Effective Practice Archives - Page 2 of 68 - Estyn

Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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Information about the school/provider 

The B-wbl Consortium is a long-established provider of apprenticeships and employability programmes in Wales. This partnership of ten partners, with a shared ethos of continual improvement, works in a culture of collaboration, transparency, openness, and trust, with a vision of achieving excellence. The partnership delivers apprenticeships at foundation apprenticeship, apprenticeship, and higher apprenticeship level to approximately 4500 learners across a range of learning areas. 

Context and background to the effective or innovative practice

The B-wbl Consortium, formerly known as Skills Academy Wales (Southwest), was established in August 2010. Pembrokeshire College is the lead provider, with the contract managed by an independent Consortium Management Team of twelve, led by a member of the senior leadership team at the college.  

The partnership consists of providers across southeast and west Wales working collaboratively to ensure they provide first-class education and training opportunities. The Consortium is immensely proud of their progress and aspirational about their future but crucial to success, is the shared understanding of the benefits and value of working together to create a culture which aims for excellence. 

Highly effective partnership working has enabled the Consortium to establish a strong sense of purpose and vision for achieving excellence. Partners contribute fully to establishing the mission, vision and strategy resulting in a shared ethos of continual improvement which maintains a sharp focus on learner experiences and outcomes.  

Partners work within a culture of openness, transparency, trust, honesty, and quality which enables them to share practice and work together to address challenges which present themselves. A well-established meeting structure provides scrutiny and accountability, with a collaborative approach to sharing successes and identifying and supporting partners in overcoming challenges.  

Description of nature of strategy or activity 

The strong and highly effective partnership working across the Consortium has resulted in a shared ethos and proactive approach to continual improvement. Key to the success of the partnership is how everyone has worked to create a learning culture across the partnership which recognises the value and contribution all partners have in sharing their approaches to support the improvement journey. This approach recognises a collective vision to improve, whilst celebrating the individuality and strengths of the organisations within the partnership.  

Partners are fully involved in agreeing annually aspirational improvement targets and key priorities to improve learner experiences and outcomes. This involvement ensures a culture of transparency, openness and trust which enables the Consortium to work collaboratively to learn from each other in a variety of ways to secure improvement. Partners all have access to a wide range of benchmarking data to support this culture; sharing practice and approaches where necessary. A key feature of ensuring this is effective is the importance placed on learning from each other and how all partners are involved in developing systems and processes to support the improvement journey.  

Key features of our approach 

  • A meeting structure which ensures all partners are fully involved in supporting and driving the improvement journey. Meetings repeatedly ask partner to present on key aspects and share their approaches to support improvement. In 2025, a focus on improving timely achievement has enabled everyone to reflect on approaches and learn from those with strong timely outcomes to strengthen performance. Annually the Executive Board agree the key priorities for each group and receive reports on progress. Papers presented include all partner performance data on all aspects of compliance and quality ensuring a level of scrutiny and accountability. This approach has been key in enabling groups to share successes, lessons learnt and overcome challenges within an environment of collaboration. 
  • All partners complete a self-evaluation using a wide range of quality and outcomes data to inform their judgements. On completion the Quality Management Committee, consisting of representatives from all partners moderate these documents. This has supported partners to develop robust and comprehensive reports with clear targets for improvement. Once final documents are submitted these are also scrutinised by the Executive Board. 
  • Comprehensive and robust quality assurance processes developed in collaboration with partners ensure processes provide a sharp robust focus on learner and employer experiences, learning and teaching and improving outcomes for all. Quality assurance approaches used are evaluated annually by the Quality Management Committee to ensure the intelligence captured supports improvement. An annual quality review process, fostered as a critical friend approach includes reviewers from across the partnership in completing a range of activities.  Activities include peer observations, learner and employer focus groups and meetings with practitioners. Focuses for the review are agreed annually and the report and action plan developed in collaboration. Strong and effective practice and areas for developments are disseminated through our conferences, meetings and task and finish groups.  
  • Since 2016, annual practitioner conferences have focused on disseminating practice and shared ambition for excellence across our network. The agenda is developed in partnership with the Quality Management Committee reflecting areas of focus from the annual quality review process, quality assurance intelligence or aspects detailed within our quality development plan. The workshops are delivered by staff from across the partnership providing an excellent opportunity to learn from each other. These events are evaluated annually, and impact is measured through comprehensive quality assurance processes. Workshops have included developing critical thinking skills, approaches to stretch and challenge, effective questioning, embedding cross cutting themes and supporting learners who not English as a first language. Events have also developed shared resources.   

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

There have been multi-faceted benefits and impacts from this approach to working in partnership.  This has enabled achievement of outcomes for apprentices which were all above the final national comparator for 23/24, overall, and across all levels. Beyond outcomes collaboration ensures that we a positive culture is created that continually looks to enhance learners’ experiences.  

A key feature has been how partners work collaboratively to agree and promote the high standards expected of learners and staff and how dissemination and sharing of effective practice is ensured which is meaningful and aligned with aspects requiring improvement. A culture of professional learning means partners and their staff benefit from working together to support the improvement journey. 

How have you shared your good practice? 

  • Meeting structure and contract review meetings  
  • Practitioner Conferences 
  • Case studies  
  • Practice sharing agenda items 
  • Task and finish groups  
  • Quality review process  

Improvement Resource Type: Effective Practice

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Information about the setting 

Berriew pre-school is situated in the village of Berriew located on the grounds of Berriew CP school site. It is a committee managed early years setting offering education, childcare and Flying Start provision. The pre-school is registered to care for up to 24 children per session, aged between two and four years and operates Monday to Friday 9.00-3.00 term time only.  

The setting is known for its exciting and enticing outdoor environments. These have been thoughtfully developed over time with children’s interests and developmental needs being the main driver for change. The setting provides an environment where children feel their voices are heard and have the freedom to explore, make choices and become confident, creative independent learners.

Practitioners work together to realise this ambition. Every practitioner encourages children to make their own choices and take charge of their learning. They do this by following a child’s lead and adding teachable moments to their play. The setting is led by a dedicated and reflective setting manager, experienced leaders, enthusiastic practitioners and a committed responsible individual supported by a voluntary committee. Together, they bring a wealth of knowledge care and passion to create a warm, welcoming and enticing environment for children.  

Context and background to the effective or innovative practice 

The vision for the setting is for all children to become confident creative independent learners. In 2022, leaders attended Local Authority training on schemas.  

The training highlighted the importance of providing opportunities for children to engage in schematic play. Supporting schematic play has become a key part of their approach to implementing their vision to provide the best possible developmental experiences for all children. 

Schemas are patterns of repeated behaviours that children use to organise their experiences and develop an understanding of their environment. Through these patterns, children make sense of new information while also building on their existing knowledge and understanding. Practitioners notice that children often focus on a particular area of interest and repeat actions to explore and develop their understanding.  

Through training, adults know that this repetition helps children to test cause and effect, develop spatial awareness and problem-solving skills. By carefully observing these patterns throughout children’s play practitioners plan the enabling environment and experiences on offer, supporting learning aligned to a child’s schema. 

Description of nature of strategy or activity 

At Berriew Pre-school, adults have fully embraced the non-maintained curriculum and place a strong emphasis on meeting the needs of every child. This is achieved through a carefully planned learning environment, providing engaging experiences with an enabling adult.  

Leaders understand that enabling adults play an important role, so it is crucial to discuss and reflect as a team. The pre-school leader invests time to research schemas and consistently shares information with the team through regular meetings and professional development opportunities. Adults develop a thorough understanding of schemas and schematic play. This ensures that all adults observe children effectively and identify key information about their play and learning. Adults recognise the types of behaviours that children demonstrate and understand what children may be exploring through these behaviours. 

For example, a child who enjoys spinning wheels, riding bikes, twisting ribbons or turning taps may be exploring a rotational schema. Through these actions, the child may be developing their understanding of movement, shape and special awareness.  

All adults observe children closely and identify emerging schemas. Children are then grouped according to similar schematic interests. This information forms the basis of the fortnightly planning.  Planning focuses on enhancing the learning environment with appropriate authentic resources and designing engaging experiences that support the identified schema. For example, when adults identify a group of children exploring a rotational schema, they enhance the environment with resources such as whisks, ribbons, wool and rotational drills, gym balls and spinners. Adults also plan specific engaging experiences across the fortnight to extend this learning, such as parachute games, baking activities involving mixing, whisking and rolling, and exploring paint using salad spinners and rollers.  

These additional resources and experiences quickly become embedded in the children’s everyday play provision, allowing them to explore and repeat their interests in a meaningful and sustained way. During the following fortnight, adults focus on another group of children with a different schematic interest.  This approach ensures that planning is responsive, child-centred and rooted in careful observation, enabling practitioners to support children’s natural curiosity and deepen their understanding.   

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

This switch in approach to focus on schematic play opportunities has a significant impact on the provision for children. 

Practitioners recognise that when children are deeply interested and engaged in play and learning, their levels of attention and concentration increase. Adults confidently plan the environment based on the needs and interests of children. This ensures each child can learn in a way that suits their individual style. Practitioners continue to make thoughtful changes, adding authentic resources to core areas of provision to better support children’s schematic interests.  

The schematic approach is now embedded in practice helping to build children’s confidence and deepen their understanding. As a result, all children can develop their learning in ways that are meaningful to them. They receive what they need at the moment they need it, which encourages curiosity and creativity within their learning. Children become confident explorers of their environment.  

By recognising and following children’s schematic interests and valuing their play, Berriew Pre-school ensures every child develops a strong sense of belonging and self-worth. As a result, children’s well-being is exceptionally high. This approach underpins the setting’s vision of supporting children to become confident creative independent learners.  

How have you shared your good practice?

The setting welcomes other early years settings and education professionals to observe children and share good practice on how they implement schematic interests and how this is embedded in planning and day to day practice. 

Improvement Resource Type: Effective Practice

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A group of young children and adults sitting on cushions in a playroom, holding toys and facing the camera, with colourful play equipment scattered on the floor.

Information about the setting 

Berriew pre-school is in the village of Berriew on the grounds of Berriew CP school. It is a committee managed early years setting offering education, childcare and Flying Start provision. The pre-school is registered to care for up to 24 children per session, aged between two and four years and operates Monday to Friday between 9.00-3.00 term time only.  

The setting is known for its exciting and enticing outdoor environments. These have been thoughtfully developed over time with children’s interests and developmental needs being the main driver for change. The setting provides an environment where children feel their voices are heard and have the freedom to explore, make choices and become confident, creative independent learners.

Practitioners work together to realise this ambition. Every practitioner encourages children to make choices and take charge of their learning through following a child’s lead and adding teachable moments to their play. The setting is led by a dedicated and reflective setting manager, experienced leaders, enthusiastic practitioners and a committed responsible individual supported by a voluntary committee. Together, they bring a wealth of knowledge care and passion to create a warm and welcoming environment for children to freely explore.  

Context and background to the effective or innovative practice 

Practitioners understand there are children who would benefit from additional hours, but their families can’t fund extra hours at the setting. In response, the setting now offers extra hours to provide all  children with the same opportunities. This is to make sure that identified children are not disadvantaged and receive the same opportunities as their peers.  

The Early Years Development Grant (EYDG) provides the setting with the resources to meet this need and provides a chance for identified children to make greater progress and narrow the disadvantage gap. Practitioners provide stay and play sessions to promote relationships with families, supporting parents and carers to develop a better understanding of how their child learns.  In turn this approach builds confidence and supports the children as they transition into pre-school. The aim is to support disadvantaged families to feel empowered to help their child’s learning at home. The setting considers the best way to reach families and uses a variety of strategies to enable this. 

Description of nature of strategy or activity

Leaders and practitioners use the Early Years Development Grant to target identified families. The grant is used in several ways to ensure they support families most in need. They ensure identified children have access to additional hours each week. These children do not qualify for childcare hours and are disadvantaged when compared with families who qualify for the hours or are able to fund the hours themselves.  The setting also ensures an additional member of staff is employed to support identified children to model language and support their well-being. 

The setting places great importance on promoting a love of books and recognises not all families have access to the library or may not be able to afford story books at home. They provide a lending library, with families encouraged to take books to share with their child at home. This now also   includes books for parents and carers to enjoy.  

Practitioners realise that supporting parents is crucial in supporting children to learn to enjoy books and reading. They work alongside parents during stay and play sessions, which provide valuable opportunities to model learning and language development. Families are provided with resources to enjoy with their children at home, developing the child’s confidence and supporting their skills.  

Invitations are sent to identified families with practitioners contacting them individually to chat about the sessions. Posters and related information are displayed on the notice board and shared within the weekly newsletter. All this information is shared with families via digital media.  

Further opportunities are provided for families to enjoy visits within the locality, such as a Santa train ride. There are a range of opportunities for all children to enjoy enriching experiences and develop language. This is provided free of charge for identified families with costs kept low to ensure that it’s inclusive for all. The trips provide opportunities to meet families outside the setting and promote parents’ confidence to meet practitioners, other families and build positive relationships. The setting evaluates these strategies as they assess the impact of their approaches on children’s confidence and well-being.  

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

This approach has a highly significant impact on provision and children’s standards. Families are confident to come along to the setting, meet with practitioners and ask questions about their child’s learning and development. They are confident to support their child at home, and this support continues when their child transitions into school. As a result, all children make very good progress right from the very start of their learning journey, and leave the setting independent, excited and confident to learn. In turn, this helps the setting to meet their vision of creating confident, creative, independent learners. 

How have you shared your good practice? 

The local authority has shared this good practice via Early Years Development Plan guidance. As a result, other settings have utilised the grant in the same way.  

Improvement Resource Type: Effective Practice

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Two young children sitting at a table, drawing in notebooks with coloured pens, with art supplies spread out in front of them.

Information about the setting 

Allsorts Nursery is an English medium nursery in the village of Crickhowell, Powys. The preschool is situated on the site of Crickhowell Primary School but operates independently in terms of funding and management. The setting provides 2 hours of funded early education per day (9:00-11:00am) as well as childcare provision for both 2- and 3-year-old children.  

Context and background to the effective or innovative practice 

The setting places strong emphasis on responding to children’s interests and ideas to shape meaningful learning experiences. Practitioners observe children closely and use these observations to plan engaging experiences that promote curiosity, communication, and early mark making in a natural and motivating way. 

Description of nature of strategy or activity 

A story about the sea, which mentions a message in a bottle, sparks the children’s curiosity about how messages travel. A practitioner then introduces a real “message in a bottle” found abroad, further engaging the children and providing an opportunity to follow the child’s voice and extend learning across the five developmental pathways. 

Following the children’s fascination with the message in a bottle, practitioners plan a range of open-ended experiences linked to the theme of the sea and communication. Books, poems, music, and dance related to the sea are introduced, alongside discussions about where the bottle has come from and how far it has travelled.  

One child independently decides to create their own message in a bottle. Practitioners respond by inviting all children to take part, providing a variety of materials to support mark making, drawing, and early writing. Bottles are also explored in the water tray, allowing children to investigate floating, sinking, and movement through play. 

The children’s interest then develop into discussions about how letters travel, the role of the post, and people who deliver letters. This leads to children sending letters home, with parents encouraged to post replies to the setting. Building on this enthusiasm, children begin corresponding with children in another Powys setting, exchanging drawings, marks, and messages sometimes linked to shared events such as Christmas and Easter. 

The next step is to invite the children to create time capsules which will be kept until the children leave the feeder primary school, and memories of their time at the setting to be shared during a Year 6 leavers assembly.   

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

This approach has had a positive impact on both provision and children’s learning. Children are highly motivated to engage in mark-making as a meaningful way to communicate, with a noticeable increase in children choosing to do so independently. 

Children are beginning to understand that marks and writing carry meaning. The real-life context of letter writing strengthens links between home and the setting, with parents actively involved in supporting communication. Correspondence with another setting further enhance children’s sense of purpose, excitement, and audience for their early mark making. 

How have you shared your good practice? 

The setting has shared its good practice by opening the provision to other settings across Powys. Practitioners hosted a ‘Network and Natter’ event, inviting colleagues to visit the setting, look around the learning environment, meet with staff, and take part in informal professional dialogue. This provided opportunities to share approaches to provision and practice, including how following the child’s voice can lead to meaningful and sustained learning experiences. 

Improvement Resource Type: Effective Practice

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Two people, one adult and one child, are sitting at a table playing with colorful building blocks. They appear engaged and happy as they interact with each other. The background features a tidy room with a wooden shelf.

Information about the setting 

Alphabet Playgroup is a preschool located in the grounds of Undy Primary School. They are predominately an English-speaking setting registered to care for children aged 2.5 to 4 years. The provider  always love introducing children to the Welsh language, so when the opportunity arose to introduce a new language that every child could access, they embraced it! 

Context and background to the effective or innovative practice  

The sign language journey started in 2018 when the Alphabet team were received the opportunity to have an intensive programme of learning some typical everyday signs. All practitioners attended and had fun learning a new language together with the children. They introduced some simple signs at ‘amser cylch’ and the children embraced it. All children felt included, valued and proud that they were celebrating their differences.

Description of nature of strategy or activity  

The provider believes that it is most heart-warming and rewarding when a child who was preverbal begins to communicate beyond gestures with practitioners and peers using familiar sign language. Practitioners use sign language wherever they can. They consider the children’s ideas and introduce new signs as appropriate. Throughout sessions they use their frequent signs, in all the daily routines. They find the best time to use signs is during free play, as it’s the easiest language to follow in a busy and chatty setting. They introduce simple signs even before the children start their sessions, a couple of simple greetings on a pre visit, for children to begin to familiarise themselves with the process. Staff always use the simplest of signs with new children, like “eat, drink, bag, coat and home”, to support their early communication skills, and develop their confidence.   

To encourage the children’s use of signs the setting displays photos and pictures of signs on the wall for easy reference. They have a folder of pictures in the book corner, and a basket of signing cards to use freely throughout the session. Practitioners love sharing their signs with families at singalongs, once a term, where they sign greetings and display signs through songs that they sing together. 

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

Communication is about the successful giving and receiving of messages and is the key to all interactions. Language and conversation are essential for learning. The impact is that the children have an additional language with which to communicate. Practitioners see children developing confidence to connect, make their needs and requests known to others and strengthen their understanding. They have observed that children develop curiosity to learn new signs and have fun playing with their new language. 

Improvement Resource Type: Effective Practice

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A group of secondary school students in uniform walking along a bright indoor corridor with large windows, some carrying bags and one holding a phone.

Information about the school/provider

Croesyceiliog School is an 11-16 co-educational secondary school that is situated in Cwmbran and serves a wide catchment across the Torfaen Local Authority. There are 1195 pupils on roll, 19% of whom are eligible for free school meals. 5.9% of pupils are on the ALN register. 

Context and background to the effective or innovative practice

Following the appointment of a new headteacher in autumn 2022, leaders conducted an evaluation involving all stakeholders and identified the need to establish a clear rationale for improving well-being, behaviour, and inclusion. They recognised that leadership responsibilities were not distributed well enough to meet the needs of pupils, particularly in relation to well-being and inclusion. They also recognised that too often, poor routines and limited provision to support pupils’ well-being led to disengagement for a minority of pupils. This contributed to a weak culture for learning. As a result, exclusion rates were too high and attendance was below expectations, particularly for those pupils who are eligible for free school meals. 

Leaders recognised the need to align learning and well-being and a ‘review and renew’ strategy, including a clear three-year strategic plan, was introduced. Staff engaged in enquiry-led research and drew on best practice from other settings to support their own monitoring, evaluation, and review (MER) activities. This collaborative approach led to the development of a bespoke ‘Ready to Learn’ behaviour approach and a ‘Relationships Policy’, underpinned by the vision of ‘Well-being for all’ and disruption-free learning. 

By the start of the 2023–2024 academic year, the new approach was supported by a helpful programme of professional learning for all teachers and support staff. A new digital platform for recording behaviour and engagement strengthened tracking, monitoring, and communication with families. In Autumn 2024, an Attendance, Behaviour and Culture (ABC) review further refined strategies, processes, and roles within the well-being team to ensure a highly effective pastoral system. 

Description of nature of strategy or activity

Under the school learning manifesto of ‘seeking LEARNING, expecting RESPECT, applauding AMBITION’, leaders placed a high level of importance on the culture of positive habits for learning. The robust monitoring and evaluation processes supported leaders to identify strengths and areas for improvement and to support and challenge staff to improve. 

Leaders initially prioritised increasing the capacity and effectiveness of well-being and inclusion teams. Senior leaders worked collaboratively to ensure this aspect underpinned all strategic decision making. An assistant headteacher for behaviour and culture, supported by a behaviour manager, ensures a preventative approach to behaviour and promotes a positive learning culture. Clear lines of accountability and well-defined roles are communicated to parents, pupils, and staff.  

The ‘Ready to Learn’ culture and ‘Relationships Policy’ promote high expectations and positive relationships, empowering staff to lead learning in their classrooms within a consistent behaviour framework. Professional learning delivered by the well-being team focuses on restorative practices and building respectful relationships. This work helped leaders to develop trusting relationships with pupils and their parents to help them understand the school’s expectations around behaviour, engagement and progress. This meant targeted support could be identified and provided rapidly when required.    

Leaders provided staff with effective professional learning to help them to develop strategies to support pupil engagement and to establish consistent approaches to managing pupil behaviour. As a result, all staff confidently follow whole school agreed routines. They feel well supported by leaders to manage pupil engagement and behaviour. This has helped to ensure that pupils understand the school’s expectations.  

Improved systems for tracking well-being (Attendance, Behaviour, Culture, Inclusion) enable leaders to use data effectively to identify pupil needs and evaluate provision. Pupils take ownership of their attendance and behaviour through a form-time well-being tracker, which fosters independence and autonomy. Regular dialogue between pupils and their form tutors during timetabled sessions further supports pupils’ engagement in these important areas. 

The ‘Gate to Gate’ mobile phone policy for staff and pupils provides clarity on device use and supports positive learning habits and a culture of safeguarding. Additional strategies, such as the ‘Toilets Policy’ and ‘five-minute lateness’ approach, encourage pupil self-management and maintain a strong focus on learning. 

High quality provisions to support pupils are built upwards from pupil need and help them overcome barriers to learning. These provisions involve bespoke programmes aimed at improving behaviour, attendance, well-being and engagement with the curriculum. These provisions include: 

  •  Inreach (attendance/engagement with school) 
  •  The Bridge (behaviour, well-being and engagement with the curriculum – alternative provision) 
  • Turnaround (well-being/self-regulation) 
  • Mentoring (behaviour) 
  • COMIT (emotional communication) 

Provision is coordinated through the Pupil Provision Panel to ensure pupils receive appropriate support and that interventions deliver maximum impact and value for money. 

Staff are kept well-informed through regular bulletins, ‘Croesy on a Page’ (a fortnightly summary of behaviour, ALN, outcomes, parental engagement, and admissions data), teaching and learning newsletters, and well-being updates. This fosters a strong sense of belonging and teamwork, where all staff share responsibility for the school’s success and helps them know the pupils well.  

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

The school’s strategic focus on well-being, behaviour, and inclusion has led to beneficial improvements in provision and outcomes. The leadership of well-being and inclusion has been strengthened notably. Involving staff, pupils and parents in creating and developing the behaviour systems, has ensured that these are understood well. Staff confidence in managing classroom behaviour has increased. They use consistent routines and praise adeptly to establish and maintain an orderly classroom and a positive learning environment.  

In lessons, nearly all pupils demonstrate positive attitudes to learning. Disruption has decreased markedly, and pupils show greater ambition and engagement, contributing to many pupils making at least expected progress. Provision is pupil-centred and responsive to individual needs. Targeted interventions have had a positive impact on attendance, behaviour, and wellbeing, ensuring that pupils receive timely and effective support. Pupils are proud to be members of the school community.  

Exclusion rates have reduced substantially, attendance has improved well, and pupils report a stronger sense of belonging and well-being. The emphasis on relationships and restorative approaches has supported  the school to move from a reactive stance on behaviour to a proactive, preventative model. This culture of respect and positive relationships underpins all aspects of school life. 

Form time is now a purposeful part of the school day. Pupils take ownership of their well-being, behaviour, and attendance, which has strengthened their understanding of the link between engagement, attendance, and achievement.  

How have you shared your good practice?

The school has established itself as a leader within the local authority in the areas of behaviour, well-being, attendance, and inclusion. Leaders regularly deliver professional learning for other schools and contribute to local and regional networks. 

Leaders present at consortium conferences and headteacher network meetings, sharing strategies and impact. The school has developed a professional learning module for the local authority’s behaviour support programme, focusing on creating effective alternative provision. This module includes interviews and filmed case studies featuring leaders, teachers, and pupils, providing practical insights for other settings. 

Improvement Resource Type: Effective Practice

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Disgybl mewn ystafell ddosbarth yn defnyddio cyfrifiadur bwrdd gwaith, gyda disgybl arall gerllaw ac oedolyn yn sefyll wrth ymyl yn pwyntio at y sgrin.

Information about the school/provider

The Maelor School is an English-medium 11-18 mixed comprehensive school. The school is situated in the village of Penley to the southeast of Wrexham. There are 777 pupils on roll, including 103 in the sixth form. The percentage of pupils eligible for free school meals is 10.7%. The percentage of pupils with ALN (Additional Learning Needs) is 6%. 

Context and background to the effective or innovative practice

The Maelor School places a strong emphasis on preparing pupils for life in an increasingly digital world. Following the introduction of the Digital Competence Framework (DCF), school leaders recognised the need to ensure that all pupils develop digital skills in a progressive and meaningful way. An initial audit highlighted that while some departments used digital tools creatively, provision was sometimes inconsistent. The school implemented a whole-school strategy to embed digital competence systematically, through authentic contexts. 

Description of nature of strategy or activity

The Digital Competence Coordinator supports each department to create planning documents and progression ladders, detailing skill expectations at each stage. This ensures that digital learning is purposeful, cumulative and age appropriate. Each subject area is supported to develop digital opportunities which are relevant and authentic to the learning taking place within the subject. 

Examples include: 

  • humanities – creating and interpreting infographics to present and analyse historic data 
  • science – using data analysis and spreadsheet tools to model results and trends of experimental data 
  • expressive arts – video editing, music production, and digital graphics design to enhance creative outcomes 
  • mathematics and numeracy – developing coding and logical reasoning skills to support problem-solving, pattern recognition, and data handling in mathematical contexts. 

Each department has a nominated Digital Champion who collaborate with each other and with the digital coordinator. Regular meetings are held which provide opportunities to plan, develop and refine digital opportunities and to share good practice. In addition, Digital Champions provide digital support to departmental colleagues and leaders have provided beneficial professional learning opportunities for all staff. These include training sessions tailored to each subject’s digital focus, drop-in ‘digital surgery’ sessions and moderation of pupils’ work to ensure secure understanding of standards and consistency across subjects. 

To ensure access and equity, the school uses its Hwb EdTech funding to purchase Chromebooks for each Area of Learning and Experience (AoLE). This investment ensures that all departments have the tools needed to deliver high-quality digital learning. 

To celebrate and share the outcomes of this work, Digital Champions have developed exemplar portfolios and a whole-school Digital Portfolio. This portfolio serves as a resource for teachers, a platform for recognising pupil achievement, and a tool to demonstrate the school’s commitment to digital competence development. 

Regular evaluation of digital tasks is undertaken to ensure tasks are appropriate. As a result, Digital Champions make regular refinements to their work which has resulted in progression ladders being more explicit and they have developed mini-skills checklists to support pupils to track their own progress. 

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

The initiative has led to measurable improvements in pupils’ digital competence and greater consistency across departments. Digital tasks are now embedded and purposeful.  For example, year 9 infographics and multimedia projects demonstrate greater creativity, accuracy, and evaluative thinking. The proportion of Year 9 pupils achieving higher-level DCF descriptors such as ‘evaluate and refine digital content’ is increasing. In addition, pupil voice feedback indicates increased confidence and autonomy. 

Staff surveys show that teacher confidence in embedding digital learning is increasing notably, following targeted support and collaboration with Digital Champions.   

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

The school’s approaches ensure that effective practice is well embedded across the school.  The school’s Digital Competence Leader has shared this work with other school leaders and has been showcased at Local Authority Network meetings. 

Improvement Resource Type: Effective Practice

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Information about the school

Olchfa School is a large, English medium, 11-18 mixed comprehensive school situated in a suburban area to the west of Swansea. There are 1,907 pupils on roll, with 466 in the sixth form.  Around 12.02% of pupils between Years 7 and 11 receive free school meals. Around 40% of pupils are from ethnic minority or Black and Minority Ethnic backgrounds and over 50 languages, other than English and Welsh, are spoken in pupils’ homes. Just under 5% of pupils have additional learning needs (ALN) and 9.2% have a level of English acquisition which is less than competent.

Context and background to the effective or innovative practice

Central to Olchfa’s practice is the promotion of its core values of Ready, Respectful and Safe. The school’s vision is centred on the idea of ‘Cynefin’, posing the question ‘What does it mean to belong to the Olchfa community, living in Swansea, but with roots all over the world?’ The goal was to develop a vision and ethos that embraced every member of the school community through a strategy of widespread engagement.

Description of nature of strategy or activity

The first year of the strategy secured common agreement about what it meant to be a part of the Olchfa community. This was established through a series of workshops and groups, including The School Advisory Board representing pupils and families, Governing Body and multi-disciplinary staff groups. Participants considered questions such as ‘What should it mean to be a part of the Olchfa community?’ and ‘What things should unite us?’ The feedback was distilled into ten words and defining statements, in English and Welsh, forming the basis of a new vision. Olchfa’s ‘Cynefin’ celebrates: children, Welshness, joy, creativity, belonging, leadership, positivity, care, respect and success. Its aim is a vision for all, involving all. The school’s leaders prioritised highly visible leadership within and beyond the school gates. This includes close working relationships with partner primary schools, through strategic initiatives such as ‘Plan Together, Teach Together’ but also through the visible presence of the headteacher at partner primary events. Engagement with community events and with other agencies is also visible and celebrated.

Year two involved embedding the vision in two key ways. One was the regular referencing of the vision via staff training, public events and school publications. Another was developing promotional materials. A pupil design competition generated high levels of engagement and ideas. The winners participated in workshops with a local artist (and former pupil), incorporating the ten words into striking visuals displayed across the site.  The centrepiece of this work was the production of a wall mural in partnership between the artist and pupils, reflecting and helping to deepen Olchfa’s ‘Cynefin’.

The process and vision are underpinned by buy-in from staff, pupils and families and a deep commitment to reflecting their ‘Cynefin’ in all they do, by everyone connected to the school, whatever their role. Pupil voice groups play an active role in promoting this sense of belonging:

  • The Equality, Diversity and Inclusion group has led on promoting and celebrating the diverse range of cultures within the school community by organising highly successful culture weeks.
  • The annual ‘Well-being Fayre’, organised by the emotional health and well-being pupil voice group, is a valuable event as it helps raise awareness of support available from charities and agencies in the local community.
  • The Year 10 CHAT (confidentiality, help, advice and trust) mentors offer support for Year 7 pupils when they join the school, to ensure that they feel fully integrated into the Olchfa School community as soon as possible.
  • In response to the rapid growth of the sixth form, prefects have established well-being Wednesday to promote a sense of community.

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

The over-arching vision for the school has had a positive effect on key areas. Over the last two years, attendance has increased, examination outcomes broadly match pre-Covid levels and exclusions have fallen. Sixth form enrolment is at its historical highest level. Leaders believe that Olchfa’s ‘Cynefin’ lies in its culture, which is warm, progressive and inclusive. Relationships for learning are strong. Parental feedback indicates high levels of satisfaction with engagement and visibility. The school feels that all are united behind a vision for all that places Olchfa in the heart of its community.

How have you shared your good practice?

Olchfa School regularly hosts visits from staff of other schools and is committed to system-wide partnership and the power of peer-to-peer school improvement.

Improvement Resource Type: Effective Practice

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Information about the school

Olchfa School is a large, English medium, 11-18 mixed comprehensive school situated in a suburban area to the west of Swansea. There are 1,907 pupils on roll, with 466 in the sixth form.  Around 12.02% of pupils between Years 7 and 11 receive free school meals. Around 40% of pupils are from ethnic minority or Black and Minority Ethnic backgrounds and over 50 languages, other than English and Welsh, are spoken in pupils’ homes. Just under 5% of pupils have additional learning needs (ALN) and 9.2% have a level of English acquisition which is less than competent.

Context and background to the effective or innovative practice

Following the publication of ‘Successful Futures’ and in preparation for Curriculum for Wales, Olchfa School successfully gained Pioneer School status. This established a culture of innovation around curriculum structure and design, culminating in ‘iLearn’, a curriculum for Years 7, 8 and 9. Leaders have a vision for their curriculum as the ‘lived experience’ which should provide pupils with the knowledge, skills and experiences to be ambitious, creative, ethical and confident pupils during their time in Olchfa, and beyond.

Olchfa introduced ‘iExplore’ in response to a need pupils identified to tailor and enrich the ‘iLearn’ curriculum provision in Year 9, recognising that these pupils would soon be making choices for study in Year 10. ‘iExplore’ lessons account for four of the fifty lessons a Year 9 pupil has per fortnight. They provide an opportunity for pupils to develop new skills and interests, as well as strengthen existing ones, alongside continued learning within the Areas of Learning and Experience (AoLE) with which they were familiar in Years 7 and 8.

Each year, leaders of the six AoLEs design a range of ‘elective’ courses to broaden or deepen the curriculum experience of Year 9 pupils. Each ‘iExplore’ course should have the potential to foster a pupil’s passion in a chosen field, enable meaningful application of subject knowledge in authentic, real-world contexts or offer joy in learning something new, in a new way, with new people.

In total, the school offers twenty-four ‘iExplore’ courses, of which Year 9 pupils study two, one in the first half of the year and one in the second half. Examples of the ‘iExplore’ courses offered are:

  • Forensics
  • Creative writing
  • Law and Criminology
  • Sports Leadership
  • Playing with programming
  • Musical theatre
  • Become a problem solver

‘iExplore’ plays an important part in fulfilling the school’s vision for Olchfa’s ‘Cynefin’, giving opportunities for learners to be leaders of themselves and others and to learn more about Wales’ culture and background. ‘iExplore’ provides a chance to study something related to a career pathway, something creative or original. The school explores these ideas with learners as they make their ‘iExplore’ choices in Year 8.

Description of nature of strategy or activity

The wide breadth of the ‘iExplore’ offer is maintained by pairing subjects across the year to maximise staffing efficiency.  During Year 8, learners choose five ‘iExplore’ courses, in order of preference. In most cases, pupils are allocated their first and second choice ‘iExplore’ course and leaders respond by running multiple classes if there is the demand to do so. This approach not only gives leaders valuable insight into learners’ subject preferences, supporting long-term curriculum and staffing planning, but also ensures that offering ‘iExplore’ remains cost-effective.

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

The school’s three ‘Attitude to Learning’ data captures over Year 9 indicate notably high levels of engagement across the range of ‘iExplore’ subjects. Some pupils cite ‘iExplore’ as an opportunity to specialise in a subject that interests them, whilst others welcome the enriching impact it has on their Year 9 experience and their well-being. Central to the school’s vision for Olchfa is that school days bring joy and feedback from pupils and families suggests that ‘iExplore’ is doing just that for Year 9 pupils. Some pupils change their choice of pathway from Year 9 into Year 10 as a consequence of having tested their interest in a subject through their ‘iExplore’ course choices. Pupil voice has helped refine ‘iExplore’, and the school’s Advisory Board (a stakeholder group of parents, pupils, governors and staff)  has asked for ‘iExplore’ to continue through Years 10–13, something leaders are now exploring.

How have you shared your good practice?

Olchfa School regularly hosts visits from staff from other schools and is committed to system-wide partnership and the power of peer-to-peer school improvement.

Improvement Resource Type: Effective Practice

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Children are seated around a curved table in a colorful classroom, engaging with educational toys. An adult is sitting with them, smiling. The room is bright, with shelves filled with various toys and books. One child stands near the table holding a stuffed toy.

Information about Provider

Cae’r Ffair is a Day Nursery located in the village of Gorslas, Carmarthenshire. It is a Welsh medium nursery providing high quality preschool childcare and education for the last 22 years. The setting offers a warm, nurturing environment where children are supported to develop emotionally, socially and cognitively through high-quality play experiences. Its practice is built on innovative leadership, strong relationships and teamwork, close partnership with families, and meaningful engagement with the wider community. The team are committed to ensuring all children feel valued, secure, and encouraged to explore, discover and grow. 

Context and background to the effective or innovative practice 

Under the direction of forward-thinking leadership, the setting has embraced a collaborative and child-centred approach. Leaders prioritise professional development, reflective practice, and strong, trusting relationships across the team. This culture ensures practitioners feel confident and empowered to use their professional judgment and trial new ideas based on the needs and interests of the children.  

The collective aim is to provide consistently high-quality experiences that nurture children’s development. Close cooperation with parents and the local community strengthens this approach, creating a shared sense of purpose and belonging.  

Description of nature of strategy or activity 

This includes introducing new approaches to child development and play-based learning, and strengthening consistency across units through shared routines, values, and collaborative planning. Leaders also provide targeted professional development to build practitioners confidence, knowledge and skills, while fostering an inclusive atmosphere where children feel safe, supported and encouraged to thrive. Practitioners are central to this vision, using strong key-person relationships and reflective practice to ensure provision is meaningful and responsive. They collaborate across units within the nursery, to maintain high standards, adapt the learning environment and share effective ideas.  

The setting maintains strong, meaningful connections with the local community, including partnerships with local schools, Gorslas Welfare, charities, emergency services, care homes and community groups. Through shared events, outings, and collaborative projects, children not only explore real-life environments but also develop practical skills, social confidence and a deep sense of belonging. This enhances their understanding of the world and enriches their learning experiences.  

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

The combined approach of innovative leadership, skilled practitioners, supportive parental involvement, and strong community links has significantly enhanced the quality of provision across the setting. As a result, children benefit from an emotionally secure and stimulating environment, where their curiosity and engagement are nurtured. Practitioners feel trusted, valued and motivated, which is reflected in high-quality interactions and thoughtful, responsive practice.  

Children develop confidence, resilience, curiosity and independence through well-planned and engaging experiences, while families report feeling included and respected, ensuring consistent support between home and the setting. Community involvement further enriches children’s learning, fostering empathy, awareness and a sense of social responsibility. Overall, children demonstrate a strong sense of well-being and are eager to explore, engage and learn.  

How have you shared your good practice? 

The setting shares its effective practice regularly with parents, community partners and local organisations. Through ongoing communication, events and involvement in community activities, practitioners highlight the benefits of their collaborative and child-centred approach. The setting has also shared its excellent practice at an event organised by the Local Authority, which focused on effective practice across the Early Years sector in settings and schools throughout Carmarthenshire. This provided an opportunity to showcase the positive impact of its approaches to a wider professional audience. Partnerships with local services and schools further support the dissemination of good practice and help strengthen continuity for children as they move on to the next stage of their education.