Effective Practice Archives - Estyn

Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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A person in a yellow outfit is engaged in a discussion with three colleagues in an office setting.

Information about the school

Evenlode Primary School is a two-form entry school for pupils from Nursery to Year 6. The school has capacity for 510 pupils (nursery has a capacity for 96 part time places and three intakes per year). 2% of pupils are eligible for free school meals, 5% have English as an additional language and 3% have additional learning needs (ALN).  The school has a culture of reflection that underpins its vision and values.

Evenlode Vision

‘Evenlode Primary School is a community of belonging.  We are committed to inspire all individuals to thrive and flourish through our rich learning experiences. Every child is valued within our inclusive, vibrant and nurturing school.’ 

Values:            

The school’s values are underpinned by the four purposes:

  • As ethical informed citizens, we are respectful and compassionate
  • As enterprising, creative contributors, we are determined and able to think ‘outside the box’
  • As ambitious, capable learners, we are resilient and inquisitive
  • As healthy and confident individuals, we are positive and kind

Motto:

Belong, Believe, Achieve.

Context and background to the effective or innovative practice

The reflective culture or ‘constant feedback loop’ is embedded in all aspects of the culture at Evenlode Primary School. Recent changes to the school’s context, including amalgamation with the local nursery, changes in leadership, the implementation of new curriculum and assessment processes, presented a unique opportunity to review strategic processes. The school has ensured that ongoing reflection of its ethos and values, pedagogy, curriculum and self-evaluation processes are central to its work and improvement.

Description of nature of strategy or activity

Community: Parents’ Forum

A Parents’ Forum was set up in Spring 2023, in response to an identified need to develop stronger partnerships and communication between the school and parents. Each year group is represented at half termly meetings, where senior leaders and the Vice Chair of Governors meet to discuss aspects of the school’s work that parents would like to know more about. At these meetings, parents can raise any queries. This forum creates an effective feedback loop from parents to leaders and governors and leads to changes in school life.

Community: Anti- Racism action research.

The school was involved in the first Anti- Racist action research in the Vale of Glamorgan LA.  Staff reflected personally and professionally on the school’s values, ethos and curriculum during its work to develop as an anti-racist school. Staff were given time to research key ideas using a ‘think, pair, share’ approach: spending time reflecting individually, in year groups and as a whole staff community. As a result, the school refined its vision, made changes to its humanities curriculum and the resources, including books used to support learning. In addition, the school was involved in two arts projects exploring themes of celebration, identity and belonging through dance. Plans are in place to further develop this work by involving parents and governors.

Reflective professionals

During a three-year period, the headteacher led the implementation of a bespoke curriculum and new assessment processes. As part of this implementation and to ensure that the work had a positive impact on learning, leaders and teachers met half termly to reflect on practice and outcomes. These meetings focus on robust and honest professional dialogue about the impact of pedagogy and curriculum strategies: what is working well and what needs to change? The evaluations feed into the cycle of school improvement review and adaptations to priorities are made when necessary.  For example, the school made changes to the teaching as a direct result of professional dialogue in these meetings.  The school also uses coaching to enable teachers to reflect on their own practice is a focus.

Reflective learners

With the four purposes underpinning how the Evenlode curriculum is designed and constructed, one of the school’s key priorities is to ensure pupils reflect thoughtfully on the world around them, enabling them to be ethically informed citizens. The school has implemented philosophical enquiry as a whole school approach. Through this philosophical approach, pupils explore big ideas and concepts through ‘big questions’ and design their own enquiry questions for learning. Pupils develop as effective critical, collaborative, creative and caring learners.

The school’s ‘Hook, Book and Big Question’ curriculum, provides useful opportunities for pupils to influence their learning. Pupils select aspects of learning they would like to learn more about, have frequent opportunities to reflect on their learning, and add to their own planning boards in the classroom. Older pupils complete learning logs: reflections on their own learning, choosing how to record this information.

What impact has this work had on provision and learning?

The school’s partnership with parents includes hosting workshops that support them to understand the school’s curriculum and assessment arrangements. Leaders involve other agencies and organisations, for example to provide information on ALN support, neurodiversity and pupils’ use of smartphones. Future workshops will include Cymraeg 2050.

The school’s curriculum has been strengthened through the anti-racism action research and philosophical enquiry approach, with pupils having experience of a diverse range of perspectives. Pupils engage well with their learning and enjoy taking ownership of their progress. Pupils’ make their views clear, for example, respond to their learning: ‘‘it challenges you and engages you and you build on other people’s ideas’, ‘We find out about other people’s opinions during the sessions and keep an open mind’, ‘It links our learning in different ways’. Through a focus on opportunities for pupils to reflect on and direct their own learning, they demonstrate engagement and curiosity as well as retaining and demonstrating a depth of knowledge, skills and understanding.

Staff develop a common language and understanding of effective pedagogy and assessment, and this leads to strong progress over time for pupils. Teachers feel that the school’s approach enables them to ‘look at things with a different lens’ and find this a powerful to review, refine and adapt approaches to teaching and learning.

How have you shared your good practice?

The school has shared its curriculum work with other schools through cluster meetings and during training. Senior leaders have presented the impact of the school’s anti-racism work with senior leaders in other schools and shared examples of reflective practice with the local Authority.

Improvement Resource Type: Effective Practice

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Three children are sitting at a table in a classroom, concentrating on writing on sheets of paper. Colorful crayons are scattered on the table.

Information about the school 

Ysgol Cwm Banwy is located in the centre of the village of Llangadfan, Mid Wales, and is maintained by Powys Local Authority. It is also under Voluntary Control of the Church in Wales. Ysgol Cwm Banwy opened its doors for the first time during the lockdown in September 2020, as part of Powys County Council’s transformation strategy.  

It is a small, rural school, and the rural community is at the core of its ethos. 

Ysgol Cwm Banwy is a Welsh-medium school with 50 pupils on roll. Approximately half the pupils come from Welsh-speaking homes. Approximately 11% of pupils are eligible for free school meals. The percentage of pupils with additional learning needs (ALN) is approximately 26% of the school’s overall population.  

‘The Melodiousness of Many Colours: Colouring the World Together’ is the vision at the core of all the school’s work. 

The curriculum provides a coherent means of planning experiences in order to achieve the vision, together with guiding the school’s Christian values, which are seven values ​​incorporated into the school’s logo.  

Provision is rich and personal for pupils and the community. This is an adventure along a colourful, exciting and exuberant path. The impetus behind the school’s logo and the vision contained in the curriculum convey this successfully. 

Context and background to the effective or innovative practice  

Following the need to restructure staffing as a result of maternity leave over a period of two years, and the challenge of employing Welsh-medium teachers, change was managed effectively through joint thematic planning across the school. There was a need to ensure quality and consistency by planning the curriculum purposefully to provide valuable and coherent experiences across the school that responded to the principles and requirements of the Curriculum for Wales.  

The clear vision of all the school’s stakeholders underpins the planning of a broad and balanced curriculum which succeeds in developing an agreed ambition. 

Through planning at whole-school level, it became clear that the rich provision of cross-curricular experiences ensures that pupils benefit from a progression model in terms of experiences, skills and knowledge as they advance along the learning continuum. Experiences have been combined naturally with the requirements of the Four purposes and the six areas of learning and experience, and there is a clear commitment to the What Matters Statements. 

Description of nature of strategy or activity 

Teachers’ main aim was to involve all school stakeholders in the curricular journey of achieving the vision of the curriculum, ‘An adventure on the colour path.’ As such, it was necessary to ensure the staff’s ethos and attitude to accepting change.  

It was recognised that solid cooperation and joint planning is the foundation for success, as teachers, with input from Cylch Meithrin staff, parents and school governors, used their expertise to design the curriculum in an imaginative way. This was done by providing purposeful and valuable experiences that advanced pupils’ cross-curricular skills, which developed naturally into rich inquiry activities with a thematic approach. 

Staff set out clearly the purpose of the learning, with What Matters Statements guiding learning paths naturally.  

Examples of whole-school themes: 

  • Go for it! (Deryn story and production)  
  • An adventure on the colour path (the outset of our vision for the curriculum) 
  • This is where I’m supposed to be (Habitat) 
  • My happy world (Differences and ethnicity) 
  • Turning back the Clock (History of Wales) 

Examples of differentiated whole-school thematic mats (rich tasks):  

  • Planning and development of the Memorial Garden (numeracy, well-being, Science and Technology)
  • Colour Windows (numeracy, literacy, digital, humanities, expressive arts, well-being) 
  • Planning the Foel Eisteddfod (numeracy, literacy)
  • Come to Maldwyn (numeracy, digital, humanities, expressive arts)

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

Exciting catalysts at whole-school level develop all pupils’ natural curiosity, and there is a deep sense of belonging. Teachers plan purposefully and can now offer pupils firm opportunities and new learning, as they also acquire the key skills of creativity and enterprise. As a result, pupils engage well with their learning, and catalysts and experiences bring curiosity to their lives from the beginning of their time at school and along the learning continuum. Pupils respond favourably to the whole-school method of thematic learning, which has encouraged them to make their own decisions by solving problems, and to explore in inquiring ways. Through this method of planning and leading learning, teachers assess progress across the school naturally and purposefully. 

Rich experiences at whole-school level enable pupils to apply their literacy, numeracy and digital skills constantly, leading to progress and deeper learning relative to their starting points.  

The school’s timely marking strategies also help pupils from Year 1 upwards to be aware of their next steps and to upgrade their work as a natural part of their work in the classroom. This leads pupils to become independent learners who work together successfully to gain advantage from each other’s expertise as they reach their final year. They are more willing to learn from mistakes and to reflect on their ways of thinking. As a result, robust development is clearly evident in pupils’ resilience, knowledge and successes. 

How have you shared your good practice? 

The school gives parents information about what pupils are learning, either as theme titles or thematic mat objectives. Input from all the school’s stakeholders, including governors and the wider community, is crucial to the success of their work. Catalysts in terms of new themes or rich tasks are shared regularly with the wider community through a page each month in the “papur bro”, video clips or a web page on social media. The school has also shared a number of thematic, differentiated mats at whole-school level with cluster schools, within Powys County Council, and beyond. The creative, stimulating and imaginative element of the tasks is recognised as good practice. 

Improvement Resource Type: Effective Practice

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An adult and three children engaging in a gardening activity outdoors, surrounded by lush green plants under sunlight.

Information about the setting 

Little Friends Nursery is a privately run childcare setting, early years education provider and non-maintained flying start setting. It is situated in Ffynnon Taf Primary School, Taff’s Well, Cardiff, and provides high-quality childcare and education that supports children’s development in a safe and stimulating environment. It supports the children to learn through play and maintains a close partnership with parents and carers. 

The setting’s vision is to work alongside families to develop and support each individual child to reach their full potential. It offers a range of engaging experiences and stimulating resources to support their play and learning.

Context and background to the effective or innovative practice 

The COVID-19 pandemic identified everyone’s need to spend more time outdoors. Practitioners opened the new setting in November 2020, which was in the middle of the pandemic. With a purpose-built building, inside was safe and secure. This provided the motivation to focus attention on creating a wonderful, natural and curiosity driven garden for the children to enjoy. 

Practitioners noticed that a lot of the garden area inherited (old school playground) was hard flooring, lots of concrete and old wooden frames of sandpits etc. They took to work with a jackhammer and created natural flower beds surrounding the yard. They then had safety flooring installed to allow children to run freely without grazes! 

After spending the majority of their time outside, it allowed practitioners to identify a need for a good quality sheltered area that the children could use as a base during outdoor play. They decided that by investing in an outdoor classroom it would allow children who are less fond of the rain and wind to be sheltered appropriately whilst also reaping the benefits of natural play and fresh air.  

Description of nature of strategy or activity 

The garden area continues to develop over time. Practitioners have developed a large allotment as an extension to the flower beds, and grow their own fruit and vegetables, as well as a range of trees, flowers, herbs, spices and a forestry area. The children learn to prepare and cook different foods, explore taste and learn about all the health benefits of natural ingredients. 

Practitioners have a large construction area boasting bark and sand, which also includes resources such as mechanical diggers, ladders, beams, baskets, huts, and tool stations for the children to experience.  

Practitioners provide lots of access to bikes, scooters and cars for the children to explore freely as well as a climbing frame, balance beams, and cosy area. 

The outdoor classroom has since evolved into being much more of an expressive space rather than simply a shelter. Using the children’s interests and ideas, practitioners have developed a space where children can be creative with nature, using mud, clay, plants and flowers to create art or enjoy simple explorative play. Practitioners continue to develop and adapt this area in line with the children’s interests. At present they are developing a musical area, incorporating music manuscript as the children learn to recognise notes whilst creating their own instruments and sounds from nature.  

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

The practice has noticeably improved via all inspection reports, with the SSTEW, Quality Assurance and CIW inspections all receiving excellent feedback in all areas. Staff are motivated to enhance the provision through implementing the new curriculum with passion and care. 

The setting offers children a wonderfully curious area where they can take appropriate risks in endless ways, supported and encouraged by staff. With staff support, the children use a wide range of equipment, building confidence as they play on the wonderful ‘stage’ in the outdoor classroom. 

Practitioners offer uninterrupted outdoor play to suit children’s own needs and requirements. They relish the opportunities for children to be outdoors and enjoy the freshness and wonders of nature throughout their time at the setting.  

How have you shared your good practice? 

The setting has welcomed visits by practitioners from other settings to see how it has developed the environment and outdoor areas in particular. Practitioners work closely with the Early Years adviser to facilitate these good practice visits.   

Improvement Resource Type: Effective Practice

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Two children playing in a sandbox with various colorful toys.

Information about the school 

St Mary’s Catholic Primary is a caring school that places the community at the heart of its work. Approximately half the pupils begin school with literacy and numeracy skills below age related expectations, however within a very short time, due to a wide range of rich learning experiences, the youngest pupils make strong progress. Nearly all pupils, including those who are eligible for free school meals (eFSM), those who have additional learning needs (ALN), and those who have English as an additional language (EAL), make strong progress as they move through the school. By the time they leave, nearly all pupils achieve well across most areas of the curriculum.  

Context and background to the effective or innovative practice 

 In September 2021, the school decided to make key changes to its early years provision, merging the nursery and reception classes into one early years setting called the ‘Atelier’. The school continuously monitors, reviews and reflects on its early years practice to ensure that there is a positive impact on children’s well-being and learning. This process allows the school to be innovative in the way it established and developed the school’s Early Years’ Atelier. 

This has involved: 

  • A process of in-depth investigation about excellent Early Years practice from settings around the world.  This included wide reading and research on the theme, including looking into ‘The Curiosity Approach’ and ‘The Reggio Emilia Approach’, balanced with the Curriculum for Wales.  
  • A period of reflection and consultation that resulted in the structure that is now in place. 
  • Investment in both the physical environment and in the training of a team of staff to allow the effective implementation of the new approach. 
  • Reflecting on the wide range of research to arrive at an approach that allows all pupils to operate within their zone of proximal development (ZPD) regardless of their age. 

Description of nature of strategy or activity  

The Atelier is a mixed Nursery and Reception setting that ensures learning is aimed at each child’s stage of development, not their age. It provides learners with rich learning experiences that develop curiosity and independence. It has extensive indoor and outdoor learning areas for all children to access to develop their curiosity, independence, problem solving and ability to collaborate. Teachers’ planning of rich learning experiences for our pupils substantially enhances their ability to take risks, grow in confidence and be ambitious about their learning. 

The indoor environment has a number of stations that allow pupils to have rich learning experiences. For example: 

  • The Well-being Check in Station – The pupils ‘check-in’ when they arrive at school in the morning and they are given the opportunity to express how they are feeling. Adults are able to touch base with pupils who may be upset.  
  • The Play-dough Station provides invitations and opportunities to inspire thought and mindful intentions. Pupils are encouraged to make their own play-dough and use resources from other areas in the setting, giving children choice and developing independence. 
  • The Loose Parts Station is an open-ended resource area which excites all senses. This includes synthetic or natural items to allow children to use in many ways and combine with other loose parts through imagination and creativity.  
  • The Home Corner provides a ‘home from home’ environment allowing children to experience real life items that are commonly found within the home, for example a real China tea set. This promotes the children’s social, emotional and well-being development. Children are encouraged to role play from their own first-hand experiences supported by the enabling adult.  
  • The Creative Station provides opportunities to promote curiosity, investigation and discovery, allowing children the freedom to express themselves. 
  • The Cultural / Cynefin Area celebrates pupils’ cultural differences and helps pupils to recognise that they belong to a rich and diverse school community. 
Display of cultural artifacts and memorabilia including traditional clothing, photographs, books, and decorative items, arranged in a window setup with a background of colorful notes and flags.
  • The Investigation Sand Area is a large, low-level sensory sand pit area in which children take off their shoes and socks independently and explore and investigate resources linked to the domain. They have extended time and open-ended opportunities to create and develop. 
Child playing with a sieve in a sandbox in a classroom setting, with another child nearby.

There is low level lighting and a calm atmosphere in the Early Years’ Atelier. This supports the children to settle into their learning quickly, concentrate well and avoid distractions as they complete their tasks. Children explore the learning environment confidently and move between the different areas purposefully, making choices and developing independence.  

The practitioners to ensure that the needs of the children are met by observing them in the environment, and ‘noticing, analysing and responding’ to their thinking and learning. 

The outdoor learning environment provides opportunities for younger pupils to learn with older pupils. Staff maximise the use of the school’s outdoor learning areas and the locality to offer authentic learning experiences to pupils. Teachers’ skillful use of the outdoors enriches learning.

For example: 

  • The apiary allows pupils to learn about and experience bee-keeping. Children harvest honey to sell to the school community, developing entrepreneurial skills. 
A collage of four images showing beekeepers in protective suits inspecting hives and handling frames with bees at an outdoor apiary.
  • The allotment area allows pupils to experience planting and growing vegetables and children use the vegetables to cook healthy meals and sell to the school community. 
  • The conservation area is a particular strength because of the way in which pupils learn to move around the woodland area safely using their balancing and climbing skills whilst developing fine and gross motor skills. There is a pond in the woodland area which gives children the opportunity to experience pond dipping and to investigate different plants and habitats, enhancing learning across the curriculum. Forest school learning takes place in the conservation area, providing learner inspired, hands on experiences in a the natural environment. It supports children to build confidence as they problem solve and learn to manage risks.  

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

The school has seen children progress rapidly through the Atelier in all areas of learning, instilling the foundations for future learning. The impact on children’s well-being has been profound and this is evident from the way the children in the setting moving around in a purposeful manner. The transition from nursery to reception is calm and smooth for the children.   

The school has been innovative in the way it has established and developed the school’s Early Years’ Atelier. As a result, 

  • Excellent provision is in place.   
  • There is a high level of staff expertise. Staff are enabling adults who can gauge when to help and support the pupils learning and development.  
  • The Atelier is able to target provision effectively at each individual child’s stage of development. 
  • Children have opportunities to plan and have ownership of their learning.

How have you shared your good practice? 

The school operates an open-door policy for visitors to see the Atelier and a number of schools have visited to see how it has been implemented. 

Improvement Resource Type: Effective Practice

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Four professionals collaborate at a table with a laptop in a well-lit office space.

Information about the provider

On 1st August 2016, full responsibility for the Welsh for Adults sector was transferred to the National Centre for Learning Welsh (the Centre). The Centre is an arm’s length body funded by the Welsh Government and housed at the University of Wales Trinity St David.

The Centre restructured Welsh for Adults provision across Wales, establishing 11 Learn Welsh providers. The Centre funds these Learn Welsh providers to provide a Welsh for Adults offer within their communities.

One of Estyn’s recommendations to the Centre following the inspection in 2021 was to share a successful second language teaching and acquisition methodology with other relevant sectors to support the Welsh Government’s aim of reaching a million active Welsh speakers by 2050.

How the area and excellent practice/sector-leading practice identified during an inspection relates to a key question, quality indicator and/or a specific aspect

The Work Welsh scheme, which was established in 2017, has allowed the Centre to engage with a high number of employers and various sectors and this has supported learners to gain easy access to lessons as a key part of their day-to-day work. The scheme has worked with more than 1,000 diverse employers and has now developed sector-specific schemes, which include the following:

  • Health and Care
  • Palliative and end of life care
  • Social care
  • Education and Care Workforce and the early years
  • Further and higher education workforce
  • Local authorities
  • Sport

In 2023, a new directorate was created within the Centre’s structure to further support the work of teaching Welsh to the education workforce. In 2023, a study was submitted to the Government presenting a case to extend the Centre’s work to co-ordinate a national programme of learning Welsh to the education workforce for the Welsh Government. This was realised in 2024 with the intention of continuing to extend the role of the Centre in the area in the future. 

The Welsh at Home programme has also grown and now includes the Clwb Cwtsh programme in partnership with Mudiad Meithrin, which gives parents and carers access to lessons that give them a taste of the Welsh language. This, in turn, often inspires them to start using the Welsh language with children and to learn Welsh in mainstream lessons. Similarly, a partnership between Mudiad Meithrin and the Centre, called Camau, provides courses for the early years education and childcare workforce. Welsh at Home has also developed a new programme which places tutors in Welsh‑medium schools to offer free Welsh lessons to families who have chosen Welsh education for their children.

Context and background to best practice/sector-leading practice

The Centre also shares its pedagogical and language acquisition knowledge outside Wales and has developed a number of international links. This includes link with Brittany where the Centre has shared resources to create the first self-study course in Breton. It has also shared information about the Work Welsh scheme with policy planners in Quebec and has shared pedagogical practices in the Isle of Man and Ireland. There was also an opportunity in 2024 to share information about the Centre’s work at the conference of the Association of Language Commissioners in Cardiff.

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

Mainstream lessons are an essential element of the Centre’s work and learners in their communities are at the heart of provision. However, the Centre has evolved provision to reach new, different audiences, tailoring the Welsh learning offer for them. This, in turn, has a positive effect on learners’ standards and, in the case of sectors such as the education workforce, on practitioners’ understanding of pedagogy and successful language acquisition methods.

Over time, the National Centre for Learning Welsh is evolving from being a provider of Welsh language courses and activities for adults only to being a linguistic influencer. It is central to numerous initiatives to normalise the use of the language among learners and reluctant speakers of all ages, in the community and within key sectors.

Improvement Resource Type: Effective Practice

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A computer keyboard with two custom keys: one green with the Welsh dragon emblem, and another red labeled 'learn'.

Information about the provider

On 1st August 2016, full responsibility for the Welsh for Adults sector was transferred to the National Centre for Learning Welsh (the Centre). The Centre is an arm’s length body funded by the Welsh Government and housed at the University of Wales Trinity St David.

The Centre restructured Welsh for Adults provision across Wales, establishing 11 Learn Welsh providers. The Centre funds these Learn Welsh providers to provide a Welsh for Adults offer within their communities. Over time, the number of unique learners has increased, with 33% more learners in 2022-2023 in comparison with the first national figures in 2017-2018. By 2022-2023, there were 16,905 unique learners. The number of learning activities has also increased significantly during the same period.

How the area and excellent practice/sector-leading practice identified during an inspection relates to a key question, quality indicator and/or a specific aspect

The Centre has endeavoured to ensure that the Learn Welsh offer is inclusive. Local targets are set and provision is monitored regularly to ensure that there is an appropriate variety of courses at all levels in all parts of Wales. As a result, learners are able to follow a course that is suitable for them and are able to have progression in their learning through the range of levels. As a result, in 2022‑2023, 54% of the Centre’s learners have continued to learn at a higher level, which is an increase of 14% since 2019-20.

Context and background to best practice/sector-leading practice

One of Estyn’s recommendations to the Centre following the inspection in 2021 was to continue to work with Learn Welsh providers to develop models of provision based on learner availability. The Centre has introduced various models of provision across the sector, including plans to attract specific audiences and develop more learning approaches to continue to extend the choice for learners. 

Description of the nature of the strategy or activity identified as excellent practice/sector‑leading practice

The greatest change over recent years is the learning methods that are now offered within the learning programmes of Learn Welsh providers. There is a wide variety of options in terms of learning methods and this has made a positive contribution to the recent increase in data numbers (an 11% increase in the number of unique learners). 

Through the Centre’s Onwards with Welsh scheme, free Welsh lessons have been provided to learners between 16-25 and young people from all backgrounds have benefitted from opportunities to learn Welsh and learn more about contemporary Welsh culture. Following marketing campaigns tailored specifically to attract younger learners and creating new partnerships, including with the Duke of Edinburgh, the Urdd, further education colleges and apprenticeship providers, in 2022-2023, there was a 9% increase in the number of learners in this age range. 

The vast majority of learners continue to be here in Wales, but virtual learning has opened the door to a wider audience, with 14% learning outside Wales and many of those learning Welsh for family reasons or to prepare them to return to Wales.

The Centre has given a specific priority to engaging with different groups of learners, for example learners who are recognised as asylum seekers and refugees through the Croeso i Bawb scheme. The Centre has also worked with Adult Learning Wales, introducing WSOL (Welsh for Speakers of Other Languages) courses for ESOL (English for Speakers of Other Languages) learners. Learn Welsh units are also available in Cantonese, Syrian Arabic, Pashto, Farsi and Ukrainian.

A variety of interventions and schemes aim to ensure that there is no financial challenge for anyone who wishes to learn the language. There is a variety of financial support and free provision for those who need it and, as a result, 44% or learners receive their courses free of charge and another 48% receive a significant concession for their lessons. Very few learners now pay the full fee. In 2022-2023, 36% of learners lived in the 50% most deprived areas in Wales and this reflects the aim of ensuring that there are no obstacles for any member of society to learn Welsh. The Centre also provides, through a special fund, money to purchase technical equipment, course books, travel costs and help to fund childcare, in addition to contributing to the costs of staying on summer courses.

A range of programmes such as Clwb Cwtsh and the Welsh at Home programme ensure that parents and carers are able to learn Welsh at no cost. These programmes are held throughout Wales and target specific areas suitably to ensure that the offer is available to all.

The Work Welsh scheme offers diverse Welsh learning provision for employers and specific sectors, which supports learners to have easy access to lessons, for example as a key part of their day-to-day work. The Work Welsh scheme has evolved rapidly and meets the needs of learners and employers very beneficially. Over 1,000 employers have now engaged with the scheme and sector-specific plans have been developed for the sector. For example, in response to the Welsh Governing policy in the health sector, such as More Than Words, a tutor has been appointed in all health boards in Wales to support the health and care workforce to provide a service to patients in Welsh.

The Centre has also developed new provision for the education workforce to take advantage of a range of free courses and the intention is to continue to add to the programme in the future.

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

As a result of the above initiatives, the Learn Welsh sector, led by the National Centre for Learning Welsh, has succeeded in increasing the number of learners, including learners from specific groups, while working purposefully to eliminate practical or financial barriers to individuals to learning Welsh.

Improvement Resource Type: Effective Practice

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An adult reads a book to four young children in a brightly colored classroom environment.

Information about the setting 

The rural, pack away setting in Trellech, established in 1973, has been co-managed by the current leaders since 2020. They are experienced educators leading a team with a strong commitment to early childhood learning and development.  

Context and background to the effective or innovative practice 

The setting’s journey towards developing reading stemmed from the practitioners’ personal passion for books, a belief in the transformative power of early literacy and observations of the children’s natural curiosity towards storytelling and books. This led to a conscious decision to create a nurturing environment, with a love of reading as a cornerstone to the setting’s ethos. 

Description of nature of strategy or activity 

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

Through its approach, the setting has observed a considerable impact on children’s development: 

Language Acquisition and Imagination: 

Practitioners have noticed children using words and phrases from books in their everyday conversations, demonstrating an expanded vocabulary and a deeper understanding of storytelling concepts. Through reading nature books, the children have learnt new words, which they use when talking about their first-hand experience with others. 

Incorporation of Story Ideas into Play: 

The children’s engagement with books has inspired them to incorporate the characters or events from stories into their imaginative play, by themselves or with others. This integration of story elements encourages empathy, co-operation, and critical thinking as they explore different perspectives and scenarios. 

Promoting Diversity and Inclusivity: 

The setting’s diverse range of books has facilitated conversations on diversity, inclusion, and cultural awareness among the children. Books representing all families and cultures have sparked curiosity, empathy and respect for everyone. The children talk to the adults about the pictures and people in the books. This has helped everyone to feel that they belong and promoted inclusivity within the setting’s community. 

Parental engagement: 

Children’s engagement with books has increased parents’ participation in shared reading activities. By encouraging children to take books home, practitioners have noticed increased parental involvement. Parents have expressed enthusiasm for reading with their children, sharing a love for books outside of the setting. Parents have shared with the setting that they have talked to their children about different cultures and nature through the stories their children bring home, leading to enriched discussion and shared learning experiences within the family. 

Exploration of Nature and the World Around Them: 

Through nature-themed books, children have developed a greater appreciation for the environment, showing curiosity and wonder about the natural world. Their engagement with these books has inspired them to ask questions, make connections and explore the outdoors with a newfound sense of curiosity and awareness. By using books to complement children’s own first-hand experiences the setting has helped them to have an increasing breadth and depth of knowledge about the world around them.  

Transferring of Knowledge 

Engaging with books has nurtured children’s literacy skills but also helped them to make connections and transfer their learning into all areas of their play and learning. Within the examples above, it is evident that, through stories and non-fiction books, children make connections between the content of the books they read and real-life experiences and their imaginative and symbolic play.  

The impact of promoting a love of books in the setting has been transformative, developing children’s communication, language and literacy skills, imaginative play and fostering a deeper understanding of diversity, inclusivity and the natural world. By providing a rich literary environment, practitioners have observed the power of books in nurturing children’s creativity, empathy and curiosity, supporting their holistic development. 

How have you shared your good practice?

 Practitioners attend termly non-maintained setting network meetings, discussing and sharing practice with other settings across the region. Photos and examples from the setting’s practice have been included within regional courses.  

Improvement Resource Type: Effective Practice

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Information about the Setting 

Homestead Nursery, located in the picturesque village of Gresford, Wrexham, is a privately owned nursery that prides itself on offering a nurturing and inspiring environment for children. Founded with a deep commitment to the principles of the Reggio Emilia approach, the nursery has quickly established itself as a leader in early years education. The setting is managed by a team of dedicated and experienced practitioners who are passionate about fostering independence and creativity in young children. 

The nursery is registered to provide full-time care for children from birth to five years of age. It operates Monday to Friday, offering flexible hours to support working families. Homestead Nursery is known for its welcoming atmosphere, where every child is encouraged to explore, learn, and grow at their own pace. 

Context and Background to the Effective or Innovative Practice 

Homestead Nursery has always been guided by the belief that the environment plays a crucial role in a child’s development, often referred to as the “third teacher.” Inspired by the Reggio Emilia philosophy, the nursery has designed its spaces and continually changes them according to observations and children’s interests, to promote autonomy, creativity, and a love of learning. The environment is thoughtfully arranged with natural materials, loose parts, and authentic resources that invite children to engage in self-directed play and exploration. 

In line with its Reggio-inspired ethos, Homestead Nursery places a strong emphasis on the importance of choice in fostering children’s independence. From the very beginning, even at the weaning stage, children are encouraged to make decisions about their daily routines. This approach has been continually refined through ongoing professional development and a commitment to integrating the latest research into practice. 

Description of the Strategy or Activity 

At Homestead Nursery, the journey towards fostering independence begins early. Babies are introduced to self-feeding through the use of finger foods, which allows them to develop fine motor skills and confidence in their abilities. As children progress through the nursery, this practice evolves to include greater autonomy in meal times. By the time they reach the “Cwtch Space,” a dedicated dining area, they are fully empowered to make choices about their meals, including selecting their food, deciding where to sit, and participating in cleaning up after themselves. 

The nursery’s environment is meticulously designed to support this philosophy of choice and independence. Each room is filled with carefully selected resources that encourage exploration and creativity. Open-ended materials, such as loose parts and real objects, are made readily available to the children, allowing them to use their imagination and engage in meaningful play. 

This approach is underpinned by a strong commitment to professional development. The staff at Homestead Nursery regularly attend training sessions and workshops to stay informed about the latest developments in early years education. The nursery owners invest time into keeping abreast of the latest research and practice and deliver bespoke in house training to pass on their professional skills, experience and knowledge on to the staff to ensure that they have a deeper understanding of the pedagogy that underpins their practice, tailored to their needs. This has enabled staff to continually refine their practices and ensure that the environment remains responsive to the needs and interests of the children. 

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

The impact of this Reggio-inspired approach at Homestead Nursery is evident in the children’s increased confidence, independence, and engagement. By providing them with opportunities to make choices and take responsibility, the nursery has fostered a sense of ownership and pride in their learning experiences. Children are observed to be more engaged in their play, showing higher levels of involvement and joy as they explore their environment. 

The nursery’s commitment to professional development has also had a significant impact on the quality of provision. Practitioners have grown in their understanding of child development and are more skilled at creating environments that support the individual needs and interests of each child. The consistent approach across all rooms, from babies to pre-schoolers, ensures that all practitioners share a common understanding of the nursery’s ethos and pedagogy. 

As a result, the nursery has created a cohesive and supportive environment where children thrive. Practitioners are more confident in their roles, and this is reflected in the high quality of care and education provided. The emphasis on choice and independence has not only enhanced the children’s development but has also strengthened the practitioners’ ability to plan and deliver rich, engaging learning experiences. 

Through ongoing reflection and adaptation, Homestead Nursery continues to be a shining example of effective practice in early years education, demonstrating how a thoughtfully designed environment, combined with skilled and knowledgeable practitioners, can create a nurturing space where children are empowered to become confident, independent learners. 

Improvement Resource Type: Effective Practice

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A classroom scene with students seated at desks, one raising their hand, while a teacher stands near a whiteboard explaining a lesson.

Information about the school 

Ysgol Tan-y-lan is a Welsh-medium Primary School situated in Clase on the outskirts of the city of Swansea. The Welsh language is the school’s main medium, and appropriate attention is also given to the Welsh dimension in the school’s life and work. The school opened in September 2011 on the site of the former Graig Infants School, with pupils of nursery and reception ages. The school has gone from strength to strength as the numbers increase annually. A new building was opened in January 2022. This building has first-class facilities which enable the school to continue to offer invaluable opportunities to pupils. The school has a team of friendly and hardworking staff. They work closely with each other and with the school’s governors and parents to establish a school that is happy, safe and stimulating for pupils. 

Context and background to the effective or innovative practice

The school’s motto is ‘Be good, be wise, be great, be me’ which is incorporated in its context and vision. An ethos of pride permeates the whole school. Ysgol Tan-y-Lan has recognised the effect of listening to the pupil’s voice since the very beginning. As a result, listening to the pupils’ voice has become firmly established in the school. The school has worked closely with all stakeholders to create an inclusive and caring community which promotes strong values ​​such as good behaviour and respect. Pupils are at the heart of the successful behaviour management and reward methods that have been implemented across the school. Pupils have demonstrated ownership and pride through incorporating a respectful and caring ethos. 

Description of nature of strategy or activity 

The ‘Behaviour Ladder’ is displayed in every classroom and referred to daily to support and promote respect and good behaviour. All pupils aim to climb the ‘Behaviour Ladder’ and persevere with making personal progress and demonstrating a positive attitude towards their work. All children strive daily to climb the ladder. Each day is a new beginning and an opportunity for all pupils to ensure that they make an effort and are ready to learn. Pupils encourage and praise each other as they climb the ladder. 

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

Pupils’ well-being and attitude towards their learning is one of the school’s strengths. The warm and effective working relationships that exist between adults and pupils ensure that almost all feel safe and make progress. Implementing this ensures that almost all pupils behave excellently during their activities, both when working independently and when playing with their friends during break and lunch times. The homely ethos fosters a happy and homely learning environment. This has a positive effect on standards and skills in all aspects of their work. 

How have you shared your good practice? 

Staff from other educational settings have visited the school to observe the strategy in action. The practice has been shared with other settings in the County, and with schools in Carmarthenshire and Neath Port Talbot. 

Improvement Resource Type: Effective Practice

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Two children in a workshop setting, with one wearing a yellow hard hat and using a hammer, and the other holding a toy screwdriver. They are surrounded by various tools and a toy workbench.

Information about the setting 

Tiggy’s Day Care has been open since July 2020 and is an extension of a sister nursery Tiggywinkles Day Nursery that has been running for 30 years. It offers full day care, education places, wrap around, flying start, breakfast club and afterschool club. It is registered for 30 children per day aged 2-12 years old. It is based in the grounds of a primary school, with good links ensuring a smooth transition for children. It is an English medium setting but also uses a great deal of Welsh with the children.  

Context and background to the effective or innovative practice 

The setting’s observation and planning process has developed from attending four purpose training / seize the season and then onto the new curriculum. In the past, observations were focused on a child’s development and planning was completed in advance. This changed as practitioners responded to the requirements of the Curriculum for Funded Non-Maintained settings. ‘Mind Mapping’ planning continued around the seasons. A new template for observations was created to support planning. Staff now use an approach based on opportunities to ‘Notice’, ‘Analyse’ and ‘Respond’. This process allows them to extend the children’s experiences and interests and ensure progression in learning through planning for children’s individual needs and abilities. 

Description of nature of strategy or activity 

All practitioners complete effective observations to support and inform planning that has an impact on the children’s learning. Children’s development is supported individually or within groups by reviewing observations and having regular informal discussions about children’s progress. Practitioners assess the needs and interests of children and use the information to inform future planning to meet the needs of the individual child or a group of children.  

The lead staff member reviews observations approximately every fortnight to support the planning process. Reviewing observations also allows us to notice if there are next steps we need to take for particular children. This may be to revisit and refine a particular aspect or skill, to deepen their understanding or to extend their learning. All staff are aware of what each individual child needs in terms of support or challenge to enhance their development. Staff use observations and respond by making best use of teachable moments and/or planning future learning experiences. These can take place on that day, the following day or even a week later using ‘Notice’, ‘Analyse’, and ‘Respond’. This process is used naturally throughout the work. For example, when children were using the tools from the block area to fix the cupboards in the home corner, a staff member asked questions about what they were doing and gave responses such as ‘I wonder if ….’ This led to the children finding other resources they could use to fix ‘the leak’. Staff went on to write up a detailed and useful observation on what they had observed. This led to a discussion between the staff on how they would respond to this interest and how to extend the learning. Notes were added to the main planning board ready for the staff to set up engaging learning experiences for the children, which took place the following week.  

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

Provision is always well resourced and does not always stay the same. Practitioners develop the areas following the children’s interests, abilities and needs. This is done following staff discussions of children’s observations. 

Staff have become confident in using effective questioning during adult-child interactions to support the children’s learning and development. Children are very engaged in their play and learning opportunities as their needs and interests are consistently met. Children are very independent within the setting. The ongoing observations highlight the great progress children make over time. This is apparent when practitioners look back at their initial assessments.  

How have you shared your good practice? 

The setting shares good practice by attending regular LA and EAS network meetings and hosts visits from other settings and local school nursery staff to share its learning environment and observation and planning process. 

The manager has been involved in a Planning Toolkit for ‘A Curriculum for Funded Non-Maintained Settings’ that was developed by EAS for setting to setting sharing of good practice. This is used to support other nurseries in curriculum implementation and to develop observation and planning.