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Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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Context and background to sector-leading practice

Situated at the north end of the town of Bargoed in Caerphilly County Borough, St. Gwladys Bargoed School serves pupils in a Community First area. There are 433 pupils on roll with 79 children in Nursery. The majority of pupils are of white ethnic background and the remainder of mixed ethnic groups. Twenty-seven point four per cent of pupils are eligible for free school meals and 8.8% are identified as having additional learning needs (ALN). Three per cent of pupils have English as an additional language and no pupils speak Welsh as a first language.     

Pupils generally enter Nursery well below expected outcomes in all areas of learning. As a result, the school places high importance on Early Years provision. The aspirations they have for all pupils, irrespective of age, ensure that they achieve the highest standards from the outset.   

Staff understand the importance of promoting the principles, approaches and values expected from an early age and as pupils progress through the school. As a result, every effort is made to encourage pupils’ engagement and enjoyment of learning, while at the same time fostering their independence. From a pupil’s first day, the school delivers a consistent message that they come to school to learn, and that learning is enjoyable and fun. This establishes the mindset pupils carry with them throughout their time in the school.   

The school establishes daily routines that engender pupils’ sense of well-being and security. Ensuring that pupils come into a calm and happy environment is essential if they are to learn effectively. The school includes regular opportunities for pupils to sing as it enhances positive feelings of well-being within the setting.

Nature of strategy or activity identified as sector-leading practice

The school places importance on its link-up sessions. These sessions take place before pupils enter Nursery, building relationships with parents and carers and allowing them to become familiar with their new environment. A system of phased entry also contributes to pupils’ developing sense of well-being, not only enabling them to build relationships but also to acquire an increasing confidence. The school establishes early independence as pupils transition between classes and move from pre-Nursery to Nursery and Nursery to Reception. The school ensures that pupils who need additional support, benefit from an enhanced period of transition that enables them to settle happily in their new environment. 

Pupil voice is recognised as essential to the development of independent learning. Staff value what pupils want from their learning environment and invest time in discussing this with them. It is this sense of ownership that promotes the pupils’ respect for the environment: the values and rules the children want are created in conjunction with those of the school.   

The school’s Early Years department has adopted the curriculum for funded non-maintained settings, with all staff receiving training on Enabling Learning guidance. As a result, staff have acquired a sound understanding of their role in developing pupils’ skills and independence through effective observation. Staff use the observation cycle ‘notice, analyse and respond’, which places the child at the centre of developing their independence. Staff value the role of the Enabling Adult and use teachable moments to enable pupils to become increasingly independent in an Effective Environment. Through modelling, they support pupils in using the areas they choose to learn in effectively. Staff include pupils’ interests in planning engaging experiences. They ensure that pupils have enough time to develop skills in a risk-free environment.  

The school uses a published resource to develop thinking and to foster pupil resilience and confidence. The school uses assessment for learning practice effectively, ensuring that pupils know their achievements are valued, and, crucially, encouraging pupils to reflect on and assess their own learning. 

The school’s indoor and outdoor environments allow pupils to access areas easily, further developing their confidence as independent learners.

Impact on learners’ provision and standards

From their early years onwards, most pupils demonstrate a high level of independence, accessing the different provisions with confidence. They select areas where they would like to engage, playing well together, sharing, and taking turns. As a result, pupils achieve high standards of learning as they move through the school. 

Introduced in the school’s early years classes, group work helps to reinforce pupils’ concept of themselves as successful learners. They see moments where they seem to be going wrong as an opportunity to re-think the situation and they recognise this as an essential part of learning.  

Teachers model problem-solving strategies and provide mentoring opportunities for older pupils. They encourage pupils to use their own thought processes to arrive at solutions, become increasingly confident in articulating their choices, justifying their results, and reflecting on their learning. They develop an ability to select tasks that extend their individual skills.   

In line with the school’s mission statement, staff encourage pupils to think creatively through drama, practical mathematics, creative writing, philosophy and elements of the Expressive Arts area of learning and experience, all of which extend skills, deepen thinking and enhance the pupils’ identity as independent learners. The high expectations of all staff drive the mindset of the pupils from Nursery through to Year 6. 

Teachers plan opportunities for pupils to work independently, as well as collaboratively, developing confidence and enhancing learning at every level. They select texts that engage pupils and enable them to develop a range of skills across the curriculum, providing authentic contexts and real meaning, all the time promoting the confidence required of independent learners.   

From their very first day in St. Gwladys, self-esteem is recognised as the primary element in developing confident, successful, and independent learners. The success of this approach is borne out by the very high standards achieved by the end of their time at school, despite the levels of disadvantage in the community. 

Improvement Resource Type: Effective Practice

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Information about the school or provider

Pontlliw Primary School is a community primary school situated in the village of Pontlliw in the East of Swansea.  

The school caters for pupils between the ages of three and eleven taught in single aged classes. The school has seven single aged classes and a morning nursery class. There are currently 223 pupils on roll.  

Context and background to the effective or innovative practice

Pontlliw Primary is a nurturing, happy and hard-working school that places a high priority on the well-being of its staff and pupils. Leaders have created a strong culture of mutual support when working together towards the school’s core values of ‘Respect, Care, Community’. These values are shared across the school community and encourage respect and kindness between staff and pupils. Staff ensure that the local community is a key part of the school’s life and work. As a result, the school forms a central part of community life and there is a strong culture of belonging and community pride. Upon returning to school after the COVID-19 pandemic, staff identified than many learners were displaying anxious behaviours. Upon discussing their concerns with parents, it became clear that there was a need for additional support for parents to access support in order to improve the health and well-being of the children and their families. 

Description of nature of strategy or activity

The ethos of Pontlliw Primary places high value on the contribution that parents and carers make to the life of the school and the learning provided. They routinely and systematically encourage, develop and celebrate parent/carer relationships and communication with learners, staff and the local community. They work closely with parents and carers to ensure the team around the child is strong and supportive.This is done in many ways throughout the school year. 

Parent/carer concerns are always valued and acted upon. The school works closely with a range of outside agencies, such as the Early Help Hub, to ensure that families always have access to any additional support they may require at any given time. Similarly, food parcels are provided to those in need to ensure that support is in place even when the school day ends. The school has an open door policy, where parents and carers are encouraged to speak to staff about any support they need, and staff are well informed about how to enable additional support when needed. To support this, all staff are visible every morning and evening on the school yard, so parents/carers can have their queries and concerns dealt with in a timely manner. 

The school has worked closely with mental health practitioners to provide mental health and well-being sessions for supporting parents/carers with anger management and anxiety. Parents had identified these areas where they needed additional support and strategies to use at home in order to improve family life. Parents were provided access to information, strategies and direct contact with a mental health and well-being practitioner. A Year 6 to Year 7 transition workshop was delivered to support pupils and their families with the challenges that transition to comprehensive school can bring. These sessions are accessible on the school website so that parents/carers can refer back to them at any given time. This empowers parents to support their own mental health and that of their children, through accessing relevant information, strategies and support. 

Whilst developing the curriculum, for example the curriculum for Wales, RSE, Mental and Emotional Framework, parents have been fully involved with sharing their views through regular questionnaires. The analysis and response to suggestions is shared with parents and feeds into the school development plan. 

Every term, parents are informed of the ‘Big Question’ for each class, and invited to share any expertise and interests that they may have in order to provide unique learning opportunities. Through this, parents regularly offer sessions which engage the children, ranging from how medical technology is used to improve the lives of patients, to how local allotments are used to grow a range of food. Through these sessions, learners have the opportunity to experience different careers, thus broadening their horizons and inspiring them for their future careers. 

Transition between classes is planned carefully. Parents are provided with transition meetings in which they have the opportunity to meet the next class teacher, receive important information and ask any questions they may have. The school holds coffee mornings for parents of pupils starting in the nursery and reception classes, to ensure that positive parent/staff relationships and strong links are encouraged and developed as soon as possible. In addition to our regular, informative parents evenings the school welcomes parents in to school for ‘Book Looks’ with their children. During these sessions, the children discuss their learning journey with parents/carers, and teachers are on hand to celebrate the successes with families. 

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

The following data is from Parental questionnaires sent out for the Mental and emotional Framework: 

  • The staff regularly discuss the importance of emotional and mental well-being with parents/carers: 98%. 
  • The school shares its policies with parents/carers to help us understand the school’s approach to emotional and mental well-being: 98%
  • The school collects feedback from parents/carers regularly: 100%
  • The school gives parents/carers opportunities to be part of school development through surveys, parent/carer evenings, questionnaires, for example: 100% 
  • The school listens to parental voice: 100%
  • The school invites different visitors to the school to promote emotional and mental well-being e.g. Young Minds, School Nurse etc. 100%
  • The school works with the whole school community e.g. pupils, parents/carers, to resolve issues and promotes positive relationships: 100%
  • Parents/carers understand the school’s approach to developing a positive environment for pupils in the school: 100%
  • Parents/carers understand the school’s approach to developing a positive environment for pupils in the school: 100%
  • The school shares information with parents/carers to support our children when they need additional help: 98%
  • Parents know who to go to in the school for help if we need it: 98%
  • Parents have the opportunity to talk openly about their emotional and mental well-being with members of staff: 98%
  • Parents have the opportunity to express their ideas to support the school: 100%

The following data is from the school’s parental questionnaires:  

  • The school helps my child to become independent and responsible – 100% 
  • The school promotes good mental health – 99%  
  • My child enjoys school – 100%  
  • My child receives appropriate support and challenge – 99%  
  • The school vision is “Planting the seeds for a lifetime of growth” alongside its values if respect, care and community. The school’s vision is seen in practice – 99%  
  • There is good communication from the school to keep parents informed about what is going on – 99% 

How have you shared your good practice?

The school has shared its effective practice with other schools in the local cluster and across the local authority. 

Improvement Resource Type: Effective Practice

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Information about the school

Canolfan Addysg y Bont is a 3-19 special school that is situated in the town of Llangefni and is the only co-educational special school that serves the Isle of Anglesey. Pupils and students span a wide spectrum of needs which include autism, communication difficulties and physical disabilities and some can demonstrate challenging behaviours. Currently, there are 125 pupils on roll, 28% of whom are girls and 72% are boys. Of these, 45% are eligible for free school meals. There has been an increase of 35% in pupils over the last four years. Welsh is the main language of the school. There are 64 staff working at the school. 

The aim of the school is to support pupils to achieve their full potential by reducing the negative aspects of their disabilities in an environment that provides warmth, safety, consistency and understanding. To achieve this, we offer a structured, broad, balanced, relevant curriculum and provide experiences and skills for students to develop as much independence as possible. Our pupils have access to a calm and consistent teaching climate, which succeeds in responding to their learning needs and additional individual care needs and addressing their diagnosis. Effective communication on many levels is a key factor. We have high expectations and believe in an open and honest partnership with parents/the family unit and also with a wide range of external agencies, who are key to achieving our shared learning aims and intentions. 

All pupils at the school have a statement of ALN (5%) and/or a School Development Plan (95%). The school is organised into three main groups – nursery/primary (7 classes), secondary (7 classes) and a special care class. All pupils follow one or more of our learning pathways, namely the Informal (including Pre-informal), Semi-formal or Formal Pathway. The school has incorporated the Curriculum for Wales by blending the learning pathways with the specialist provision. 

Context and background to the effective or innovative practice

The decision was made to plan to place a significant focus on the professional development of all of the school’s staff in 2018. In an increasingly stark climate, where the ability and capacity of other services to provide the school with input and support is/was decreasing, it was agreed that the school needed to be more self-sufficient and ensure better resilience and quality in terms of provision and internal support. 

This means that the school would be in a better position to respond proactively and comprehensively to maintain, extend and improve provision. A specific emphasis was also placed on specialist support in general, as there is a particular emphasis on care, well-being and health in an educational setting such as this. The school’s leaders felt that developments within the special sector now occur frequently and quickly across the range of additional needs and that they have a duty to enable a more effective response across the school. This was reflected mainly in the school data which showed clearly the significant increase in the level of pupils’ needs i.e., they were progressively more profound and complex when starting school. For example, there was an increase of 22% of non-verbal autistic pupils. Put simply, it was decided that there was a need to develop and operate in a more suitable, specialist and individual way to avoid over-reliance on external agencies. 

A firm consensus was reached and rooted that the school would be able to manage and monitor the quality and consistency of provision more effectively by introducing teaching systems and approaches that would better reflect the school’s current narrative and situation. This would also lead to establishing better confidence in our early intervention arrangements and intervention programmes that would target specific individuals and groups. This also coincided with the beginning of the school’s journey, when initial decisions were made about the development of the Curriculum for Wales within the school. 

Time and money were invested in a wide range of individuals with specialist training to realise the vision of a school community that is more self-sufficient, which would also, in turn, lead to a continuous climate of sustainability inside and outside the school. 

Description of the nature of the strategy or activity

Provision was evaluated and aspects and areas were identified where the school considered itself to be over-reliant on the input of external agencies. At the core of the objective was to identify leaders at all levels, including specialist areas, where a high level of motivation and willingness to upskill the member of staff was necessary. To promote this, more distributed ownership was given to the workforce, as they took more responsibility for their ongoing professional development. The vision of being a centre of excellence was shared regularly, mapping clearly the outcomes that would have a favourable influence on the quality of provision over an extended period of time. Central to the vision was the theory that leaders develop other leaders. 

Inevitably, honest and open informal and formal discussions were needed at the beginning of introducing the strategy, with a particular focus on identifying individuals, producing a CPD timetable and identifying sources of funding. It is appropriate to note the importance of research which is key to identifying suitable high-quality providers, considering the special nature of the sector. Careful attention was needed when considering any costing scheme in the School Improvement Plan. 

Two distinct streams to the strategy were highlighted; developing leaders at all levels and developing individuals to lead on specialist aspects. When allocating leaders to be developed, close discussions were held with the consortium to support the objective. Thirty-five members of staff have been trained and have qualified in various areas over a 5-year period and up to the present day. It is worth noting that the school has considered the risk and planning for staff who are very likely to move on (due to promotion/career progression), as this is core to the concept of creating sustainability within provision. 

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

Over a period of time and in the context of the range of upskilling, provision has been strengthened at all levels across the school. A natural consequence of this was the very positive effect on learners’ standards, including their health and well-being. This includes: 

  • Nearly all pupils make notable progress from their starting points, including in oracy, reading and numeracy.

  • A sound increase in the communication skills of most pupils and their participation. 

  • An increase in the quality of positive inter-relationships between pupils, their behaviour and their ability to express their feelings and manage their emotions.

  • Positive development in pupils’ independent learners skills over time. 

  • An increase in the range of accreditations offered, and data shows an increase in attainment. 

  • A very few pupils have made significant progress over time and have transferred to mainstream schools on a full-time basis. 

  • An increase in teachers’ expectations of their pupils. 

  • A significant strengthening of the relationship between pupils and staff, and clear evidence that staff have very good knowledge of their pupils’ strengths and needs. 

  • The CPD plan has created a strong sense of teamwork. 

How have you shared your good practice?

An internal programme of sharing good practice was prioritised. This has led to a programme of regular professional development that drives continuous improvement on the classroom floor and spans the school’s range of INSET days. All staff, whether new, inexperienced or otherwise, are encouraged to ‘drop in’ to sessions where leaders lead learning. After-school training sessions are held often and the ongoing system of holding reminder and/or induction sessions has been implemented. The main result of being able to organise qualified trainers internally to lead training is that individuals and/or groups can be targeted quickly without the need to consider costs or practical issues, such as space and providers. This also creates more time for leaders to address alternative priorities that are in need of attention. 

The school shares good practice and advises mainstream schools where the need arises and time allows. Often, teachers and/or assistants from other institutions visit to see good practice in action and established similar intervention programmes. Leaders within the school advise schools on producing effective Individual Development Plans as the ALN Bill comes into statutory force. The school’s good practice is shared with key stakeholders, such as the region’s special schools, Children’s Specialist Services and local colleges, and this has a purposeful effect on promoting any transitional plans or care arrangements that are common between institutions. 

Improvement Resource Type: Effective Practice

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Information about the school or provider

The Grŵp Llandrillo Menai Consortium was created following the merger of Coleg Llandrillo and Coleg Menai in 2012. Since the previous Estyn inspection in November 2013, North Wales Training has been acquired by Grŵp Llandrillo Menai in 2019. Grŵp Llandrillo Menai became a Welsh Government (WG) lead provider for the delivery of apprenticeship programmes at the start of the new contract in 2021. It works with a small network of delivery partners and subcontractors.

Current members of the Grŵp Llandrillo Menai Consortium include Grŵp Llandrillo Menai, Arfon Dwyfor Training, North Wales Training, Achieve More Training, North Wales Fire Service, Tempdent and Sgil Cymru.

Grŵp Llandrillo Menai Consortium’s current contract for the delivery of work-based learning (WBL) apprenticeship programmes has a value of £13.15m in 2022 to 2023.

The consortium mainly delivers programmes across north Wales with a small amount of provision in Ceredigion.

The Grŵp Llandrillo Menai Consortium delivers apprenticeships across the following sectors:

  • Agriculture and Environment Business and Management  
  • Catering and Hospitality
  • Childcare Services
  • Construction Building Services
  • Culture, Media and Design  Digital Technology
  • Energy  
  • Engineering  
  • Education and Information Services  
  • Food and Drink
  • Hair and Beauty
  • Health Care
  • Health and Social Care Services
  • Legal and Financial Services  
  • Life Sciences
  • Property Services
  • Public Services  
  • Retail  
  • Travel, Tourism and Leisure

At the time of the inspection, the consortium had approximately 2800 work-based learners undertaking training on Welsh Government-funded apprenticeship programmes.

Context and background to the effective or innovative practice

Grŵp Llandrillo Menai consortium is very broad both in terms of its provision and geographical spread. A key benefit of the consortium is the wealth and breadth of expertise of its staff and from an early stage of the partnership, sharing of good practice and addressing common areas for development has been a key theme for professional learning activities. 

In order to facilitate the sharing of expertise and further develop skills, the consortium began to deliver cross consortium staff development days in May 2012. This provides an opportunity for all delivery staff from across the consortium to meet and undertake a range of professional learning activities.

Description of nature of strategy or activity

The consortium effectively works together to decide on professional learning priorities and themes for training days. These are based on feedback from staff, learners and employers.

Topics covered in the most recent professional learning include:

  • Work skills: how to innovate and digital work skills
  • Assistive technologies: Introduction to read & write
  • Autism Awareness
  • Resilience and mental health awareness and support
  • Bilingualism and Sgiliaith including embedding bilingualism into WBL reviews 
  • Use of Sgilliaith resources to develop assessor and learner Welsh language skills
  • Wellbeing
  • Dyslexia support: practical ways to effectively support learners with dyslexia
  • Giving effective feedback to learners using good practice to help assessors provide feedback at reviews that uses smart targets and embeds cross-cutting themes.

As the consortium has evolved, so too has its approach to professional learning.  Staff and learner feedback are a key driver in determining priorities for training and these are discussed within consortium management meetings.   

The consortium works collectively to share delivery and resources on a range of professional learning activities. This allows the consortium to take advantage of expertise from across the partnership. Key examples include cross consortium training on ALN reform, autism awareness, effective questioning and differentiation and effective embedding of cross cutting themes. This close working relationship across the consortium has also enabled partners to support each other in national developments such as Born Digital. 

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

Feedback from staff from conferences and professional learning days show staff valued the opportunity to network with colleagues from across the consortium, to share good practice and build professional relationships. Many attendees highlighted the sessions that focused on resilience, growth mindset and employer engagement as particularly relevant and valuable. There was a clear appetite for more in person training, with several noting how much they enjoyed this.

The positive feedback from staff on their professional learning is also supported in learner and employer surveys. In 2022/2023, the impact of staff development on cross-cutting themes for instance can be seen in 98% of learners agreeing that providers are successful in supporting learners to understand and respect people from different backgrounds and cultures.  The development in skills to support learner resilience and mental health has also had a positive impact on learners with 95% agreeing that the support for personal issues helped them to stay in training.  In addition, overall consortium outcomes for 2021/2022 were above the final national comparator, with particular strengths noted at foundation and higher apprenticeships.

How have you shared your good practice?

Feedback from events is shared across the consortium which helps to inform future developments and the Grŵp has recently established a professional learning local social partnership to share ideas and direct future learning opportunities.

Feedback from the inspection has also been shared at WBL Quality Managers’ Network. 

Improvement Resource Type: Effective Practice

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Information about the school or provider

WBL Consortium that consists of the following partners;  

  • Grŵp Llandrillo Menai  

  • North Wales Training  

  • Arfon Dwyfor Training  

  • Achieve More  

  • Tempdent 

  • North Wales Fire Service  

Context and background to the effective or innovative practice

Consortium members work particularly well together to decide on the level of well-being and wrap-around support it will provide to all apprentices.  The starting point is always to identify what support members of the consortium provide to their learners and use this to agree universal provision which all providers will offer to their apprentices. Once the current offer was identified the consortium then delivered extensive staff development to ensure that assessors had the knowledge and skills to be able to provide effective wrap-around support to learners.  In addition to this the consortium promotes the offer to apprentices through the online Well-being Hub, e-Portfolio posts, social media and one-to-one sessions with their assessor. 

The impact of the support can be seen through positive responses from learners when asked about their well-being in surveys, learning walks and in one-to-one reviews with assessors.  

Description of nature of strategy or activity

The Grŵp Llandrillo Menai work-based learning consortium offers all apprentices a universal offer of well-being wrap-around support, additional learning needs (ALN) support and advice and guidance which focuses on the GLLM 4 pillars of well-being strategy.

All new apprentices undertake an induction that comprehensively outlines the well-being and ALN support available to them. Induction includes safeguarding and how to report concerns to the appropriate member of staff. Learners also develop their understanding of Prevent by completing online learning modules. Grŵp Llandrillo Menai provides all consortium learners with access to the GLLM well-being and safeguarding hub. This resource gives apprentices access to a wide range of information on healthy relationships, well-being, how to connect and keep active, peer-on-peer harassment, substance misuse, bullying, managing money and how to keep safe. The well-being and safeguarding hub provides support for signposting to relevant external agencies and charities and information on how learners can access the welfare team remotely.

Safeguarding and child protection posters are visible at all centres with information that includes pictures and contact numbers of the safeguarding team and welfare/well-being information and what support is available to learners, staff, parents and visitors. All policies on safeguarding and who to contact in instances of safeguarding concerns are shared with apprentices in induction books, e-portfolios, and on providers’ intranet and websites.

The consortium raises awareness of campaigns through services and information days, these days may differ depending on provider and how often the learner accesses the partners training centre. For example, an apprentice assessed solely at the workplace would have access to this information online via the learner calendar and the wellbeing hub.

There is also a universal offer for all work-based learners to use the facilities of each partner to help improve well-being, this includes the use of GLLM fitness centres, access to the universal breakfast offer and use of libraries.

The consortium is committed to promoting a universal well-being offer which is the same as the general offer other learners receive. Through the use of their student id card, this comprehensive offer includes free period dignity products, access to gyms and libraries, and participation in enrichment events. This holistic approach not only fosters a more inclusive and supportive environment but also aligns with the principles of equity and student welfare adopted by the consortium partners. 

The consortium works effectively to identify individual learners’ additional learning needs. Assessors are trained to identify and support learners with diverse needs such as an autistic spectrum condition, as well as other learning difficulties such as dyslexia and dyspraxia. Specialists at the provider and a nearby university assess the learning needs of apprenticeship learners who are referred to them.

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

This successful collaboration of offering a universal well-being offer to all work-based learners undertaking apprenticeships at the consortium has significantly improved learner provision and increased achievement. By prioritising investment in the holistic well-being of learners, it has created a supportive environment that enhances engagement, reduces learner stress and fosters a positive learning experience, which has supported high levels of apprenticeship outcomes.

How have you shared your good practice?

Work-Based Learning Quality Managers’ Network 

Improvement Resource Type: Effective Practice

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Information about the college

Coleg Cambria is a large further education college in north-east Wales. The college was created following the merger of Deeside College and Yale College in August 2013. It has five campuses across Wrexham, Flintshire and Denbighshire. The campuses that Coleg Cambria use are in Connah’s Quay, which includes the Deeside sixth form centre; Yale in Wrexham, which includes a sixth form centre; Bersham Road in Wrexham; Llysfasi and Northop. The college offers a wide range of courses delivering programmes from pre-entry level to Level 7 across a large geographical area, with opportunities available on most courses to progress to the next level, or to progress to apprenticeships and higher education. These courses include: 

  • A level 

  • Access to higher education 

  • Hairdressing, beauty, spa and complementary therapies 

  • Business 

  • Health and social care and childcare 

  • Construction, engineering and digital technologies 

  • Sport and public services 

  • Agriculture and animal care 

  • Foundation skills, skills and English for Speakers of Other Languages 

  • Media and creative industries 

  • Hospitality and catering and travel and tourism 

  • Independent living skills 

The college has 11,701 learner enrolments, of these 8,154 are enrolled on further education provision. The college has 5,952 full-time and 2,217 part-time further education learners. Of the full-time learners, 4,541 follow vocational courses and 1,411 general education courses in the sixth form centres at Yale and Deeside. The college employs 1,294 staff. 

Context and background to the effective or innovative practice

The college identified a significant increase in mental health and wellbeing disclosures and referrals since 2019-2020, with the pandemic clearly affecting a trauma response in many young people. Also, the numbers of disciplinaries for learners from the lowest decile exceeded those from other deciles. These are learners identified as most likely to have experienced adverse childhood experiences. As a result, the college implemented a comprehensive cross-college approach to Trauma Informed Practice which aligns to the emerging Trauma Framework for Wales. 

These approaches have been developed through ‘Trauma Informed methodology’ and supported by specialist staff and an Inclusive College Strategy. The initiative ensures that staff are equipped to support both learners and colleagues. The college has developed and implemented a Trauma Informed action plan and a cross-college awareness raising and training schedule that has resulted in staff that are well trained and who use positive and effective strategies that support wellbeing and retention. Through in-depth training and research, wellbeing approaches, college processes and teaching and learning have been viewed through a ‘trauma informed lens’, resulting in early signs of improved wellbeing for both staff and learners. 

Description of nature of strategy or activity

Coleg Cambria is a nominated trailblazer for the sector within Wales. This initiative is both forward thinking and relevant for the current mental health and wellbeing climate. It is a new approach to supporting staff and learners through trauma informed strategies whilst enabling a cross-college commitment to improving the experience and retention of people adversely affected by trauma. These approaches can be adapted and implemented in a range of learning environments.  

As part of this initiative, the college commissioned the development of a bespoke PGCert in Trauma and Attachment. This enabled 14 key specialist staff to undertake extensive research within the college and beyond, focusing specifically on adolescence and adulthood and the impact of trauma on post-16 education.  

The initiative demonstrates effective identification, management, internal/external referral and support processes for learners and staff with mental health issues. To identify learners who may benefit from support, learners undertake a wellbeing survey which acts as both a referral and a signposting service. Learner mental health support is triaged by the Mental Health and Wellbeing Practitioner, who has extensive experience in trauma informed practice. All learner referrals are managed and monitored proactively. The college has developed a Trauma Informed Mental Health Graduated Approach and referral process for staff and for learners.  

Almost all tutors and support staff have undertaken comprehensive trauma training, and many have accessed the bespoke online training. Feedback indicates nearly all found the training informative and engaging and agreed that they felt more confident in supporting colleagues and learners in a trauma informed way after the training.   

All specialist tutors now have a Level 7 PG CERT in Adolescent Trauma and are using this knowledge to develop practice and support learners appropriately. All say that this has made a significant difference in their understanding and assessment methods, especially with learners who would otherwise have been supported through ADHD strategies only.  

This initiative is endorsed through the Senior Leadership Team and is aligned with the college Strategic Plan and the Health and Wellbeing Strategy. Progress towards completion of the targets within the action plan are reported to the Senior Management Team. All managers, senior managers, leaders and governors have undertaken Trauma Informed awareness training.  

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

This initiative allows the college to get a deeper understanding of the experiences of all learners, and the ways in which it should approach each learner based on need. One of the strands underpinning its trauma informed approach is early intervention through a graduated support. Learner wellbeing is identified at three key stages of the academic year through supported surveys. This enables timely referral to support services.  

This trauma informed approach has not only impacted the ways in which staff understand learners’ relationship to trauma, but also their own. It places wellbeing and intervention to support mental health at the core of college activities, and staff and learners benefit from the holistic college wide focus on this. Since the implementation of a Trauma Informed Approach, and heighted focus on overall wellbeing the college has seen a reduction in staff days lost due to absence. It is also beginning to see an impact on learner disciplinary data and disciplinaries within the lowest decile are now equitable with those from the higher deciles.  

The college has also invested in improving its wellbeing offer to support those who have experienced trauma. This includes the development of mental wellbeing spaces, employment of wellbeing assistants and a Mental Health and Wellbeing Coordinator. 

A full, Trauma informed Approach has been piloted in one directorate, where all support and delivery staff have been trained in trauma and attachment. Feedback demonstrates an increase in understanding of emotional trauma and a greater confidence in staff ability to support learners in and out of the classroom. Feedback from staff states that nearly all staff felt more confident to support both learners and other staff following trauma informed training.  

The Trauma Informed Approach is about holistically embedding strategies to support all to feel safe, regardless of their experience in the wider world. It is about making the college a safe and welcoming space, where they otherwise might not have this. This work helps ensure that whole college community is a welcoming, safe and secure place for all. College surveys indicate nearly all learners agreed they feel safe at college and are well supported. A further survey also confirms that most parents/carers feel their young person is well supported and knows who to speak to if they have concerns.  

How have you shared your good practice?

The college has developed relationships with other Trauma Informed Practitioners and is part of a proactive, action-based network that includes the NHS, drug and alcohol misuse services and education providers. The college also regularly engages with Public Health Wales, community of practice and expert reference panels as part of sector working groups including other colleges and higher education settings. It aligns with the Future Generations Act to ensure mitigation and reduction of ACEs and trauma is a key focus for the college, and the college continues to lobby and support on this across the wider sector.  

Improvement Resource Type: Effective Practice

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Information about the setting

Cylch Meithrin Hill Street is situated in a mobile building on the grounds of Ysgol Plas Coch. It has 16 children at present and two full-time and one part-time members of staff. It has predominantly English speaking parents with a small selection of Welsh speaking families. Most children that attend the Cylch move on to the Nursery class in the school. 

Context and background to the effective or innovative practice

The Cylch tries to ensure that it is meeting the needs of the individual children whilst making them a part of the Cylch. Its goal is that children play happily alongside others and all children are given the same opportunities to explore, grow and develop in its newly developing natural environment. Practitioners believe strongly in giving every child in the Cylch the best possible start in life and seek to support children with individual needs, developing their full potential.  

Description of nature of strategy or activity

During the recent Estyn inspection, the setting was recognised for good practice with creating an inclusive environment for the children with additional individual needs. Practitioners have regular team meetings to discuss the children and adapt practice and provision according to their needs.  

Practitioners have recently developed the following: routine, areas of interest, invitations to learn based on children’s interests. They established a dinosaur small world area out of reels for a child to be able to play near to where they have self-registration and story time. They also adapted welcome time to be shorter and use large photographs so that selecting their photograph can be completed independently and quickly. 

Practitioners have also extended free play during the session to give the children time to explore and play independently in the areas without interrupting their play. This works well and children with additional needs are more settled and happier. Small boxes of loose parts were also added to the environment to stimulate the children’s interests. 

Practitioners have worked closely with parents and carers, completing one-page profiles to develop specific plans for individual children. Equally, things that upset a child or that they do not like are made known to all members of staff in order to make every child’s experience a happy one. 

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

Working towards the new curriculum, practitioners have introduced a natural environment with emphasis on loose parts and this has had a big impact on the children’s learning. It has allowed the environment to be child centred, providing opportunities for them to play at their own level and pace. This has benefited the children’s well-being and given them opportunity to succeed, which is a very important part of a young child’s early education. All practitioners interact sensitively alongside the children, careful to support them as required but not intervening too soon. In staff meetings, they discuss each child’s development and progress with different skills and talk about what can be done to best encourage and support them.  

How have you shared your good practice?

The setting has shared good practice with other settings through visits and also out of county with settings visiting with their advisory teacher. They also share good practice with fellow practitioners through photographs on a Wrexham County funded Early Education closed Facebook page.

Improvement Resource Type: Effective Practice

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Information about the school

Skills Academy Wales was established as a work-based learning partnership in 2009. Led by NPTC Group of Colleges, five sub-contractor partners work with an additional nine sub-contractor organisations to cater for around 2,800 apprenticeship learners in Wales. The partnership operates throughout south-east, south-west and mid Wales and has small provision in north Wales. It works in partnership with more than 1,000 employers including anchor companies, multi-nationals, SMEs and micro businesses.

Context and background to the effective or innovative practice

Skills Academy Wales’s Executive Board has a clear vision for the partnership and sets the strategic direction for its work-based learning provision, taking very good account of local, regional and national priorities.  It has been particularly effective in building and shifting capacity within the partnership to initiate and respond to the current and future training needs of businesses within the large geographical area it serves. 

Senior leaders within Skills Academy Wales regularly engage with regionally important projects, including those within the Cardiff Capital Region, Mid Wales Growth and Swansea Bay City Deals, contributing to plans relating to current and future workforce development requirements. 

Description of nature of strategy or activity

A very strong feature of Skills Academy Wales is its proactive engagement with regional projects to anticipate and support development and regeneration. It uses labour market intelligence well to plan and shape its provision to meet the workforce needs of local businesses and proposed developments. The partnership works very effectively with a wide range of employers. It successfully establishes and maintains relationships with anchor companies and large businesses, whilst also catering to the needs of the substantial number of SMEs and micro-organisations that are a core feature of the Welsh economy. This proactive engagement is helping to mitigate the significant workforce pressures that have been building across several key sectors such as social care, childcare, construction, engineering, logistics and rail. 

Skills Academy Wales takes very good account of economic and social priorities and has established effective collaborative relationships with key stakeholders, including both local and regional forums, to identify and respond to current and future skills needs. For example, the partnership’s lead provider, NPTC Group of Colleges, initiated a meeting with Swansea Bay University Health Board to discuss their strategic approach to workforce development and to explore how the partnership could help support them to tackle skills shortages. As a result, it was agreed that an apprenticeship academy would be established to promote and facilitate apprenticeship provision across the health board. It would aim to recruit, train and upskill new or existing staff in both clinical and non-clinical roles. NPTC Group of Colleges provided expertise and financial investment to support the set-up of the apprenticeship academy. Since its establishment, the academy has trained over 500 NHS apprentices, making a key contribution to the health board’s response to their urgent recruitment and training needs.  This innovative model has since been replicated by other health boards across Wales. 

Other founding partners of Skills Academy Wales also work proactively in this way. Coleg y Cymoedd engaged with Transport for Wales to review their workforce development needs and explore how existing and future apprenticeship provision could support their recruitment challenges and organisational growth. These initial discussions led to the formation of a working group and development plan to address Transport for Wales’s recruitment and workforce development needs.  Subsequently, Coleg y Cymoedd took the lead in the development of a Level 3 Train Driver apprenticeship framework. This was achieved in collaboration with key stakeholders, including, industry representatives, awarding body organisations, relevant unions and the Welsh Government.  The apprenticeship programme was successfully set-up in a relatively short timeframe and since its launch in 2019, has significantly contributed towards meeting the need for qualified train drivers by training over 300 apprentices.   

To further respond to the workforce needs of the rail industry, Coleg y Cymoedd has worked in collaboration with the University of South Wales to develop a Level 6 degree apprenticeship programme in rail engineering. This provision is closely aligned to the establishment of the Global Centre of Rail Excellence to be based in the Neath Valley.   

This successful model of collaboration between Skills Academy Wales and industry, has also been used effectively to respond to the recruitment and skills needs in other key priority areas.  For example, effective strategic arrangements were established with a wide range of employers within the transportation and logistics sector, including the Freight Transport Association, Road Haulage Association and the National Logistics Academy.  The partnership uses these relationships well to inform and deliver additional apprenticeship training in response to the significant shortage of LGV Drivers that continues to impact the sector. 

Going forward, the partner providers that constitute Skills Academy Wales continue to engage effectively with key stakeholders and strategic partnerships to anticipate and address future workforce development needs. For example, one partner is currently working with the Cardiff Capital Region City Deal and the FE colleges based in south-east Wales to support the planned transformation of the Aberthaw Power Station. The aim is to develop a workforce that can produce important and innovative sustainable and green energy solutions.

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

The strong collaborative practice between Skills Academy Wales and external stakeholders has resulted in a range of apprenticeship provision that is well placed to meet the needs of learners, specific employers and the wider labour market. Providers within the partnership have successfully engaged with, and initiated, work to develop important provision that prepares and develops learners’ skills to help them to sustain employment and contribute to economic growth. The work of the provider has helped existing employees and new apprenticeship learners to successfully develop the knowledge, skills and experience that are currently in-demand, and also those that are anticipated to be in-demand in the near future. This helps to support the Welsh economy in line with the ambition of the Wellbeing of Future Generations Act 2015.  

How have you shared your good practice?

Good practice is routinely shared within the SAW partnership and celebrated at Awards Evenings and other education and training networking events.  

Improvement Resource Type: Effective Practice

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Information about the setting

Crossway Nursery believes in an integrated holistic approach to childcare. It offers authentic and real-life experiences that follow children’s interests and encourage independence and exploration. It has created a natural, neutral homely environment bringing the outside in, encouraging care and respect for nature and the environment. A variety of play opportunities are available, which include cooking and gardening. The setting provides lots of messy and open ended play experiences using natural materials and resources, which children can access independently throughout the day. This supports them to develop confidence and follow their own interests. Children learn, investigate, explore, develop, grow in confidence, build relationships, improve physical and mental health and learn moral and spiritual awareness all whilst playing in a homely, safe and happy environment. The setting has strong community links and good relationships with children and their families, which support children’s learning successfully. It is a small and intimate setting, registered to care for up to 10 children aged 18 months to four years. Crossway Nursery is located in the centre of Caldicot in a small, detached property. There is a small garden to the front of the property and a larger play space at the rear, which is equipped with toys and resources. Children have daily access to outside areas and these are explored throughout the day alongside trips to the local park, castle or library, which are located within walking distance. There are two playrooms within the property that are well equipped with a wide range of toys, and resources to enable play and foster creativity. The setting provides resources reflecting a range of cultures and equipment to suit all age groups. It also has space to enjoy messy and wet play activities and its smaller playroom acts as a quiet transitional area where children can rest or sleep during the day.  

Context and background to the effective or innovative practice

The setting prides itself on promoting active experiential learning. It plans a wide range of engaging and interesting learning activities that help develop children’s skills while ensuring opportunities for them to follow their own fascinations and interests. Learning about different seasons and the weather is very important to the setting. This is enhanced by exploring books and stories, bug hunts, collecting leaves, and noticing changes in the environment around us. Practitioners believe that encouraging communication is crucial and concentrate on asking questions that encourage children to make purposeful decisions about their play.  

Practitioners provide children with exciting opportunities to explore and solve problems. They encourage communication skills by giving them plenty of time to think and talk with one other. Toys and resources are equally important as they enhance investigation and imagination. Children have opportunities to use interesting and challenging resources to develop their learning, such as magnifying glasses to look at seeds, and a pestle and mortar to grind and mix seeds and fresh herbs from the garden. Having access to natural materials such as stones, wood, bamboo, beads and real-life objects like seasonal flowers, fruits and vegetables greatly enhances their learning.   

At Autumn time, the setting includes lots of conkers, pine-cones, leaves, pumpkins and other root vegetables in most planned activities throughout the season. These objects give children plenty of opportunities to be creative and use them in a variety of imaginative ways. The setting provides resources such as magnifying glasses, cameras, clip boards and mark making tools with an enabling adult asking open ended questions such as “what do you think it is?” “Do you like it?” “What could it be used for?” This encourages children to think in new ways and solve problems, and begin to understand cause and effect. Through trial and error, they gain confidence in expressing themselves and gain a better understanding of the world.  

Description of nature of strategy or activity

Providing a rich learning environment is enhanced by ensuring that children have plenty of opportunities to make decisions, ask questions and solve problems. Observations of each child’s interests, fascinations and schemas are included in planned activities with lots of responsive planning that is child led. Observations around schemas ensure that enabling adults respond to children’s individual needs. 

For example, in the garden, practitioners set up an activity in the mud kitchen, which contained a range of different equipment. They ask the children how they could use the equipment in different ways and investigate how they could use different containers to move water from one place to another. They enjoy making tea together, and develop confidence to collaborate together to solve their problems.   

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

On a daily basis, the children access numerous enjoyable activities and experiences that will enhance and develop all areas of learning and development. Practitioners aim to be holistic in their approach to learning, supporting and developing the “whole child”. They encourage the children to take part in simple yoga, relaxation and mindfulness activities too. 

Children have the opportunity to enjoy cookery activities and preparing their own snack using practicing fine motor skills,  assessing risk and developing independence. Children have access to the outdoor environment throughout the day. They have access to resources and develop their physical skills through building with crates and planks. They play on a bikes or scooters and have a go at growing their own plants. For children to become confident explorers, practitioners allow them to make choices and decisions about their learning. This enhances children’s confidence and independence, and also supports their well-being successfully.  

Promoting and encouraging independence and confidence within children enhances a sense of belonging. A positive approach from enabling adults impacts on the children’s well-being. Modeling good practices and behaviour by adults encourages children to act in a similar way. Practitioners encourage children to talk with each other, and they talk about being kind with friends and family.

How have you shared your good practice?

The setting provides parents with information on topics and areas of development it plans to focus on as it feels that this gives parents the opportunity to be actively involved in their child’s learning and development. Crossway Nursery ensures that all children feel welcome and valued by building positive relationships with children, parents and siblings. Practitioners listen intently to children’s thoughts, ideas, suggestions and stories, responding thoughtfully and sensitively to children at all times. Welcoming all children with the same greeting and warm smile at the start of every day is crucial. Practitioners praise children for their achievements and efforts and value everyone’s individual cultures and backgrounds. The setting has a range of multicultural toys and resources in the playroom and delivers snacks and meals that reflect a wide range of cultures. It displays artwork and quotes from the children. Practitioners meet with parents and carers regularly to discuss children’s development along with monthly shared observations with parents using the family app.  

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Gyfun Gymraeg Plasmawr is situated in Cardiff. There are around 1,155 pupils on roll, around 218 of whom are in the sixth form. Around 12% of pupils are eligible for free school meals, which is below the national average of around 20%. Around 46% of pupils come from Welsh-speaking homes.

Context and background to the effective or innovative practice

The school’s vision is to create a Welsh and Welsh-speaking environment that is inclusive, safe, happy and caring, where pupils and staff can thrive and fulfil their full potential. The school provides a variety of Level 3 courses, which include A Level and vocational subjects in the sixth form. All students study the Skills Challenge Certificate in Year 12.

Description of the nature of the strategy or activity

The sixth form plays a very prominent part in school life. All Year 7 classes have sixth form prefects who attend the class at least one registration period each week. There are also well- being mentors, who have received appropriate training and support the Personal Tutor in a variety of key stage 3 classes, and work one-to-one with pupils who need specific support.

Nearly all members of Year 12 have contributed to the academic support of younger pupils through the Skills Squads that are in action between September and February. Target groups of Year 7 and 8 pupils were created who would benefit from a boost in basic reading and discussion skills in Welsh and English, and within numeracy. Year 12 were trained by experts from the core departments and by the school counsellor. The scheme was run collectively for one lesson a week, with members of the sixth form working one-to-one with a younger pupil, under the supervision of a specialist member of staff.

The Grŵp Tafod discussion group to promote the Welsh language is led by sixth form pupils and their contribution to improving pupils’ attitudes towards the Welsh language is invaluable to the school. They work to try to ensure that pupils see the Welsh language as a living language, convenient and a language to be used outside the classroom. Equality groups promote an equal, multicultural, inclusive society. The school as a community takes pride in its differences and celebrates them. The groups have specific oversight of issues and identities that are protected under the Equality Act 2010. There a three equality groups that meet separately at different times of the week:

Balch (An anti-racism and discrimination group based on ethnicity, belief or religion)

balchThe group has had extensive input over several years, shaping school policies and influencing teaching and learning and representation within the curriculum. The group also wrote to the Senedd on one of its most far-reaching campaigns ever, challenging why there are no black or other ethnic minority teachers teaching through the medium of Welsh. This was accepted by the Minister of Education and his response was to request to meet the Digon and Balch groups to discuss the matter further. Balch has also been responsible for helping teachers to understand the challenges that black and minority ethnic people face on a daily basis. The group worked on training for teachers on unconscious bias. Extremely positive feedback was received from teachers and the work has been shared with the regional consortium.

Digon (A group against homophobic, biphobic and transphobic bullying)

digonDigon has been working consistently since 2010 to try to address the language of GBT. Over the years, the group has had amazing experiences, including reaching the ‘Young person of the year’ shortlist in the St David’s Awards in 2014, invitations to LGBTQ+ panels at the Urdd Eisteddfod and the National Eisteddfod, an interview on the Heno television programme and an interview with Newyddion Saith seven o’clock news during the World Cup about the group’s views on the situation for LGBTQ+ people in Qatar. They have worked with Professor EJ Renold to explore ideas and experiment with RSE lessons. They have spoken at conferences and established their own All Wales conference, which was successful, with teachers and pupils attending and working towards creative inclusive, safe schools for all. The group opened the Cardiff and Vale Urdd Eisteddfod with a special service that was broadcast on Radio Cymru.

Newid Ffem (Feminism and female issues group)

newid ffemNewid Ffem has been involved in several projects at the school with the intention of maximising the visibility of successful women in various careers. This year, Newid Ffem has been looking specifically at the toilets, recognising that many young people within their community find it difficult to buy tampons and period products due to the cost and/or embarrassment. To improve the situation, all kinds of goods are available and there is a toilet rota, where a member of the group takes care of the basket during break time and lunchtime. This protects the products from being misused but, furthermore, this is a highly effective anti-bullying strategy, which means that a member of the sixth form has a friendly but authoritative presence within the toilets to ensure that they do not become unsafe spaces.

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

The work of the Skills Squads and the Wellbeing Mentors is evaluated informally and through questionnaires. There is positive feedback about the scheme, with the young learners noting that the tutoring has increased confidence and the sixth form reporting improvements such as reading more fluently and understanding vocabulary. The numeracy feedback from Year 7 indicated that tutors “explain in a simple way” and are patient. All of the equality groups have a positive impact on the school community and have had an effect outside the school on a national level. They contribute to the school’s caring ethos, working tirelessly to ensure that the school is a safe place for everyone and contributing at a national level to give young people a voice. The work of the sixth form is very important in the school and their contribution is invaluable to ensure a voice for everyone and to prepare pupils to be future leaders.