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Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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Two individuals in a professional setting, one holding a document and discussing it with the other seated across the table.

Information about the school 

Ysgol Gyfun Gymraeg Rhydywaun opened in September 1995. It serves children and young people in the Cynon Valley and Merthyr Tydfil. There are 1,026 pupils at the school, along with 118 in the sixth form. Twelve point one per cent (12.1%) of pupils are eligible for free school meals.  

Context and background to the effective or innovative practice 

The ALN department, Yr Hafan, works to ensure that pupils with ALN show the expected progress. The department’s staff provide specific interventions across a variety of areas. This includes numeracy, literacy, well-being and physical needs interventions. The school’s caring ethos and the commitment to ALN training ensures ownership and accountability from all members of staff to identify pupils and their individual needs. This is a whole-school strategy which strengthens provision to support all pupils, particularly those with ALN, to succeed on their educational journey. 

Description of the nature of the strategy 

The school promotes the principle and culture of ‘everyone is an ALN teacher’. Staff have a range of information to be able to plan purposefully for pupils with ALN and those who need additional support. 

The school has developed a central and accessible source of clear and relevant information about pupils with ALN. This allows staff to acquire information about individual pupils, which strengthens planning and pedagogy in the classroom. For example, it includes One-page Profiles, which provide pupils with a voice and equip staff to plan specifically for them.  

The school has invested strategically to strengthen ALN provision. There are specialist resources and staff, such as a dyslexia teacher and well-being and sensory rooms. Valuable supportive resources are provided for staff, for example a video on ‘A day in the life of an ASD pupil’. Resources give staff insight to raise their awareness and confidence in teaching pupils with ALN. Strengthening the roles of teachers in the provision has allowed staff at Yr Hafan to focus on purposeful additional interventions and strategic referrals to external agencies. All departments also have a link member of staff with the ALNCo and there are purposeful meetings to discuss and evaluate provision. 

Whole-school teaching and learning strategies, such as ‘Dysgu i’r Brig’ and ‘Adalw Gwybodaeth’, support all pupils. ‘Dysgu i’r Brig’ is a strategy where teachers plan lessons with the highest level of challenge in mind, ensuring that all pupils – including those with additional learning needs (ALN) – have access to ambitious learning. By providing scaffolds, such as modelling and visual support, pupils with ALN take part in complex tasks without being overwhelmed. This approach avoids limiting their potential and encourages them to expand their minds alongside their peers. Rather than creating simpler tasks, the focus is on creating accessible routes to more challenging content, building confidence, a sense of success and academic ambition. 

‘Adalw Gwybodaeth’ is a strategy that involves asking pupils to recall information regularly, strengthening long-term memory and fostering deep understanding. For pupils with additional learning needs (ALN), this approach is particularly valuable as it provides an opportunity for them to practise and reinforce learning in a structured and consistent way. By using activities such as short quizzes, flash cards or memory tasks at the beginning of lessons, pupils with ALN develop their confidence, improve their ability to retain information and gain a clearer sense of progress. This strategy also reduces anxiety by creating an expected routine, which supports learners to become more independent in their learning. 

There is an accessible ALN referral system which includes purposeful steps for staff and leaders within a graded response chain. These steps may include staff trialling strategies from the ALNCo for a specific period and an effective monitoring process. An effective central system to identify needs in detail and at an early stage allows the team to scrutinise evidence and decide on further actions and interventions. Pupils’ progress and attitudes to learning are tracked and monitored tightly and regularly, including pupils with ALN. 

The school has established successful primary partnerships to ensure strong identification of pupils as part of the transition process. The school has also provided training on dyslexia, ACEs and dyscalculia to the partner primary schools. 

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

By implementing teaching strategies such as ‘Dysgu i’r Brig’ and ‘Adalw Gwybodaeth’, alongside purposeful support for pupils with additional learning needs (ALN), the school succeeds in creating a learning environment where high expectations go hand in hand with accessible access. This enables pupils with ALN to engage with academic challenge, develop their memory and understanding over time, and most pupils with ALN make progress that is at least suitable compared to their starting points. As they receive structured support to attain the highest levels and practise recalling information regularly, these pupils gain confidence, autonomy and an increasing ability to participate actively in their learning, laying firm foundations for long-term success. 

Another notable strength of the strategies is the way in which all staff take ownership of the work to ensure the most effective provision for all pupils to make progress over time. Pupils’ standards of attainment have improved as a result of the whole-school teaching and learning strategies. 

Improvement Resource Type: Effective Practice

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Three students in a classroom wearing virtual reality headsets, interacting with computers.

Information about the school/provider

Ysgol David Hughes is a bilingual secondary school that serves the south of Anglesey. There are 1,097 pupils at the school and 11.0% are eligible for free school meals. The vision of the school’s leaders is to provide the best and most relevant bilingual education for all pupils indiscriminately and to create an open and inclusive society that respect the views, aspirations and hopes of everyone who is part of the school community.

Context and background to the effective or innovative practice

The school was keen to strengthen pupils’ participation to be more meaningful and authentic. Following a visit to a Welsh-medium school in Swansea, a number of pupil committees were established, including the UNICEF committee. Leaders try to ensure that children’s rights influence all aspects of school life and feel that this has led to growth, not only in pupils’ confidence to voice their opinions but also in their sense of responsibility for ensuring the rights of children and adults. Leaders were also keen to take advantage of wider opportunities to create authentic contexts for participation and to promote cooperation at local, national and international level. This includes opportunities to work with a local science park and home for the elderly on technology projects to support the aging population, along with the British Council’s project on sustainability with other schools in Europe. 

Description of nature of strategy or activity

Pupils felt that the school community needed to improve the way in which it demonstrated its commitment to being an inclusive school that celebrates diversity. The school had already begun its anti-racism journey and all the school’s staff had received relevant training. The UNICEF group came to the conclusion that representation on the corridors and in the classrooms needed to be improved. They worked on a project to create digital posters that celebrate the success of prominent individuals from different ethnic and religious backgrounds and sexual orientations, including individuals such as Betty Campbell, Tayce and Hanan Issa. A second group worked with the art department and a local artist to prepare art pieces that celebrate the success of prominent Welsh people, particularly women such as Tanni Grey-Thompson and Marina Diamandis. The UNICEF group also influenced the school’s anti-racism strategy and members of the group are part of the school’s Anti-racism Parents’ Forum. The views of pupils and parents on the forum have influenced aspects such as the way in which the school responds to racist comments from pupils. Members of the group also trained trainee teachers from Bangor University to ensure that they begin their career fully aware of their own role in creating a school that celebrates diversity and promotes inclusion.  

In addition to responding to a variety of issues that arise during the year, the school council always focuses on one specific aspect in order to address it, based on data from questionnaires. A report from the School Health Research Network (SHRN) suggested that the school needed to address how pupils report bullying. Following a consultation period, the school council decided that this needed to be made easier for pupils. A ‘Learner’s Voice’ website was created, which includes a link where pupils can e-mail any concern they have if they do not feel confident to initiate a face-to-face conversation about it. There are also QR codes to the link on noticeboards around the school. The school’s main noticeboard also has anti-bullying posters in the eighteen languages spoken by the school’s learners.  

The Welshness group works regularly with parents and members of the local community to promote the language. This includes organising a competition to decorate the windows of high street businesses for the St David’s Day parade and also encouraging businesses to display ‘We Speak Welsh / We’re Learning Welsh’ posters in their shops. Local businesses also support events that promote the Welsh language and days and celebrations at the school, for example Shwmae / Su’mae Day, the Urdd’s Peace and Goodwill Message, by offering prizes for various competitions. During parents’ evening, the Welshness group runs  a stand to share information leaflets with parents to help them access useful apps and websites to help them learn Welsh. The Welshness group works independently and is solely responsible for organising these events. It has also contacted a television company to film an item on the group’s work for a television programme.  

The school works closely with external agencies, particularly in the digital and technological world. Pupils are working with a local science park on a virtual reality (VR) project to support the aging population on the Isle of Anglesey. Pupils provide the residents of a local home for the elderly with an opportunity to use the VR to imagine that they are cycling along their childhood roads or walking on a local beach and hearing the sound of the sea and birds.  

Following a visit by a group of pupils to Japan as a result of a Welsh Government Taith grant, a group of twenty Year 12 pupils worked with individuals from the science park to develop a computer game based on characters from Welsh and Japanese legends. This has given pupils an opportunity to develop new skills by working with experts in this field, but they have also understood that it is possible to work in the computer games industry while staying on Anglesey. In order to expand on this and ensure that a wider group of pupils benefit from the trip to Japan, pupils who visited the Hiroshima Peace Memorial Garden have shared their experience and the Eco group is working with a Japanese garden society to plan and create a peace garden.  

What impact has this work had on provision and outcomes for learners and/or their families?

The opportunity to work with the science park has led to a number of significant outcomes for the school’s pupils. In addition to the opportunity to develop more specialised computer skills and learn how to use unfamiliar programs, pupils have also fostered a sense of pride in Welsh culture and have understood that there are opportunities to work in the technological world on global projects and be employed on the Isle of Anglesey. Some pupils have forged links with local/international computer game companies, and secured opportunities for work experience.  

The school has taken advantage of the opportunity to foster the awareness of pupils and their families of the importance of the Well-being of Future Generations Act 2015 and to raise awareness of the aging population – particularly on Anglesey, as in Ōsakikamijima in the Hiroshima province. The bike and virtual reality goggles projects have led to further opportunities; for example, Year 7 pupils are using artificial intelligence to create robots that would support the elderly with daily tasks in their homes. The work of bridging the generations and creating a space for young and old to socialise and learn from each other has provided wider opportunities to create authentic contexts for participation and to promote co-operation.  

The Parents’ Anti-racism Forum group has empowered parents and families to influence the school’s policies and procedures. The work of the UNICEF group and the school council has strengthened pupils’ participation and helped them to lead and initiate action in response to a whole-school priority.  

The Welshness group has succeeded in increasing the number of diverse opportunities for pupils to participate in social events through the medium of Welsh, whether it be a gig, a baking competition or celebrating Welsh Music Week. It has also promoted the Welsh language in the town of Menai Bridge and sparked interest and enthusiasm for celebrating the language throughout the year. The school’s parents and families have taken advantage of the guidance on how they can develop their Welsh language ability.  

How have you shared your good practice in the school, the sector and beyond?

  • Isle of Anglesey Council has decided that all secondary schools should work on a project similar to the virtual reality project following our success. 
  • Members of school councils from Anglesey’s secondary schools have met to share ideas. 
  • The UNICEF group’s anti-racism work was shared in a ceremony by Peace Schools in Wales at the Llangollen Eisteddfod.  

Improvement Resource Type: Effective Practice

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A teacher and a group of students in uniforms engaging in a discussion around a classroom table.

Information about the school 

Bryntirion Comprehensive School is an English – medium 11-18 school maintained by Bridgend County Borough Council, located on the western side of Bridgend. The school motto “Dysgwn Sut i Fyw” (We Will Learn How to Live) encompasses the traditional values that inspire the pupils – learning together, through mutual respect and positive relationships built on trust and support. 

There are 1246 students on roll, including 204 in the sixth form. Nearly all students speak English as their first language. The percentage of pupils eligible for free school meals is approximately 16.8% on average over the past three years, which is lower than the national average. The percentage of pupils identified as having additional learning needs is 3%.    

The senior leadership team (SLT) consists of the headteacher, deputy headteacher, four assistant headteachers and a business manager.  

Context and background to the effective or innovative practice  

At Bryntirion Comprehensive School, personal and social development is fostered through a range of carefully planned strategies, with the Health and Well-being curriculum playing a significant role in this process. The leadership team ensures that all year groups receive timetabled PSE and Health and Well-being lessons, supporting the structured and consistent delivery of key themes across the school. 

Health and Well-being lessons are delivered by designated specialist teachers who are recognised leaders and experts in PSE and RSE. These teachers teach across all year groups, audit curriculum content, support and train staff, and ensure consistency in vocabulary and the communication of essential health messages. To keep the curriculum relevant and responsive to pupils’ needs, leaders in this area engage in practice-based research and collaborate closely with pastoral and safeguarding teams. This ensures that lesson design and resource selection reflect both the school context and wider community. 

Local and national data, including information from the School Health Research Network (SHRN) and Public Health Wales, informs curriculum planning to create an authentic and meaningful learning experience. Pupils’ views play a vital role in shaping a reflective curriculum that evolves in line with students’ needs and perspectives. 

Effective communication and collaboration with parents and carers are pivotal to the effective delivery of the curriculum. For example, when sensitive topics are scheduled, parents are informed in advance and provided with relevant resources. Meetings are also held to address questions or concerns, ensuring pupils receive consistent support both at home and in school. 

A key element in shaping the school’s wider personal and social development provision has been the collection of extensive feedback from pupils and staff, which has helped establish a consistent and effective whole-school approach. In partnership with the wider school community, the school introduced the ‘Be Successful’ strand as part of the overarching ‘Be Bryntirion’ vision—alongside the core expectations: Be Ready, Be Respectful, and Be Safe. The ‘Be Successful’ criteria form the foundation of personal and social development within the school’s broader ethos. This vision is reflected through thematic focus and whole-school assemblies, which aim to nurture confident, resilient, and reflective individuals by placing pupil well-being at the centre of all practice. Registration time has been strategically structured to support this vision, featuring a carefully designed programme that includes initiatives such as ‘Let’s Talk Tuesday’ and ‘Well-being Wednesday’. These sessions offer pupils opportunities to engage in well-being activities, explore important social issues, and participate in open, meaningful discussions.  

Pupil leadership has been identified as a key priority within the school development plan. An inclusive and engaging application and selection process encourages all pupils to participate in leadership roles. The School Council, established and led by pupils, is organised into sub-committees focusing on various aspects of school life. This structure empowers pupils to play an active role in driving improvement both within the school and in the wider community. To complement this and ensure opportunities for all pupils, the school also offers a range of strategic groups, including the Junior Safeguarding Board, Well-being Leaders, Criw Cymraeg, and Subject Ambassadors. Each group sets its own priorities at the start of the academic year, with progress monitored and evaluated throughout. This approach enables pupils to have a purposeful and measurable impact on school improvement. 

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

The strategic and well-structured approach to personal and social development at Bryntirion Comprehensive School has had a significant positive impact on both the quality of provision and pupils’ standards. Curriculum audits and staff training have supported a shared vocabulary and approach, raising the overall standard of teaching and learning in this area. The use of a specialist teacher has ensured high-quality, consistent delivery of Health and Well-being education across all year groups.  

The curriculum remains relevant and responsive to pupils’ needs through the regular use of pupils’ views, analysis of local and national data, and close collaboration with pastoral and safeguarding teams. This has led to more engaged, reflective learners who can relate their learning to real-world experiences. Initiatives such as Let’s Talk Tuesday and Well-being Wednesday provide pupils with structured opportunities to explore key social issues, develop emotional literacy, and participate in activities that support their mental, physical, and emotional health. As a result, pupil well-being has been notably strengthened. 

Pupil engagement and empowerment have also improved through the school’s commitment to pupil leadership. Through the School Council and a range of strategic groups, pupils are given meaningful roles in shaping school life. This encourages confidence, responsibility, and active citizenship, while fostering a strong sense of pride and belonging within the school community. 

The school’s open communication with parents, especially around sensitive topics, has strengthened home-school partnerships, helping to ensure that pupils receive consistent support both in and out of school. In addition, the integration of the Be Bryntirion vision—particularly the Be Successful strand—has contributed to a positive school culture rooted in shared values and expectations. This ethos is reflected in improved pupil behaviour, stronger relationships, and a more inclusive, respectful learning environment. 

Overall, this work has led to stronger pupil well-being, higher levels of engagement, and improved personal and social development. Pupils are better equipped with the confidence, skills, and values they need to succeed in school and beyond. 

How have you shared your good practice?  

The school has actively promoted its practices locally through the school newsletter, governor meetings, dedicated assemblies, social media engagement, and regular communication with parents. Nationally, the school has shared aspects of its approach through blogs and articles, featured in several podcasts, and contributed to BBC investigations into current RSE issues.  

Improvement Resource Type: Effective Practice

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A classroom with several students raising their hands to answer a question, while a teacher stands in front of a whiteboard with diagrams and notes.

Information about the school/provider

The College Merthyr Tydfil is a general further education college offering a wide range of vocational and general education programmes. The college’s campus at Ynysfach in Merthyr Tydfil town centre opened in September 2013 following a tertiary reorganisation within the local authority. The college is a subsidiary of the University of South Wales, with a board of directors appointed by the university. 

The college is based in Merthyr Tydfil, which is the smallest local authority in Wales with a total population of around 58,000, and sits within the Cardiff Capital Region. Merthyr Tydfil has some of the most deprived areas in Wales, with 28 of its 36 sub-areas recorded as being in the top 50% deprived areas in Wales according to the Welsh Index of Multiple Deprivation. The college’s mission is ‘Transforming Lives Through Working Together’. 

Context and background to the effective or innovative practice

The college leadership introduced a teaching and learning team, consisting of two teaching and learning co-ordinators and six teaching and learning coaches, to support teachers in developing and embedding a range of key strategies focusing on learner engagement, variety, appropriate pace, stretch and challenge and effective questioning. The teaching and learning team are responsible for driving the college’s teaching and learning strategy which hinges on four key elements;  

  • Empowering Practitioners 
  • Impact on Learning  
  • Outstanding Teaching & Learning  
  • Sharing Good Practice  

This strategy is underpinned by a comprehensive professional learning programme, ensuring staff have access to the latest teaching technologies, innovations, assessment tools and opportunities to participate in the college’s teaching and learning initiatives. Staff receive regular feedback on their teaching delivery and regular access to 1:1 coaching and coaching circles as a means of developing teachers into leaders of learning. 

There has been a shift of focus with empowering professional learning that grows practitioners and equips them with the necessary tools to facilitate effective and engaging sessions. From this cultural change emerged the Professional Learning and Development Plan (PLDP). 

Description of nature of strategy or activity

The college leadership engaged an external facilitator to work with the teaching and learning team as well as a wider working group, to explore professional learning frameworks and establish a consistent approach that would provide individualised areas of focus that are chosen and led by the teacher. The PLDP requires engagement with academic inquiry and action research which is observed, evaluated and shared.  

The agreed process is as follows; 

  1. Decide on what you want to do.  
  2. Record and submit your intentions, for example, ‘to improve learner engagement through questioning’.  
  3. Meet with your Head of Division to discuss your intentions.  
  4. Begin the academic inquiry/action research process.   
  5. Choose an Observer from the Official Observer List. 
  6. Attend a pre-observation meeting with your chosen observer.  
  7. Deliver observed session.   
  8. Evaluate the process.  
  9. Submit final PLDP to your Head of Division.  
  10. Share your findings in an agreed format. 

The process is a developmental one and separate from the college quality processes. The PLDP is supported by a range of complementary initiatives and engagement with external partners. The process is reviewed annually to ensure relevance and to respond to staff suggestions regarding potential improvements, particularly to the documentation. 

What impact has this work had on provision and outcomes for learners and/or their families?

The impact of the teaching and learning strategy and the PLDP is tangible and can be evidenced through a variety of measures. In a recent staff survey, a majority of the staff have found the PLDP approach empowering and effective in supporting improvements in reflective practice. Most responded that the discussion with their line manager is helpful prior to completing their PLDP. Many staff believe that the PLDP is more effective in supporting their learning and development than the previous graded lesson observation system. The majority of staff also feel that the PLDP has improved learner engagement when compared to the previous system of graded observations. Supplementary professional learning initiatives to complement the PLDP have been received very well also with most teachers describing the programmes as excellent. Staff sickness amongst teachers is low and staff retention is high. 

The impact on learners is potentially even more significant. Learner satisfaction has  improved year on year and is 97% for the current year. Learners rating the quality of teaching and learning as good or excellent is at 93% for the current year. Overall outcomes have improved at all levels across vocational, access, skills and A-level programmes.  

How have you shared your good practice within the school, sector or beyond?

Teachers share the process and outcomes of their PLDP formally as part of a teaching and learning conference at the end of the academic year. A few teachers present their findings in organised ‘Teach Meets’ organised by the South-East Wales Teaching & Learning Network.  In 2024-2025, a small group of staff have worked with an external facilitator to develop a published book of strategies focusing on working with learners on lower-level programmes. For 2025-2026 some experienced teachers are being invited to submit an Innovation Proposal as an alternative to the PLDP where their ideas may extend beyond the classroom and have the potential to impact beyond themselves and their subject area. 

The college has opened its doors to practitioners across many education sectors including special schools, primary, secondary and representatives from other FE colleges to engage with a range of professional learning activities and observations of practice in classrooms, workshops and studios. 

It is important to note that although these formal opportunities to share good practice are available, it is perhaps the less formal practice sharing through professional dialogue and corridor conversations that has the most significant impact. This is an embedded cultural development that reflects the values and aspirations of The College Merthyr Tydfil.  

Improvement Resource Type: Effective Practice

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Letters spelling 'cymraeg' which means 'Welsh' in the Welsh language, hanging on a line against a clear blue sky.

Information about the local authority

A latecomers to the Welsh language support service in the primary sector was established by Wrexham local authority in 2018 with weekly outreach support for primary latecomers. In 2021, the secondary immersion unit came under the care of the local authority and in 2023 a primary language centre, ‘Cynefin’, was established. There are now 2 secondary immersion classes with the third class opening in June 2025, a primary language centre and outreach service to support latecomers. Seven members of staff belong to the service and the numbers are increasing significantly from year to year. In terms of demographics, most areas in Wrexham are areas where less than 12% of the population can speak Welsh and there is a significant rate of deprivation and poverty across the authority. 

Context and background to the effective or innovative practice

During pupils’ transition period, it was highlighted that there was a clear profile for the vast percentage of learners who wished to access our late immersion/latecomers’ support provisions. The profile highlighted that most of the children came from disadvantaged families, with a score of 3 ACE (adverse childhood experience). In addition, they had not been able to foster strong relationships with their peers during their primary education period. A high percentage of the children had a neurodiverse diagnosis or had experienced significant trauma that had influenced their academic attainment. 

Our wellbeing provision, which is modelled on the model of primary learning areas and small immersion groups, appeals to families, with Welsh often secondary to the choice. By setting strategies and creating provisions that are trauma-informed and place wellbeing at the heart of our language acquisition plan, a supportive, inclusive and beneficial learning environment was created that equips learners to overcome any barriers to succeed in their ambition to acquire the language. 

Description of nature of strategy or activity 

Interweaving key principles of supporting language acquisition in line with a trauma-informed program is a core part of our vision. This ensures that we provide an inclusive, beneficial and ambitious service that fosters pride, a sense of belonging and commitment to the language. Our main priority is to build strong relationships and positive connections with the pupils in order to develop trust and a sense of security. At primary level, familiarisation visits take place between the primary coordinator and the pupils, and they are invited to come and visit the centre before starting the intensive course. At secondary level, the robust transition process involves regular visits, before transferring for a taste of the offer and then fully committing, gradually leading the pupils towards the intensive immersion period during transition.   

The environment of the units is designed to create a safe space where pupils can express themselves without being judged. There are strong boundaries and expectations of behaviour, but there are opportunities for pupils to express concern, ask for time away from a task and discuss their emotions openly in the unit. Each pupil is greeted at the door and decides on their greeting – whether it’s a handshake, a high-five or a wave. The purposeful engagement permeates from the very beginning until the final bell. In line with the environment, strategies for managing emotions, developing resilience and engagement and maintaining interest and a positive mindset are woven into the learning plan. There is an emphasis on learning while playing, researching and being creative and pupils are often offered ‘brain break’ periods. Trauma-informed language is used and the service supports the school to adopt the same methods and supportive language so that there is consistency during transition.    

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

Most pupils make sound progress in their oral skills as they have developed the confidence and resilience to make attempts and communicate effectively. Most pupils show positive attitudes towards their learning, are willing to persevere and trust the support that is available. There is a big improvement in most pupils’ behaviour and their attendance is good.  

The strategies have led to a growth in the number of pupils transferring to Welsh-medium secondary education each year. This is now significantly higher than the target set by the authority in the Welsh in Education Strategic Plan (CSGA). In addition, 100% of pupils transfer during the transition period to secondary provision. 

How have you shared your good practice?  

The service supports Wrexham’s Welsh and English medium schools by offering resources, training and the opportunity to come and observe practices at the units. In addition, the local authority has planned and funded wellbeing training for staff at Ysgol Morgan Llwyd’s cluster schools. The provision’s manager shares good practice nationally as part of the language immersion sector network.   

Improvement Resource Type: Effective Practice

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Group of generic figures with speech bubbles displaying the flag of Wales above their heads.

Information about the school / provider 

Ceredigion County Council has a total population of around 71,500. A significant proportion of the County’s population, 45.6%, were born outside Wales with 37.3% born in England and 8.3% born outside England and Wales. According to the 2021 Census, 45.3% of the population of Ceredigion speak Welsh. 71.8% of the 3-15 year old cohort speak Welsh (Census 2021). This is the largest proportion across the age groups.  

The local authority runs 14 nursery resources within schools as well as education in 20 Cylch Meithrin. There are 36 primary schools, four secondary schools and one all-age school providing education for pupils aged 3-16 and two all-age schools providing education for pupils aged 3-19. The authority also maintains one pupil referral unit between two sites. 

Context and background of the effective or innovative practice   

Ceredigion Local Authority’s vision is to ensure that pupils are confident bilingual learners. The Ceredigion Well-being Survey shows that many younger people feel a strong connection to the Welsh language and Welsh culture, as well as an equally strong desire to maintain that for future generations. 

Overview of the situation of the Welsh language in Ceredigion 

The diagram below (Figure 1) summarises Ceredigion County Council’s strategic planning processes in relation to the Welsh language and the relationship between Corporate and Educational elements. The cooperation between the different elements is core to the development of the Welsh language in Ceredigion.  

Figure 1: Ceredigion County Council’s strategic planning processes – Welsh Language  

According to the 2021 Census, 45.3% of the population of Ceredigion speak Welsh and 71.8% of the 3-15 year old cohort speak Welsh (Figure 2).  

Figure 2: Welsh speakers by age group – Ceredigion, 2021  

Source: ONS – Census 2021: Table TS076 

A significant proportion of the County’s population, 45.6%, were born outside Wales, 37.3% were born in England and 8.3% were born outside England and Wales (Figure 3).  

Figure 3: Ceredigion’s Population by Country of Birth, 2021 

Source: ONS – Census 2021: Table TS012 

The results of the Ceredigion wellbeing survey show that many younger people feel a strong connection to the Welsh language and Welsh culture, along with an equally strong desire to maintain that for future generations. 

Schools Profile 

In the authority, there are: 

  • 29 Welsh-medium Primary Schools (Category 3),  
  • 5 T2 Primary Schools,   
  • 3 All-age Schools, (one 3P, one 3 and one T3) and  
  • 4 Secondary Schools (three T3 and one Category 1)

A description of the nature of the strategy or activity 

Ceredigion Local Authority’s vision is to ensure that pupils are confident bilingual learners. The cooperation across departments is a strength and enables strategic planning in order to develop the Welsh language by ensuring that it is a core element of living and being in Ceredigion. There are two key documents that intertwine in order to provide a clear and ambitious strategic direction to support and develop the Welsh language: 

  • Promote and Facilitate Strategy – setting clear goals to increase the use and opportunities to speak Welsh across the county. Emphasis will be placed on a scheme that will address the development of the Welsh language across all aspects of life in Ceredigion by using the four main themes: Learning, Living, Belonging and Success. 
  • Welsh in Education Strategic Plan (WESP)  – it is ambitious and has placed a clear focus on moving schools along the continuum and increasing the use of the Welsh language. Transitional category 2 was agreed for 5 primary schools and a consultation on adapting the Language of Foundation Learning medium was completed in the 5. The LA has acted quickly and strongly to meet WESP’s ambitious targets, and nursery pupils in these schools now receive Welsh-medium immersion education.  

Supporting Schools 

The WESP’s actions inform the work of the Ceredigion Welsh Language Support Team. The support includes: 

  • An experienced team of central practitioners  
  • Three Primary Language Centres to integrate newcomers into Welsh education  
  • Lead and cooperate with Headteachers and Governors of the Transitional Schools to develop incisive Action Plans following School Categorisation 
  • Supporting Transitional School Practitioners in Immersion Methodology, co-learning and resource preparation 
  • Support parents and the school community in learning Welsh in cooperation with Learn Welsh Ceredigion through Aberystwyth University 
  • Identify the workforce and their personal linguistic needs and set them on a suitable pathway to learning Welsh 
  • Piloting language medium reform in one two-stream school and appraise the actions evaluatively 
  • Match the work of the Welsh Language Charter with curricular work and appoint a specific officer to lead on the work 
  • Developing standardised resources that support local and national priorities by creating, launching and sharing a comprehensive website – CÂR-DI-IAITH 
  • Effective use of a targeted Immersion Grant to achieve the goals of WESP and the Secondary sector in particular  

Enrich and Support 

Educational provision is enriched by a range of partnerships but more specifically through the County Council’s Culture Department which is part of the Schools and Lifelong Learning Service. Promoting the Welsh language and Welsh culture is at the heart of the Department’s work and there is close cooperation to facilitate creative and cultural experiences, which meet the requirements of Curriculum for Wales and support provisions such as ALN and parents who home-school.  

Table 1: Examples of educational enrichment projects  

Theatr Felinfach Music Service CERED 
Cynefin Scheme – upskilling teachers in the context of Curriculum for Wales with a focus on language, culture and ‘cynefin’  Welsh-medium Music Therapy provision Extra-curricular opportunities – Theatr Fach Llandysul, Lego Clubs, Young Reporters Scheme, Welsh language music workshops  
Bore da Drama/Creu yn y coed – a creative scheme that promotes language and culture for parents and pupils who are taught at home  Performance opportunities and musical workshops including a First Experience scheme promoting Welsh Music and Welsh Culture Support the Welsh Language Support Team and WESP schemes by offering specific Welsh language/Welsh social activities for parents and families in the transitional schools 
Programme of creative projects for ALN Centres with an emphasis on language and culture  Targeting the Cardigan area for performances to promote Welsh music for secondary school pupils in the area  

Also:  

  • Agreements with external partners e.g. Local theatre company, Youth Service, the Urdd and Young Farmers Club. 
  • The Council’s Welsh Language Group (Grŵp Prifio’r Gymraeg) – bringing partners together to discuss Welsh extra-curricular provision for children and young people and identify opportunities for cooperation 

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

The cooperation across departments is a strength and enables strategic planning in order to develop the Welsh language by ensuring that it is a core element of living and being in Ceredigion. 

Educational provision is enriched by a range of partnerships but more specifically through the County Council’s Culture Department which is part of the Schools and Lifelong Learning Service. 

Implementing the WESP targets has ensured consistent provision across the Authority by giving all pupils in Ceredigion an equal opportunity to develop their Welsh language skills. The percentage of 3-year-old pupils receiving Welsh-medium education has reached 100% since September 2024.  

Over the last five years 3 Language Centres in the County have provided latecomer immersion education to 190 pupils to enable them to access Welsh language education in their schools. 

As a result of the effective use of the Welsh Language Grant 2050 and the support of the Welsh Language Support Team, the numbers of school practitioners continuing on their linguistic journey since Summer 2022 are as follows: 

Table 2: Welsh/ supplementary courses by number of teachers and assistants (2022 onwards) 

CourseTeachersAssistants
Advanced Sabbatical 5  
Intermediate Sabbatical 9  
Foundation Sabbatical 2  
Supplementary Courses 
Welsh Taster Course (Entry Level)  19 
Confidence Building (2 intensive days) 5 6 
Language Awareness Total staff 4 Primary Schools and 5 Secondary/All-age School  
60 hours Foundation with Tutor support  11 
Confidence Building for Secondary Practitioners -Nant Gwrtheyrn 2  

Corporately, the Council provides Welsh lessons at all levels to employees across the Council as well as providing tailored group sessions for employees in specialist areas such as Carers, Leisure Workers etc. In 2024, a specific Welsh lesson scheme was put in place for Counsellors of children and young people.  

For 2023/24, the number of lessons delivered was as follows: 

LevelNumber
Access – Taster 10 
Access 24 
Foundation 13 
Intermediate 15 
Higher 1 7 
Higher 2 5 
Higher 3 5 
TOTAL 79 

Measuring Effect: Feedback Received  

Culture 

 “It was creative, fun, brilliant introduction to Welsh. Variety of activities.”  (Theatr Felinfach- Scheme for homeschooling parents – Parent Feedback)   “I like that all the teachers are there because it’s fun and I like how they help us to learn Welsh. One of the things I liked best of all the activities was the story about the giant.”  (Theatr Felinfach- Scheme for homeschooling parents – Pupil Feedback)  
 “We use the Welsh language here to practise and inspire each other. It’s a special experience for us as a family.”  (Cered Lego Club- Parent Feedback)   “Drama makes me feel like a superhero, it helps with my nerves and makes me more confident to speak Welsh!”  (Theatr Fach CERED – Pupil feedback)  
 “The highlight was seeing the children perform confidently on the p-buzz during the Eisteddfod and during a Cawl a Chan event.”  (Music First Experience Scheme – Teacher Feedback)    “This scheme has been a new adventure for us in terms of the ALN Service in Ceredigion, and it’s certainly a solid foundation for future work.”  (Theatr Felinfach ALN Scheme – Teacher Feedback)  
 “Excellent, vibrant, creative and fully competent”   (Theatr Felinfach ALN Scheme – Teacher Feedback)   “It’s great that my children pick up the Welsh language before they start Meithrin and it’s a safe place for me to hear Welsh being spoken and to ymarfer my Cymraeg without feeling anxious or worried about making a mistake”   (Theatr Felinfach Tic Toc Club – Parent feedback)   

Education 

 “The pupils are all more confident in starting conversations in Welsh and their sentence patterns have improved greatly.”  (Language Centres – Headteacher’s Feedback)  “My daughter reads better and faster, her vocabulary has expanded … And is not afraid to communicate.”  (Language Centres – Parent Feedback)  
 “I feel extremely lucky to have had this support for my family and it far exceeded my expectations . The benefit of this course was immeasurable . The small group , supportive environment and dedication of the staff was amazing . I don’t know how to thank you enough.”  (Language Centres – Parent Feedback)   “I feel like a proper Welshspeaker.”  (PYPC – Playground Games – Pupil Feedback)  
 “Happy and surprised because when I came I thought that I would never be able to speak Welsh…but now I feel I could speak to someone fluently and understand what they are saying.”  (PYPC – Playground Games – Pupil Feedback)   “This is really cool miss, we’re going to put Tregaron on the map!”   (Hac y Gymraeg – Ysgol Henry Richard– Pupil Feedback)  
 “I’m very happy that we’ve been able to make a page for the chain story, we’re writers. The launch was fun. Books can teach you a lot but now I feel like I can create books too! I’m going to remember this day forever.”   (Bant â Ni – Seren a Sbarc – Pupil Feedback)   “The immersion days help as it gives us a lot of activities to use in class, and there are a lot of good ideas.”  (T2 Transitional Schools Development Network – Teacher Feedback)    
“One of the main effects of the activity was the effect that it had on a particular individual. XXXX is originally from Pakistan and moved to Aberystwyth as his parents work at the Hospital. Before the activity, XXXX didn’t think that the Welsh language was relevant or of great interest to him. However, as Ameer spoke about his relationship with the Welsh language and the fact that he has been able to communicate with XXXXX in his mother tongue, there was a significant change in attitude and XXXX said “He’s just like me, and he can speak Welsh” Since the activity XXXX has realised that the Welsh language belongs to everyone and is more willing to learn more and use the Welsh than he has.”  (“1 million speakers” event – Ysgol Plascrug)  

Improvement Resource Type: Effective Practice

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Two pupils presenting a chemistry lesson to a classroom, using a whiteboard with molecular structures drawn on it.

Information about the school 

Ysgol Gyfun Cwm Rhymni is the only Welsh-medium secondary school in the county of Caerphilly. The school is located on two sites, namely the Gellihaf site near the village of Fleur de Lys and the Gwyndy site in the town of Caerphilly. There are 1,764 pupils on roll, including 196 pupils in the sixth form. The percentage of pupils who come from Welsh-speaking homes is 11.7%. Fifteen-point-two per cent (15.2%) of pupils are eligible for free school meals. Nine per cent (9%) of pupils have additional learning needs. The senior leadership team includes the headteacher, deputy headteacher, two acting deputy headteachers, seven assistant headteachers and a business manager. 

Context and background to the effective or innovative practice 

Since 2022, the school has evolved its self-evaluation and planning for improvement procedures purposefully to put the pupil’s progress at the heart of everything. As a result, there is a clear link between self-evaluation, realising potential (staff performance management processes), professional learning and whole-school planning for improvement. A definite and consistent focus is placed on measuring the effect of any provision on progress in pupils’ standards and skills. Leaders adapt the professional learning offer regularly in response to the findings of self-evaluation activities. They target areas for improvement in pupils’ learning and skills and ensure improvements, for example in pupils’ standards of oracy. 

Description of the nature of the strategy or activity  

The school has a comprehensive calendar of activities to gather information about the quality of teaching and learning. Leaders focus strongly on what effect provision and teaching have on pupils’ progress and well-being. Leaders also analyse and evaluate how effectively the school’s vision is implemented by identifying specific success criteria that embody this vision.  

Leaders consider a wide range of evidence from learning walks, lesson observations, scrutinising pupils’ work, internal and external data and activities to seek the views of pupils, staff and parents to produce comprehensive reports on the quality of teaching and learning. After conducting a range of these activities, leaders meet to hold an open and purposeful discussion about the evidence. Where the focus is on teaching and learning, conversations place a firm focus on discussing and analysing pupils’ progress and skills. Leaders consider and evaluate how much of an effect actions and strategies to improve teaching have had on pupils’ achievement. Careful consideration is given to pupils’ literacy, numeracy and digital skills to consider whether the provision of teachers’ professional learning programmes has a positive effect on these skills. For example, pupils’ oral skills are discussed, whether teachers’ developing work to feed vocabulary and sentence patterns, along with effective questioning, has a positive effect on the quality of pupils’ responses. As a result, a strong feature of leaders’ work is the way in which they evaluate the quality of teaching in light of its effect on learning. A similar process is used to consider the effect of provision for care, support and guidance on pupils’ well-being. As a result of this detailed and thorough evaluation, most of the school’s leaders have a clear awareness of the main strengths and areas for improvement in their areas of responsibility. 

Leaders are self-critical and evaluate the effect of their work continuously. A whole-school interim report on teaching and learning is presented following quality assurance activities from September to January to summarise the findings and set a direction for the school development plan. After identifying improvement priorities in pupils’ skills, leaders implement a ‘Cynllunio, Addysgu, Myfyrio’ (CAM) (‘Planning, Teaching, Reflecting’) process, which focuses on developing and improving staff’s professional practice. A specific and meaningful professional learning programme is provided to respond to the priorities that were identified, including weekly CAM sessions for all members of the school’s staff. For example, there has been a focus on developing pupils’ oracy skills and the quality of teachers’ questioning. This has a positive effect on staff development, classroom practice and pupils’ progress. The professional learning programme is tailored to the needs of individual staff, including staff who teach outside their expertise or teachers who are early in their career. Staff leadership skills are also strengthened through continuous professional learning activities for middle leaders. 

The school’s senior leadership team promotes an atmosphere of transparency and honesty to enable incisive self evaluation and timely and effective action on areas for development. The school’s middle leaders play a central role in this by using a range of self-evaluation processes to monitor and evaluate progress effectively against the priorities in the discipline development plans (curricular areas) and well-being. This has a positive effect on teaching and learning and the well-being of pupils and staff. 

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

Sharpening whole-school self-evaluation and improvement planning processes has had a positive effect on the work of the school’s middle and senior leaders, meaning that they identify strengths and areas for improvement in their departments or areas of responsibility well. Middle leaders are given a prominent role in maintaining and developing standards within their disciplines on the classroom floor and beyond. The comprehensive professional learning programme means that staff value the support that is available and feel that they are supported well to develop in their roles.  

Over time, many pupils make sound progress in their subject knowledge and understanding. These pupils are able to recall their previous knowledge confidently and a majority apply it suitably to new contexts. In many lessons, teachers explain effectively and question regularly to test pupils’ knowledge and ensure that they understand. As a result, many pupils develop their oral skills well. They structure their responses in an organised manner and use sentence patterns intelligently. Continuous and transparent reflection on teaching and learning has a positive effect on staff development, pedagogy, well-being and pupils’ progress. This also allows the school to draw up its priorities coherently and consider its vision wisely.   

How have you shared your good practice?  

Good practice is shared within the school through weekly CAM sessions and in-service training days, including days held jointly with partner primary schools. The school has also presented its practices in a network of Welsh medium secondary schools within the region and across Wales. 

Improvement Resource Type: Effective Practice

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A classroom with students raising their hands to answer a question from an instructor standing next to a whiteboard.

Information about the school 

Ysgol Gyfun Cwm Rhymni is the only Welsh-medium secondary school in the county of Caerphilly. The school is located on two sites, namely the Gellihaf site near the village of Fleur de Lys and the Gwyndy site in the town of Caerphilly. There are 1,771 pupils on roll, including 196 pupils in the sixth form. The percentage of pupils who come from Welsh-speaking homes is 11.7%. Fourteen-point-eight per cent (14.8%) of pupils are eligible for free school meals. Nine-point-five per cent (9.5%) of pupils have additional learning needs. The senior leadership team includes the headteacher, deputy headteacher, two acting deputy headteachers, seven assistant headteachers and a business manager.  

Context and background to the effective or innovative practice  

Ysgol Gyfun Cwm Rhymni has consulted extensively with the school’s stakeholders to produce a vision based on ‘providing the best education for all members of the school’. As part of this, the school prioritises everyone’s happiness, health and well-being within an inclusive environment. There is a strong focus on developing and maintaining positive working relationships with all the school’s stakeholders. The core principle, ‘Relationships are everything’,’ permeates all the school’s work, including how the school deals with inclusion, attendance, reducing the effect of poverty on pupils’ attainment and the way in which it communicates and seeks the views of pupils, parents and staff.   

Description of the nature of the strategy or activity 

Several aspects are part of the school’s work to promote its core principle, ‘Relationships are everything’, including promoting good attendance, reducing the effect of poverty on pupils’ attainment, inclusion and ensuring opportunities for stakeholders to express their opinions.  

The school places a regular and continuous focus on improving pupils’ attendance. The attendance team includes a senior well-being leader, a well-being co-ordinator and the local authority’s education welfare officer. The team meets on a weekly basis to scrutinise and respond carefully to attendance data. They look at the attendance of individuals and groups of pupils to identify patterns of factors that affect attendance. Regular meetings mean that there is a strong focus on responding to pupils’ needs in a timely and swift manner. Leaders ensure that pupils, parents and staff understand the importance of good attendance. Tight procedures mean that pupils who are a cause of concern due to their attendance are identified quickly. A graduated response is organised, which includes support from the education welfare officer and purposeful interventions. For example, the officer works with well-being leaders to target the attendance of individuals and groups of pupils. The school builds the school calendar to ensure that there are purposeful activities at time where attendance has been lower in the past, for example the last days of the school term. Rewards are also offered to all pupils throughout the school year to promote consistently good attendance. A strong feature of the school’s work is the purposeful support given to pupils who have been absent over a longer period. Staff meet with these pupils and their parents in locations that are convenient for them to ensure contact with the school. Pupils are invited to attend the site after the normal school day to begin to re-connect with staff and familiarise themselves with the building. Gradually, pupils re-engage with their learning so that they can return to lessons with their peers. 

Promoting well-being is a core part of the school’s work. Well-being lessons are part of the curriculum from Year 7 to 11 and are based on the findings of well-being questionnaires, local needs and national and international events. The Well-being Team meets on a weekly basis so that there is a swift response to any concerns about pupils. There are well-being rooms on the Gellihaf and Gwyndy sites to offer emotional support and a range of valuable interventions for pupils. The school also works purposefully to reduce the effect of poverty on pupils’ attainment. For example, it provides hygiene banks, school uniforms, prom outfits and financial support to reduce the effect of poverty on families. The Parent, Carer and Teacher Association has been resumed to launch the Cwm Rhymni Family Community. A dedicated e-mail account has been set up to ensure that families are able to communicate with the school without feeling any judgement. A popular breakfast club is held on both sites to give all pupils an opportunity to prepare for their learning. The school trains pupils to lead initiatives within the school, such as the work of the menstruation mentors and the Well-being and Citizenship Committees.  

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

Between the 2018-2019 and 2022-2023 academic years, the school’s attendance rate fell below what was seen nationally. The school’s attendance was 1.0% higher than the average of similar schools in 2022-2023 and 0.7% higher in 2023-2024. The average attendance of pupils who are eligible for free school meals was higher than what was seen in similar schools over the same periods. The rates of pupils who are persistently absent were also lower than what was seen in similar schools. The percentage of pupils who were persistent absentees for 20% or more of the time fell from 12% in 2022-2023 to 10.7% in 2023-2024. Although the percentage of pupils who were persistently absent for 10% or more of the time remained similar, it compared favourably with what was seen in similar schools. 

Families have access to a number of necessary resources from the school’s various banks so that everyone has equal opportunities at school. This has had a positive effect on the relationship between the school and families. Over 200 families use the free school uniform bank and between 15 and 30 families use the hygiene bank each month. This ensures that pupils feel proud when coming to school and has a positive effect on attendance. There was an increase in the attendance rate of pupils who are eligible for free school meals and pupils with additional learning needs between 2022-2023 and 2023-2024. 

How have you shared your good practice?  

A workshop for sharing good practice is held with local Welsh-medium schools through the ‘Gyda’n Gilydd’ forum. As part of this, well-being and pastoral leaders from others schools are invited to hear about the school’s strategy and conduct learning walks to demonstrate provision. The school presents and shares strategies through local authority networks, for example pastoral leaders’ meetings and Caerphilly Healthy Schools meetings. There is close co-operation with the primary schools in the area to formalise transition arrangements and ensure progression. The school produces a newsletter each terms and this is shared purposefully with the wider community, in addition to the school community. 

Improvement Resource Type: Effective Practice

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Children participating in a dance class, raising their arms overhead in a coordinated movement.

Information about the setting

Cylch Meithrin Y Drenewydd is a voluntary-managed setting providing early years education and childcare. The setting, located in the town of Newtown on the Ysgol Dafydd Llwyd site, is registered for up to 56 children aged two to five years.

The setting caters for a range of children from diverse backgrounds. The majority of children in attendance come for English speaking families. The provider’s vision is centred around: “Dychmygwch, Chwarae, Creu / Imagine, Create, Play.”

The staff, responsible individual and committee bring a wealth of experience and dedication to the setting.

Context and background to the effective or innovative practice

A strong element of the setting’s success lies in its excellent partnerships. Practitioners value the community and plan rich, meaningful experiences for the children to learn about their local area and social context.

The setting organises regular visits to nearby shops and a local park, as well as trips to local schools to support familiarisation and the transition process. A particular highlight is the regular visits to a local care home for the elderly, where children engage in inter-generational activities such as singing, storytelling and playing games. These opportunities support children’s social, emotional, and moral development.

Leaders at the setting have a strong and united vision. They work extremely well together and hold high expectations for themselves and others. They also engage actively with parents through regular newsletters and initiatives like the Cwb Cylch shed, where families can borrow resources such as books, games, or clothes.

Leaders also work closely with the local schools, ensuring a strong transition system is in place, and collaborate with the local authority’s development officers and umbrella organisations to support and enhance provision.

Description of nature of strategy or activity

The setting fosters strong, proactive connections with the community, ensuring children regularly participate in meaningful visits to the local area. These experiences enhance their awareness of their surroundings and cultivates a deep sense of belonging. Effective partnerships with the local authority and the Mudiad Meithrin officer support ongoing development. These partnerships have enabled the setting to evolve, reflect on its practices, and adopt new approaches for continuous improvement. The strategy of embedding community involvement as a core element of learning has become a defining feature of the setting’s provision.

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

Children feel happy and completely safe at the setting, knowing they are respected and valued by all staff. They develop a strong sense of belonging and are given a meaningful voice in how the environment supports their learning. This contributes to building their confidence and readiness as they approach the next stage of their education. Staff work effectively as a team, promoting well-being, resilience, and positive development in all children. Regular involvement with the local community helps children build valuable social skills and emotional awareness, while also forging strong connections with their surroundings. These experiences significantly enhance their overall wellbeing and contribute to their growth as confident and principled young learners.

How have you shared your good practice?

The local authority has shared elements of the setting’s work on social media, helping to highlight the value of its community-focused approach. In addition, staff regularly attend local authority “Network and Natter” meetings and Mudiad Meithrin meetings, where they discuss and share effective practice with other early years settings.

Photographs and examples of work from the setting have also been included in local authority training materials, supporting professional development across the sector.

Improvement Resource Type: Effective Practice

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Attendees seated at a table, smiling and engaged in a presentation. They are in a modern setting with a bright, airy atmosphere.

Information about the school/provider 

Associated Community Training (ACT )are an independent training provider, delivering apprenticeships, employability programmes, and skills development training across a wide range of sectors in Wales.  

ACT works closely with 12 partner providers through the ACT Network to support learners in achieving qualifications and progressing in their careers. 

Context and background to the effective or innovative practice

The provider recognised that effective questioning is fundamental in ensuring high-quality teaching, learning, and assessment. An analysis of sector group discussions, quality assurance findings, and feedback from learners highlighted the need for: 

  • more consistent use of questioning techniques to develop learners’ critical thinking and problem-solving skills 
  • a structured approach to using questioning in assessments to support deeper learning and accurate evaluation of competency 
  • enhanced professional learning for staff and partner providers to refine their questioning methods in classroom-based, online, and workplace settings 

Description of nature of strategy or activity 

  • Sector Groups: The provider facilitated a series of regular meetings focussed on sharing best practices in questioning techniques, including the use of open-ended questions, socratic questioning, and competency-based questioning to assess industry skills. 
  • Quality Assurance Processes: The processes for undertaking session observations and mechanisms for offering feedback have been refined to more effectively evaluate how practitioners use questioning to engage learners, check understanding, and promote deeper learning. 
  • Partner arrangements: The provider facilitates effective collaboration between it’s network of partner providers – and ensures that effective partner quality assurance supports the standardisation of effective questioning techniques in teaching, assessments, and professional discussions. 
  • Targeted Training and CPD: The provider has ensured that practitioners across the ACT network receive specialist training on questioning strategies, ensuring they can: 
  1. Adapt questioning to suit different learner needs and levels. 
  2. Use higher-order questions to encourage analysis and evaluation. 
  3. Implement reflective questioning to develop learners’ metacognition and self-assessment skills. 

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

The have a clear focus on improving questioning techniques has led to measurable improvements in both learner outcomes, learner satisfaction and the quality of provision across the ACT network. 

Learners are reporting higher levels of engagement and challenge, with most feeling they are making good progress, and stating their programme met or exceeded expectations. Most feel they are being stretched and challenged, contributed to by use of structured, higher-order questioning strategies that promote critical thinking. 

Practitioners are now more confidently using differentiated questioning to meet individual learner needs, resulting in more inclusive and responsive delivery. This tailored approach ensures that learners across the network are appropriately supported and extended, contributing to greater learner confidence, independence, and depth of understanding. 

Assessment practices have become more robust, with a noticeable shift away from surface-level knowledge recall towards learners demonstrating application, reasoning, and deeper conceptual understanding. This has enhanced the accuracy of assessments and ensures that learner progress is more meaningfully captured. 

The initiative has fostered a stronger culture of professional collaboration, with tutors, assessors, and sector groups working more closely to share and embed effective practice. This collective focus on high-quality questioning is contributing to a shared language of teaching and learning across the network. 

How have you shared your good practice? 

  • Embedding questioning techniques into professional learning workshops and coaching sessions for ACT and partner staff 
  • Developing resource toolkits with effective questioning frameworks, examples, and case studies 
  • Using peer observation and feedback loops to refine questioning strategies 
  • Disseminating best practices via sector groups and training sessions