Effective Practice Archives - Estyn

Improvement Resource Type: Effective Practice

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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A student and an adult sitting at a table with a laptop, talking together in a classroom setting.

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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A student and an adult sitting at a table with a laptop, talking together in a classroom setting.

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. 

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% of 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 

Whole-school rates of attendance of pupils, including those pupils eligible for Free School Meals (eFSM), have between 2022-2023 and 2024-2025, been 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. 

Senior leaders identified inconsistencies in the tracking, monitoring and communication of attendance as a key barrier to reducing persistent absence. In particular, there was a need to strengthen early identification, clarify staff roles, and improve how attendance concerns were communicated to pupils and families, especially in the context of socio-economic disadvantage. 

In response, the school developed a proactive, graduated attendance strategy, underpinned by forensic tracking, clear accountability at all levels, and a strong focus on mitigating the impact of poverty on attendance. 

Description of nature of strategy or activity

To address persistent absence, the school placed a strong emphasis on the analysis and communication of ‘broken week’ data at all levels. This approach was introduced to improve understanding of attendance patterns, particularly where absence is characterised by sporadic, one-off days rather than continuous absence. 

The use of ‘broken weeks’ has been central to improving how attendance is understood by pupils, staff and families. Percentage attendance figures were often misinterpreted; for example, 90% being viewed as acceptable, whereas the concept of ‘broken weeks’ provides a clearer and more tangible representation of lost learning. For instance, repeated absence on a single day each week becomes more apparent when presented as multiple disrupted weeks. This has been particularly effective in helping families recognise the cumulative impact of frequent sporadic absence, such as repeated Friday absence.  

Pupils are actively involved in this process. Through structured tutor sessions, pupils track their own broken weeks over time, enabling them to identify patterns in their attendance, understand the impact on their learning, and set personalised targets for improvement. This has strengthened pupil ownership and engagement in improving attendance. 

This approach is underpinned by a comprehensive weekly tracking system, which presents attendance data visually using colour-coded indicators to highlight improvements and concerns. This allows staff to quickly identify patterns, trends and trajectories for individuals and groups. Family Engagement Officers undertake detailed, forensic analysis of this data to identify emerging concerns at an early stage and coordinate timely interventions, including School Attendance Meetings (SAMs) and referrals to external agencies where appropriate. 

Alongside this, the school implemented a whole-school, graduated response to attendance, supported by clearly defined roles for all staff, from form tutors to senior leaders. This ensures consistency, accountability, and timely escalation of support. 

The strategy is characterised by: 

  • Proactive intervention: early identification through real-time data tracking and half-termly pupil voice surveys to identify barriers 
  • Clear escalation pathways: including ‘Broken Week’ letters, School Attendance Meetings (SAMs), Fixed Penalty Notice warnings and, where necessary, legal processes 
  • Strong partnerships: close collaboration with the Local Authority, Education Welfare Officers and a range of external agencies to provide coordinated support 
  • Focus on equity: targeted interventions to address barriers linked to poverty and well-being 
  • Recognition and motivation: weekly rewards, including attendance raffles, alongside termly and annual recognition for sustained or improved attendance 
  • Flexible, bespoke support: individualised strategies such as timetable adjustments, late passes and referrals to specialist services 

This work is further strengthened through a multi-agency approach, with a school-led panel involving CAMHS In-Reach, Educational Psychology, Behaviour Support, the Education Welfare Officer and Young Carers services. In addition, senior leaders have prioritised community engagement to address wider socio-economic barriers, including family workshops, community activities such as a school choir, and regular coffee mornings where external agencies provide accessible support. These agencies are also present at parental engagement evenings and transition events, ensuring families can access advice and support in a familiar setting. Targeted community support initiatives further help reduce barriers to attendance.  

Together, these approaches ensure that attendance is addressed through clear systems, consistent communication, targeted intervention and strong partnerships, enabling the school to respond proactively and effectively to persistent absence. 

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

The implementation of this strategy has led to significant and sustained improvements in attendance, particularly for vulnerable groups. 

  • Since 2022-23, the school’s rate of attendance has continued to improve each year. The school’s rate of improvement is higher for each year than the rates of improvement for the rest of Wales.  
  • The school’s rate of improvement for 2022/23 to 2023/24 was 1.3 compared to 0.5 for the rest of Wales. The school’s rate of improvement for 2023/24 to 2024/25 was 2.4 compared to 1.0 for the rest of Wales.  
  • Persistent absence at 10% reduced from 49.5% (2022/23) to 31.3% (2024/25). This is better than the Wales average of 33.0, the family average of 39.6. 
  • Persistent absenteeism at 20% reduced from 18.1% (2022/23) to 11.7% (2024/25). This is better than the Wales average of 13.1%, the family average of 17.0%. 
  • The rate of attendance for eFSM pupils has improved from 2022-23 to 2024-25 from 82.9% to 86.1% and is above the Wales average of 81.2%, the family average of 80.7%. As a result: 
  • Attendance in examination cohorts has improved, supporting better pupil outcomes. 
  • Gaps between disadvantaged learners and their peers have narrowed 

Importantly, pupils and families now demonstrate a stronger understanding of attendance expectations, particularly through the use of ‘broken weeks’. This has contributed to improved engagement and earlier intervention. 

The clarity of roles and consistency of approach across all staff has strengthened accountability and ensured that attendance is a whole-school priority. 

How have you shared your good practice?

The school has shared its practice through local authority attendance networks, partner school meetings and cluster collaboration meetings. A strong cluster approach to attendance ensures that best practice is shared with primary schools to provide early intervention.  

Improvement Resource Type: Effective Practice

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Information about the provider 

The B-wbl Consortium is a long-established provider of apprenticeships and employability programmes in Wales. This partnership of ten providers, with a shared ethos of continual improvement, works in a culture of collaboration, transparency, openness, and trust, with a vision of achieving excellence. The partnership delivers apprenticeships at foundation apprenticeship, apprenticeship, and higher apprenticeship levels to approximately 4500 learners across a range of learning areas. 

Context and background to the effective or innovative practice 

The financial wellbeing fund, initially established in 2015, is a discretionary award for learners on apprenticeship programmes to assist with a contribution towards costs that support them to achieve their learning programme. Initially established to support learners in decile 1 and 2, the fund has adapted over the years to support all Consortium learners.  

The fund is distributed between providers based on their own contribution value (0.25% of contract value), plus a proportionate allocation of any underspend from the previous year.The purpose is to financially support learners who are in need, enabling them to complete their programmes and be successful. Since 2024, the fund also addresses the wider issues of learner and staff wellbeing to enable the Consortium community to thrive. 

Description of nature of strategy or activity 

Initially the fund was established in 2015, as a deprivation fund, primarily focused on learners falling within decile 1 and 2, with the aim being to provide financial support to enable successful completion of their programme. This decision was based on new providers joining the partnership which led to an increase in learners from areas of East Wales who were achieving at a lower rate than other Consortium learners.  

The fund has remained in place since 2015 and has been evaluated and refocused over the years to ensure it is fit for purpose in a changing economic environment and factoring the impact Covid has had on learners’ wellbeing and finances. The key aim has always remained the provision of, and access to, funding which addresses these wider issues of learner and staff wellbeing to enable the Consortium community to thrive. The fund is used at provider discretion, with the only eligibility criteria being that the learner is enrolled on an apprenticeship programme.  

As a discretionary award providers are expected to make their own judgements on what is an appropriate use of funds, based on the needs of the learner and the impact on their learning. The use of the fund is recorded on a declaration spreadsheet supplied by the Consortium management team. This details a brief storyboard in relation to the learners who benefit from the fund and the nature of the support, so an analysis of impact and effectiveness can be completed.  

Providers share the availability of the fund with learners as part of their induction. The strong emphasis on learner wellbeing and positive, trusted relations established by staff means learners are confident to raise concerns and access the support available to them.  

In 2024, an external evaluation of the impact of our provision of wellbeing support for apprentices and staff across the Consortium, identified a request from managers across the partnership to widen access to the fund. As a result, providers can access this fund to support with access to counselling support for staff and learners, as necessary.  

Examples of how the fund has been used are listed below; 

  • Lunch vouchers  
  • Food vouchers 
  • Crisis/Hardship support 
  • Emergency accommodation 
  • Emergency childcare 
  • Emergency transport  
  • Books 
  • Laptops 
  • Support with skills competition bursaries  
  • Counselling 

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

A strong feature of the partnership is their shared ethos and clear commitment to creating a positive culture that supports learner and staff wellbeing enabling our community to thrive. The establishment of the financial wellbeing fund has enabled providers to support that community when they are facing hardship challenges. The flexibility of the fund ensures that support provided can be reactive and focused on the individual circumstances at the time of need. The impact of the fund has been far reaching for those who have required this support, enabling provision of IT equipment and textbooks through to support with emergency accommodation, food vouchers, travel, and childcare.  

The financial pressure created from a changing economic environment and increasing demand for mental health and wellbeing support has seen the use of the fund increase. In 2024/25, 636 apprentices have been supported. This fund goes someway to elevate those financial pressures on our community and support them towards their personal aspirations and ambitions.  

How have you shared your good practice? 

The consortium management team provides an annual evaluation of the use and impact of the fund to Executive Board. In addition, Performance Management Board and Equality, Wellbeing and Support Committee meetings regularly to share the use of the fund across the partnership to share practice. The consortium management team also provides support through contract review meetings, with provider case studies also shared across the partnership.  

Improvement Resource Type: Effective Practice

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An adult pointing at an electrical control panel while three learners observe in a classroom or workshop setting.

Information about the provider

The B-wbl Consortium is a long-established provider of apprenticeships and employability programmes in Wales. This partnership of ten providers, with a shared ethos of continual improvement, works in a culture of collaboration, transparency, openness and trust, with a vision of achieving excellence.  The partnership delivers apprenticeships at foundation apprenticeship, apprenticeship and higher apprenticeship levels to approximately 4500 learners across a range of learning areas. 

Context and background to the effective or innovative practice

The B-wbl Consortium’s shared strategic vision and culture aims to work towards creating a learning and teaching environment which places learner success, experience and aspirations at the heart of decision making. The strategic plan includes six aims, with a key focus not only on improving outcomes but working to develop apprentices who are highly skilled, creative, confident and successful. Working towards this aim providers and their staff have high expectations of their apprentices, fostering highly effective relationships focused on the needs of the individual working to ensure they develop meaningful ways to enhance their experiences and challenge learners to raise their aspirations.  

Actions in the quality development plan and professional learning programme have a strong focus on developing approaches which enhance the learning and teaching experiences with a focus on how the provider can stretch and challenge apprentices in line with their individual needs and aspirations. Partners have developed a range of ways linked to individual sectors and need which focus on supporting our apprentices to engage positively and become highly motivated, passionate individuals valued by their employers.    

Description of nature of strategy or activity 

The provider has aspirational expectation for all learners and this has resulted in the development of a range of activities focused on enhancing the learner experiences and promoting learner ownership to add value to programmes.  

Participation in competitions to raise aspirations 

Providers within the network have a strong focus on skills competitions as a way of enhancing experiences and developing confident and ambitious learners. In 2025, 23 apprentices from across the network achieved success in skills competitions, with a number of these going on to represent Wales at UK Skills and World Skills. Providers also use a range of internal competitions in sectors like hair and beauty to enable apprentices to showcase their skills and learn from each other.  

Learner centred approach to teaching, learning and assessment 

A feature of the professional learning programme has focused on developing effective strategies which actively encourage our apprentices to take ownership of their progress and programme. This approach has centred on developing practitioner confidence in understanding the barriers and motivations of their apprentices to ensure opportunities to enhance experiences and secure success is optimised. Practitioner conferences have focused on effective and sharp target setting which drives progress and promotes ownership. This has included how target setting, effective questioning, insightful assessment and constructive feedback can ensure themes related to skills development, wellbeing, safeguarding, extremism and Welsh language are meaningfully embedded and add value.  

Partners and their staff have developed innovative approaches where they work closely with their apprentices to identify how aspects of online safety, safeguarding and British values align with qualifications and the sectors they work in. Staff also work closely with apprentices to develop ways they can embed Welsh language into the workplace and develop ideas to improve their skills. A key focus being an approach which looks to develop confident and ambitious learners.  

Programme Enhancement 

Providers have developed innovative ways of enhancing programmes to meet employer needs but also meet aspirations of learners who are looking to progress within their chosen sector. Approaches within our network have included, introductory sessions to the level above, enabling learners to have an opportunity to engage with subject matter at a higher level to support progression. Apprentices complete additional qualifications in motor vehicle around hybrid vehicles to support with employment opportunities. In electrical apprenticeships learners work towards the 18th Edition to support them to prepare for external assessment elements of the programme. Apprentices have also attended trips and visits to provide an insight into their chosen career path and the opportunities available to them.  

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

The collective focus on ensuring learners are successful and have access to high quality learning and teaching has seen outcomes improve while developing the skills and knowledge needed to do well at work.  

How have you shared your good practice? 

To share good practice, the provider uses presentations in consortium meetings to share approaches to enhancing learners’ experiences. Partners share approaches to stretch and challenge and how they are enhancing learner’s experience. Sector specific task and finish groups have shared innovative ways of supporting learners. Meetings also share learner and staff successes through compliments reports and case studies.  

An annual awards ceremony celebrates the inspirational journeys to success that learners have achieved and the impact they have on the businesses they work within. Self-evaluation highlights the achievement across the consortium. Skills competition winners work as ambassadors within the provider network sharing their experiences with others and the wider network.