral skills, they have the tools to succeed. 

Two students, one in a school uniform, are engaged in reading a book together while sitting in a room with a stained glass window in the background.
Students in red uniforms reading papers in a classroom.
Two students, one in a brown sweater and the other in a red school uniform, are sitting by a window, reading a book together. A colorful stained glass window is visible in the background.
A teacher standing in front of a classroom, reading from a paper to students sitting at desks. The environment is colorful with educational decorations around.
Students in school uniforms reading papers at desks in a classroom.