Effective Practice Archives - Page 10 of 64 - Estyn

Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Maes y Coed is a maintained special school for pupils aged 3-19 with additional learning needs. It has 121 pupils on roll who travel from across Neath Port Talbot local authority and present with complex needs.

Context and background to the effective or innovative practice

Maes Y Coed was a Pioneer School for Expressive arts, firstly as part of a four-school cluster, then later as an individual school. The teacher responsible was also Arts Champion as part of the Lead Creative Schools project. Arts Champions were responsive to individual or clusters of school needs and then delivered bespoke training for them.

Maes y Coed has always had a strong focus on the expressive arts curriculum as its dynamic nature engages, motivates, and encourages the school’s pupils. By engaging with expressive arts, pupils have actively explored their own culture, the differences within their locality and the history of the local area.

The expressive arts are accessible to all pupils and are, as such, fully inclusive. They enthuse pupils and expand their horizons, developing their creative, imaginative, and practical skills whilst also developing their resilience and curiosity.

Pupil voice is an integral part of the ethos of Ysgol Maes y Coed. The choir was formed by the pupils for the pupils, the school’s music festivals and theatre trips also derive from pupil voice.

Description of nature of strategy or activity

The school’s expressive arts lead teacher designs and delivers bespoke training for all staff. Training is tailor-made to represent the school’s individual needs. Training aims to challenge staff perceptions and to remove barriers to learning. Training delivered includes creativity, integral skills, high impact low-cost arts day, and using Garage Band. Staff are encouraged to explore various art techniques and apply these to planning engaging lessons for pupils.

Musical experiences for pupils include school music festivals where rock bands, acoustic musicians, local schools’ orchestras, and choirs are invited to perform on different stages, the school’s very own version of Glastonbury! In addition, pupils experience samba workshops, harpists, bands, guitarists, brass bands, and choir performances. Pupils have performed at the Wales Millennium Centre, opened at a Childrens’ Commissioner for Wales event at the All Nations Centre in Cardiff and performed with the cast of Les Misérables in the Queen`s Theatre London. Pupils have featured in musicals including ‘Pride Rock’, which was written by pupils. In addition, they selected the music, produced the costumes and scenery, and provided animations for the stampede scene. With support from staff and a dance student from Bristol University, pupils choreographed the dance routines. All senior school pupils took part as performers, filmmakers, or as part of the backstage crew.

In the summer term of 2022, new musical instruments were provided by Neath Port Talbot Music Services. Instruments have been used well in the classes, with all classes having their own set of boom whackers so pupils can start looking at musical notation (using the colours), coloured hand bells and glockenspiels. In addition, the school has untuned percussion, a samba set and an orchestrated sound beam. This has made music composition accessible for all pupils.

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

Pupils are highly engaged and motivated by the variety of practitioners who have visited the school. Specific music skills have been taught and used and pupils are making good progress in this area. A few can read musical notation and play musical instruments with confidence. Staff are more confident in teaching music across the school, and this has resulted in more music being taught and used effectively in other areas of learning and experience.

Pupils’ art skills are developed consistently, and pupils decide on the direction of their learning. Teaching considers Welsh artists as a starting point as well as using different art forms. Expressive arts training has also helped to contribute to staff well-being and morale as demonstrated in staff feedback following training events.

The school has shared its work in a video for the Welsh Government to discuss the impact of its creative curriculum.

How have you shared your good practice?

The school’s curriculum lead has delivered training for schools within the local authority on creativity and music as part of her role as arts champion. Furthermore, the curriculum lead was invited to speak on a panel representing the Arts Council of Wales during an all-Wales conference. The school’s curriculum lead has also delivered sessions at the University of Wales Trinity Saint David’s and at Cardiff Metropolitan University, regarding expressive arts and additional learning needs. She has also taken part in a podcast on education and has hosted chats for Network Ed on X (formerly Twitter). The school has beneficial links with other special schools, resource units, and mainstream schools within the locality and nationally.

The school has shared its heritage projects with other local schools. Jeremy Miles AS has visited the school as part of his role as Minister for Education, to look at the music provision and how music is taught at Maes y Coed.

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Maes y Coed is a maintained special school for pupils aged 3-19 with additional learning needs. It has 121 pupils on roll who travel from across Neath Port Talbot local authority and present with complex needs.   

Context and background to the effective or innovative practice

Ysgol Maes y Coed is a nurturing, happy and hard-working school that places a significant priority on the well-being of its staff and pupils. Leaders have created a strong culture of mutual support when working together and encourage respect and kindness between staff, pupils, and families.

Leaders recognise that the school’s greatest resource is its staff. They acknowledge the importance that all staff feel valued as an important and integral part of the school. The headteacher asserts that leadership is an interactive process involving noticing, feeling, and sense making in situations and in ways that connect with others. This method of leadership results in improved organisational performance, engagement, pupil outcomes, retention, and the well-being of the workforce.

The school’s vision for compassionate leadership comes down to small, everyday habits; the way that you treat people and the attitude you bring to the school every day. Leaders believe they should be kind to people, consider feelings, and listen to what’s happening in your team’s lives. Working in school leadership requires empathy, patience, and kindness. Leaders at the school strive to ensure that all team members share the same values regarding how others are treated.

In addition, leaders at the school recognise the significant impact of parenting a child with additional needs has and the isolation and lack of inclusive opportunities that families may experience. This was further impacted by COVID-19, which isolated many families and reduced their opportunities to access additional essential support.

The headteacher maintains that compassionate leadership is not a ‘soft’ option. Compassionate leaders are not ‘pushovers.’ They consider the feelings and needs of others, but ultimately, they must make the best decisions for their school. It places the emphasis on both people and outcomes, encouraging high performance through empathy, understanding and support.

Description of nature of strategy or activity

The expertise, compassion, and care shown by all staff at the school is ongoing. At Maes y Coed, compassionate leadership entails caring deeply for everyone within the school’s extended family.

A strong sense of identity and belonging at the school is considered vital by school leaders. These conditions are created by the school through investing in community engagement, building trust, and making connections. These networks are shaped by the school’s leaders who model compassion, empathy, and respect for others.

Leaders recognise the vital impact parents and carers have on their children and life at the school. Staff work extremely closely with parents to create a strong, supportive team around the child. The school enables parents and staff to meet and speak about any issues and concerns. Staff communicate daily with parents via an electronic platform as many of the pupils are unable to go home and talk about their school day due to the nature of their needs.

The school’s work with other agencies is pivotal in supporting pupils. As a result of effective multi-agency working the holistic, social, medical, and psychological needs of a pupil are taken into account when formulating any plans.

Where possible the school hosts clinics, appointments, and multi-agency meetings within school. Examples of these are paediatrician appointments, neurology appointments with the consultant neurologist, palliative care clinics, bi-annual dental visits and a hairdresser visits every week. This approach avoids disruption for pupils and supports families effectively.

Support for families doesn’t stop at the end of the school day. The school offers a range of after-school events that include whole families, and there is always an emphasis to include siblings and the wider family. The school organises special events for families such as the Santa light trail, Halloween and Valentine discos, cinema trips and bowling.

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

Staff at the school feel valued, supported, and cared for and as a result they go the extra mile for their pupils. Some ways to encourage kindness and show staff they are valued include:

  • ‘Marvelous – Mondays’ where every week, a range of staff win a free lunch, an extra 10-minute break, a highly prized car parking space!
  • Allowing staff to attend their child’s first Christmas concert or sports day. This means more than you will ever know!
  • Staff prizes at the end of the year recognising excellent attendance.
  • Supporting staff, providing toiletries in all staff toilet areas.
  • Staff team building events.
  • A chocolate egg for everyone who completes the staff well-being questionnaire at the end of every spring term.

Following the COVID-19 pandemic the school secured significant grant funding to purchase a slow cooker and other kitchen equipment for all families. The grant also covered food vouchers to purchase ingredients so that families could participate in a ‘Cook ‘n Cuppa’ session. The aim of the project was to show how to feed a family at a lower cost by batch cooking.  

Sessions with the family engagement officers have improved parental attendance and engagement at a range of events that the school provides. As a result, parents feel well equipped to meet the diverse needs of their children and feel able to implement strategies at home that pupils use at school. This improved consistency and collaboration has led to a reduction of behaviours that challenge at home. This evidence has been collected via care and support meetings, person-centered review meetings and from questionnaire responses. Parents also report feeling empowered to undertake activities that focus on themselves.  

How have you shared your good practice?

The school celebrates staff, family, and pupil successes in the school’s regular newsletters, via its digital platforms, social media posts as well as in governor meetings.

The school has shared its leadership ethos within the local authority.

Improvement Resource Type: Effective Practice

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Information about the school or provider

Gilfach Fargoed and Park Primaries have been federated since September 2019. Both schools serve the community of Bargoed and both experience relatively high levels of deprivation. Over 55% of children in Park Primary and over 30% in Gilfach Fargoed are eligible for free school meals. The federation serves 307 children between the two schools with 3% of children speaking English as an additional language. Both schools have full time nurseries and mixed year group classes.

Context and background to the effective or innovative practice

There is exceptionally strong collaboration between staff across both schools in the federation, with the vision of “two schools, one team” understood by all. Coaching and mentoring activities, as well as other strategies to develop pedagogical practices, maximise the potential of the federation to allow best practice to be shared and developed widely. There are effective strategies in place for all staff to develop their leadership skills, often across the federation. This, not only builds capacity, but benefits the staff, in terms of their professional learning and effective deployment and. Most importantly, pupils benefit from the resulting effective teaching, making better than expected progress from their individual starting points.

Description of nature of strategy or activity

  • Initially leaders developed a supportive, open and honest culture across both schools, establishing expectations of teaching and of pupils’ learning. Securing a shared understanding of the non-negotiables of teaching and learning, the school prioritised their “Ten Commandments”, which link to pedagogical principles. To facilitate this development, staff shadowed others in a variety of roles to share best practice, and took part in professional learning to disseminate excellence.
  • The senior leadership team was expanded to include teachers from both schools. Leaders reviewed staff roles to focus on outcomes for learners and to strengthen leadership. Middle leadership roles were developed, with peer colleagues supporting one another in roles across the schools, and a collaborative approach to appropriate middle leadership training was taken.
  • Shared INSET days and training events enabled staff to work as a team and to facilitate relationships across the schools. For example, staff from both schools worked together to develop expertise in a specific AoLE as teams, attending training together and disseminating to all staff.
  • Involving governors proactively, in joint school visits to support self-evaluation activities, encouraged them to embrace the “two schools, one team” ethos and to reduce the impact of former loyalties.
  • There was an overhaul of existing cycle of self-evaluation practices so that practice aligned.
  • Staff established a shared calendar of events and activities for all pupils.
  • Coaching and mentoring teams worked across both schools, as did triad systems and paired roles such as ALNCo and Well-being lead. This enabled staff to develop a supportive culture of improvement, developing pedagogical practices for example.

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

Prior to federation, expectations of pupils at Park Primary were low, a culture engendered by the levels of deprivation in the community. The quality of teaching was inconsistent and the majority of pupils did not make the expected progress. There was very little evidence of pupil involvement in their learning. An Estyn monitoring visit found no evidence of collaborative planning in the school and “too little focus on consistency and progression.”

Following federation and confirmed by the Estyn inspection of 2023:

  • Most pupils at Park Primary School are now making “strong progress from very low baselines”. The strong collaborative work on Curriculum for Wales ensures that “nearly all children are capable and aspirational learners”.
  • Thanks to the effective development of pedagogy, and the consistency of expectations, teachers in Park Primary successfully motivate pupils to persevere and succeed in their learning.
  • Very successful partnership working on well-being, including an innovative approach to interventions, has ensured that standards of well-being are high in the school. Estyn describes this as “a notable strength and a valuable focus of the school’s work.”
  • Pupils now play a crucial role in school improvement, with many taking on useful and impactful leadership roles through a range of inclusive pupil groups.

Gilfach Fargoed Primary, too, has benefited enormously from the partnership, with enhanced opportunities for leadership roles, and wider team working, leading to improved outcomes for learners. In 2023, Estyn found:

  • There is effective use of distributed leadership throughout the federation, which works to the advantage of both schools, both being stronger as a result.
  • The focus on effective teaching and developing leaders has ignited a passion for learning within the school staff.

Collaborative planning and training, as well as shared research opportunities, have developed expertise, ensured a culture of enquiry and innovation and led to a more informed, reflective workforce who consistently demonstrate high levels of sustained professional practice.

How have you shared your good practice?

Gilfach Fargoed and Park Primary Schools Federation shares its good practice with other schools within its cluster regularly, as well as, more widely, in its role as a Partner School for EAS, focusing on wellbeing and numeracy. The Partner School role depends for its success on the thriving partnership between both schools in the federation.

Improvement Resource Type: Effective Practice

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Information about the school or provider

Gilfach Fargoed and Park Primaries have been federated since September 2019. Both schools serve the community of Bargoed and both experience relatively high levels of deprivation. Over 55% of children in Park Primary and over 30% in Gilfach Fargoed are eligible for free school meals. The federation serves 307 children between the two schools with 3% of children speaking English as an additional language. Both schools have full time nurseries and mixed year group classes.

Context and background to the effective or innovative practice

There is exceptionally strong collaboration between staff across both schools in the federation, with the vision of “two schools, one team” understood by all. Coaching and mentoring activities, as well as other strategies to develop pedagogical practices, maximise the potential of the federation to allow best practice to be shared and developed widely. There are effective strategies in place for all staff to develop their leadership skills, often across the federation. This, not only builds capacity, but benefits the staff, in terms of their professional learning and effective deployment and. Most importantly, pupils benefit from the resulting effective teaching, making better than expected progress from their individual starting points.

Description of nature of strategy or activity

  • Initially leaders developed a supportive, open and honest culture across both schools, establishing expectations of teaching and of pupils’ learning. Securing a shared understanding of the non-negotiables of teaching and learning, the school prioritised their “Ten Commandments”, which link to pedagogical principles. To facilitate this development, staff shadowed others in a variety of roles to share best practice, and took part in professional learning to disseminate excellence.
  • The senior leadership team was expanded to include teachers from both schools. Leaders reviewed staff roles to focus on outcomes for learners and to strengthen leadership. Middle leadership roles were developed, with peer colleagues supporting one another in roles across the schools, and a collaborative approach to appropriate middle leadership training was taken.
  • Shared INSET days and training events enabled staff to work as a team and to facilitate relationships across the schools. For example, staff from both schools worked together to develop expertise in a specific AoLE as teams, attending training together and disseminating to all staff.
  • Involving governors proactively, in joint school visits to support self-evaluation activities, encouraged them to embrace the “two schools, one team” ethos and to reduce the impact of former loyalties.
  • There was an overhaul of existing cycle of self-evaluation practices so that practice aligned.
  • Staff established a shared calendar of events and activities for all pupils.
  • Coaching and mentoring teams worked across both schools, as did triad systems and paired roles such as ALNCo and Well-being lead. This enabled staff to develop a supportive culture of improvement, developing pedagogical practices for example.

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

Prior to federation, expectations of pupils at Park Primary were low, a culture engendered by the levels of deprivation in the community. The quality of teaching was inconsistent and the majority of pupils did not make the expected progress. There was very little evidence of pupil involvement in their learning. An Estyn monitoring visit found no evidence of collaborative planning in the school and “too little focus on consistency and progression.”

Following federation and confirmed by the Estyn inspection of 2023:

  • Most pupils at Park Primary School are now making “strong progress from very low baselines”. The strong collaborative work on Curriculum for Wales ensures that “nearly all children are capable and aspirational learners”.
  • Thanks to the effective development of pedagogy, and the consistency of expectations, teachers in Park Primary successfully motivate pupils to persevere and succeed in their learning.
  • Very successful partnership working on well-being, including an innovative approach to interventions, has ensured that standards of well-being are high in the school. Estyn describes this as “a notable strength and a valuable focus of the school’s work.”
  • Pupils now play a crucial role in school improvement, with many taking on useful and impactful leadership roles through a range of inclusive pupil groups.

Gilfach Fargoed Primary, too, has benefited enormously from the partnership, with enhanced opportunities for leadership roles, and wider team working, leading to improved outcomes for learners. In 2023, Estyn found:

  • There is effective use of distributed leadership throughout the federation, which works to the advantage of both schools, both being stronger as a result.
  • The focus on effective teaching and developing leaders has ignited a passion for learning within the school staff.

Collaborative planning and training, as well as shared research opportunities, have developed expertise, ensured a culture of enquiry and innovation and led to a more informed, reflective workforce who consistently demonstrate high levels of sustained professional practice.

How have you shared your good practice?

Gilfach Fargoed and Park Primary Schools Federation shares its good practice with other schools within its cluster regularly, as well as, more widely, in its role as a Partner School for EAS, focusing on wellbeing and numeracy. The Partner School role depends for its success on the thriving partnership between both schools in the federation.

Improvement Resource Type: Effective Practice

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Information about the school

Mary Immaculate R.C. High School is an English medium, Catholic, 11-16 comprehensive school in the west of Cardiff.  There are around 786 pupils on roll and the school admits pupils from a wide geographical area. Around 40% of pupils are eligible for free school meals. Around 11% of pupils have an additional learning need and a very few have a statement or Individual Development Plan (IDP). A majority of pupils come from a white British background, and many speak English as their first language. No pupils are fluent in Welsh. The headteacher has been in post since September 2014.  

Culture of high expectations

Leaders use their Catholic mission to take a strategic and comprehensive approach to reducing the impact of poverty on pupils’ attainment, removing barriers to learning and developing resilience and aspiration in their learners. The school aims to develop a culture that never drops its standards but ensures pupils meet those standards with support. Leaders strive to ensure that this ethos runs through everything they do.

Over 70% of pupils have been eligible for free school meals (FSM) at some point. Given that, what the school offers and does is for everyone. They track pupils eligible for FSM but understand that deprivation impacts on many other pupils and families, therefore the support and challenge is for all and not focused on one particular group. Leaders use test data to set very ambitious academic targets for all, but high expectations run through everything – including behaviour, relationships and uniform (which the school provides for pupils if needed).

Curriculum and Learning

The school places a strong emphasis on providing a very broad curriculum and a wealth of enrichment experiences that broaden pupils’ horizons and give them access to opportunities that may not be available to them otherwise. The school runs a timetabled enrichment curriculum for Years 9-11 to support enhanced skills development. This always involves non-examined courses that enhance pupils’ wellbeing and includes activities such as sign language, gardening, first aid, textiles or cake decorating. In addition, ‘Academic Review’ sessions take place during tutor time. These involve a course around building ‘cultural capital’ by giving pupils a breadth of historical and ethical knowledge that enhances their characters and breadth of understanding of their world. Pupils also benefit from a wide range of extra-curricular trips and activities that support learning and provide opportunities to broaden their experiences and develop further skills. This offer includes sports clubs, arts and crafts, trips to businesses or retreats to local areas for outward-bound activities. Pupils can access an after school bus service which supports them attending extra curricular activities

The school captures all the experiences accessed by pupils via their ‘Horizons Programme’. This tracks the cultural, aspirational, transition and careers events to ensure that all pupils have comprehensive access to experiences that enhance their aspirations. The annual culture week builds on this, with a celebration of the diverse nature of the school community.

Removing the barriers to learning

The school’s emphasis on building positive relationships with pupils and their families and the provision for supporting the well-being of pupils is central to its approach to alleviating the impact of poverty. The school’s ‘Bridge’ facility for vulnerable pupils offers bespoke support for pupils to overcome any barriers to learning, whilst nurturing them in readiness for the real world, with the aim of improving their emotional and mental well-being. The ‘Bridge’ provides sanctuary as well as providing bespoke interventions which include bereavement and emotional regulation interventions. The team in the facility includes a number of Mental Health First Aiders that support individuals in a mentoring capacity. Well-being staff work closely and successfully with a range of outside agencies, such Local Authority Specialist Teams, Primary Mental Health Services, School Nurse, external School Counsellor, Social Services and Music Therapist. With an often large number of pupils in local authority care (LACE), the school has appointed a LACE champion to specifically support their needs, along with specific support for the many young carers in the school’s community.

The school’s team approach to safeguarding means that a range of staff are trained to a high level in safeguarding processes. This means that there is a strong shared understanding of the central importance of safeguarding.

The school runs its own canteen facility. Staff in the canteen know the pupils well. They ensure that they have a good diet in school and pupils who may face deprivation are targeted for support.

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Hiraddug is a community school in the village of Dyserth, which lies at the North-Eastern end of the Vale of Clwyd. The school was opened in 1951 to replace the former National School which had been established as far back as 1863.  

There are 189 full-time pupils on roll and a further 25 children who attend the nursery class on a part-time basis, five mornings per week.

Around 22% of pupils are eligible for free school meals. The school identifies 21% of pupils as having ALN.

Context and background to the effective or innovative practice

School leaders recognise the importance of providing opportunities for pupils to develop life skills. The school’s curriculum aims to reflect the four purposes of Curriculum for Wales; specifically enabling pupils to become enterprising and creative contributors, ready to play a full part in life and work. Learning experiences incorporate opportunities for pupils to develop their knowledge, skills and understanding through enterprise.

Description of nature of strategy or activity

Pupils in Year 6 create businesses with the aim of making a profit. Each project requires pupils to complete a five-point business plan, including creating a name, logo and ethos, conducting market research, analysing trends, researching and developing a product. Pupils create a company email and apply for a small loan from the school Parent Teacher Association (PTA). They work with the school finance officer to create a bank account. For each project, pupils work as teams within the company. These teams allow pupils to recognise and improve their skills, for example in managing finances, marketing and social media, design and sales. Every decision made during the project is purely pupil-led. This improves learner confidence, supports them to take risks and to be proactive. The first business pupils created was a clothing brand called ‘Life’s Not a Rehearsal’ (LNR), the motto reflecting a continuous learning company. The company sold hoodies and t-shirts both in school and through an online platform, selling their products as far as Edinburgh and London. Another project saw the creation of ‘Shake Shack Hiraddug’ (SSH), which sold a variety of shakes within school. Both businesses yielded impressive profits. Pupils shared the profits between school investment and local charitable donations.

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

The enterprise projects enable pupils to effectively develop a wide variety of skills, such as collaboration, communication and independence. There is a direct impact on standards in the classroom, as pupils transfer their financial literacy and digital skills. Pupils improve their budgeting skills and their understanding of profit and loss as well as learning to be accountable. They enhance their digital and creative skills by designing logos, websites, and social media pages. Pupils benefit from opportunities to reflect on their learning and progress during weekly ‘board meetings’ where they present the company data and discuss how they could improve their products, efficiency, customer service and profits. The school uses these projects to develop learners’ ethical awareness, for example, through discussing, debating and deciding how to spend the profits. Learners produce compelling arguments for spending money on themselves or the school or donating to a charity or other worthwhile cause. For instance, they decide to allocate their profits to funding school trips or buying learning resources for classes.

How have you shared your good practice?

The school’s entrepreneurial practice has been shared with cluster schools, who have visited Ysgol Hiraddug to see first-hand how the projects have been approached. Whilst working as part of a cluster school-partnership programme, the enterprise activities have been identified as a strength and the school is able to support other schools in the area.

Improvement Resource Type: Effective Practice

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Information about the provider

Residential courses are Nant Gwrtheyrn’s speciality and these courses take place for periods of 3 or 5 days at a time. Nant Gwrtheyrn also provides a few virtual 3- or 5-day courses. Nant Gwrtheyrn has unique and purposeful courses for an intensive learning experience from Taster level to Proficiency. During 2022-23, the mainstream at Nant Gwrtheyrn provided 452 individual learning experiences to 411 individual learners. The centre also runs the Use Work Welsh scheme. During the most recent year of the scheme, there were 332 individual learning experiences on 35 courses.

Context and background to the effective or innovative practice

The centre that can be seen today on the site of the old granite quarries is the result of the dream of Dr Clowes in the 1970s to create employment locally and support the national campaign to restore the number of Welsh speakers. A decision was made to establish a dedicated centre at Nant Gwrtheyrn that would restore the dilapidated village, create work for local people and give the Welsh language the necessary boost.

Courses at all levels at Nant Gwrtheyrn combine language learning with opportunities to experience and appreciate the history and culture of Wales, including the major national campaign to raise money to develop the Nant Gwrtheyrn site.

Ensuring that our learners understand the history of the Welsh language and the special culture that is unique to it is a means of supporting their relationship with the Welsh language and an opportunity to begin the discussion about ownership.

The combination of hearing the Welsh language being used, learning new vocabulary and patterns in the classroom, language awareness training and discussions about the resilience of the language means that learners acquire language, put their new skills into practice immediately and make a practical plan about where and how to use the Welsh language once they have left the site.

Description of the nature of the strategy or activity

The learning experience here at Nant Gwrtheyrn begins on the Monday morning as learners arrive at the site. A welcome meeting is held to explain the schedule for the week. An important part of the welcome meeting is setting the staff’s expectations of learners. We encourage them to take ownership of the site as a safe place to claim the language, and making increasing use of it as the week progresses.

All members of staff at Nant Gwrtheyrn speak Welsh and have been trained on how to support learners. They are aware of the levels and appropriate patterns to use and encourage learners to communicate through the medium of Welsh at every opportunity. This includes staff at Caffi Meinir, the caretakers of the site, reception staff, accommodation officers and senior officers. They model sound linguistic behaviour.

In the classroom, learning focuses on the target language which encourage the use of language during the week of the visit. This means that learners are equipped to cope with the situations they are likely to experience. This is very important in terms of placing the Welsh language in context, taking ownership of the language, gaining confidence and creating language use.

Experienced tutors also provide language awareness training in a subtle and sensitive way. This is an important opportunity to learners to explore their relationship with the language, have an opportunity to discuss personal challenges and support each other from the perspective of those challenges. Each week ends with a ‘Beth Nesa’ (‘What’s Next’) session, with learners being given information about further learning possibilities, but also drawing up a personal action plan. Therefore, learners leave the site with the intention of making practical, sound and useful use of the Welsh language. Combining the elements of awareness and resilience here leads to a change in behaviour and, in the context, to increasing the use of the Welsh language.

The resources at the Nant Gwrtheyrn site are also important in terms of the immersion experience. The chapel, the surgery and the period house include heritage exhibitions to enrich the learners’ experience. They share information about the history of the site and the area, but also about the history of the Welsh language. Tutors use these resources in full through questionnaires, treasure hunts, opportunities for learners to respond in writing, presentations etc.

Beyond the more formal learning, every element of informal learning has been tailored carefully to ensure that learners continue to be immersed, not only in the language but in positive messages about language use. An example of this is visiting Tafarn y Fic public house and being able to listen to a choir of young local boys rehearsing – a wholly Welsh experience.

Similarly, individuals or groups who provide entertainment for learners are chosen carefully. The aim is to open the door to the world and culture of the Welsh language in a safe environment. This can mean a walk with someone who has learned Welsh to acquire nature vocabulary which is rooted in the Nant Gwrtheyrn area, listening to someone singing a popular Welsh song and the opportunity to sing along or having a conversation with people who are part of establishing Nant Gwrtheyrn to learn about the journey of the Welsh language.

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

The result of the immersion experience and these interventions is that learners who come to Nant Gwrtheyrn commit themselves fully to their language journey. They are eager to learn and are able to see themselves as part of the life of the Welsh language and Wales and are therefore able to take ownership of it. They have the confidence to be part of events where the Welsh language is prominent and, by doing so, choose to use the Welsh language actively at community level. This confidence means an increase in use which, in turn, means an increase in skills. This positive cycle means that learners are able to make swift progress in a short period of time.

The variety of formal and informal learning methods, the various spaces on the site, the opportunity to provide entertainment and trips mean that learners are given an opportunity to relax and enjoy this learning experience. The week of learning is also a week of exploring their relationship with the language. This means that we have happy learners who choose to visit time and time again on their language journey.

Improvement Resource Type: Effective Practice

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Information about the provider

Residential courses are Nant Gwrtheyrn’s speciality and these courses take place for periods of 3 or 5 days at a time. Nant Gwrtheyrn also provides a few virtual 3- or 5-day courses. Nant Gwrtheyrn has unique and purposeful courses for an intensive learning experience from Taster level to Proficiency. During 2022-23, the mainstream at Nant Gwrtheyrn provided 452 individual learning experiences to 411 individual learners. The centre also runs the Use Work Welsh scheme. During the most recent year of the scheme, there were 332 individual learning experiences on 35 courses.

Context and background to the effective or innovative practice

A residential period at Nant Gwrtheyrn combines formal learning sessions in the classroom with extra-curricular experiences to increase learners’ skills.

The extra-curricular programme includes evening entertainment or activities and specific trips on Wednesday afternoons. These elements are an important part of the wider learning experiences at Nant Gwrtheyrn and an opportunity for learners to experiment with their new skills outside the classroom. Before any visit or entertainment session, learners have a preparation session in the classroom to equip them to do their best and put their Welsh skills into practice.

The type of entertainment and trip is decided based on the learners’ level, but also their interests. As Nant Gwrtheyrn holds telephone conversations with learners before they visit the site, we have a great deal of information about them before we welcome them here. This means that we are able to organise an activity that is suitable and of interest and likely to spark their imagination.

Description of the nature of the strategy or activity

The whole purpose of the Wednesday afternoon trips is to give learners an opportunity to use the Welsh language in a real environment. An example of this is visiting a Welsh book shop in a nearby town and supporting learners to ask the owner a question in Welsh. For many at the lower levels, this is the first time they have used the Welsh language independently. There are examples of others purchasing a Welsh book for the first time or buying a cup of tea through the medium of Welsh. This is a very big step for several learners and is something they feel very proud of doing.

The location of all of the trips has been chosen carefully and we support the individuals who work there to support the learners appropriately. This means that it is very unlikely that a learner will have a difficult or uncomfortable experience. They are supported and encouraged to use the Welsh language. For many learners, this is a turning point in their language journey.

We encourage learners to visit Tafarn y Fic during their week with us. This public house, which is very local to Nant Gwrtheyrn, is an important partner for us and provides a natural Welsh environment. This is an opportunity for learners to relax in the company of Welsh speakers, join in with the weekly quiz or watch a game of football. Very recently, we have seen examples where learners have joined a local choir practise and another has offered to provide accompaniment because the accompanist was ill. These experiences are very important for learners as they feel part of the wider Welsh-speaking community.

For the Cymraeg Gwaith groups, trips to prominent Welsh-medium workplaces are important. Visiting locations such as Galeri Caernarfon and Cwmni Da television company has provided an opportunity for learners to see the Welsh language in a workplace context and those contexts are modern and exciting ones that are thriving. Creating this positive image of language use is crucial in encouraging language use.

Overall, we have many examples of places to visit, such as Pant Du Vineyard, Cwrw Llŷn, Llŷn Maritime Museum, Porth y Swnt centre, Glyn-y-Weddw Arts Centre, Poblado Coffi, to name but a few. Through this fantastic collection of partners, we are able to provide a range of experiences for learners who choose to return to Nant Gwrtheyrn time after time.

Similarly, the entertainment that is arranged for learners is also influential. Provision is extensive and responsive to the group’s requirements, for example when organising a Noson Lawen for a group of arts workers who were with us on an Access Course. None of the group had performed through the medium of Welsh before, so there was a fair amount of nerves and preparation. Tutors supported learners to prepare items e.g. recitation pieces, song lyrics, readings etc. One group performed the Urdd’s Message of Peace and Goodwill. At the end of the night, everyone was delighted and the feeling of achievement was obvious. The remainder of the week was full of energy and enthusiasm towards learning in the classroom.

Prominent people from the Welsh rock scene also join us on a weekly basis to entertain. This is an opportunity for learners to see contemporary Welsh culture in practice and get a glimpse of the new opportunities that are available to them through their new language. Characters like Meinir Gwilym also open the door to Welsh music and television, such as ‘Garddio a Mwy’.

The preparation that takes place before a visit/entertainment is crucial to learners’ enjoyment. If they are properly equipped e.g. with appropriate vocabulary, suitable questions and background information, they are able to make the most of the opportunity to use the Welsh language with the full support of their fellow learners and their tutor.

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

This type of work means that, as a provider, we provide a Welsh-medium experience for our learners which draws them closer to living through the medium of Welsh. Giving them a taste of what it available to them in their new language (with the support of a tutor) is a way of opening the door and supporting them to step through it.

It also means that each residential week is dynamic and lively and responsive to the needs of learners. That, in turn, creates attractive provision that is likely to attract learners back but also encourage them to create opportunities to use the Welsh language themselves – it breaks the ice.

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Maes y Gwendraeth is a Welsh-medium 11 – 18 school that is maintained by Carmarthenshire County Council. There are 1,108 students on roll, including 181 sixth-form pupils. The percentage of pupils who are eligible for free school meals is 12.3% and the percentage of pupils with additional learning needs is 17.5%.

Context and background to the effective or innovative practice

In order to strengthen and enrich curricular provision for all pupils, a Health and Well-being Coordinator was appointed to ensure that there are beneficial and valuable opportunities for pupils to develop as responsible, mature and informed citizens. A myriad of interesting and relevant experiences is provided for pupils through the personal and social education (PSE) and well-being programme. Opportunities for pupils to voice their opinions and lead and influence the school’s work, together with the guidance and experiences in relation to the next stages in their lives, particularly the world of work, also contribute to their development as informed citizens.

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

Over recent years, the school has placed a clear focus on developing health and well-being approaches in all aspects of its work. As a result, the school has promoted and ensured the best opportunities for all pupils to develop as resilient, informed and successful individuals. These valuable opportunities have ensured that there is a strong pastoral ethos and a friendly and welcoming atmosphere at Ysgol Maes y Gwendraeth.

Developing a rich and tailored programme to promote aspects of PSE across the curriculum has been an important part of the planning work. As part of the planning process, an audit was completed which provided an overview of the aspects that were already being delivered within the curriculum, in addition to identifying the aspect that needed to be developed further. Hand in hand with this, data from the School Health Research Network (SHRN), pupil feedback and information from close cooperation with the community were used to plan provision. For example, work with the local police enables the school to respond to important local issues, in addition to taking part in local campaigns, such as organising a food bank within the school. This means that staff can plan coherently for a relevant curriculum that responds to issues that arise within pupils’ experiences. Through the wellbeing lessons, morning well-being sessions and assemblies, the school supports and enriches pupils’ spiritual, moral, social and cultural development through themes such as healthy relationships, anti-bullying, vaping and mental health. As a result, pupils develop as informed citizens who are able to discuss various issues confidently and maturely. In line with this, the school makes good use of external agencies such as Brook, Young Carers, Choices and Impact 242 to strengthen provision further.

The ‘Llais Maes’ forums have a prominent place in the school’s work. They provide valuable opportunities for pupils to express their opinions, lead well-being and whole-school activities and develop leadership skills by assuming responsibilities that have a positive influence on the school’s life and work. The effectiveness of the ‘Llais Maes’ forums ensures that the school promotes pupils’ views clearly and this leads to valuable changes, such as revising the anti-bullying policy, increasing the number of benches on the playground and developing a project to introduce a sensory resource. Pupils lead an LGBTQ+ club and support pupils through the ‘Camu’ scheme, where sixth-form pupils support younger pupils with their numeracy and reading skills. Forum representatives summarise their work and actions effectively by giving updates to their fellow pupils during the morning wellbeing sessions and assemblies and in the termly ‘Llais Maes’ newsletters that are shared with stakeholders through various social media. As a result of these strong practices, pupils feel that the school considers their views and acts on their ideas.

Preparing pupils for the next stages in their development, whether at school, college or the world of work, is also an important part of PSE provision. The well-being and interest of pupils are always at the heart of provision as, and a result, impartial and relevant advice is provided to all individuals. There are comprehensive systems to support pupils when they join the school in Year 7 and this helps them to settle without fuss. As they choose their option subjects in Years 9 and 11, the school provides pupils with useful information and guidance so that they can make informed choices about their future. The school organises ‘Llwybrau Llwyddiannus’ evenings and taster sessions, which provide pupils with valuable information about post-14 and post-16 pathways. A week of work experience is also promoted and Year 10 and 12 pupils take full advantage of this experience. The school has developed valuable relationships with various external and local companies that support its work and enrich pupils’ experiences and awareness, such as Careers Wales, a local food business and the National Botanic Garden.

How have you shared your good practice?

The school has shared its good practice by promoting its work with a variety of stakeholders and through different media. The school website includes ‘Llais Maes’ newsletters and the school’s Health and Well-being social media account promotes and celebrates rich provision throughout the year. Social platforms are used regularly to promote the work and pupils are a central part of everything.

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Gyfun Gŵyr is a bilingual secondary school that is situated in Gowerton and serves a wide catchment area in the County of Swansea. There are 1,163 pupils on roll, including 168 in the sixth form. Seventy-two point five per cent (72.5%) of pupils come from non-Welsh-speaking homes and 7.8% are eligible for free school meals.

Context and background to the effective or innovative practice

Following inquiry and planning work, members of the Health and Well-being Area of Learning and Experience have worked together to ensure specialist provision for pupils which focuses on developing empathy, faith, commitment and positivity. They aim to support all pupils on their personal journey to achieve high levels of physical, emotional, intellectual and social health and well-being. Through rich and inclusive experiences, alongside the necessary knowledge and skills, all pupils are encouraged to live well and actively so that they can live happy and long lives and develop positive relationships and cope with life’s challenges.

Description of the nature of the strategy or activity

The aim of the Physical Health and Well-being lessons is to focus on developing and acquiring skills that develop a sense of pride in improving physical health, increasing fitness levels and fostering a sense of well-being. In the lessons, there are opportunities to measure and test fitness, learn about the different elements of fitness, develop an understanding of the importance of setting personal targets to improve fitness and provide opportunities to develop skills across a wide range of team activities, such as gymnastics, athletics and other sports. The ability to evaluate personal performance and the performance of others is also developed. During lessons, enterprising and creative contributors are developed and the Sports Teaching Model is used to provide role-play experiences in various activities. Attention is given to the importance of developing empathy when working with others; managing emotions when considering the needs of different members of the class and understanding the risks to the learners’ own lives and the lives of others. The opportunity to make connections with various sports and transfer skills from one activity to another is an integral part of lessons. Discipline and dealing with success and failure are also taught to provide an opportunity to develop self-awareness and a sense of achievement. Skills such as teamwork, tolerance and promoting mutual understanding and friendship are developed.

In the Holistic Health and Well-being lessons, the aim is to raise awareness of mental health and emotional, intellectual and social well-being, incorporating pupils’ awareness of resilience, responsibility and understanding to enrich their lives and the environment. In the lessons, working together by completing challenges, supporting others and showing empathy and being ready to learn are crucial. The Holisting Health and Well-being lessons follow the journey of life which covers concepts such as ‘The Web of Life’ and ‘The Journey of Life’. There is a focus on the importance of ‘cynefin’, or the local area, and learning about respect, empathy and kindness. Pupils are given an opportunity to create a first aid box to support emotional/mental health, learn about e-safety and the long-term effects of taking part in physical activities. In the Relationships and Sexuality Education lessons, pupils discuss body changes during puberty and about sex education and changes. There is a series of lessons on body image, learning about ‘Myself’. This information is used when dealing with real case studies, in addition to extending learners’ knowledge and understanding of hidden harm, drug use problems and eating disorders.

The Nutritional Health and Well-being lessons are a way of ensuring that pupils understand the importance of food and nutrition to promote lifelong healthy eating. Lessons provide guidance on food hygiene, making healthy foods, developing practical skills to prepare food safely and the importance of learning about ‘Food miles’. There is an opportunity to learn about special diets and, at particular times of the year, there is a focus on tasting seasonal foods. As in the Physical Health and Well-being lessons, practical work is placed at the heart of learning.

Through careful planning, lessons provide pupils with good knowledge and skills to measure the effect on their personal health. For example, in the Nutritional Health and Well-being lessons in Year 8, an understanding of different types of food is developed, including the macro-nutrients, micro-nutrients and energy that are found in them. At the same time, in the Holistic Health and Well-being lessons, the applied theory of body mass index measurements, the problems with obesity and associated diseases are introduced and then, in the Physical Health and Well-being lessons, guidance is given on how to keep the body healthy to maintain a healthy weight and the physical skills necessary to do this are developed and setting personal fitness targets is discussed.

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

By listening to the pupils’ voice and analysing questionnaires, teacher adapt units of work regularly and tailor provision, keeping a finger on the pulse in terms of pupils’ aspirations. The obvious effect of this is that most pupils have healthier attitudes to learning as they develop self-confidence and selfworth. The Gŵyr Pupils’ Health and Well-being website includes a great deal of further information to enrich their learning outside formal lessons. The lessons have contributed to an improvement in pupils’ levels of resilience, self-control and academic performance to deal with the world’s challenges, whether on an individual level or as responsible members of society.

How have you shared your good practice?

There is robust co-operation between the members of the Health and Well-being Area of Learning and Experience at Ysgol Gyfun Gŵyr and members of this Area of Learning and Experience at ‘Cymuned Gŵyr’ level, which is the primary / secondary working group, as their plan jointly, identify learning and promote progress.