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Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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A computer keyboard with two custom keys: one green with the Welsh dragon emblem, and another red labeled 'learn'.

Information about the provider

On 1st August 2016, full responsibility for the Welsh for Adults sector was transferred to the National Centre for Learning Welsh (the Centre). The Centre is an arm’s length body funded by the Welsh Government and housed at the University of Wales Trinity St David.

The Centre restructured Welsh for Adults provision across Wales, establishing 11 Learn Welsh providers. The Centre funds these Learn Welsh providers to provide a Welsh for Adults offer within their communities. Over time, the number of unique learners has increased, with 33% more learners in 2022-2023 in comparison with the first national figures in 2017-2018. By 2022-2023, there were 16,905 unique learners. The number of learning activities has also increased significantly during the same period.

How the area and excellent practice/sector-leading practice identified during an inspection relates to a key question, quality indicator and/or a specific aspect

The Centre has endeavoured to ensure that the Learn Welsh offer is inclusive. Local targets are set and provision is monitored regularly to ensure that there is an appropriate variety of courses at all levels in all parts of Wales. As a result, learners are able to follow a course that is suitable for them and are able to have progression in their learning through the range of levels. As a result, in 2022‑2023, 54% of the Centre’s learners have continued to learn at a higher level, which is an increase of 14% since 2019-20.

Context and background to best practice/sector-leading practice

One of Estyn’s recommendations to the Centre following the inspection in 2021 was to continue to work with Learn Welsh providers to develop models of provision based on learner availability. The Centre has introduced various models of provision across the sector, including plans to attract specific audiences and develop more learning approaches to continue to extend the choice for learners. 

Description of the nature of the strategy or activity identified as excellent practice/sector‑leading practice

The greatest change over recent years is the learning methods that are now offered within the learning programmes of Learn Welsh providers. There is a wide variety of options in terms of learning methods and this has made a positive contribution to the recent increase in data numbers (an 11% increase in the number of unique learners). 

Through the Centre’s Onwards with Welsh scheme, free Welsh lessons have been provided to learners between 16-25 and young people from all backgrounds have benefitted from opportunities to learn Welsh and learn more about contemporary Welsh culture. Following marketing campaigns tailored specifically to attract younger learners and creating new partnerships, including with the Duke of Edinburgh, the Urdd, further education colleges and apprenticeship providers, in 2022-2023, there was a 9% increase in the number of learners in this age range. 

The vast majority of learners continue to be here in Wales, but virtual learning has opened the door to a wider audience, with 14% learning outside Wales and many of those learning Welsh for family reasons or to prepare them to return to Wales.

The Centre has given a specific priority to engaging with different groups of learners, for example learners who are recognised as asylum seekers and refugees through the Croeso i Bawb scheme. The Centre has also worked with Adult Learning Wales, introducing WSOL (Welsh for Speakers of Other Languages) courses for ESOL (English for Speakers of Other Languages) learners. Learn Welsh units are also available in Cantonese, Syrian Arabic, Pashto, Farsi and Ukrainian.

A variety of interventions and schemes aim to ensure that there is no financial challenge for anyone who wishes to learn the language. There is a variety of financial support and free provision for those who need it and, as a result, 44% or learners receive their courses free of charge and another 48% receive a significant concession for their lessons. Very few learners now pay the full fee. In 2022-2023, 36% of learners lived in the 50% most deprived areas in Wales and this reflects the aim of ensuring that there are no obstacles for any member of society to learn Welsh. The Centre also provides, through a special fund, money to purchase technical equipment, course books, travel costs and help to fund childcare, in addition to contributing to the costs of staying on summer courses.

A range of programmes such as Clwb Cwtsh and the Welsh at Home programme ensure that parents and carers are able to learn Welsh at no cost. These programmes are held throughout Wales and target specific areas suitably to ensure that the offer is available to all.

The Work Welsh scheme offers diverse Welsh learning provision for employers and specific sectors, which supports learners to have easy access to lessons, for example as a key part of their day-to-day work. The Work Welsh scheme has evolved rapidly and meets the needs of learners and employers very beneficially. Over 1,000 employers have now engaged with the scheme and sector-specific plans have been developed for the sector. For example, in response to the Welsh Governing policy in the health sector, such as More Than Words, a tutor has been appointed in all health boards in Wales to support the health and care workforce to provide a service to patients in Welsh.

The Centre has also developed new provision for the education workforce to take advantage of a range of free courses and the intention is to continue to add to the programme in the future.

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

As a result of the above initiatives, the Learn Welsh sector, led by the National Centre for Learning Welsh, has succeeded in increasing the number of learners, including learners from specific groups, while working purposefully to eliminate practical or financial barriers to individuals to learning Welsh.

Improvement Resource Type: Effective Practice

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An adult reads a book to four young children in a brightly colored classroom environment.

Information about the setting 

The rural, pack away setting in Trellech, established in 1973, has been co-managed by the current leaders since 2020. They are experienced educators leading a team with a strong commitment to early childhood learning and development.  

Context and background to the effective or innovative practice 

The setting’s journey towards developing reading stemmed from the practitioners’ personal passion for books, a belief in the transformative power of early literacy and observations of the children’s natural curiosity towards storytelling and books. This led to a conscious decision to create a nurturing environment, with a love of reading as a cornerstone to the setting’s ethos. 

Description of nature of strategy or activity 

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

Through its approach, the setting has observed a considerable impact on children’s development: 

Language Acquisition and Imagination: 

Practitioners have noticed children using words and phrases from books in their everyday conversations, demonstrating an expanded vocabulary and a deeper understanding of storytelling concepts. Through reading nature books, the children have learnt new words, which they use when talking about their first-hand experience with others. 

Incorporation of Story Ideas into Play: 

The children’s engagement with books has inspired them to incorporate the characters or events from stories into their imaginative play, by themselves or with others. This integration of story elements encourages empathy, co-operation, and critical thinking as they explore different perspectives and scenarios. 

Promoting Diversity and Inclusivity: 

The setting’s diverse range of books has facilitated conversations on diversity, inclusion, and cultural awareness among the children. Books representing all families and cultures have sparked curiosity, empathy and respect for everyone. The children talk to the adults about the pictures and people in the books. This has helped everyone to feel that they belong and promoted inclusivity within the setting’s community. 

Parental engagement: 

Children’s engagement with books has increased parents’ participation in shared reading activities. By encouraging children to take books home, practitioners have noticed increased parental involvement. Parents have expressed enthusiasm for reading with their children, sharing a love for books outside of the setting. Parents have shared with the setting that they have talked to their children about different cultures and nature through the stories their children bring home, leading to enriched discussion and shared learning experiences within the family. 

Exploration of Nature and the World Around Them: 

Through nature-themed books, children have developed a greater appreciation for the environment, showing curiosity and wonder about the natural world. Their engagement with these books has inspired them to ask questions, make connections and explore the outdoors with a newfound sense of curiosity and awareness. By using books to complement children’s own first-hand experiences the setting has helped them to have an increasing breadth and depth of knowledge about the world around them.  

Transferring of Knowledge 

Engaging with books has nurtured children’s literacy skills but also helped them to make connections and transfer their learning into all areas of their play and learning. Within the examples above, it is evident that, through stories and non-fiction books, children make connections between the content of the books they read and real-life experiences and their imaginative and symbolic play.  

The impact of promoting a love of books in the setting has been transformative, developing children’s communication, language and literacy skills, imaginative play and fostering a deeper understanding of diversity, inclusivity and the natural world. By providing a rich literary environment, practitioners have observed the power of books in nurturing children’s creativity, empathy and curiosity, supporting their holistic development. 

How have you shared your good practice?

 Practitioners attend termly non-maintained setting network meetings, discussing and sharing practice with other settings across the region. Photos and examples from the setting’s practice have been included within regional courses.  

Improvement Resource Type: Effective Practice

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Information about the Setting 

Homestead Nursery, located in the picturesque village of Gresford, Wrexham, is a privately owned nursery that prides itself on offering a nurturing and inspiring environment for children. Founded with a deep commitment to the principles of the Reggio Emilia approach, the nursery has quickly established itself as a leader in early years education. The setting is managed by a team of dedicated and experienced practitioners who are passionate about fostering independence and creativity in young children. 

The nursery is registered to provide full-time care for children from birth to five years of age. It operates Monday to Friday, offering flexible hours to support working families. Homestead Nursery is known for its welcoming atmosphere, where every child is encouraged to explore, learn, and grow at their own pace. 

Context and Background to the Effective or Innovative Practice 

Homestead Nursery has always been guided by the belief that the environment plays a crucial role in a child’s development, often referred to as the “third teacher.” Inspired by the Reggio Emilia philosophy, the nursery has designed its spaces and continually changes them according to observations and children’s interests, to promote autonomy, creativity, and a love of learning. The environment is thoughtfully arranged with natural materials, loose parts, and authentic resources that invite children to engage in self-directed play and exploration. 

In line with its Reggio-inspired ethos, Homestead Nursery places a strong emphasis on the importance of choice in fostering children’s independence. From the very beginning, even at the weaning stage, children are encouraged to make decisions about their daily routines. This approach has been continually refined through ongoing professional development and a commitment to integrating the latest research into practice. 

Description of the Strategy or Activity 

At Homestead Nursery, the journey towards fostering independence begins early. Babies are introduced to self-feeding through the use of finger foods, which allows them to develop fine motor skills and confidence in their abilities. As children progress through the nursery, this practice evolves to include greater autonomy in meal times. By the time they reach the “Cwtch Space,” a dedicated dining area, they are fully empowered to make choices about their meals, including selecting their food, deciding where to sit, and participating in cleaning up after themselves. 

The nursery’s environment is meticulously designed to support this philosophy of choice and independence. Each room is filled with carefully selected resources that encourage exploration and creativity. Open-ended materials, such as loose parts and real objects, are made readily available to the children, allowing them to use their imagination and engage in meaningful play. 

This approach is underpinned by a strong commitment to professional development. The staff at Homestead Nursery regularly attend training sessions and workshops to stay informed about the latest developments in early years education. The nursery owners invest time into keeping abreast of the latest research and practice and deliver bespoke in house training to pass on their professional skills, experience and knowledge on to the staff to ensure that they have a deeper understanding of the pedagogy that underpins their practice, tailored to their needs. This has enabled staff to continually refine their practices and ensure that the environment remains responsive to the needs and interests of the children. 

What Impact Has This Work Had on Provision and Children’s Standards? 

The impact of this Reggio-inspired approach at Homestead Nursery is evident in the children’s increased confidence, independence, and engagement. By providing them with opportunities to make choices and take responsibility, the nursery has fostered a sense of ownership and pride in their learning experiences. Children are observed to be more engaged in their play, showing higher levels of involvement and joy as they explore their environment. 

The nursery’s commitment to professional development has also had a significant impact on the quality of provision. Practitioners have grown in their understanding of child development and are more skilled at creating environments that support the individual needs and interests of each child. The consistent approach across all rooms, from babies to pre-schoolers, ensures that all practitioners share a common understanding of the nursery’s ethos and pedagogy. 

As a result, the nursery has created a cohesive and supportive environment where children thrive. Practitioners are more confident in their roles, and this is reflected in the high quality of care and education provided. The emphasis on choice and independence has not only enhanced the children’s development but has also strengthened the practitioners’ ability to plan and deliver rich, engaging learning experiences. 

Through ongoing reflection and adaptation, Homestead Nursery continues to be a shining example of effective practice in early years education, demonstrating how a thoughtfully designed environment, combined with skilled and knowledgeable practitioners, can create a nurturing space where children are empowered to become confident, independent learners. 

Improvement Resource Type: Effective Practice

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A classroom scene with students seated at desks, one raising their hand, while a teacher stands near a whiteboard explaining a lesson.

Information about the school 

Ysgol Tan-y-lan is a Welsh-medium Primary School situated in Clase on the outskirts of the city of Swansea. The Welsh language is the school’s main medium, and appropriate attention is also given to the Welsh dimension in the school’s life and work. The school opened in September 2011 on the site of the former Graig Infants School, with pupils of nursery and reception ages. The school has gone from strength to strength as the numbers increase annually. A new building was opened in January 2022. This building has first-class facilities which enable the school to continue to offer invaluable opportunities to pupils. The school has a team of friendly and hardworking staff. They work closely with each other and with the school’s governors and parents to establish a school that is happy, safe and stimulating for pupils. 

Context and background to the effective or innovative practice

The school’s motto is ‘Be good, be wise, be great, be me’ which is incorporated in its context and vision. An ethos of pride permeates the whole school. Ysgol Tan-y-Lan has recognised the effect of listening to the pupil’s voice since the very beginning. As a result, listening to the pupils’ voice has become firmly established in the school. The school has worked closely with all stakeholders to create an inclusive and caring community which promotes strong values ​​such as good behaviour and respect. Pupils are at the heart of the successful behaviour management and reward methods that have been implemented across the school. Pupils have demonstrated ownership and pride through incorporating a respectful and caring ethos. 

Description of nature of strategy or activity 

The ‘Behaviour Ladder’ is displayed in every classroom and referred to daily to support and promote respect and good behaviour. All pupils aim to climb the ‘Behaviour Ladder’ and persevere with making personal progress and demonstrating a positive attitude towards their work. All children strive daily to climb the ladder. Each day is a new beginning and an opportunity for all pupils to ensure that they make an effort and are ready to learn. Pupils encourage and praise each other as they climb the ladder. 

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

Pupils’ well-being and attitude towards their learning is one of the school’s strengths. The warm and effective working relationships that exist between adults and pupils ensure that almost all feel safe and make progress. Implementing this ensures that almost all pupils behave excellently during their activities, both when working independently and when playing with their friends during break and lunch times. The homely ethos fosters a happy and homely learning environment. This has a positive effect on standards and skills in all aspects of their work. 

How have you shared your good practice? 

Staff from other educational settings have visited the school to observe the strategy in action. The practice has been shared with other settings in the County, and with schools in Carmarthenshire and Neath Port Talbot. 

Improvement Resource Type: Effective Practice

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Two children in a workshop setting, with one wearing a yellow hard hat and using a hammer, and the other holding a toy screwdriver. They are surrounded by various tools and a toy workbench.

Information about the setting 

Tiggy’s Day Care has been open since July 2020 and is an extension of a sister nursery Tiggywinkles Day Nursery that has been running for 30 years. It offers full day care, education places, wrap around, flying start, breakfast club and afterschool club. It is registered for 30 children per day aged 2-12 years old. It is based in the grounds of a primary school, with good links ensuring a smooth transition for children. It is an English medium setting but also uses a great deal of Welsh with the children.  

Context and background to the effective or innovative practice 

The setting’s observation and planning process has developed from attending four purpose training / seize the season and then onto the new curriculum. In the past, observations were focused on a child’s development and planning was completed in advance. This changed as practitioners responded to the requirements of the Curriculum for Funded Non-Maintained settings. ‘Mind Mapping’ planning continued around the seasons. A new template for observations was created to support planning. Staff now use an approach based on opportunities to ‘Notice’, ‘Analyse’ and ‘Respond’. This process allows them to extend the children’s experiences and interests and ensure progression in learning through planning for children’s individual needs and abilities. 

Description of nature of strategy or activity 

All practitioners complete effective observations to support and inform planning that has an impact on the children’s learning. Children’s development is supported individually or within groups by reviewing observations and having regular informal discussions about children’s progress. Practitioners assess the needs and interests of children and use the information to inform future planning to meet the needs of the individual child or a group of children.  

The lead staff member reviews observations approximately every fortnight to support the planning process. Reviewing observations also allows us to notice if there are next steps we need to take for particular children. This may be to revisit and refine a particular aspect or skill, to deepen their understanding or to extend their learning. All staff are aware of what each individual child needs in terms of support or challenge to enhance their development. Staff use observations and respond by making best use of teachable moments and/or planning future learning experiences. These can take place on that day, the following day or even a week later using ‘Notice’, ‘Analyse’, and ‘Respond’. This process is used naturally throughout the work. For example, when children were using the tools from the block area to fix the cupboards in the home corner, a staff member asked questions about what they were doing and gave responses such as ‘I wonder if ….’ This led to the children finding other resources they could use to fix ‘the leak’. Staff went on to write up a detailed and useful observation on what they had observed. This led to a discussion between the staff on how they would respond to this interest and how to extend the learning. Notes were added to the main planning board ready for the staff to set up engaging learning experiences for the children, which took place the following week.  

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

Provision is always well resourced and does not always stay the same. Practitioners develop the areas following the children’s interests, abilities and needs. This is done following staff discussions of children’s observations. 

Staff have become confident in using effective questioning during adult-child interactions to support the children’s learning and development. Children are very engaged in their play and learning opportunities as their needs and interests are consistently met. Children are very independent within the setting. The ongoing observations highlight the great progress children make over time. This is apparent when practitioners look back at their initial assessments.  

How have you shared your good practice? 

The setting shares good practice by attending regular LA and EAS network meetings and hosts visits from other settings and local school nursery staff to share its learning environment and observation and planning process. 

The manager has been involved in a Planning Toolkit for ‘A Curriculum for Funded Non-Maintained Settings’ that was developed by EAS for setting to setting sharing of good practice. This is used to support other nurseries in curriculum implementation and to develop observation and planning.  

Improvement Resource Type: Effective Practice

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Two teachers are walking and talking together outside a garden shed on a sunny day. One is holding a tablet and the other is gesturing while speaking. They both appear engaged and happy.

Information about the school

Trelai Primary School is situated in an area of high deprivation and in Cardiff. The school currently has 381 pupils. 77% of pupils are eligible for free school meals. The school has a Flying Start Setting on site that supports early education and transition into the school’s nursery.  

Context and background to the effective or innovative practice

In November 2017 the school was removed from the list of schools needing special measures. The school had embraced their improvement journey including the challenges presented during the Covid pandemic, the transition to Curriculum for Wales and the implementation of ALNET. Key to the school’s improvement has been its clear vision exemplified in the premise ‘We show respect, we act responsibly, we work hard’.  

What does a school improvement journey look like when a school finds itself in Special Measures?

Leaders realised that what a cultural change was needed, recognising that the school was, in many ways, ‘stuck’ and therefore needing to do things differently. They felt that the school needed to call on the support of external practitioners who would bring a fresh perspective to the school’s work. The school seconded an experienced headteacher to work with a newly appointed school improvement officer, both to act as ‘critical friends’. The first important step was to fully understand the existing capacity within the school community. Leaders and staff analysed the contributions and expertise of all staff, creating improvement plans together, and empowering all at the beginning of the journey.as as we co-constructed the way forward. 

The school undertook a restructure of teaching assistants and leaders. Key appointments included a Deputy Head for Teaching & Learning and a Deputy Head for Wellbeing & Professional Learning, both with distinct skill sets aligned to the challenges ahead.  The renewed focus on self-evaluation processes and performance management ensured that those with new roles felt fully supported to carry out their responsibilities.  Staff agreed the vision, and the resulting policies, procedures and practices, focussed closely on the areas for improvement and the impact on pupils. It was vital that all involved felt a sense of ownership and if actions did not work, plans changed accordingly. This was particularly in improving behaviour, engagement and attitudes to learning. Staff collaborated to establish a consistent approach to teaching, learning & wellbeing through a non-negotiable approach, together with professional discussion and inquiry work. This approach ensured that all staff were motivated, enabled and felt their development and contribution to school improvement was valued.  

The school placed importance on ensuring consistency and stability during this period, enhancing the impact of evaluations and validation. School improvement partners worked in regular partnership with the school, supporting evaluation through reflection and finding suitable ways to address the needs of pupils and staff. This included times when staff had to have difficult conversations and make important decisions to bring about the change needed. Governors were very much part of the process, embracing new ways of working, bringing their own perspective and observations, asking questions, and clarifying the school’s position through regular visits to see the ongoing work in action. Visits from Estyn contributed to improvement plans, with inspectors challenging or confirming the improvement. Working as an extended team made a difference. 

Building effective relationships continue to be central to the school’s success, involving pupils, staff, parents, Governors and outside agencies. Everyone involved matters and leaders seek their opinions and act upon them. The school celebrates its improvement milestones more and more and invites parents into school at every opportunity. Pupils actively track their own progress, identifying their next steps in learning and their contribution and engagement in learning experiences and through pupil leadership groups across the school enables the newly established positive culture and ethos to thrive. 

The school now feels they are a central part of the community and that members of the community see the school as a cohesive group of professionals who want the best for their child. Pupils and parents know what is expected and how the school will support and encourage them during good times as well as when life is overwhelming. 

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

 The school has, over time secured, developed and sustained successful strategies and provision ensuring improved outcomes for pupils. Trelai is now a learning organisation for all pupils, staff and parents. School improvement is everyone’s responsibility, and collectively everyone contributes to improvement priorities. 

How have you shared your good practice? 

The school has shared its practice regularly with parents to support them in helping their own children. A mutual respect between school and home capturing moments of celebration fosters community cohesion. 

Deputy Heads have collaborated through regular twilight sessions with cluster colleagues and school partner schools on teaching and learning, enabling current practice and inquiry outcomes to be shared.  

Leaders at all levels attend national and consortia network meetings. Staff and pupils regularly welcome colleagues from other schools to share the school’s journey and practice. 

Improvement Resource Type: Effective Practice

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A group of children sitting on a gym floor, raising their hands in response to a teacher, in a school physical education class.

Information about the School 

Monkton Priory Primary School is located on the outskirts of Pembroke, in Pembrokeshire. The community is among 10% of the most deprived in Wales, with 33% of pupils from a Gypsy Traveller background and 60% eligible for free school meals. Many pupils face significant barriers to learning, including child protection issues, poor housing and health problems.  A minority of pupils have been affected by multiple adverse childhood experiences (ACEs), and a few have experienced high levels of trauma. For those with severe and complex needs, the school provides two learning resource centres (LRCs). 

Context and background to the effective or innovative practice 

Through ongoing self-evaluation and relationship-building, school leaders identified several key issues affecting the progress and well-being of pupils: 

  • High levels of unemployment and health problems. 
  • Poor transport links, limiting experiences beyond the local area. 
  • Social challenges affecting attendance and parental engagement.
  • Concerns among the Gypsy Traveller community about statutory curriculum expectations, leading some families to opt for home education. 

Description of the nature of the strategy or activity 

To address these challenges, the school developed a bespoke curriculum and various initiatives: 

  1. ‘Inspire to Aspire’ program: This program raises aspirations by focusing on different industries each term, including interviews, visits, and project outcomes.  For example, Year 6 students engaged with a local denim factory, discussing sustainability and creating products to sell at a school event.  
  1. Launch Service: This adult education and signposting service empowers parents by offering free courses and qualifications, such as industry site safety courses, functional skills, and inclusive education degrees, this has also raised pupil aspirations.  Launch also provides weekly drop-ins for mental health, housing, finance, and domestic abuse support, as well as food parcels and uniform distribution.    
  1. ‘Succeeding through Sport Program’: This initiative promotes health and a love of sport by focusing on different sports each half term, featuring visits from athletes and special events.  The program has inspired some pupils to become semi-professional athletes.  
  1. ‘Window on the World’:  This initiative offers a range of free visits and cultural experiences to broaden pupils’ horizons.  For instance, Year 4 students visit Big Pit to develop empathy and understanding of historical events like the Aberfan tragedy. 
  1. Community Engagement: Leaders regularly engage with the community to address barriers.  For example, the school minibus now provides morning pickups, improving attendance by 3% and increasing breakfast club participation.  Concerns about relationships and sexuality education (RSE) were addressed sensitively, ensuring pupils’ rights and community sensitivities were balanced. 
  2. Celebrating Diversity: The curriculum emphasises diversity and empathy.  As part of a project with the National Library of Wales, pupils interviewed Richard O’Neill, a Roma author, and created films based on his life and Gypsy Traveller myths.  This work is now archived at the National Library. We are also fortunate to have a Varda placed on loan for storytelling within the school grounds.  

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

These initiatives have had a significant impact: 

  • Pupils make strong progress over time from low entry points. 
  • They develop a sense of self-worth and potential. 
  • Higher aspirations for life and work are fostered. 

 How have you shared your good practice? 

Monkton Priory Primary School has shared its successful strategies with various audiences: 

  • The ‘Succeeding Through Sport’ program has been shared with other schools in Pembrokeshire.
  • Literacy and numeracy strategies have been disseminated through Pembrokeshire primary networks. 
  • The Launch program has been presented to the former Minister for Education, UWTSD students, and at the Learning and Work Institute awards. 
  • An equity and inclusion presentation was delivered at the Welsh Government Curriculum Reform conference. 

By addressing the unique needs of its community, Monkton Priory Community Primary School is effectively raising aspirations and overcoming barriers to learning, creating a positive impact on both pupils and their families.

Improvement Resource Type: Effective Practice

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Group of five professionals sitting around a table in a modern office setting, engaging in a discussion with papers and digital devices on the table. The background features bright orange walls.

Information about the school 

Radyr Comprehensive School in Cardiff, is an English-medium school with 1,409 pupils, 1,157 of whom are of statutory school age. Three point five per cent of pupils speak English as an additional language. Around 14.3% of pupils are eligible for free school meals, which is below the national average, and around 8.7% have additional learning needs, which is also below the national average. The school’s leadership team consists of the headteacher, two deputy headteachers and three assistant headteachers.  

Context and background to the effective or innovative practice 

The school has a clear vision to provide the very best learning experiences for all pupils. Improving teaching, and learning has been the key driver for the school’s approach to Curriculum for Wales. The school’s main focus has been on maximising participation and deepening thinking in lessons through simple but effective teaching techniques. This has been supported by formal and informal professional learning where the use of these techniques is modelled by leaders. Leaders use research to inform their approach, considering carefully how it can be applied to the school’s specific context. They evaluate all approaches to ensure they align to their vision, and monitor their impact closely.  

In order to inspire a passion for pedagogy and teaching, leaders have encouraged a strong culture of learning among all staff. At the heart of this work has been the determination to promote a culture of continuous improvement by encouraging regular reflection and continued professional learning for all staff. This is modelled by senior leaders, who engage enthusiastically with internal and external professional learning opportunities.

Description of nature of strategy or activity 

The school’s internal professional learning model was designed with the specific needs of staff, pupils, and the school’s identified areas for improvement, in mind. National priorities such as the National Approach to Professional Learning (NAPL) and the National Professional Learning Entitlement (NPLE) were also taken into consideration. Staff completed the School as a Learning Organisation (SLO) survey as well as a school-designed survey and the findings were used to design an individualised professional learning programme. This information was cross-referenced with findings from self-evaluation activities such as learning walks, lesson observations, learner voice, and work scrutiny to ensure that these were also taken into account in the design. Extensive research was also undertaken by senior leaders and directors of learning in order to design and implement the most effective approach to improving teaching.   

The school’s professional learning approach includes a formal and informal offering. The formal offering involves all teaching staff signing up for a ‘strand’, from a choice of seven, that they follow throughout the year. Each strand consists of one session per half term. Sessions are delivered by leaders from across the school as well as governors with valuable experience in areas such as managing organisational change and improving the use of questioning. Staff are encouraged to evaluate each session and changes are made as a result. For example, a strand on ‘Closing the Gap’ was modified to have a greater focus on additional learning needs (ALN) and a strand for aspiring senior leaders was added. The time provided between sessions provides helpful opportunities for staff to plan and implement approaches so that they improve their practice.  

All newly-appointed staff are inducted fully into the school’s approach to strengthening teaching and learning and are supported effectively to understand to develop in line with the school’s expectations. The leads for teaching and learning and directors of learning are experts that share and model approaches so that teachers have the confidence to trial them in the classroom. Sessions are offered on a variety of specific areas. They explore, for example, how ‘cold calling’ can be used to maximise participation and deepen thinking, and how to check for understanding and adapt teaching as a result. In line with findings from self-evaluation activities, a session has recently been added on using written feedback to maximise learner progression. 

Informal professional learning consists of half termly teaching and learning newsletters and a teaching and learning Teams page. All staff are encouraged to share and access valuable research via these means. Senior leaders and directors of learning research widely and regularly. They effectively filter and disseminate what is most pertinent to the needs of the school and relevant to the needs of staff. The most notable feature of this is the way in which leaders make research relevant and easily digested by staff. This enables staff to understand how to apply certain approaches in the classroom.  

A commitment to continued learning and improvement for all is encouraged through the school’s approach to performance management (PM). This is linked to the professional learning, and teaching and learning models. As part of PM, all staff engage in action enquiry to pursue their own pedagogical development needs and interests. Through this, they are encouraged to take risks, trial new strategies, and collaborate with teachers from other schools. They are asked to act on a ‘read-act-reflect’ model before making use of the Professional Learning Passports on the Education Workforce Council (EWC) website. They record their findings as Professional Learning Experiences (PLEs). In order to model and grow learning leadership in line with the SLO model, staff are actively encouraged to showcase their findings during ‘sharing best practice’ INSET days. Staff disseminate their professional learning and the progress of their action enquiry in faculty meetings so that a culture of enquiry is embedded. 

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

The school has made notable progress in improving the quality of teaching and learning, as noted in their most recent inspection report. Many teachers plan and deliver effective lessons that support pupils to make strong progress. In a minority of cases, teaching is inspirational and helps pupils to make rapid progress in their knowledge, understanding and skills.  Teaching in a number of departments, notably mathematics, English, humanities and MFL, is highly effective and pupil progress reflects this.  

Teacher questioning is a particular strength. Teachers generally use questioning well to check pupils’ understanding and to probe and deepen their learning. This has led to improved engagement and attitudes to learning and has also had a positive impact on pupils’ speaking skills.   

Senior leaders’ commitment to continued learning for all has led to increased take up of voluntary professional learning opportunities such as the National MA in Education (Wales). The enthusiastic discussions around pedagogy have created a notable change in culture, with many more staff now willing to engage in professional conversations. As a result, staff are more willing to engage with the school’s coaching programme due to the shared belief that all teachers should, and can, be better. This coaching programme enables staff to work together to observe and improve each other’s teaching. Staff value this programme as it focuses on the specific aspects of teaching they are aiming to improve. 

How have you shared your good practice? 

The school welcomes contact from anyone interested in implementing this approach in their setting.  

 

Improvement Resource Type: Effective Practice

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Information about the school 

Ysgol Golwg Y Cwm is a community focused school, which serves the village of Penrhos and part of the town of Ystradgynlais in Powys. The school currently has 187 pupils on roll between four and eleven years. In addition to six mixed aged mainstream classes the school also has two cluster based Specialist Teaching Facilities for pupils with ALN and hosts a Flying Start Setting and a 3+ setting. 

The school serves an area of high deprivation being placed in one of the top 10% of wards in Wales and the highest in Powys. Thirty-four per cent of pupils are eligible for free school meals and 40% have identified ALN.  

Context and background to the effective or innovative practice 

Golwg Y Cwm serves many families affected by poverty and who have experienced significant trauma in their lives. Following consultation with stakeholders, it became evident that for pupils to have high aspirations for themselves, become independent, lifelong learners and to ultimately reach their potential, the school would need to work closely with parents, external agencies and the community. The school’s approach is to consider pupils’ individual needs to help them achieve the best possible outcomes. Leaders believe that the school’s aim to support their families and immediate networks ensures that pupils succeed.  

Description of nature of strategy or activity 

The school takes a three-pronged approach, which includes family support, partnership working and multi-agency relationships. All three elements are equally important and firmly embedded in a critical whole school mindset and approach. The approach requires all involved in “Teulu GYC” to be fully committed to the focus on equity, with everyone having the opportunity to reach their potential. The school has high expectations for pupils and staff and offers an accessible package of intervention and support around families and pupils based on crisis, medium and long term offers. 

Family Support

The school offers a range of support to families and welcomes them into all aspects of school life as part of Teulu GYC. Staff welcome parents into the school daily and provide time for them to share any concerns or worries. The school runs a FACT (Families and Community Together) project which offers a range of opportunities for parents to visit both formally and informally, including regular coffee mornings, attendance workshops, money handling advice, savings clubs, sewing and cooking groups, nurture sessions and learning opportunities. Parents are also an integral part of the pupils’ learning experiences and the school supports them to share their child’s work and view their progress each term during “Sharing Learning Days”. In addition, parents have access to crisis support through the school’s family liaison officer and senior leaders. Staff signpost, advise and offer practical help, for example through access to a food bank, uniform bank, baby bank, Big Book Library and local business support. 

Partnership working

Partnership working is crucial and the school has forged purposeful relationships with a wide range of community groups and organisations who support the children and families. For example, a local charity organisation offers access to services such as haircuts, food vouchers, clothes vouchers and experiences for families. The school’s partnership with a local football club has enabled the schools to share a 3G football pitch on the school site, access to out of school activities in the immediate community and access to enhanced coaching opportunities for pupils. Partnerships with third sector agencies and local further education settings allows the school to offer parents learning opportunities which help them back into the world of work. For example, the school has held numeracy classes for parents, weekly basic literacy classes, food hygiene and cookery classes.  

Multi agency relationships and support  

The school has developed strong relationships with a range of outside agencies. Local health visitors and a school nurse are based at the school and work alongside staff in ensuring best outcomes for families. In addition, the school has established a positive relationship with Calan DVS who offer immediate support and advice and a seamless pathway into the service in a supportive environment. The school hosts a Flying Start and consequently welcomes a host of multi-agency professionals who use the school as a base to offer support, training opportunities and signposting to parents who may have children both in the setting and the school. For example courses such as Incredible Years,  Baby Massage and Yoga,  Let’s talk to your baby and ELKLAN are held for parents on a regular, rolling programme by the speech and language therapist and the Flying Start community nursery nurse. These opportunities are essential to forging early relationships with parents and in ensuring they have the support they need at the earliest stage. Most importantly safeguarding is a primary concern for the school and its relationships with Children’s Services are crucial, strong and well established. All agencies involved with the school and with families share the core aim of ensuring best outcomes for all pupils. 

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

Pupils’ well-being is the school’s primary concern and underpins practice. In working together with parents, partners and multi agencies, leaders have ensured that pupils and families are supported, happy, safe and well-prepared for learning. The school’s approach ensures that staff meet the needs of all of pupils. As a result, the experiences and opportunities, both in and out of school, have a positive impact on pupils’ and families’ well-being and learning. The school’s work to reduce the impact of any barriers to well-being and learning enables pupils to develop socially and emotionally, and to make good progress during their time at the school.

How have you shared your good practice? 

Ysgol Golwg Y Cwm regularly receives visits from schools in the local authority and in other authorities. The school has shared its practice with Welsh Government officers and members of the British Council. The headteacher has presented the school’s practice in conferences attended by schools and partner agencies across Wales. 

Improvement Resource Type: Effective Practice

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Two children are planting small plants in a garden. One child is using a blue watering can to water the plants.

Information about the setting

Canolfan Deulu y Bala Nursery opened its doors in 2022. It is located in an old school in the centre of Bala. Practitioners look after 72 children aged between 0 and 13 years on a daily basis. As part of its provision, the setting provides Early Education sessions, a Breakfast Club, a Lunch Club, an After-School Club and a Holiday Club. Since 2023, it has been part of the Flying Start childcare offer for 2-year-old children, and a small number of children receive their childcare at the setting. Staff include a Manager, Room Leaders, Practitioners, Apprenticeship Students and Volunteers. Canolfan Deulu y Bala Nursery prioritises the happiness and well-being of all children – the best possible care is offered in a happy and homely atmosphere, and all children have the opportunity to learn through their interests and develop to their full potential. A strong feeling of Welshness exists in the setting and children are offered a variety of valuable experiences to advance their awareness of their local area and the traditions of Wales. This develops a sense of pride in the children, practitioners and the wider community and creates a strong sense of belonging. 

Context and background to the effective or innovative practice  

The building is located on a convenient site near the local all-age school, Ysgol Godre’r Berwyn. The work of transforming the current building into a Family Centre for the benefit of the community has been a matter of pride. From the outset, the management committee’s strong vision has been shared with practitioners and the town’s residents. They aimed to create provision that can be used by the whole community. The relationship between the setting and parents is an obvious strength and constant communication ensures that parents have a sound understanding of what happens in the setting through parents’ evenings, a useful app that provides daily information, a parents’ page on a social website, and daily discussions when children are dropped off and picked up. The relationship with the neighbouring school is equally strong and children have regular opportunities to visit the school and take part in events such as thanksgiving services and sports days. Some students take part in Cam Wrth Gam courses which lead to qualifications in children’s care and development. In addition to accepting students on work experience, the setting takes part in mentoring students on the schools scheme, with some choosing to take level 3 Childcare in the sixth form, completing level 3 practical work in the setting and level 3 theory in school. This is a significant step in cooperation which enables students to progress to an education course at University. 

Young child and young person sitting and reading a book together, smiling and engaged in the activity.

Description of nature of strategy or activity

The setting has developed strong and successful links with a number of partnerships within the local community in the Bala area. An example of this is the multi-sensory room that has been created through the generosity of local businesses. This valuable resource is of benefit to children attending the setting, and also to the local school and the Local Authority specialist support service, who are invited to use this dedicated space. Since the setting was established, the environment has been developed extensively and it includes a meeting room available for hire which is used by community groups. Ti a Fi and Cymraeg for Kids sessions are held here weekly. This allows prospective parents the opportunity to visit the setting and get to know practitioners when their children are very young, ensuring that leaders and practitioners foster good relationships with parents before their children start attending the service. 

Opportunities for children to be involved in the community are a typical element of our work. They are very active in supporting projects such as planting daffodil bulbs in the town to mark local events. Children have had the experience of visiting the communal garden and growing and tending plants and vegetables, and there is a close partnership between the project co-ordinator and the setting. After seeing children enjoying these activities which nurture their curiosity, it was decided that these skills deserved further development. 

The setting now has a number of digging and planting areas containing a mixture of plants, vegetables and herbs, and children across the age range are fully responsible for them. Practitioners recognise and value what parents have to offer in extending children’s experiences and make use of parents’ expertise, where possible. One parent will provide Spanish lessons for children during the summer holidays. Several parents were involved in a recent project to renovate the outside area and create stimulating spaces for children in every room within the setting. Attractive and robust resources have been specially tailored for all ages, centred on children’s interests.  

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

By developing effective partnerships, the setting has succeeded in developing children’s knowledge and understanding of their local community and the wider world. Through strong involvement in the community and raising money for a number of charities such as Wales Air Ambulance and SANDS, children gain an understanding of the importance of helping others. The concept of caring is further developed through community activities such as collecting rubbish and singing in an old people’s home. Projects that bridge the generations are a means of learning new skills, developing confidence and creating positive connections that improve the well-being of the youngest and oldest members of the community. The natural Welsh ethos and children’s sense of pride in the Welsh language and their area has a positive effect through the rich range of experiences available to them. Practitioners are confident that these partnerships will continue to evolve. Parents are very supportive of the nursery’s work and are proud of the fact that their children are involved in a number of exciting projects. 

How have you shared your good practice?  

Good practice has been shared at a meeting of the Local Authority’s Early Years settings network. The setting has offered opportunities for other practitioners to observe the learning environment, inside and out, together with other rooms available for hire. Practitioners have visited in order to chat and discuss our work.