Effective Practice Archives - Page 12 of 65 - Estyn

Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

Share this page

Information about the school

Troedyrhiw Community Primary is situated in the village of Troedyrhiw and Pentrebach, with a few pupils attending from further afield. The school is based on two adjoining sites and has 215 pupils aged 3-11 years. Around 20% of pupils are eligible for free school meals and 17% are identified as having an additional learning need. The school’s motto, ‘Believe, Achieve and Shine Bright’ embodies everyday practice at the school, where the whole school community work together to raise aspirations, encouraging all to believe in themselves, achieve their goals and shine bright.

Context and background to the effective or innovative practice

The governing body at Troedyrhiw Community Primary is made up of a range of volunteer governors with broad experiences. Together, they support and challenge the leadership team to bring about positive change and impact on standards for all learners. In order to strengthen the role of governors, a Governor Improvement Group (GIG) was established. The GIG aims to develop a network of governors from the cluster of schools, to share practice, knowledge and training, increasing the expertise of governors and equipping them with the skills and confidence to act as a critical friend to their schools.

Initially, the GIG was made up of chairs and vice-chairs of governors of each cluster school. The GIG has evolved and now other representatives from each governing body attend the meetings, thus widening the opportunity for all governors.

Description of nature of strategy or activity

At the beginning of each academic year, the GIG meet to discuss and agree the actions for that year. They carry out a skills audit to understand the needs of the cluster governing bodies, taking into consideration the context of each of the schools. This information is used to develop a ‘Calendar of Commitments’. Typically, these planned meetings take place at least once per term and are hosted by each of the cluster schools.

The Calendar of Commitments outlines the agenda for each meeting and allows governors across the cluster to select which meetings are most supportive to their role.There is always a minimum of two representatives per cluster governing body; this helps to ensure that each school is represented and makes dissemination within each school possible.

When deciding the priorities for the year, a range of information is gathered. For example, the Additional Learning Needs Act and Curriculum for Wales have been a focus for development and information sharing. Other foci are typically those that have affected all schools across the cluster, such as transition plans, financial cuts and pupils’ skills progression.

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

The GIG group is a professional network built on trust and honesty, with a shared desire to provide the best support and challenge to schools in order to strive for continuous school improvement and improved outcomes for all pupils.

The following provides an overview of some examples and the impact they have had on leaders and pupils.

Developing creativity and how this looks in practice.

During an autumn term meeting each cluster school shared a presentation to the GIG on ‘Creativity in the Curriculum’. In line with a review of each schools’ curriculum and as a result of Curriculum for Wales, each school shared how they were developing creativity and what progression in creativity looks like in their schools. The informative session provided an opportunity for governors to acquire knowledge of curriculum design, ask questions about different practices and have a shared understanding of each school’s perspectives. The following term a meeting took place where schools brought along a range of books and digital evidence to demonstrate how creativity was being developed with pupils. This provided the opportunity for governors to view books and pupil progress from a range of schools. Having a collective understanding strengthens governors’ knowledge and skills, increasing the ability and confidence to ask informed questions, to challenge and support leaders.

Assessment and Curriculum for Wales

GIG meetings include training and information sharing sessions. Troedyrhiw Community Primary shared information on how they were developing their use of assessments linked to curriculum design. During this meeting information was shared with group members on assessment and how this links with Curriculum for Wales and how they evidence pupil progress through the tracking and monitoring of standards. This was a particularly beneficial session to governors as it highlighted the recent research and information on best practice for using and developing assessments to support learner progression. It also shared detailed information on pupils’ standards, their starting points and how leaders use assessments to plan for pupil progress. Governors developed an understanding of how day-to-day / ongoing assessments are used to inform planning, provide personalised learning for pupils, and to identify training and coaching to up-skill staff, as well as track pupils’ achievements.

In addition to information on how Troedyrhiw uses ongoing assessments, the school shared how they use summative assessments. As this is an area of change for many governors, it was useful for them to develop their knowledge of how different types of assessments support leaders when tracking and monitoring pupil progress. The assessment sessions provided a balance of how summative assessments and ongoing (formative) assessments can be used to successfully ensure accurate judgements and robust monitoring and tracking procedures to support whole school self-evaluation.

Additional Learning Needs

The GIG received information from the Additional Learning Needs Coordinator (ALNCo) at Troedyrhiw who provided updated training on the ALNET Act. Governors had the opportunity to view an anonymous Individual Development Plan (IDP) and One Page Profile. This gave them a clear understanding of the legislation and person centered practices for pupils with additional learning needs. Governors were then able to ask informed questions about policy and practice in their own schools. Furthermore, governors who are representatives on their local authority additional learning needs groups are also able to share their expertise when making decisions that affect schools across the authority.

How have you shared your good practice?

  • The GIG group has a digital network (through Hwb) where minutes of meetings and presentations are shared and accessible for all members.
  • The headteacher has shared the work of the GIG with other schools beyond the cluster and as a result, GIG groups are now established across the LA.
  • Chairs of governors from other non-participating schools have been invited to attend GIG meetings and terms of reference shared to help support them to develop their own GIG groups.

Improvement Resource Type: Effective Practice

Share this page

Information about the school

Troedyrhiw Community Primary is situated in the village of Troedyrhiw and Pentrebach with a few pupils attending from further afield. The school is based on two adjoining sites and has 215 pupils aged 3-11 years. Around 20% of pupils are eligible for free school meals and 17% are identified as having an additional learning need. The schools motto, ‘Believe, Achieve and Shine Bright’ embodies everyday practice at the school, where the whole school community work together to raise aspirations, encouraging all to believe in themselves, achieve their goals and shine bright.

This strong practice ensures that nearly all pupils with additional needs make excellent progress during their time in school. Leaders involve all staff, governors, parents and pupils in a range of effective monitoring activities that focus clearly on pupil progress and well-being. The school makes good use of a wide range of evidence to identify improvement priorities. 

Context and background to the effective or innovative practice

School leaders consider assessment as an integral part of curriculum design. Following a review of the school’s existing practices and redesign of the curriculum as a result of Curriculum for Wales, whole school assessment procedures, including tracking and monitoring were reviewed, leading to a change in whole school practices.

Stage 1: Which assessments are most effective and impact positively on learning?

  • All staff reviewed existing assessments procedures. This included a review of the day-to-day assessments, how they were used and what the impact was. Consideration was given to the different stages of pupils’ learning and to the value and use of written and verbal feedback to pupils. Staff considered “How well do pupils use feedback to move learning forward? How well do staff use this to inform next steps planning?”.
  • Staff subject knowledge – Quality time is spent ensuring all staff have a clear and accurate understanding of progression in each area of learning. There is a clear focus on how well teachers plan and build on pupils’ learning, and use prior achievements as a platform to work on. There is an ongoing commitment to ensure that staff at all levels have a shared understanding of progression and expectations for all pupils.
  • Tracking systems – The school reviewed existing tracking systems to consider what information it shared on pupils, how useful this information was and how well it was being used. As a result, the school’s tracking system was refined to include the essential information that is required to track pupils’ achievements as well as plan future learning to ensure the planned progression of skills.

Stage 2: A Revised Whole School Assessment Policy

  • Staff and governing body training took place. This shared information on research on effective strategies and how to make the most effective use of ongoing formative assessments.
  • Reflection on existing effective practice in school and ensuring consistency across stages of pupils learning. An enquiry-based approach took place which led to staff focusing on various assessment for learning strategies and identified which ones were most effective for different types of learners, at different stages in their learning.
  • A revised assessment policy was agreed and implemented. Governor training took place to ensure that they understood the school procedures and the rationale for changes.
  • Agreed piloting of reviewed strategies included the use and value of ‘Pupil Meets’. These allow learners to become an integral part of the assessment procedures, involving learners in discussions around how well they use and apply their literacy, numeracy and digital skills as well as development of their thinking, problem solving, creative and reflective skills.

Stage 3: Embedding Revised Practices

Marking and Feedback

  • Staff complete detailed assessments of pupils’ written work. They use analysis template sheets of pupils’ ‘cold writes’ to identify pupils’ strengths and areas to develop.
  • Cold write analysis sheets are used to inform teachers’ planning. This ensures planning is specific to meet the needs of learners in each cohort and maximises opportunities for pupils to build on prior learning and effective progress.
  • The literacy lead uses the cohort analysis sheets to identify any professional development needs or coaching requirements.
  • Senior leaders triangulate information when monitoring the progress pupils make by aligning analysis sheets, short term planning and pupils’ work. This informs improvement planning.
  • Similar practices are carried out in other areas of learning. For example in number, analysis of pupils’ needs is carried out and the information is used to plan pupils’ next steps.

Using data

  • Using tests and summative data –assessment information including reading ages and national test information is used alongside teacher assessments and observations to gather an accurate picture of pupils’ standards / achievement.
  • Cohort Progress Review (CPR) templates are completed by all staff. These are completed at the beginning of the academic year. Teachers use assessment information to identify the needs of pupils, support groupings where relevant, and to set learning targets.
  • Leaders meet with teachers to discuss the CPRs and identify where additional support may be needed. This can include interventions for pupils, in-class support, professional development and coaching.
  • The Additional Learning Needs Co-ordinator (ALNCo) meets with all teachers at the beginning of the academic year to discuss pupils with additional learning needs. During these meetings teachers identify the bespoke interventions and support required to maximise pupil progress. These are reviewed regularly.
  • CPR review meetings take place mid-year to track and monitor the progress pupils make. During these meetings, information is shared that includes scrutiny of pupils’ work and the impact of feedback. There is a professional dialogue around the impact of high quality teaching and bespoke planning to meet the need of learners within each cohort. The conversation focuses on the main areas that will help to raise standards and ensure pupil progress.
  • CPR review meetings take place mid-year and formal evaluation meetings at the end of the year. However, throughout the year, collective triangulation of analysis, planning and book scrutiny takes place. This ensures tracking is ongoing and enables staff to review regularly, evaluate impact of interventions and planning, and make changes as required.

Involving pupils

  • Older pupils (Year 3 to 6) meet with teachers each term. Teachers use assessment information and digital pupil questionnaires to guide ‘Pupil Meets’. During these meetings, quality time is spent with each pupil to discuss what they are doing well, what their next steps in learning are and how they will be supported. There is also a focus on pupil well-being, pupils interests and motivators. During these meetings, older pupils are involved in the discussions of what they can expect learning to look like for them that term.
  • Mentoring – relevant information for Pupil Meets is shared with leaders to identify pupils who may benefit from ongoing mentoring support. Where there are pupils who are identified as ‘at risk of not achieving potential’ or ‘vulnerable’, mentoring is implemented to support those learners and maximise their involvement in the tracking of progress.

Involving governors

  • Governors are fully aware of the changes made to whole school assessment procedures. They understand the assessments that have the greatest impact on learners.
  • Pupil presentations of work and open afternoons provide governors with the opportunity to view pupils’ work and discuss this with the pupils. This enables governors to view ‘real learning’ and not solely rely on a set of data or graphs. 

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

Effective use of assessments

  • Feedback to pupils is effective. There is a clear understanding of what the pupil is achieving in lessons and what they need to do to improve.
  • Planning reflects marking and feedback. There are timely opportunities for pupils to build on prior learning.
  • Teachers and additional practitioners have good subject knowledge and know how to plan for next steps in learning.
  • Leaders track and monitor, collectively with staff and pupils, the progress pupils make.

Tracking and monitoring

  • Agreed templates are adopted to ensure rigorous and accurate use of assessment information.
  • Older pupils are engaged in the tracking process through Pupil Meets and mentoring.
  • Planning, training, assessment and work scrutiny are aligned to ensure they all support one another.
  • Professional dialogue is open, honest and reflective.

Pupil progress

  • Teachers use highly effective assessments to develop a good understanding of individual pupils’ progress in lessons and over time. Teachers discuss the outcomes of these assessments and plan accordingly to ensure that nearly all pupils make better than expected progress across all areas of learning.
  • Teachers assess writing diligently at the beginning of a new genre, which enables older pupils to understand how well they have achieved the writing style and their next steps in learning.
  • Teachers reflect thoughtfully on what pupils can do and use this information to plan future lessons and identify pupils in need of support quickly.
  • Staff work collaboratively to identify pupils who need additional support through rigorous assessment and monitoring of pupil progress. Staff are highly effective in identifying gaps in pupils’ learning and any gaps are addressed through the delivery of purposeful and targeted interventions. Senior leaders regularly evaluate the impact of interventions to ensure that they remain purposeful and meet the needs of learners. 

How have you shared your good practice?

Assessment procedures at Troedyrhiw have been shared with the cluster governor improvement group.

Improvement Resource Type: Effective Practice

Share this page

Information about the school

Ysgol Gynradd Dolau Primary School is a bilingual school in the village of Llanharan, in Rhondda Cynon Taf. Currently, 525 pupils between the age of 3 and 11 years attend the school. This figure includes 65 pupils who attend the nursery part-time. Approximately 6.3% of pupils are eligible for free school meals, which is below the national average. There are 19 classes. The school provides education through the medium of Welsh and English, and pupils from both departments integrate on a regular basis. Very few pupils come from an ethnic minority background. The school identifies 1.8% of pupils as having additional learning needs.

Context and background to the effective or innovative practice

Leadership has been identified as a strength in the last three inspections (2012, 2015 & 2023) and Dolau features as a case study in an Estyn thematic report “Leadership and Primary School Improvement” (2016), looking at how tiered leadership and succession planning enables the school to sustain good performance.

Dolau has continued to refine and evolve the leadership structure at all levels. A distributed leadership approach is fully supported by a strong professional learning culture. Investment in leadership and professional learning allows the school to be proactive and develop the ability to adapt effectively to the wider reform of education in Wales.

The school is proud of its reputation for developing future leaders, as demonstrated by the five current headteachers and four deputy headteachers who have been developed through the school’s tiered approach to leadership and succession planning.

Description of nature of strategy or activity

Developing Leadership Skills

The development of leadership and building capacity in the school centres around high expectations and a clear vision for all stakeholders, identifying leaders at the earliest stage in their journey. These include classroom practitioners, support staff, curriculum specific and whole-school initiative leaders and senior management.

Succession planning identifies leaders at all levels and prepares them for future promotions and vacancies within the system. Once identified, staff are nurtured and the appropriate leadership pathways form part of their development along with the opportunity to learn from senior experienced leaders.

Creating the Conditions

The headteacher, along with the deputy headteacher, has established a culture where professional learning is valued. Within this system, autonomy, innovation, and risk taking are encouraged at all levels. Leaders encourage staff to plan, evaluate and review their areas of expertise and leadership. Senior leaders act as role models and provide support to staff via a system of coaching and mentoring. In this way, new leaders feel valued and they very quickly gain confidence in their leadership capacity, creating a desire to succeed.

Culture of professional learning

The performance management structure facilitates professional learning and the early identification of potential leaders.

A blended approach to professional learning includes the development of research informed practice, which is closely linked to pedagogy and school improvement priorities. Teachers conduct their own research enquiries, implement strategies and share their findings. Continual opportunities for professional dialogue encourage collaboration and a shared understanding of good practice. This in turn promotes a supportive culture for innovation. Support staff follow very similar processes to teachers and contribute effectively to staff training in their areas of expertise.

Collaboration with other institutions, such as higher education and initial teacher education providers, has a direct impact on the quality of professional learning and the development of leadership skills in the school. The school identifies leadership pathways for individual staff who then follow a carefully designed programme to develop and prepare them for future leadership.

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

Effective professional leaning supports shared research by the staff. This impact positively on outcomes for learners. For example, staff research led to the development of a whole-school metacognition toolkit, which has led to greater consistency in pedagogy across the school. As a result, pupils now have developed a deeper understanding of how they learn and are quickly developing as independent learners.

How have you shared your good practice?

  • 2016 Estyn publication, Leadership and primary school improvement
  • Estyn case study review of support for Welsh in Initial teacher training 2023
  • Good practice shared within school – research presentations (professional dialogue)
  • Collaboration with regional consortia – Digital, RSE, Welsh, Curriculum, ALN ,SLO Champion
  • Collaboration with HEIs – Research Champion, Research Conference & NPEP

Improvement Resource Type: Effective Practice

Share this page

Information about the school

Cwmfelin Primary School is situated in Maesteg, in Bridgend County Borough Council. The school provides education for pupils aged 3 to 11. There are currently 222 pupils on roll. Thirteen per cent of pupils are eligible for free school meals. The school has completed Phase 5 of the Healthy Schools Awards, achieved the Eco Platinum Flag and is a Silver Award, Rights Respecting School.

Context and background to the effective or innovative practice

The Big Bocs Bwyd (BBB) project, launched in October 2021, with a focus to tackle food poverty, reduce food waste and provide authentic learning experiences for our pupils. In the first year, leaders established food links with local businesses to ensure that a steady supply of food was provided. The project runs on a pay as you can basis, allowing people to pay what they can afford. The BBB is now self-sufficient and has a reliable customer base. From 2021 to present day, integrating the BBB into the Cwmfelin Curriculum has been the overarching focus, developing essential food literacy and basic life skills. Examples include the introduction of healthy cooking sessions, making meals on a budget, food tasting from around the world, money management and role play form an integral part of our school inquiries.

Description of nature of strategy or activity

Initially, all pupils participated in a Food Standards Agency (FSA) approved assembly, learning about food safety and hygiene. This prepared pupils to undertake activities linking to the BBB. Some examples of how the project has been implemented include:

Nursery and reception:

  • Through work focused on the story ‘Pumpkin Soup’, pupils identified and collected vegetables from the bocs to cook and taste Harvest soup.
  • Nursery pupils made Reindeer hot chocolate cones to be sold at the BBB, developing their skills to become enterprising individuals.
  • While developing Welsh language skills, pupils translated shopping lists from English to Welsh.
  • Pupils created their own shopping lists, writing ingredients to make porridge for Baby Bear and went ‘shopping’ for the items.

Year 1 to Year 3:

  • Pupils used the BBB to develop skills such as counting money and calculating change.
  • When exploring healthy eating, Year 3 chalked the Eatwell Plate outside the BBB and then chose real food items to create a healthy substantial meal. This supported their learning of food groups and knowledge of the eat well plate. Children then created a picnic for the Light House Keepers lunch, inviting parents to taste their food creations.

Year 4 to Year 6:

  • Pupils contacted local companies, writing persuasive letters, to ask for further donations.
  • Year 5 pupils organised a Café Cymraeg on the BBB decking, placing orders using their Welsh vocabulary.
  • Older pupils experienced meal planning on a budget using strategies adopted by a local food bank to feed a family, whilst prioritising healthy choices.

A whole school project included making rainbow rice for Chinese New Year, tasting the rice then offering the products in pre-packed bags to make at home with family members.

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

Introducing food technology and developing strong home school links through cooking are just some of the ways in which the BBB has further enhanced learning for pupils. Raising standards in food literacy and educating children about nutrition has supported pupils to become healthy, confident pupils.

The project has allowed the school to deliver fun, engaging sessions for all groups of learners. The BBB enhances the school’s provision, offering real-life experiences in an authentic context. As a result, literacy and numeracy standards are improving as the pupils are motivated to complete tasks linked to the BBB.

The project has provided meaningful work opportunities, where pupils have gained an insight into the world of work. Classes run the BBB on a rota system and take ownership by managing stock and establishing a cleaning routine. They sort deliveries, check use-by dates and ensure fridge/freezer temperatures are accurate and this contributes to their understanding of how a business is run. Pupil surveys have identified the positive attitude amongst our learners towards the project.

The BBB has impacted positively on staff, who now access a ready-made provision to enhance their classroom practice. Clear links can be made to all areas of learning. The BBB aligns closely with the schools work on environmental education, children’s rights and healthy living.

Following a further grant, an additional container has been purchased and adapted for use as a BBB kitchen. This well-resourced environment will provide pupils with a wider range of cookery experiences. Community links hope to be established in the future with plans for parent engagement and food literacy sessions.

How have you shared your good practice?

Leaders of the BBB have hosted meetings for other schools in the cluster and the wider area. Opportunities were given for schools to discuss best practise. Offering support and sharing ideas have been a priority for these sessions, assisting other schools with their start up process. Each half term, school leaders write a case study for the BBB website to share practise nationwide.

Improvement Resource Type: Effective Practice

Share this page

Information about the school

Llanishen High School is a diverse and multicultural community comprehensive school that serves the north of Cardiff. The growing school roll is currently 1,738 in Years 7 to 13 (increasing from 1,560 at the time of the previous inspection). Around 31% of pupils are eligible for free school meals.

The school has two Special Resource Bases for pupils with a statement for Autism or hearing impairment, with further growing provision for ALN (8.4% of the pupil population, including 105 statements of educational need). The number of pupils with English as an Additional Language (EAL) has risen sharply and currently stands at 302. There are 53 different ethnicities represented in the school community and 63 different home languages spoken.

The school vision and mission is ‘to create a supportive, inclusive environment that nurtures individual growth and personal success.’ Leaders aim to keep the welfare and progress of all disadvantaged children at the heart of all decision making.

Context and background to the effective or innovative practice

Following a significant change to the catchment area because of the closure of another secondary school in the east of Cardiff, Llanishen High School serves pupils from some of the most deprived areas of the city and there has been a notable increase in the number of pupils who are eligible for free school meals. Alongside this, the cost-of-living crisis has had a substantial impact on families in the community and has left them struggling to meet the costs associated with access to school, including the cost of uniform, resources and transport. The cost of transport is challenging for families. At the time of writing, the cost of the school bus is £3.60 per day, per child for those who live within three miles. This includes pupils who are eligible for free school meals.

As a result of these challenges, the school prioritised work to reduce the impact of poverty on pupil attainment. This included working to improve attendance and positive attitudes to learning. The school also tackled the increase in safeguarding and well-being concerns, access to appropriate support services, access to appropriate provision, and access to an appropriate and engaging curriculum. The school receives around £450k of Pupil Development Grant (PDG) funding each year. Leaders strive to allocate the PDG as well as other grant funding in a precise and targeted way.

As part of the post pandemic recovery plan, the school also prioritised the mental and physical health and well-being of pupils. Pupils had been away from the healthy structures and routines of the school calendar and staff wanted to re-establish relationships between peer groups and between staff and pupils. The school aimed to re-establish a sense of identity and belonging in the school community and to develop effective social skills. Leaders’ ambition was to level the playing field and ensure equity of access to extra-curricular and enrichment opportunities for all. The extra-curricular offer has evolved to provide a varied diet that meets the diverse interests and abilities of pupils. The wider additional learning needs in the school community are also considered to ensure that the provision is inclusive in nature. 

Description of nature of strategy or activity

Some of the ways that the school works to alleviate the impact of poverty and ensure equity include:

Extra-curricular provision

Staff at Llanishen High School believe strongly in the positive impact that extra-curricular activities can have on pupil attendance, well-being and academic performance. The school offers a very broad range of extra-curricular activities with the aim of enriching pupils’ experiences and raising their aspirations. Staff believe that these activities also allow pupils to ‘find their place’ in school. The extra-curricular programme provides enrichment activities before school, at lunchtime, and after school, providing opportunities at different times of the day for pupils who have other responsibilities outside of school. In order to ensure that all pupils can access the after-school programmes, the school funds an additional bus at 4pm for the large number of pupils who live further away from school.

A sample from the extra-curricular programme includes:  

  • Early morning (7:30am) strength and conditioning training 
  • Lunchtime clubs that include Garage Band and Philosophy Debating Club  
  • A wide variety of after school sports including Running Club, boys and girls football and rugby, netball, hockey, and athletics  
  • A wide variety of after school activities that include Shakespeare Performers, Inclusive Badminton, Junior and Senior Choirs, Art Club, Creative Writing Club, Orchestra, Eco-council, Drama Club, Dungeons and Dragons Club, Hearing Impaired Signing Choir, Key Stage 4 catch up, and revision classes 
  • The Senior Choir having the opportunity to sing on primetime Television at the Wales Millennium Centre and to then sing in front of the Royal Family as part of the Queen’s Jubilee

Student leadership opportunities for enrichment

The school ensures that pupils from all groups, including vulnerable pupils, take on responsibilities within the school. Younger pupils volunteer as librarians, or act as buddies to support transition.  A range of student leadership groups also gives pupils the opportunity to develop their leadership skills and enrich the life of the school.  Examples of these include the LHS Pride, Sustainability and Environment, Community, Charity, and Student Comms groups.

All Sixth Form pupils participate in the Leadership Development Programme where they engage in activities that are of service to the school and enrich the school community. Examples of their work include reading with younger pupils who are new to the English language or acting as subject specialist ambassadors to support younger pupils in lessons.

Investment in culture

The positive culture in the school is further supported by the ‘character curriculum’ that is delivered through registration sessions with the explicit aim of developing the five school values of responsibility, honesty, respect, resilience and ambition.

Well-being support

The ‘LHS Well-being Centre’ provides a safe and nurturing environment for pupils, including Young Carers, throughout the school day. The safeguarding team are centralised here and trained staff deliver intervention programmes to support pupils with emotional and social barriers to learning. The school also employs five Pupil Achievement Leaders who are attached to each year group and work closely with vulnerable pupils and their families.

To support vulnerable learners at the point of transition into Year 7, the school has a nurture base. A specialist teacher and teaching assistants support pupils who have been identified as likely to struggle with full-time mainstream education at the start of Year 7. Pupils receive a blended provision which incorporates a proportion of mainstream lessons and equips them to engage with full-time mainstream education at the earliest point.

The school website has been developed to signpost stakeholders to support services where they will find information about free school meals, EMA, and other financial support. This is regularly communicated to parents via other school communication platforms.

School transport

As well as regularly scheduled school transfers, the school funds an additional 4 pm bus to ensure that all pupils can access after-school revision and extracurricular clubs. Staff appreciate that many pupils live in areas further away from school, and the standard bus fare is £3.60 per day, which, for many, is becoming unaffordable. 

Food, healthy eating, and lunch arrangements

The ‘LHS Well-being Centre’ provides a free breakfast provision as well as break and lunch care. Any unsold items from the canteen at lunchtime are passed to the well-being team to distribute to pupils, who can discreetly take food packages home with them at the end of the day.

As part of the Food Technology subject offering, the school also provides food produce, which has been planted and grown in the school’s polytunnel, meaning the resources are available for pupils to use in lessons.

The school regularly reminds parents that should the circumstances change, they can apply for school meals at any point during the academic year. The school is completely cashless and uses thumbprint technology, meaning that other pupils will not be able to see who is eligible for free school meals.

Health products

Pupils have unlimited access to free period products through the Welsh Government’s Period Products Scheme. The school also provides other products such as shower gel.

Uniform

A well-established uniform store operates daily. While this eliminates any excuses for some pupils who may be challenging uniform rules, it also helps to remove any embarrassment for others who are financially unable to purchase the correct uniform. This also allows staff to monitor any pupils who may be struggling, so that they can provide additional support where they can, such as offering uniforms free of charge to these families.

The school provides pop-up shops for the sale of good quality secondhand uniforms. Also, the blazer exchange scheme is greatly supported by Year 11 pupils who donate their blazers at the start of the summer term for pupils in the lower year groups.

Sustainable Prom

The school’s sustainable prom store enables pupils to borrow any item free of charge. This has been a tremendous success in allowing pupils who would have been otherwise unable to afford to attend prom to do so.

Technology is provided

The school banned mobile phone use over five years ago and leaders feel it has been transformational in reducing bullying behaviour and increasing healthy relationships and better student well-being at break and lunchtimes. Where required, the school provides devices for teaching and learning, so any issues regarding not having the latest device, or any device at all, is removed. A device is allocated to every sixth former to ensure that they can work independently outside of school.

Study support

The school provides comprehensive revision packs for all pupils in Years 10 and 11. This includes A4 pads, coloured pencils, highlighters, post-it packs, pens, pencils, rulers, revision cards and more. The school also provides all revision materials free of charge charge. These are provided electronically but paper packs are also available.

The school covers the cost of a range of items for disadvantaged students to ensure they can access the curriculum fully. This includes music tuition and geography fieldwork. The school also works with a local charity to provide academic tutoring to students who are eligible for free school meals.

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

Pupils show high levels of care and respect for others. They also articulate a strong sense of identity and belonging and report that they feel valued by the staff in school. There are high levels of regular participation in the after-school clubs, which has a positive impact on the health and wellbeing of pupils and helps build their confidence. Past pupils had such positive experiences in their extra-curricular groups that they choose to return to help out and support as alumni. Staff value the relationships that they develop with pupils during extra-curricular activities and express a strong sense of satisfaction in seeing them achieve. Uptake and engagement in lessons is also supported by the extra-curricular offer.

There has been a reduction in fixed term exclusions and improved attendance and engagement for pupils eligible for free school meals. Attendance rates were strong and improving in the three years prior to the pandemic and are recovering well since the full time return to school.

Outcomes for pupils eligible for free school meals continue to improve. There is also an upward trend in the number of pupils eligible for free school meals remaining for sixth form at the school, demonstrating raised aspiration. The school continues to support sixth form students with the costs associated with education.

How have you shared your good practice?

The school has shared its systems and processes with a range of professional networks both within and outside of the local authority. The school makes use of social media and national press to promote and share its core values of diversity, equity and inclusion and the extra-curricular provision on offer. The culture of keeping the welfare and progress of all disadvantaged children at the heart of all decision making is reiterated through the mission statement, school literature, and through every meeting with every stakeholder including students, staff, parents and governors.

Improvement Resource Type: Effective Practice

Share this page

Information about school/provider

Y Bont Faen is a one form entry, English-medium primary school situated in the town of Cowbridge in the Vale of Glamorgan.

Context and background to the effective or innovative practice

The design and development of a bespoke inquiry-based curriculum have been at the heart of professional learning at Y Bont Faen Primary School since the introduction of the Curriculum for Wales. Creativity has been a driving force of the school’s curriculum design to ensure that pupils experience and develop a wealth of creative skills based on the Creative Habits of Mind Wheel (Spencer, Lucas & Claxton, 2012).

To help pupils develop as creative thinkers with a high level of skills in the creative arts, the school has successfully engaged in three successive years of the Arts Council for Wales Lead Creative School Scheme. Whilst the focus of each project has been different, the intention to develop, implement and refine creative pedagogy as a whole staff has remained the focal point of the school’s professional learning and has been a school improvement priority.

As part of improving pupils’ creative skills, the school focused on evidence-informed professional learning for all staff on metacognition and self-regulation. This approach supported the school to develop a common language that staff and pupils use to talk about their learning, and the use of common tools and strategies to make thinking visible. For example, the use of thinking frames across the school supports pupils to be aware of their thinking processes, talk about their learning and ask reflective questions.

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

At the start of the curriculum design process the school established that creativity in all forms should underpin its ‘Inspire Curriculum’. At this point, the school explored opportunities to build on the wealth of creative skills amongst the staff and sought opportunities for further professional learning, such as engaging with The Lead Creative School scheme and developing staff skills in improving pupils’ ability as independent and self-aware learners. One of the strengths of the curriculum design process is the whole school planning of class inquiries under three umbrella topics using cluster created progression documents. These planning days were the first steps in developing a curriculum that ensures knowledge and skills develop sequentially.

Through whole-school planning of termly inquiries, teachers have developed learning experiences that develop pupils’ knowledge of Welsh culture, arts and heritage and pupils’ understanding of diversity across the globe.

The Lead Creative School Scheme enabled all members of staff to work with a creative practitioner, develop their skills, and fostering a creative approach to teaching skills and knowledge across the curriculum. This has been further developed through whole school training sessions related to the dispositions of the Arts Council for Wales, ‘Creative Habits of Mind Wheel’. These training sessions also enabled staff to develop skills relating to each project, for example screen printing, felting, environmental art, drama, song writing and filmmaking. For example, pupils in Year 2 worked with a textile artist to develop their literacy and oracy skills, whilst also improving their well-being, raising awareness of bullying and exploring the schools anti-bullying message. This was showcased in a gallery in Cardiff Bay for a number of weeks.

To support pupils in becoming independent and ambitious learners, the school developed challenge areas for pupils in Year 3 to Year 6. These areas enable pupils to apply their thinking and creative skills in different contexts. For example, creating ‘what if….’ questions, designing and constructing products from different materials and writing imaginatively using different stimuli. These activities impact beneficially on pupils’ skills, knowledge and understanding.

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

As a result of these initiatives, pupils present themselves confidently and expressively in a range of situations and to different audiences. Older pupils often speak eloquently using complex vocabulary and sophisticated language with a high level of confidence. Pupils collaborate effectively in a range of situations, such as through play and when choreographing and performing dance routines. As a result of a wide range of stimulating experiences, many pupils produce high quality and imaginative work in art, dance and writing, including when using the outdoor environment. Developing a strong pupil voice has enabled pupils to make independent, creative and varied choices in the way they present their learning. Pupils understand and value the creative process and draw on a range of techniques to refine their learning. As part of the inquiry process, pupils develop and deepen their critical thinking skills, applying these to authentic real life learning experiences where they make useful decisions about their learning. These experiences support pupils in becoming resilient learners who apply problem-solving strategies confidently.

How have you shared good practice?

Good practice has been shared through a number of ways. The members of staff driving the Lead Creative School Scheme presented the outcome of the projects in an Arts Council for Wales sharing event. The school’s work on developing pupils’ thinking skills has been in collaboration with two other cluster schools. This has provided valuable opportunities to share, enhance and embed good practice within our school and amongst the cluster.

Improvement Resource Type: Effective Practice

Share this page

Information about the school or provider

Adamsdown Primary School is a community school situated in the inner-city area of Adamsdown in Cardiff. The vast majority of the catchment area falls well within the 10% most deprived areas in the Wales. Many children at Adamsdown have barriers to learning in the form of English as an additional language (EAL) (72%), additional learning needs (ALN) (9%), being in receipt of free school meals (65%), child protection issues, poor housing, health issues and poor attendance. 

Context and background to the effective or innovative practice

After being placed in an Estyn category of ‘requiring significant improvement’ in 2015 the school began a rapid journey to ensure that leadership was distributed across the teaching team. All teaching staff underwent rigorous training to become curriculum leads and were assigned responsibilities in line with the teacher pay scale. In addition, an audit of teachers’ skills and experiences alongside a comprehensive professional learning programme over an academic year led to an effective self evaluation programme being implemented. These actions ensured that the school was removed from the Estyn category after just four terms. This allowed the headteacher an opportunity to review the school’s vision and practices ahead of the implementation of the new curriculum.

Description of nature of strategy or activity

In order to sustain recent improvements made, the headteacher needed to review the school’s vision with all stakeholders. This included embedding a programme of monitoring, evaluating and reporting to ensure that all stakeholders were aware of the school’s baseline of standards across all areas of school life, followed by the priorities ahead of new curriculum. A timeline was then developed to bring the vision into action. Through a series of whole-school training days the school’s stakeholders developed its aims for the next three to five years. The school vision was re-written to accurately reflect the diverse needs of learners. This process included leaders, governors, staff, pupils, parents and community links.

To support the leadership team in enacting the vision, an innovative trial to introduce a new system for grouping pupils was carried out in 2017. This was led by the assistant headteacher and teachers on the upper pay scale. Data produced from pupil progress meetings was analysed and showed that pupils made accelerated progress in the trial. TLR holders analysed this data across the core subjects of Maths, English and Science. Supported by main pay scale teachers who led foundation subject areas all aspects of the curriculum were reviewed.

Leadership responsibilities during the trial period included reporting to stakeholders, leading meetings, carrying out monitoring, evaluating and reporting activities, attending professional learning opportunities, research and extensive analysis of pupil data.

All teaching staff were involved in the development of this new system, ensuring that the whole community continued to influence improvements in light of changes to the national agenda and the evolving needs of pupils. This led to an increased commitment from the community to understand the needs and the reasons for change.

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

The school has implemented an innovative new system for teaching and learning and successfully created a curriculum for learners that ensures all pupils make progress from their individual starting points.

Distributed leadership has enhanced the skillset of practitioners, ensuring that they have all been able to play a role in the development of the school improvement programme. They provided substantial evidence to ensure progression onto the upper pay scale as well as progress to middle and senior leadership.

Adamsdown received a strong Estyn report in May 2023.

How have you shared your good practice?

Through various case studies compiled by the consortium and Cardiff University.

Improvement Resource Type: Effective Practice

Share this page

Information about the school

Parkland Primary School in Sketty, Swansea, is an English-medium school with 651 pupils, including 124 part-time pupils. 28% of students speak English as an additional language, above the national average. Around 12% qualify for free school meals, below the national average, and around 7% have additional learning needs, also below the national average. The school hosts a specialist teaching facility to support pupils in Years 3 to 6 with additional learning needs from across the local authority.

The school’s senior leadership team consists of the head teacher, two deputy head teachers, four phase leaders and one ALNCo.

Context and background to the effective or innovative practice

The school prioritises professional learning and has various processes aligned with the improvement plan and the Schools as a Learning Organisation model. Professional learning is closely linked to the school’s vision; ‘Together We Thrive’ and involves the whole school community in development and improvement. Recent focus has been on supporting staff in developing pupils’ thinking skills, in line with the Curriculum for Wales, which recognises the role of pedagogy in nurturing metacognitive skills for future success.

Description of nature of strategy or activity

Professional learning processes have been used to develop pedagogy across the school to support the development and use of pupils’ metacognitive skills – these are detailed below.

Book Club: Regular Book Clubs are conducted with all teaching staff. Teachers are given dedicated time to read and engage with various publications, including articles, books, podcasts, and videos. The headship team selects these publications carefully and provides guiding questions to help teachers focus their thinking. Staff then engage in discussions about the content and are encouraged to identify a key takeaway that they can apply to their practice.

Research/reading library: The school established a digital repository that contains summaries written by staff about publications they have engaged with. Staff members identify key information related to metacognition and reflect on how they can incorporate their findings into future practice. This library is easily accessible to staff, who can use the contents list to navigate to specific summaries that support their professional learning.

Professional learning/dissemination: External professional learning opportunities are utilised to develop staff expertise. Carefully selected staff members attend training sessions, and the school ensures that the knowledge gained is shared and disseminated among all staff. The school also dedicated several INSET days to support all staff’s understanding and confidence.

Action Research: Leaders engage all teaching and support staff in action research – to reflect upon their own practices, identify areas for improvement and implement changes based on evidence. The school sought guidance and training from a local university. Experienced mentors from the university assist the action research teams by refining research questions, designing research methods, and analysing collected data. Their expertise ensures high-quality and rigorous research. Teach Meets are scheduled to provide action research teams with time to meet, track progress, and plan next steps. Collaboration and knowledge-sharing activities allow staff members to present their findings, share best practices, and receive feedback, fostering a culture of continuous learning and improvement. Overall, the collaboration between the local university and school plays a significant role in supporting the staff’s use of action research and in developing bespoke pedagogy to support the development of pupils’ thinking skills.

Video platform: The school utilises a videoing system with which staff review their own practice and that of their peers. The focus of the videoed sessions centre on pedagogy used to develop pupils’ thinking skills. Leaders review recorded sessions to identify practitioners’ areas of strength and support needs. Leaders then strategically group staff to review each others’ according to learn from each other.

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

  • Staff regularly provide highly effective opportunities for pupils to reflect on their learning and have autonomy in making improvements. This is embedded across the school.
  • Staff regularly model highly effective thinking skills across the curriculum at developmentally appropriate levels.
  • Most pupils successfully articulate their thinking before, during and after learning activities across the curriculum.
  • Most pupils understand their strengths and areas for improvement.

How have you shared your good practice?

The school has welcomed staff from many local schools to share their practice.

Improvement Resource Type: Effective Practice

Share this page

Information about the school

Parkland Primary School is an English-medium school situated in Sketty, Swansea. There are 651 pupils on roll 124 of which are part-time. 28% of pupils speak English as an additional language which is significantly above the national average. Around 12% of the pupil population are entitled to free school meals which is below both the national and local averages. Around 7% of pupils have been identified as having additional learning needs which is also below the national average. The school hosts a specialist teaching facility to support pupils in Years 3 to 6 with additional learning needs from across the local authority.

The school’s senior leadership team consists of the head teacher, two deputy head teachers, four phase leaders and one ALNCo.

Context and background to the effective or innovative practice

Since the implementation of Curriculum for Wales, one of the school’s key objectives has been ensuring assessment processes are integral to curriculum design. Our starting point was designing provision, to meet the needs of our learners and provide feedback that enables pupils to make effective progress. Previously, progress and feedback had been identified mainly in accordance with national curriculum outcomes and levels. Our new processes adopt a holistic approach to assessing progress, where all stakeholders are active participants and feedback is personalised to each pupil.

Description of nature of strategy or activity

Our strategy is to embed a variety of processes to provide pupils with personalised and diagnostic feedback that supports them to make progress in their learning.

We are committed to formative assessment to inform next steps for our learners on their continuum and each pupil’s progress is a collaboration with pupils taking an active role. Live marking is the process of practitioners working collaboratively with pupils to identify progress and misconceptions in their learning. Live marking combines verbal and written feedback. It is instantaneous to each learner and enables pupils to take positive steps in their learning. Live marking requires pupils to act and respond to feedback, which supports learners in achieving their next steps.

Parkland Primary School places high importance on metacognition and the role it plays in the classroom as its impact on learners’ progress and performance is well researched and documented. Metacognition is the ability to think about and regulate one’s own thoughts. Staff use ‘meta-moments’, which are planned and dynamic collaborative reflection periods between practitioners and pupils. ‘meta-moments’ are embedded from a young age and this allows pupils to become more proficient in articulating their learning. As pupils progress they develop a broader repertoire of metacognitive skills and language and become competent at assessing their own and others’ learning.

All teaching and support staff in Parkland Primary School utilise evaluation journals as a tool for assessing and tracking the daily progress of pupils. These journals are used by staff to reflect on pupils’ progress and identify challenges and/or minsconceptions, enabling them to make informed decisions and plan future learning accordingly. This practice ensures a responsive and targeted approach to planning, fostering continuous growth and enhancing the overall learning experience for every pupil.

During the journey of implementing the Curriculum for Wales and developing a holistic approach to assessing pupil progress, one of the key changes for Parkland was introducing staff and pupil progress meetings, which capture the progress of groups and individual pupils. The procedure of progress meetings involves practitioners and pupils engaging in a dialogue to highlight each pupil’s progress and their next steps in learning. Progress meetings are on a termly basis and all stakeholders collaborate to support pupils on their journey. Practitioners collaborate through professional dialogue and robust monitoring procedures to observe the progress that is taking place.

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

Through the implementation of these assessment processes, we know that provision has had a positive impact. Firstly, nearly all pupils have a strong awareness of where they are on their learning journey, of their next steps in order to make progress, how to take steps and what steps to take to make this progress. Pupils are more proficient in articulating their own and others’ learning, and are developing a broader repertoire of strategies to assess and move their learning forward, thus are empowered to improve their own learning. Practitioners have a variety of assessment processes to assess pupil progress and comprehensive information is available on each pupil. Each pupil’s progress is captured in narrative and develops as they progress on their learning journey.

How have you shared your good practice?

The school has engaged in sharing its innovative approach to assessment with schools within the local area and beyond and produced a playlist which has been shared at a national level.

Improvement Resource Type: Effective Practice

Share this page

Information about the school

Ysgol Cae’r Gwenyn is a school for young children aged 3 to 5. Most children who attend the school have been referred by the Local Authority for further assessment within our resourced provision. The school caters for children across Wrexham County Borough. The Local Authority has identified 59 children as requiring a resourced placement.

Context and background to the effective or innovative practice

Nearly all children allocated a place at Ysgol Cae’r Gwenyn are preverbal. The school has introduced a range of strategies and initiatives to promote and develop each pupil’s engagement and communication skills.  Staff create a language rich environment to help promote and build language skills. They strive to create a fun, nurturing and secure learning environment where children can take risks and feel safe to express themselves in a variety of ways.

Description of nature of strategy or activity

In Ysgol Cae’r Gwenyn, positive engagement and interaction with younger pupils is key to supporting their language development. Staff play with, and alongside the pupils offering commentary on their play, repeating sounds and words and modelling language. They follow the pupil’s lead ensuring that the interaction is fun. Practitioners know pupils well and are skilled in encouraging and challenging them. All practitioners are sensitive to the needs of pupils and modify their interactions depending on the individual needs.

Following close observations and assessments, practitioners identify pupils they feel would benefit from intensive and carefully planned intervention and support. These pupils are given opportunities to engage in 1-to-1 sessions with a trained practitioner in a quiet space with few distractions.

The use of carefully chosen resources and fun, challenging activities helps to support early years communication and language development.

Staff choose a variety of strategies to engage with pupils. They work collaboratively to plan and deliver bespoke and individualised programmes. This intervention often needs to be creative and tailored to the interests and learning needs of the child. Staff have high expectations of pupils and strive to ensure that they are challenged in relevant and appropriate ways.

Staff work closely with the Speech and Language service to support pupil’s language skills. Speech Therapists ensure that staff are trained in a variety of interventions that work on the early fundamentals of language. They work in partnership with parents to model language.

Throughout the session, practitioners use a variety of visual resources to aid communication and support understanding. Resources include Now and Next Boards, photographs of classroom areas on key fobs and visual timetables. All staff use Makaton signing as a visual way to aid communication.

Snack time is a very important part of each session. Food is a great incentive in encouraging the use of choosing boards, use of Makaton signing etc. Songs and rhymes are used throughout the session. They have a very positive impact on pupils’ language as well as providing a sense of fun and excitement. The school has a range of resources that are colourful, stimulating and appealing to children and which support listening skills and language development. These include puppets, colourful recording devices, pop up books, fairy lights and unusual musical instruments.

Practitioners keep their language short and simple and use interesting voices and appropriate facial expressions to support communication. Repetition helps language development and increases confidence. Staff follow the same daily format, sing the same songs, repeat the same instructions, directions etc, at key times of the day. On many occasions, it appears that pupils are not listening or paying any attention to what is going on around them but it is important not to make assumptions about whether a child is listening and absorbing the language. When the time is right, many pupils show they are paying attention but have chosen to share their voices, when they are ready.

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

Detailed practitioner observations indicate that nearly all children make progress in their language development.  The interventions implemented impact positively on pupils’ ability to communicate their needs and feelings. Practitioners’ knowledge and interest in supporting pupil’s language and communication skills, helps them meet their own professional development needs and is key to raising standards in the school.

How have you shared your good practice?

Ysgol Cae’r Gwenyn welcomes colleagues from local schools to observe their practice. Visitors have the opportunity to discuss their observations following their visit and to ask questions regarding language development. The school hosts drop-in sessions for staff from schools in the authority, where engaging language resources are displayed and ideas and strategies are shared. The school shares ideas for developing language skills with parents in review meetings and in staff led workshops.