Effective Practice Archives - Estyn

Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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The image shows a colorful mural on the side of a building, depicting various hands of different skin tones gathered around a glowing orb. Surrounding the hands are vibrant artistic elements, including flowers, abstract shapes, and a lion. The scene is set outdoors under a partly cloudy sky.

Information about the school

Olchfa School is a large, English medium, 11-18 mixed comprehensive school situated in a suburban area to the west of Swansea. There are 1,907 pupils on roll, with 466 in the sixth form.  Around 12.02% of pupils between Years 7 and 11 receive free school meals. Around 40% of pupils are from ethnic minority or Black and Minority Ethnic backgrounds and over 50 languages, other than English and Welsh, are spoken in pupils’ homes. Just under 5% of pupils have additional learning needs (ALN) and 9.2% have a level of English acquisition which is less than competent.

Context and background to the effective or innovative practice

Central to Olchfa’s practice is the promotion of its core values of Ready, Respectful and Safe. The school’s vision is centred on the idea of ‘Cynefin’, posing the question ‘What does it mean to belong to the Olchfa community, living in Swansea, but with roots all over the world?’ The goal was to develop a vision and ethos that embraced every member of the school community through a strategy of widespread engagement.

Description of nature of strategy or activity

The first year of the strategy secured common agreement about what it meant to be a part of the Olchfa community. This was established through a series of workshops and groups, including The School Advisory Board representing pupils and families, Governing Body and multi-disciplinary staff groups. Participants considered questions such as ‘What should it mean to be a part of the Olchfa community?’ and ‘What things should unite us?’ The feedback was distilled into ten words and defining statements, in English and Welsh, forming the basis of a new vision. Olchfa’s ‘Cynefin’ celebrates: children, Welshness, joy, creativity, belonging, leadership, positivity, care, respect and success. Its aim is a vision for all, involving all. The school’s leaders prioritised highly visible leadership within and beyond the school gates. This includes close working relationships with partner primary schools, through strategic initiatives such as ‘Plan Together, Teach Together’ but also through the visible presence of the headteacher at partner primary events. Engagement with community events and with other agencies is also visible and celebrated.

Year two involved embedding the vision in two key ways. One was the regular referencing of the vision via staff training, public events and school publications. Another was developing promotional materials. A pupil design competition generated high levels of engagement and ideas. The winners participated in workshops with a local artist (and former pupil), incorporating the ten words into striking visuals displayed across the site.  The centrepiece of this work was the production of a wall mural in partnership between the artist and pupils, reflecting and helping to deepen Olchfa’s ‘Cynefin’.

The process and vision are underpinned by buy-in from staff, pupils and families and a deep commitment to reflecting their ‘Cynefin’ in all they do, by everyone connected to the school, whatever their role. Pupil voice groups play an active role in promoting this sense of belonging:

  • The Equality, Diversity and Inclusion group has led on promoting and celebrating the diverse range of cultures within the school community by organising highly successful culture weeks.
  • The annual ‘Well-being Fayre’, organised by the emotional health and well-being pupil voice group, is a valuable event as it helps raise awareness of support available from charities and agencies in the local community.
  • The Year 10 CHAT (confidentiality, help, advice and trust) mentors offer support for Year 7 pupils when they join the school, to ensure that they feel fully integrated into the Olchfa School community as soon as possible.
  • In response to the rapid growth of the sixth form, prefects have established well-being Wednesday to promote a sense of community.

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

The over-arching vision for the school has had a positive effect on key areas. Over the last two years, attendance has increased, examination outcomes broadly match pre-Covid levels and exclusions have fallen. Sixth form enrolment is at its historical highest level. Leaders believe that Olchfa’s ‘Cynefin’ lies in its culture, which is warm, progressive and inclusive. Relationships for learning are strong. Parental feedback indicates high levels of satisfaction with engagement and visibility. The school feels that all are united behind a vision for all that places Olchfa in the heart of its community.

How have you shared your good practice?

Olchfa School regularly hosts visits from staff of other schools and is committed to system-wide partnership and the power of peer-to-peer school improvement.

Improvement Resource Type: Effective Practice

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A group of students in a dance studio standing in a line with arms raised, wearing black and grey dance clothing.

Information about the school

Olchfa School is a large, English medium, 11-18 mixed comprehensive school situated in a suburban area to the west of Swansea. There are 1,907 pupils on roll, with 466 in the sixth form.  Around 12.02% of pupils between Years 7 and 11 receive free school meals. Around 40% of pupils are from ethnic minority or Black and Minority Ethnic backgrounds and over 50 languages, other than English and Welsh, are spoken in pupils’ homes. Just under 5% of pupils have additional learning needs (ALN) and 9.2% have a level of English acquisition which is less than competent.

Context and background to the effective or innovative practice

Following the publication of ‘Successful Futures’ and in preparation for Curriculum for Wales, Olchfa School successfully gained Pioneer School status. This established a culture of innovation around curriculum structure and design, culminating in ‘iLearn’, a curriculum for Years 7, 8 and 9. Leaders have a vision for their curriculum as the ‘lived experience’ which should provide pupils with the knowledge, skills and experiences to be ambitious, creative, ethical and confident pupils during their time in Olchfa, and beyond.

Olchfa introduced ‘iExplore’ in response to a need pupils identified to tailor and enrich the ‘iLearn’ curriculum provision in Year 9, recognising that these pupils would soon be making choices for study in Year 10. ‘iExplore’ lessons account for four of the fifty lessons a Year 9 pupil has per fortnight. They provide an opportunity for pupils to develop new skills and interests, as well as strengthen existing ones, alongside continued learning within the Areas of Learning and Experience (AoLE) with which they were familiar in Years 7 and 8.

Each year, leaders of the six AoLEs design a range of ‘elective’ courses to broaden or deepen the curriculum experience of Year 9 pupils. Each ‘iExplore’ course should have the potential to foster a pupil’s passion in a chosen field, enable meaningful application of subject knowledge in authentic, real-world contexts or offer joy in learning something new, in a new way, with new people.

In total, the school offers twenty-four ‘iExplore’ courses, of which Year 9 pupils study two, one in the first half of the year and one in the second half. Examples of the ‘iExplore’ courses offered are:

  • Forensics
  • Creative writing
  • Law and Criminology
  • Sports Leadership
  • Playing with programming
  • Musical theatre
  • Become a problem solver

‘iExplore’ plays an important part in fulfilling the school’s vision for Olchfa’s ‘Cynefin’, giving opportunities for learners to be leaders of themselves and others and to learn more about Wales’ culture and background. ‘iExplore’ provides a chance to study something related to a career pathway, something creative or original. The school explores these ideas with learners as they make their ‘iExplore’ choices in Year 8.

Description of nature of strategy or activity

The wide breadth of the ‘iExplore’ offer is maintained by pairing subjects across the year to maximise staffing efficiency.  During Year 8, learners choose five ‘iExplore’ courses, in order of preference. In most cases, pupils are allocated their first and second choice ‘iExplore’ course and leaders respond by running multiple classes if there is the demand to do so. This approach not only gives leaders valuable insight into learners’ subject preferences, supporting long-term curriculum and staffing planning, but also ensures that offering ‘iExplore’ remains cost-effective.

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

The school’s three ‘Attitude to Learning’ data captures over Year 9 indicate notably high levels of engagement across the range of ‘iExplore’ subjects. Some pupils cite ‘iExplore’ as an opportunity to specialise in a subject that interests them, whilst others welcome the enriching impact it has on their Year 9 experience and their well-being. Central to the school’s vision for Olchfa is that school days bring joy and feedback from pupils and families suggests that ‘iExplore’ is doing just that for Year 9 pupils. Some pupils change their choice of pathway from Year 9 into Year 10 as a consequence of having tested their interest in a subject through their ‘iExplore’ course choices. Pupil voice has helped refine ‘iExplore’, and the school’s Advisory Board (a stakeholder group of parents, pupils, governors and staff)  has asked for ‘iExplore’ to continue through Years 10–13, something leaders are now exploring.

How have you shared your good practice?

Olchfa School regularly hosts visits from staff from other schools and is committed to system-wide partnership and the power of peer-to-peer school improvement.

Improvement Resource Type: Effective Practice

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Children are seated around a curved table in a colorful classroom, engaging with educational toys. An adult is sitting with them, smiling. The room is bright, with shelves filled with various toys and books. One child stands near the table holding a stuffed toy.

Information about Provider

Cae’r Ffair is a Day Nursery located in the village of Gorslas, Carmarthenshire. It is a Welsh medium nursery providing high quality preschool childcare and education for the last 22 years. The setting offers a warm, nurturing environment where children are supported to develop emotionally, socially and cognitively through high-quality play experiences. Its practice is built on innovative leadership, strong relationships and teamwork, close partnership with families, and meaningful engagement with the wider community. The team are committed to ensuring all children feel valued, secure, and encouraged to explore, discover and grow. 

Context and background to the effective or innovative practice 

Under the direction of forward-thinking leadership, the setting has embraced a collaborative and child-centred approach. Leaders prioritise professional development, reflective practice, and strong, trusting relationships across the team. This culture ensures practitioners feel confident and empowered to use their professional judgment and trial new ideas based on the needs and interests of the children.  

The collective aim is to provide consistently high-quality experiences that nurture children’s development. Close cooperation with parents and the local community strengthens this approach, creating a shared sense of purpose and belonging.  

Description of nature of strategy or activity 

This includes introducing new approaches to child development and play-based learning, and strengthening consistency across units through shared routines, values, and collaborative planning. Leaders also provide targeted professional development to build practitioners confidence, knowledge and skills, while fostering an inclusive atmosphere where children feel safe, supported and encouraged to thrive. Practitioners are central to this vision, using strong key-person relationships and reflective practice to ensure provision is meaningful and responsive. They collaborate across units within the nursery, to maintain high standards, adapt the learning environment and share effective ideas.  

The setting maintains strong, meaningful connections with the local community, including partnerships with local schools, Gorslas Welfare, charities, emergency services, care homes and community groups. Through shared events, outings, and collaborative projects, children not only explore real-life environments but also develop practical skills, social confidence and a deep sense of belonging. This enhances their understanding of the world and enriches their learning experiences.  

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

The combined approach of innovative leadership, skilled practitioners, supportive parental involvement, and strong community links has significantly enhanced the quality of provision across the setting. As a result, children benefit from an emotionally secure and stimulating environment, where their curiosity and engagement are nurtured. Practitioners feel trusted, valued and motivated, which is reflected in high-quality interactions and thoughtful, responsive practice.  

Children develop confidence, resilience, curiosity and independence through well-planned and engaging experiences, while families report feeling included and respected, ensuring consistent support between home and the setting. Community involvement further enriches children’s learning, fostering empathy, awareness and a sense of social responsibility. Overall, children demonstrate a strong sense of well-being and are eager to explore, engage and learn.  

How have you shared your good practice? 

The setting shares its effective practice regularly with parents, community partners and local organisations. Through ongoing communication, events and involvement in community activities, practitioners highlight the benefits of their collaborative and child-centred approach. The setting has also shared its excellent practice at an event organised by the Local Authority, which focused on effective practice across the Early Years sector in settings and schools throughout Carmarthenshire. This provided an opportunity to showcase the positive impact of its approaches to a wider professional audience. Partnerships with local services and schools further support the dissemination of good practice and help strengthen continuity for children as they move on to the next stage of their education.  

Improvement Resource Type: Effective Practice

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Tri phlentyn ifanc yn chwarae gyda bwrdd dŵr mewn parc heulog.

Information about the setting  

Beach House Day Nursery is based in Rhyl, North Wales, providing childcare and early years education to children from birth to 12 years. The teams at Beach House aim to provide all children with quality care in a homely, safe and stimulating environment. The setting’s main language is English, but staff incorporate the use of the Welsh language into routines and day-to-day activities. 

Context and background to the effective or innovative practice 

Beach House re-opened under new management in November 2024.  The setting understands the importance of having a strong leadership and management team that work closely and consistently with external agencies (e.g. the Flying start team, Early Education team etc.) and the local community.  

Leaders focus on empowering practitioners to make decisions and support them through supervisions and appraisals, to enable them to promote children’s learning successfully.  A clear and concise vision and purpose was created by reviewing and improving policies and procedures. These are clearly understood and implemented consistently by management and practitioners, resulting in structured and efficient daily routines.  

Description of nature of strategy or activity 

The management team held a meeting after the change of ownership at the setting and involved all staff in discussions about developing aspects of the provision. Leaders prioritised implementing the changes as discussed and agreed with staff. For example, training was organised to support planning and leaders utilised local grants to improve the learning environment and introduce resources such as creating a waterwall and flower garden. 

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

This work has increased practitioners’ confidence and improved the overall well-being of the children. Consistent monitoring and open communication amongst leaders and practitioners has also been achieved through working closely together.  

The children are using the outdoor area more effectively due to the changes made by the management team, such as the introduction of a climbing frame, water wall, garden area and the utilisation of the outdoor shed. 

How have you shared your good practice? 

The setting’s social media presence has been increased and these improvements have been shared through the setting’s app. Leaders have also invited parents into the setting to see the improvements first hand.  

Improvement Resource Type: Effective Practice

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A child holding a star-patterned lantern on a pole, wearing a yellow jacket and a blue scarf, standing outside.

Information about the setting 

Cylch Meithrin Machynlleth is a voluntary-managed early years setting offering education, childcare, and Flying Start provision through the medium of Welsh. The setting is located in the town of Machynlleth, within the grounds of Ysgol Bro Hyddgen. The setting is registered to care for up to 24 children per session, aged between two and four years old.  

The setting welcomes children from a variety of backgrounds, with the majority coming from English-speaking families. This inclusive approach supports children in developing Welsh language skills while nurturing their overall development.  

The setting’s vision is built around the belief that every child should be: joyful, confident, and independent (Plant Llawen, hyderus, annibynnol). This ethos underpins the setting’s daily practice and long-term goals for each child’s growth.  

The setting is supported by a dedicated team of experienced staff, a committed responsible individual, and an active management committee. Together, they bring a wealth of knowledge, care, and enthusiasm to create a warm and engaging environment for all children.  

Context and background to the effective or innovative practice

A key strength of Cylch Meithrin Machynlleth lies in the strong partnerships it has developed within the local community. Practitioners place high value on these connections and use them to plan rich, meaningful experiences that help children engage with and understand their local area. These experiences give children a strong sense of belonging and pride, while also celebrating the diverse culture of modern Wales and fostering a deep sense of cynefin. 

Regular visits to nearby shops, the town market, Gerddi Bro Ddyfi gardens, the local church, library, and park are embedded into practice. A particular highlight last year was the lantern procession, created so that families could continue a much loved tradition when the town event was cancelled. Carrying their handmade lanterns, the children and their families walked together through the town. On the way, the procession stopped at the local care home, where residents waved at the children through the windows as they passed by. The residents admired the lanterns’ light, colours, and shapes, and thanked the children for visiting, creating a moment of shared joy. The procession then continued to the town clock, where the children joined the wider community for the Christmas light switch-on, ending with a sense of joy, belonging, and celebration. In the hours and days that followed, the children, families, and staff reflected on how special the evening had been. 

These experiences strengthen children’s social and emotional skills, enhance wellbeing, and broaden their understanding of the world around them. By embedding community life into daily routines, the setting helps children develop the confidence, resilience, and sense of identity they need to thrive. 

Description of nature of strategy or activity 

At Cylch Meithrin Machynlleth, community connections are central to the setting’s ethos, fostering belonging, wellbeing, and pride. Practitioners build on children’s home experiences through visits to shops, the market, gardens, library, church, and park, nurturing cynefin, confidence, and emotional literacy. Intergenerational links flourish at the residential care home, where children sing, play, and form genuine bonds with residents, often including family members. Church visits and seasonal activities deepen understanding of traditions and caring for others. Regular opportunities, such as the lantern procession, Random Act of Kindness Day, and work with Gerddi Bro Ddyfi, continue to enrich learning and strengthen community ties.

Four children and an elderly person playing a colorful board game at a table.

How have you shared your good practice? 

Good practice at Cylch Meithrin Machynlleth is shared through word of mouth, with families, staff, and community partners recognizing the impact of community involvement on children’s social and emotional growth. Social media further showcases visits, events, and celebrations, highlighting how these experiences enrich learning and belonging. 

Improvement Resource Type: Effective Practice

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

Information about the setting

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

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

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

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

Context and background to the effective or innovative practice

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

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

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

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

Description of nature of strategy or activity

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

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

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

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

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

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

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

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

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

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

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

As a result: 

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

How have you shared your good practice?

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

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

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

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

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

Improvement Resource Type: Effective Practice

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Children in school uniforms happily running in a school hallway.

Information about the setting 

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

Context and background to the effective or innovative practice 

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

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

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

Description of nature of strategy or activity 

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

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

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

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

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

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

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

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

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

How have you shared your good practice?

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

Improvement Resource Type: Effective Practice

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

Context and background to the effective or innovative practice 

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

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

For clarity, British Sign Language (BSL) is a legally recognised language with its own grammar and syntax, distinct from sign systems like Makaton or sign supported English (SSE) which are communication supports used alongside spoken language.

Description of nature of strategy or activity 

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

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

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

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

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

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

How have you shared your good practice? 

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

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

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

Improvement Resource Type: Effective Practice

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

Information about the setting 

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

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

Context and background to the effective or innovative practice

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

Description of nature of strategy or activity  

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

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

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

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

How have you shared your good practice? 

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

Improvement Resource Type: Effective Practice

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

Information about the setting

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

Context and background to the effective or innovative practice

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

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

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

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

Description of nature of strategy or activity

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

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

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

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

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

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

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

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

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

How have you shared your good practice?

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

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

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