Effective Practice Archives - Estyn

Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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Students and teacher in a classroom discussion around a table.

Information about the school/provider

Ysgol y Moelwyn is a bilingual 11-16 secondary school situated in a naturally Welsh speaking area in Blaenau Ffestiniog. There are 355 pupils on roll with 81.7% coming from Welsh-speaking homes. The school’s percentage of pupils who are eligible for free school meals is 16.1% and 26.8% of pupils are on the Additional Learning Needs (ALN) register. 

Context and background to the effective or innovative practice

Ysgol y Moelwyn’s priority is to ensure a supportive environment where all pupils feel safe, valued and have the support they need to make progress. The school is committed to offering comprehensive and inclusive provision that enables each individual to develop as a successful learner and a confident, responsible and conscientious person.

At the heart of this vision are the ‘Ffordd Ffestiniog’ principles, which promote that everyone, be they pupils, staff and parents, have a responsibility to work together as one team, treating each other with respect and creating a foundation for the future in a homely atmosphere. This vision guides every aspect of the school’s life. Through the ‘Llwybrau Ffordd Ffestiniog’ strategy, the school identifies pupils who need well-being, inclusion and educational support to attain ‘Ffordd Ffestiniog’. The school provides support to nurture pupils’ academic, social and emotional development and enable them to realise their potential and thrive throughout their educational journey and beyond.

Description of the nature of the strategy or activity

The strategy of supporting and developing the whole pupil begins during the transition period of Year 6 in primary school, when pupils attend the school for one day a week during the summer term. During this period, they follow a timetable and take part in specific sessions which introduce them to the principles of ‘Ffordd Ffestiniog’ from the outset.

The ‘Llwybrau Ffordd Ffestiniog’ strategy enables the school to identify and support pupils who need additional support in terms of well-being, inclusion or learning. To provide this support effectively, three dedicated rooms have been established, each with a specific focus on a name that reflects local heritage and principles.

  • Stwlan – centre for well-being and mental health supports. The name refers to Stwlan Dam and is a symbol of strength, stability and support.
  • Nyth – provision for pupils with additional learning needs (ALN) names after ‘Nyth y Gigfran’. The provision provides a safe and supportive environment where pupils can gain confidence, develop skills and increase their independence in order to fulfil their potential.
  • Cwt y Bugail – educational provision for key stage 4 pupils who need additional support to ensure they gain appropriate qualifications. Although the name derives from the site of a local quarry, it also reflects the shepherd’s role in guiding, protecting and caring for his flock, reflecting the supporting ethos of the provision.

The identification of pupils’ needs is detailed and includes an understanding of their strengths and aspirations. This ensures purposeful planning and appropriate and structured adaptations throughout their educational journey, such as vocational qualifications and voluntary work.

For Year 11 pupils, curricular adaptations are planned carefully as necessary, along with work experience opportunities that are tailored to their individual needs. This provision supports pupils to gain confidence, develop key life and employability skills, and prepares them effectively for the next stage in their education, training or employment.

During Year 10, pupils complete two periods of work experience, providing an opportunity for some pupils to continue with extended work experience in Year 11.

Engaging with the community is an integral part of the vision and an important element of promoting the ‘Ffordd Ffestiniog’ values. The ‘Community Room’ is the focal point of a number of activities that strengthen the link between the school and the local community. By inviting members of the community to afternoon tea, children from the local nursery and Cymdeithas y Dysgwyr, and providing a lunch for the elderly on a monthly basis, pupils develop communication, co-operation and community service skills in a meaningful and practical context. Within the community room is the café, which provides breakfast and offers a safe haven for vulnerable learners during break and lunchtimes.

The pupil’s voice is at the heart of the culture of Ysgol y Moelwyn, ensuring that all pupils have a regular opportunity to express their opinion and contribute to the development of the school. This is facilitated through weekly ‘Learner’s Voice’ sessions during registration, where pupils discuss issues that are important to them and share ideas for improvement. The senior leadership team responds to the issues raised during these sessions, in addition to the discussions that arise from the work of the School Council and sub-forums. This structure ensures that pupils’ opinions have a real influence on the life and development of the school.

Ysgol y Moelwyn’s motto, ‘A foundation for the future in a homely atmosphere’, reflects the vision of creating an inclusive, supportive and welcoming school community. In an environment where all individuals feel safe and valued, the school lays firm foundations for future success, well‑being and achievement.

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

Implementing the ‘Ffordd Ffestiniog’ principles and the ‘Llwybrau Ffordd Ffestiniog’ strategy has strengthened the school’s inclusive provision, ensuring that pupils receive support that is tailored to their individual needs. Provision has enabled the school to respond effectively to well-being, ALN and inclusion needs, leading to better engagement, more confidence and better capacity to manage behaviour.

The focus on positive behaviour and remedial methods has created a respectful and supportive school culture. The school’s data shows the effect of this work, with a reduction in the number of pupils who received temporary exclusions and an increase in attendance.

Opportunities for pupils to contribute to the school and the community have developed their communication, co-operation and leadership skills and their sense of social responsibility. Learner’s voice arrangements have ensured that pupils’ views are valued and influence the development of the school.

In general, this work has contributed to developing confident, resilient and responsible learners who feel safe, valued and ready to progress to the next step in their education, training or employment.

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

The school has had an opportunity to share its effective practices with schools in the county and has supporting the ‘Môr a Mynydd’ Alliance to develop and strengthen its provision for the Learner’s Voice.

Improvement Resource Type: Effective Practice

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Three early years practitioners standing in a childcare setting surrounded by toys and learning resources.

Information about the setting 

Overton Playcentre CIO is a small rural village setting near Wrexham open 51 weeks of the year between 7.30am and 6pm Monday to Friday caring for children from 18mths to 12 years. They run Early Education, Flying Start, Playgroup plus, Toddler group and Holiday club.  

Context and background to the effective or innovative practice

Planning and observations had begun to decline at the setting. This was inhibiting staff in their practice during Early Education sessions and was not fit for purpose. The positive work that practitioners always do was simply not being recorded or feeding back into the planning cycle, which was left to one staff member to complete. It was difficult to find time to meet as a staff group and the constant daily discussions that take place about children, their skills, progress and the next steps in their learning were not being recorded. This was identified as an area which needed to improve. Two members of staff attended the Arts Council Wales Creative Leadership programme and with the help and support of the Local Authority link teacher, practitioners embarked on the process of improving these systems.  

Description of nature of strategy or activity

The planning cycle that practitioners created takes ideas from a specific, recognised approach, which the team interpret in their own way.  They use a simple method to record the children’s ideas and interests as they are happening, with regular discussions providing additional opportunities for children to share their ideas.  Sometimes it starts with the staff observing children playing and waiting for the play cue, at other times a child may express a particular interest or ask a question about something which they find fascinating.  Practitioners use a planning record to work on the idea together with the child. The approach includes using an overview of the curriculum skills, on which practitioners highlight which skill has been observed.  

Practitioners also bring along resources and toys to share with the children. This can also be an activity or interesting idea designed to spark the children’s curiosity and imagination. This approach has brought back the pleasure in teaching, enabling practitioners to bring exciting objects to share with the children or share ideas or experiences they think children will enjoy. Practitioners record observations of the children and the specific skills which the child may be demonstrating at the time.  

Practitioners fill in the weekly self-reflection record, which include details about what went well, what did not, what the children have been interested in and which skills they have been developing. There is also a section to capture discussions with parents and other agencies. All this information feeds into the next steps for development.  All practitioners add ideas and comments as the information is displayed for everyone to share and consider.  One staff member writes the overview of the week which is on view for the following week. All practitioners understand the new approach and have ownership of the process.  

After half a term practitioners realised that there was no overview of the skills which had been observed.   The team designed a ‘tree’ document summarising all the ideas related to a particular theme. The branches form the idea or gift with leaves being the observed skills. This provides practitioners with a useful map of the children’s journey.  

Recently practitioners realised that they need to track individual children more closely. They are continuing to work on this aspect. Currently they are using the skills overview record but are actively looking for a more visually effective design.  

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

The impact has been transformational. The planning, observation and reflection process is now a whole team effort. All practitioners actively take part and complete the documentation as they know that it’s effective.  

An unexpected outcome is that areas they have traditionally found difficult to cover such as mathematical skills are being observed and captured on a regular basis. This is reflected in the rag ratings in the self-evaluation reports shared with the link teacher. The process has enabled practitioners to be more aware of the skills that are not recorded as regularly, which means they bring them more naturally into play when the opportunity arises.   

How have you shared your good practice? 

The setting has shared practice with other providers through their work with their Local Authority link teacher. They have also provided a display demonstrating their approach at a celebration event of all Early Education settings within the Local Authority.  

Improvement Resource Type: Effective Practice

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Children taking part in a planting activity together around a table in an early years setting.

Information about the setting 

Sunray Day Nursery is a bright, spacious, two–storey converted barn situated in the beautiful countryside surrounding Mold, North Wales. The setting is registered for 159 children from birth to 12 years. The setting is working towards the Welsh Active Offer and provides Early Entitlement Education.  

The nursery benefits from its picturesque location and is fortunate to have extensive outdoor spaces that provide children with rich opportunities for exploration, discovery, and active play. 

The nursery’s rural environment enables children to develop an appreciation of the natural world. Surrounded by open fields, children regularly observe local wildlife and farm animals, including sheep and cows that often graze nearby, enhancing their understanding of nature and the changing environment. The setting is a large, well-established nursery led by a dedicated proprietor and management team who are fully committed to continuous development. Their investment in maintaining high standards and improving provision is evident, and they provide strong support to room leaders and practitioners, fostering a positive and collaborative working environment that benefits both staff and children.

Context and background to the effective or innovative practice 

Sunray Day Care Nursery Ltd supports each child to make progress through effective environments, engaging experiences and enabling adults. 

Recent training has enhanced practitioners’ ability to observe children and identify their interests. This ensures children are fully engaged in activities. Leaders continue to support practitioners’ continuous professional development, arranging training opportunities in response to needs identified during staff supervision as well as regular mandatory training.  

Description of nature of strategy or activity 

Planning is centred around children’s views and interests. Children’s experiences are used as learning opportunities and are adapted to suit their individual stages of development. Children are actively involved with setting up activities, sharing ideas and taking ownership of environments. Practitioners support older children in completing questionnaires to ensure their views are included when planning provision. Children are encouraged to discuss what they like and dislike in each provision area and any other resources they feel could be added to these areas. For example, children showed interest in fairytales, so practitioners transformed the setting’s reading area into a faraway land, sparking imagination and curiosity. Practitioners follow a responsive planning approach, following the children’s interests during all sessions, encouraging curiosity, creative thinking and imagination. This approach is in line with the children’s developmental needs and activities are adapted throughout the day in line with their interests and ideas. Practitioners also ensure there are pre-planned experiences to ensure effective progression in learning. They undertake observations which highlight a child’s next steps.  

Practitioners also encourage parents to share their children’s experiences from home. This will often spark shared interests and new ideas that can be incorporated into the play and learning. For example, practitioners created a garden centre in the role play area following a child sharing pictures of their weekend trip. Practitioners enhanced this experience by planning a visit for the children to explore the plants and flowers. They bought flowers and had the opportunity to plant and care for them back at the setting.  

An online app is used as a communication tool between the setting and home which allows parents to share photos of the children’s interests and adventures. Practitioners document children’s interests, and they are displayed within the learning environments.  All staff use the information effectively to support children in their play. Following the children’s feedback, practitioners make regular changes to the provision areas. They created a larger home corner and construction area, as these were the main areas the children were keen to explore. They added further resources providing opportunities for the children to create during play. They also added ramps, reels and tyres for the children to access. Leaders also access grant funding to purchase new resources based on the children’s interests.  

Resources are thoughtfully positioned to provide opportunities for children to transform and manipulate materials independently, such as grating chalks using cheese graters to create their own paint, fostering creativity and problem-solving skills. Practitioners skilfully balance support and independence, providing guidance when needed while allowing children the time and space to discover, investigate, and explore for themselves. 

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

Practitioners demonstrate passion and commitment in their roles, working collaboratively and inspiring each other to regularly adapt and enhance the learning environment in line with children’s interests and fascinations. These changes create stimulating opportunities that spark children’s curiosity, encourage exploration, and promote ongoing engagement in learning. As a result, the progress in learning has risen across all areas of the curriculum.

How have you shared your good practice? 

The setting recently hosted a network meeting of practitioners who support education for funded non-maintained settings in Flintshire. The setting also hosts regular networking events for NDNA members within Flintshire. 

Improvement Resource Type: Effective Practice

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Children taking part in a play-based learning activity with an adult in an early years setting.

Information about the setting 

Jigsaw Preschool in Llandrindod Wells is a full day care provision for up to 40 children, offering care and education to children aged between 2 and 4 years. It is a registered Flying Start setting and a non-maintained education provider.  

Jigsaw Preschool places the well-being of children and staff at the centre of all it does. The vision for Jigsaw is to celebrate children who are independent, confident, happy and inquisitive learners. 

Context and background to the effective or innovative practice 

Jigsaw is a long-established early years setting with an experienced team focused on high-quality, nurturing care and strong family relationships. 

The setting continually evaluates practice and looks for ways to engage families to support children in leading their learning. One approach the setting uses is known as ‘I wonders.’ All families are asked to share the ‘I wonder’ discussions they have at home with their children. This can be as simple as a conversation when a fire engine whizzes by, a discussion about why the moon comes out at night, or a question about the size of a whale. Sharing the ‘I wonders’ is the spark to engaging children in learning and inspiring the team to incorporate these ideas into their planning. 

Description of nature of strategy or activity 

At the start of each term, families are invited to share their child’s ‘I Wonders’ with their key worker. These are displayed on the ‘I Wonder’ board and discussed as a whole team. Staff then brainstorm ideas together and with the children, creating an action plan to develop engaging, real-life experiences that all children can take part in. 

The ‘I Wonders’ focus on curiosity, imagination and a sense of awe, while also supporting children’s learning and development. The setting uses allocated funding each term to provide meaningful “wow” experiences linked to these interests. For example, following an ‘I Wonder’ about dinosaurs, the setting organised a dinosaur meet-and-greet where children could touch, stroke and interact with baby dinosaurs, as well as asking questions to knowledgeable handlers. This experience prompted further curiosity, with children asking deeper questions that staff supported through research using a range of media. 

Another ‘I Wonder’ focused on going on a train journey. As this experience was taking place during the Christmas period, staff organised a Polar Express experience. Father Christmas met the children at the local station, gave them golden tickets, and joined them on a half-hour train journey. During the trip, children enjoyed hot chocolate, festive snacks and received an ‘I Believe’ bell. 

These authentic, wonder-filled experiences allow children to engage with the wider community and spark meaningful conversations and further learning opportunities back at the setting. All staff are actively involved in planning, observing and reflecting on the ‘I Wonders,’ using observations to identify next steps and sharing learning with families.  Leaders dedicate time and funding each term to support this approach. 

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

Nearly all children are fully engaged in their learning. They sustain focus for extended periods and ask questions confidently. They actively seek answers and are developing strong independence skills, becoming confident and motivated learners. 

Parents report that sharing the ‘I Wonders’ helps them feel actively involved in their child’s learning. They can relate directly to the experiences their children enjoy at the setting, leading to deeper conversations at home and increased family involvement to supporting learning. 

How have you shared your good practice? 

The setting has shared a case study through local networks, and many settings have visited Jigsaw. 

Improvement Resource Type: Effective Practice

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Early years practitioners standing in a nursery classroom surrounded by toys and learning resources.

Information about the setting     

  • The setting is situated in a room on the site of Ysgol Cymerau in Pwllheli. 
  • Pwllheli is a coastal market town which serves the town itself and the neighbouring rural communities. 
  • Around half of the children come from Welsh-speaking homes.  
  • The setting holds one Foundation Learning sessions every morning between 9.00-11.00.  
  • The Meithrin Plus children and the setting’s children are offered care at the setting between 11.00- 3.00. 
  • The leader and 6 assistants support the setting. Two of the six are senior assistants when the leader is not on site. 
  • The setting has a dedicated outdoor area. The door is open throughout the session to allow children to move independently between the indoor and outdoor area. The school playground is used for other physical activities. 
  • The setting is part of the Designed to Smile programme.  

Context and background to the effective or innovative practice 

Practitioners in the setting gather and use observations purposefully to meet the needs of each child and, by doing so, they strengthen teaching and assessment across all areas of provision. The approach is based on a simple and consistent principle. 

Description of nature of strategy or activity 

To ensure inclusion, all children are observed by using the same method, although the assessments are specific to each child. That is, practitioners understand that all children make progress and develop in their own individual way. Daily observation by each practitioner leads directly to clear next steps and these steps influence planning and the daily experiences available to the children. 

All practitioners in the team observe children daily as a natural part of the interaction with the children. These observations are gathered by taking pictures of real learning in authentic contexts. Practitioners then record briefly on the picture what happened, identifying what the child did, what they said (where appropriate) and the skills seen. This ensures that the evidence is accurate, relevant and reflects progress from day to day, rather than artificial tasks. Observations include memorable moments, experiences and a clear next step to support children’s learning. 

To ensure consistency and clarity, the team uses a colour coding system for each observation to show progress status and the next steps. For example, blue indicates a clear next step, while green indicates that the child has reached an individual target, and yellow indicates that a child is making progress against targets set in their Individual Development Plan (IDP). If practitioners have noticed that a child needs more support to develop a skill further, this is recorded in blue, with comments and examples of how to support the child to reach their full potential. 

When a child starts at the setting, practitioners work together to draw up an individual target for each child, depending on their individual needs. This target can be for the year (e.g. supporting the child to speak Welsh), or it can change if the child succeeds in achieving it. These observations are recorded in green. This system supports children with ALN very effectively. If a child has an IDP, observations against their individual targets will be in yellow. Daily observations provide clear evidence of progress against different targets or identify if a child needs more support. This coding makes the information easy for any member of staff to interpret immediately and enables the team to respond quickly by adapting the challenge, support or provision. 

All observations also identify which developmental pathway is being reached, linking the evidence to areas such as Belonging, Exploration, Communication, Well-being and Physical Development. This strengthens progression and ensures that the team tracks progress purposefully against the skills of the developmental pathways, rather than gathering evidence separately to plan. The fact that all practitioners are part of the process is a clear strength. The responsibility is shared, there is a richer understanding of the children and the response to needs is more consistent.

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

As a result, the team is able to meet the needs of each child more directly and track progress in more detail. This practice was recognised as leading practice because of the way in which daily observations, clear coding, team responsibility and linking developmental pathways work together to improve teaching and assessment continuously. These learning journey books are shared with parent and carers at each parents’ evening to discuss each child’s individual progress and provide visual evidence. Feedback from parents about the books and the observation system is very positive. 

How have you shared your good practice? 

Speaking at a Mudiad Meithrin conference. 

Sharing good practice other teachers and leaders. 

Improvement Resource Type: Effective Practice

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Teacher supporting students working together in a computer classroom.

Information about the school 

Ysgol y Strade is a bilingual comprehensive school that provides education for pupils aged 11-18 in Carmarthenshire local authority. The school is situated close to the coast, on the west side of Llanelli. There are 1,270 pupils on roll with 182 pupils in the sixth form. The school’s catchment area extends along the south-east coast of Carmarthenshire, from Fforest and Hendy in the east, to Kidwelly in the west. Most pupils come from Llanelli and the surrounding villages. 

The headteacher was appointed to the post in September 2017. The leadership team also includes a deputy headteacher and four assistant headteachers.

Context and background to the effective or innovative practice

The school places a strong emphasis on developing pupils as confident individuals who contribute actively to the life of the school and their wider community as valuable members of the Strade family. Within this vision, pupil leadership is a central element of the school’s culture, with clear structures which ensure authentic opportunities for pupils to take part in decision-making and drive whole-school developments. 

Over time, the school’s leaders have developed a comprehensive system of leadership structures for pupils which extend beyond traditional consultation activities. This approach enables pupils to lead initiatives, jointly produce policies and undertake specific responsibilities which have a direct effect on pupils’ learning experiences and well-being across the school. 

This structure is embedded in the work of the school council, ‘Llais y Strade’, and its thematic sub‑committees, which focus on priority areas such as the environment, Welshness, facilities and well-being. Through this work, pupils contribute regularly to whole-school priorities and develop as active leaders within the school community. 

Description of nature of strategy or activity 

The school council’s work has led to jointly producing Siarter y Dysgwyr, which summarises the school’s values and expectations and is now visible in all classrooms. This charter provides a consistent framework for promoting high standards of behaviour, respect and responsibility across the school. 

Graphic showing five school values: promoting the Welsh language, respecting everyone, being ready to learn, respecting the school, and belonging to the school community.

Members of the school council also present pupils’ views regularly to the governing body, ensuring that pupils make a direct contribution to discussions and decisions at a whole-school level. Pupils are supported by link staff who facilitate the work and support them to plan and implement initiatives effectively. 

In addition to the work of the school council, the school provides a wide range of further opportunities for pupils to develop their leadership skills by taking part in whole-school initiatives across areas such as Welshness, well-being and sports. Pupils contribute actively to organising whole-school events, leading campaigns to raise awareness and supporting younger pupils through purposeful mentoring roles. For example, Sports Ambassadors and members of the Year 7-9 Well-being and Sports Committee lead activities for the cluster’s primary schools and contribute to well-being and anti-bullying initiatives. Pupils also lead science and technology initiatives, such as the Racing Club and robot building projects, which develop their co-operation and problem-solving skills in authentic contexts. 

Sixth-form pupils play an important leading role in co-ordinating the work of the whole-school committees that promote charity work, Welshness, health and well-being, and communication. Through this work, they organise whole-school events, lead community initiatives and contribute to developing opportunities for other pupils to participate in school life. For example, the Charity Committee organises an annual Easter egg appeal to collect donations for a local food bank, strengthening pupils’ awareness of the needs of the local community. They also lead initiatives such as the school radio station, Sain y Sosban, which contributes weekly to the morning well‑being sessions and supports weekly mentoring arrangements for Year 7 pupils. These opportunities enable older pupils to put their stamp on the school’s developments and develop as confident leaders who contribute actively to the Strade community. 

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

Regular opportunities for pupils to play a leading role in school life have contributed to a culture where pupils feel that their opinions are valued and have a meaningful influence on whole-school development. As a result, pupils participate actively in initiatives that improve the school environment, well-being provision and opportunities to promote Welshness. For example, pupils’ work on environmental issues led to the introduction of a whole-school campaign to improve recycling arrangements and reduce litter on the site, along with changes to the canteen arrangements to reduce the use of single-use plastic. These changes have contributed to a clear improvement in the school’s environment. 

Pupils have also played a leading role in promoting Welshness by establishing social opportunities to use the Welsh language and contribute to changes to the arrangements for the whole-school Eisteddfod to ensures wider participation across all year groups. Initiatives such as the school radio station, Sain y Sosban, support the ability of older pupils to share positive messages and promote contemporary Welsh language music across the school. All of this has strengthened the sense of belonging and identity among pupils. 

Pupils’ contribution to well-being initiatives has also led to the development of anti-bullying campaigns and influenced the content of provision for whole-school well-being days. This has supported the development of a supportive learning environment that responds effectively to pupils’ needs. 

Wider leadership opportunities through mentoring younger pupils, leading sports and eco initiatives and contributing to scientific activities have enabled pupils to develop their confidence, communication skills and organisational skills. As a result, pupils develop as responsible individuals who contribute actively to the life of the school and the wider community. 

How have you shared your good practice?

The school shares pupils’ leadership work regularly through presentations to registration classes, whole-school assemblies and communication through the school’s digital platforms and the Straeon o’r Strade newsletter at the end of each term. This ensures that all pupils are aware of the impact of the work of the school council and committees and are given opportunities to contribute to their priorities. 

Pupils also share their work by sharing whole-school campaigns to raise awareness and by presenting their ideas and priorities regularly to the governing body, thereby strengthening their role as active contributors to the school’s developments. 

The school also provides opportunities for pupils to lead initiatives jointly with external organisations and community partners, such as local charities and community organisations, expanding the impact of their work beyond the school and strengthening their role as active citizens within their community.

Improvement Resource Type: Effective Practice

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Students using desktop computers together during a classroom ICT lesson.

Information about the school 

Ysgol y Strade is a bilingual comprehensive school that provides education for pupils aged 11-18 in Carmarthenshire local authority. The school is situated close to the coast, on the west side of Llanelli. There are 1,270 pupils on roll with 182 pupils in the sixth form. The school’s catchment area extends along the south-east coast of Carmarthenshire, from Fforest and Hendy in the east, to Kidwelly in the west. Most pupils come from Llanelli and the surrounding villages.

The headteacher was appointed to the post in September 2017. The leadership team also includes a deputy headteacher and four assistant headteachers.

Context and background to the effective or innovative practice 

Following the arrival of Curriculum for Wales, the school’s leaders identified the need to ensure that the development of literacy, numeracy and digital competence skills are planned purposefully and coherently across all Areas of Learning and Experience, supporting clear progression in pupils’ learning experiences over time. The school was keen to move beyond mapping superficial skills towards a curricular planning model that integrated the skills naturally within authentic contexts across the curriculum.

To achieve this, leaders developed a whole-school planning model for pupils in Years 7 to 9, based on principles that prioritise pupils’ progress. This is at the heart of the planning process, supporting departments to identify clearly which skills were being developed, how they were building on previous learning, and how they were contributing to progression along the learning continuum.

As part of this work, the school worked closely with its partner primary schools to develop a 3–16 skills continuum, particularly in reading, writing and numeracy. This enabled leaders to use transition information more strategically when planning provision and ensure that opportunities to develop skills build systematically on pupils’ previous experiences.

Description of nature of strategy or activity 

The planning model, which is based on the principles of ‘backward planning’, encourages teachers to begin with a clear definition of ‘the essence of learning’ and the expected progress, before planning appropriate learning experiences. As a result, skills mapping is integrated purposefully into departmental learning plans and contributes directly to planning progression over time.

To support this process across the school, leaders developed a whole-school skills mapping framework which organises the skills within three key categories, namely ‘Communication, Thinking and Learning’. This framework is used by all Areas of Learning and Experience to identify purposefully which skills are developed within each unit of work and how they build on pupils’ previous experiences. This enables departments to plan specific opportunities to develop the skills as an integral part of the subject content, rather than as separate additional activities.

To support this further, leaders developed a “whole-school progress capture” system for pupils in Years 7 to 9 to monitor the development of skills over time across the curriculum. This system is used alongside transition information from the partner primary schools to identify strengths and areas for development in pupils’ skills early in their time in secondary school.

Literacy, numeracy and digital competence co-ordinators work closely with senior leaders to evaluate the effect of provision through whole-school monitoring activities, including scrutiny of pupils’ work, lesson observations, learning walks and discussions with pupils. The findings of these activities are used to inform departmental and whole-school improvement priorities. These monitoring activities are an integral part of the school’s ‘Gwerthuso a Gwella’ (‘Evaluation and Improvement’) arrangements and link directly to the professional learning programme, ‘Gwella gyda’n Gilydd’ (‘Improving Together’), ensuring that skills development remains at the heart of the school’s priorities.

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

The whole-school approach to planning the development of literacy, numeracy and digital competence skills has ensured that these skills are integrated purposefully into learning experiences across the curriculum. As a result, pupils are given regular opportunities to develop and apply their skills in relevant subject contexts and many make sound progress in using them confidently in different subjects. For example, in their Welsh and English lessons, reading programmes such as Dim ond Darllen support pupils to interpret texts more confidently by expressing responses orally before writing. In their history lessons, pupils develop their extended writing skills by analysing and evaluating the value of a variety of historical sources, for example when studying the Chartist movement and the fight for rights in Year 7.

Purposeful opportunities to apply numeracy skills in subjects such as geography and technology enable pupils to interpret data, draw and analyse graphs and undertake problem-solving tasks in meaningful contexts. For example, in their geography lessons in Year 8, pupils analyse population data sets and draw and interpret graphs to compare geographical patterns. In their textiles lessons in Year 9, pupils use the four operations to make financial decisions based on information, for example when comparing the cost of materials and applying discounts and special offers when designing and creating a tote bag.

Pupils also develop their digital skills effectively through dedicated provision in their digital lessons, along with further opportunities across the curriculum to use technology to plan, record and edit work, for example when filming and evaluating performances in drama lessons.

A strong alignment between whole-school evaluation activities and the school’s professional learning programme, Gwella gyda’n Gilydd, ensures that the development of learners’ skills is at the heart of the professional learning focus of staff. By focusing on teaching strategies, such as effective questioning, developing oracy and providing timely feedback, staff strengthen pupils’ ability to express their ideas more clearly both orally and in writing and to improve the quality of their work more independently.

As a result, many pupils apply their skills confidently across the curriculum and build firmly on their learning over time.

How have you shared your good practice? 

Leaders have shared the curricular planning model and skill mapping arrangements through whole-school professional learning opportunities and through regular co-operation between skills co-ordinators and heads of department. This has supported a consistent understanding among staff of how to plan for the development of skills across the curriculum.

The school has also worked closely with its cluster of primary schools to develop a 3–16 skills continuum, sharing planning practices and using transition data to support progression in learning.

The school’s leaders have also contributed to national professional learning programmes and shared their experience of curriculum design and skills mapping with colleagues across the sector through training and presentation opportunities at a national level.

Improvement Resource Type: Effective Practice

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Students using library resources and technology in a secondary school learning environment.

Information about the school/provider 

Ysgol Bro Preseli is a Welsh-medium school for pupils aged 3–19, with 932 pupils, which is located in Crymych. Six point nine per cent (6.9%) of pupils are eligible for free school meals (FSM) and the school serves a wide rural area. The school benefits from extensive community facilities, including a language centre, theatre, public library and sports facilities, and pupils are encouraged to join the community library which is located on the school grounds. 

Context and background to the practice 

The school has developed a clear vision, “O’r Gwreiddiau i’r Gorwelion”, (“From Roots to Horizon”) which informs all aspects of school life. The leadership structure includes the headteacher, deputy headteachers, the senior leadership team and leaders of stages, skills, areas of learning and subjects. This leadership ensures coherent continuation and transition between the primary and secondary sectors. 

In the last inspection, it was identified that the school’s strategic leadership and successful whole-school strategy to strengthen literacy, particularly reading, are a strength. This is done by planning a cohesive curriculum with the aim of ensuring that pupils make good progress and thrive socially and academically. It was also identified that the school responds sensitively to the effect of rural poverty through effective well-being provision and positive working relationships between staff and pupils. 

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

The school has implemented a whole-school literacy strategy, developed over a five-year period. The strategy is based on: 

  • co-operation with parents 
  • whole-school strategies 
  • purposeful interventions 
  • systematic priorities 
  • innovating to nurture a robust culture of literacy and reading 

Reading begins at a very early stage with Welsh phonics schemes and, later, English phonics programmes, which support the acquisition of English skills and enables staff to monitor progress regularly. The school ensures a wide variety of books to meet the needs and interests of all learners. The primary sector benefit from a comprehensive library, while secondary pupils have access to the libraries of the Welsh and English departments. A whole-school digital platform is used to record the texts/books read by pupils at school and at home. 

A culture of reading is developed through various initiatives, including a weekly reading club led by the sixth form in the primary sector, book exchange campaigns, ‘readathons’ and creative literacy and reading activities. There is a weekly peer scheme between Year 7 and Year 12 pupils, with a focus on developing reading comprehension skills. Purposeful support is provided for parents, particularly non-Welsh-speaking parents, on how to support reading at home. 

To promote independent reading, teacher-led reading takes place regularly, with whole class novels covering a wide range of themes. Agreed whole-school reading methods and strategies are used to ensure pupils’ focus and readiness. There are regular opportunities for group reading and mutual reading, with a focus on expanding vocabulary, understanding and enjoyment. Developing higher-order reading skills is a whole-school priority, with each area of learning and experience including tasks that strengthen summarising, comparing, combining, interpreting and evaluation skills. 

For pupils with lower reading skills, additional support is provided through interventions and various reading development programmes, which provide opportunities to tailor interventions and respond directly to learners’ difficulties. Effective cluster co-operation strengthens this work, including ‘llafar llawen’ days to develop oracy, discuss novels, develop joint reading strategies and work with the Languages, Literacy and Communication working group. 

The literacy co-ordinator works with the co-ordinators of the areas of learning and experiences and subject leaders to plan purposeful and effective opportunities to develop higher-order reading skills. This year, the school is trialling plant to promote interest and enjoyment in reading through reading schemes created by two Welsh universities. Working with a number of external partners, along with purposeful investment in professional learning for staff and teachers, reinforces Ysgol Bro Preseli’s commitment to developing reading across the school. 

What impact has this work had on provision and learners’ standards and/or their families? 

This co-ordinated work has led to significant improvements in pupils’ standards of reading, fluency, confidence and understanding. Clear progress has been seen in pupils’ enthusiasm and participation in literacy discussions, along with higher quality in their oracy and analytical skills. The strong partnership between the home and school has fostered positive attitudes towards reading and strengthened family engagement. 

The variety of reading experiences, from targeted interventions to innovative work with universities, has transformed the attitudes, confidence and independence of pupils and staff. As a result, pupils show progress in their literacy skills, understanding and enjoyment of reading across the curriculum. 

Improvement Resource Type: Effective Practice

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Information about the school 

Ysgol Bro Pedr is a bilingual school that takes pride in the fact that it was one of the first 3-19 schools in Wales and that it is breaking new ground in terms of providing all-through education. Although a number of pupils start at the school at 3 years old, many come from other partner primary schools in Ceredigion and Carmarthenshire. There are 960 pupils on the school roll – 321 pupils from nursery to Year 6, and 639 pupils from Years 7-13 (which include 79 pupils in Year 12 and 55 pupils in Year 13). 

Sixty-nine point four per cent (69.4%) of pupils come from non-Welsh-speaking homes. Pupils are streamed linguistically, with Welsh-medium and Welsh second language classes in Years 3-13. All foundation learning pupils are educated solely through the medium of Welsh. Currently, 24.5% of pupils receive free school meals (20.97% of secondary age pupils and 31.7% of primary age pupils). There are currently 15 pupils who are in care and 16 who are young carers. Ten point one per cent (10.1%) of pupils speak English as an additional language, which is higher than the national average.  

Canolfan y Bont, which is the county’s resource for secondary age pupils with various needs (ASD, SLD, PMLD, MSI), is located on the school’s site. The centre plays a full part within the school and the pupils are on roll at Ysgol Bro Pedr. A Life Skills unit has also been established, which caters for pupils with fairly profound educational needs and vulnerable behavioural pupils and it provides continuity and progression for some pupils from Canolfan y Bont, where relevant and practical. Currently, 11 pupils attend Canolfan y Bont and 21 pupils attend the Life Skills resource.

Context and background to the effective or innovative practice

Canolfan y Bont is a specialist resource base that caters for pupils between 11 and 19 years old with severe, complex, and profound and multiple learning difficulties. The centre provides support for pupils in Ceredigion and is situated at Ysgol Bro Pedr in Lampeter. 

It provides a purposeful, broad and balanced curriculum in a caring environment. Central to the philosophy is that each child is unique and special, with the potential to make progress and succeed. 

Following the COVID pandemic, a Recovery Curriculum was implemented. The emphasis on well-being encouraged the school to reflect on its practice and develop a person-centred approach further. Afterall, pupils learn differently, so we believe they should be taught differently. 

Description of nature of strategy or activity 

Following significant research, a decision was made to divide the pupils into three cohorts, due to the diversity of their needs. These are based on pupils’ individual learning styles and their communication, medical, sensory and physical diagnoses, rather than their chronological age. 

Together with the LEA, a ‘Provision Map’ was produced, which outlines clearly the inclusive, additional and specialist provision available to each cohort. 

The Adventurers 

These pupils have severe learning difficulties (SLD) and follow a semi-formal curriculum. They have access to a curriculum which focuses on life skills, which develops independence and function. They need plenty of repetition to embed their learning. 

The Discoverers 

These pupils have complex learning difficulties (CLD). They follow an informal curriculum, which is a method that supports communication and engagement. In addition to their learning difficulties, they may also face other obstacles to learning, such as physical difficulties, medical conditions, sensory processing disorders, visual or hearing impairments, communication  problems  or ASD. 

Our informal learners are still in the very early stages of their learning and development and learn best when the curriculum is linked to their own experiences and when they are given opportunities for repeat activities and overlearn. The aim for these pupils is to develop ‘choice and voice’. 

The Explorers 

These pupils have profound and multiple learning difficulties (PMLD). They follow a pre-formal curriculum. They engage during the earliest stages of learning and follow a personal learning approach which places relevance at the heart of their sensory curriculum. Pupils’ healthcare plans are integrated seamlessly into their daily routine and run alongside their educational programmes.

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

This method has enabled us to place well-being at the heart of our curriculum. All pupils have succeeded in forming trusting and secure relationships with members of our core staff team, which is essential for developing communication, cognition, emotional and social skills. 

The Adventurers  

These pupils have access to a purposeful timetable, which has enabled them to develop their literacy, numeracy and digital competence skills. Pupils have independent access to their AAC devices to communicate. They are all able to generalise their skills, for example they use the self-service till confidently in the supermarket. 

Several pupils in the cohort have had difficulty regulating their social and emotional needs. They are now proficient in identifying their emotions, using the Zones of Regulation, and understand that strategies can be accessed to enable them to self-regulate.  

The Discoverers 

The informal curriculum has enabled our non-verbal communicators, who have complex learning needs, to develop their communication skills, explore their environment and make independent choices. They are able to initiate interactions with familiar staff and their peers.  

The Explorers 

Pupils in this cohort follow a different path and are assessed through Learning Pathways. They have established strong relationships with their core staff. They take part in intensive interaction sessions and have developed their understanding of cause and effect.  

In conclusion, the changes to our curriculum have enabled us to facilitate effective, purposeful learning experiences for all pupils and to share this information with their parents. 

From the inspection report:  

Canolfan y Bont provides an exceptionally inclusive and responsive learning environment for pupils aged 11-19 with profound and complex needs. Teaching is based on personal and holistic principles, and takes into account the physical, cognitive and emotional needs of each individual. As a result, nearly all pupils make good progress from their starting points. 

How have you shared your good practice? 

We share pupils’ daily activities with parents through an online app. Parents also have access to their child’s formative assessments through a QR code. Parents are invited to attend regular ‘Coffee and Chat’ meetings at the school, to discuss their child’s progress. 

Colleagues from the local education authority visit the centre to observe aspects of good practice and this is shared during our specialist resource base network meetings. 

Improvement Resource Type: Effective Practice

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Information about the school 

Ysgol Gyfun Heolddu Comprehensive School is an 11-18 secondary school in Caerphilly County Borough. The school has a pupil population of approximately 740, with 33% pupils eligible for free school meals. The school has experienced a period of significant growth in pupil numbers over the past 5 years, resulting in an increase in staff numbers.  The senior leadership team comprises the Headteacher, Deputy Headteacher and three Assistant Headteachers. 

Context and background to the effective or innovative practice 

The school has prioritised high quality teaching and learning, strengthening relationships and building a cohesive whole-school ‘TîmHeolddu’ culture to support both pupils and staff.  In order to achieve these aims, leaders identified the need to develop a shared understanding of values, improve transition or ‘on-boarding’ processes for new staff and pupils, and devised an innovative whole-school coaching model for professional learning and collaboration. The school also recognised the importance of addressing the impact of poverty and strengthening links with families and the wider community. 

Description of nature of strategy or activity 

The school implemented a multi-faceted, values-driven approach centred on building a strong, cohesive team and improving relationships across the school community. 

Core to the school’s work is the development of a clearly articulated set of shared ‘TîmHeolddu’ values, co-constructed with staff, pupils, and stakeholders. These values underpin all aspects of school life, including behaviour expectations, teaching approaches, and leadership decisions. All members of the leadership team undertake professional learning to develop an awareness of their own personal values and how these impact their approach and work.  Understanding the collective values across the team enables effective and open communication, leading to coherence and a dynamic approach to decision making and school improvement.  

To support consistency and belonging, the school redesigned its onboarding processes for both staff and pupils. New staff benefit from a structured induction programme prior to starting employment, that includes the ‘TîmHeolddu’ charter and expectations for all systems along with a visit to the local catchment area. Similarly, pupils experience a carefully planned on-boarding process that emphasises relationship-building, well-being, and clarity of expectations, with all Year 6 pupils moving to Heolddu at the end of the summer term. New staff also join ‘TîmHeolddu’ for this transition period and all pupils follow their timetable for the coming academic year. This reduces worry over the summer holiday period, allowing for a prompt and smooth start each September. 

To tackle the impact of poverty, the school has implemented targeted support strategies, such as access to uniform and IT devices, breakfast club, and family engagement initiatives. These are complemented by efforts to build a strong sense of community, involving partnerships with local organisations and charities who attend parents’ evenings and other engagement events. Pupils, and their families, are well understood by staff, and support is swiftly and systematically provided for families requiring additional support. The school uses a range of factors to identify vulnerability and monitors the progress, attendance and well-being of a wide range of groups of pupils, including, for example, those who are young carers and mid-year admissions to Heolddu. All vulnerable groups are represented proportionally across pupil voice groups, including the school senedd , and have equitable access to wider school and extra-curricular experiences. 

An instructional coaching model underpins professional development across the school. Leaders and staff engage in regular, planned coaching conversations focused on reflection, collaboration, and continuous improvement. School-based coaches work collaboratively on pedagogy and skills coaching, providing evidence-based, practical step-by-step actions for teachers to rehearse with their classes. This helps to develop leadership capacity at all levels and fosters a culture of greater trust and openness. 

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

The school’s focus on values, relationships, and coaching has led to greater consistency in practice across departments. Staff report increased clarity, confidence, and alignment in their work, contributing to a more cohesive and effective team. As a result, the quality of teaching and learning has improved and strengthened. 

Improved onboarding processes have supported smoother transitions for both staff and pupils. New staff integrate more quickly and feel better supported, while pupils demonstrate a strong sense of belonging and engagement from the outset. 

The emphasis on shared values and relational practice has led to notable improvements in behaviour, attendance, and pupil well-being. Relationships between staff and pupils are a particular strength, contributing to a positive learning environment where pupils feel respected and supported. 

Strategies to mitigate the impact of poverty have improved equity of access to learning and enrichment opportunities. Pupils from disadvantaged backgrounds are better supported to engage fully in school life, and the school has strengthened its role as a hub within the community. Outcomes and attendance of pupils eligible for free school meals are a strong feature. Between 2022-2023 and 2024-2025, attendance rates of the school improved well, including those of pupils eligible for free school meals, being above the national average and above that of similar schools. Persistent absence is notably lower than in similar schools, particularly for the last two years. 

How have you shared your good practice? 

The school has taken a proactive approach to sharing its ‘TîmHeolddu’ practice both within and beyond its own setting. Internally, leaders have ensured that all staff engage with the school’s values, coaching model, and relational approaches through regular professional learning sessions, collaborative planning time, and coaching conversations. This has supported consistency and helped embed the practice across all areas of the school. 

The school has also worked closely with partner primary schools to support transition and share effective onboarding strategies for pupils. This has included joint events, shared resources, and opportunities for staff to collaborate on approaches to well-being and relationship-building. 

At a wider level, the school has contributed to local and regional networks by sharing its work through cluster meetings, professional partnerships, and school-to-school support. Senior and middle leaders have delivered presentations and hosted visits for colleagues from other schools to observe practice in action, particularly in relation to coaching, values-driven leadership, and strategies to address the impact of poverty. 

The school has also engaged with consortia and local authority-led programmes and contributed case studies and resources to support wider system improvement. Through these activities, the school has supported other practitioners to adapt and implement similar approaches in their own contexts.