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Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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Four students in school uniforms are engaged in a discussion around a table in a classroom setting, with computers in the background. One student is using a wheelchair.

Information about the school/provider: 

Y Pant Comprehensive School in Rhondda Cynon Taf, is an English-medium school with 1444 pupils, 1178 of whom are of statutory school age. 1.1% of pupils speak English as an additional language. Around 9.6% of pupils are eligible for free school meals, which is below the national average, and around 12.7% have additional learning needs. The school’s leadership team consists of the headteacher, the deputy headteacher, two senior assistant headteachers and three assistant headteachers. 

Context and background to the effective or innovative practice 

Y Pant Comprehensive School’s vision is for all pupils to behave with respect, humility and be well prepared for life. To support this vision, the school has devised an innovative careers’ system, which offers comprehensive support for pupils in preparing for their future pathways, ensuring all learners secure a post-16 or post-18 destination that aligns with their skills and interests. This support encompasses a broad range of support, including mentoring, work experience and exposure to different pathways and career routes. It is an embedded process which builds throughout pupils’ time at the school, but in particular at significant transition points.  

Through research the school understood that pupils who had a clear pathway or career destination applied themselves better in school. Subsequently, a comprehensive system was designed where careers support permeates all parts of school life and has been an underlining key priority for the school. 

Description of nature of strategy or activity 

The school has a coordinated approach to supporting pupils to identify and progress on their chosen pathway. The process is strategically led by a dedicated senior leader. A comprehensive mapping exercise supports the process and is regularly reviewed to ensure it is relevant and pertinent. 

The process begins each academic year with a vibrant careers fair at the school which all pupils visit. Attended by over 50 employers, pupils are able to learn more about different industries and companies. Pupils research the different roles companies offer and engage with universities and modern apprenticeship programmes, who are also present. This helps them to gain an idea and understanding of the areas in which they may be interested. 

Pupils have discrete careers lessons in Years 7 to 11. During these lessons pupils: 

  • Take careers quizzes on personality, interests, work environments and skills 
  • Search the careers library based on key words or their quiz results 
  • Search the university subjects library as above 
  • Develop an understanding of the path they should take to progress toward their career goals 
  • Save careers, subjects, resources and know-how guides 

Throughout the curriculum, each subject area is responsible for ensuring that links are made to the world of work. For example, in Expressive Arts staff showcase various roles within the industry and regularly take pupils on trips to educational establishments or venues where they can learn more about these roles. In Welsh Baccalaureate in Years 10, 11 and 12 pupils focus on Future Destinations projects and complete research. 

Throughout the year, pupils across the school receive talks and presentations from a network of professionals who either visit in person or online, to give pupils a greater insight into specific roles. All pupils in Year 10 undertake a work experience placement and, at key transition points of their school career, pupils have several interviews with senior leaders to ensure everyone has a pathway for when they leave school. 

Sixth form pupils are placed into mixed year registration groups based on career aspirations – for example: Business, Accounting and Finance; Humanities Education and Law; Medicine and Allied Healthcare. Form groups are led by a member of staff who has expertise in these areas. Speakers and alumni are invited to form-time to deliver bespoke guidance. 

All sixth form pupils have an hour of enrichment on their timetable once a fortnight. Whole-cohort or smaller group sessions are delivered either internally or by external speakers on topics such as student finance, creative industry careers, apprenticeships, personal statements, budgeting, interview techniques and so on. 

The school values its working relationship with its Careers Wales advisor, who provides tailored advice to those who need it across the school. The Rhondda Cynon Taf Green Light Project, and the Youth Engagement and Participation Team, also provide independent advice and support for uncertain and vulnerable learners.  

Pupils the school identify as vulnerable receive an enhanced level of support throughout their time at school, with additional mentoring in the sixth form focusing on different groups, including eFSM and ALN pupils, those claiming EMA, or individuals at risk of being NEET. Dynamic mentoring processes respond to academic, wellbeing, or other needs throughout the year. The school engages with the Seren Academy and the Oxford New College Step-Up programme to provide advice and support for more able pupils from Year 10 upwards. 

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

Careers and work-related experiences are embedded across the school, resulting in nearly all pupils having secure post-school destinations. Over half of post-16 pupils return to the sixth form. Independent advice and effective partnerships ensure every pupil is supported. Post-18 outcomes reflect high university attendance rates, with aspirational degree apprenticeships gaining traction. Most pupils with ALN, and EMA recipients progress to university, as do many pupils eligible for free school meals. Enhanced support for pupils applying for particularly competitive courses at universities has seen strong outcomes, with nearly all medicine applicants securing first-choice places, a majority of applicants to Oxford or Cambridge receiving offers, and around half of pupils taking up places at competitive universities. Increasing numbers of pupils are now successfully applying for conservatoires and more specialist subjects. Pupil and parent feedback highlight improved confidence and value in work-related activities. 

How have you shared your good practice? 

The school has presented to other schools both within and outside of the local authority.

Improvement Resource Type: Effective Practice

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

Information about the school/provider: 

Y Pant Comprehensive School in Rhondda Cynon Taf, is an English-medium school with 1444 pupils, 1178 of whom are of statutory school age. 1.1% of pupils speak English as an additional language. Around 9.6% of pupils are eligible for free school meals, which is below the national average, and around 12.7% have additional learning needs. The school’s leadership team consists of the headteacher, the deputy headteacher, two senior assistant headteachers and three assistant headteachers. 

Context and background to the effective or innovative practice  

As part of their strategy to improve leadership, leaders have provided meaningful opportunities for collaborative leadership at all levels. This has been supported well by effective professional learning, high expectations and clear lines of accountability. The headteacher is clear that leadership is not the reserve of the Senior Leadership Team, nor is it something that exists in a linear way. Staff at the school are encouraged to develop their leadership skills in most aspects of their roles. This approach is clearly outlined in whole-school priorities as well as departmental development planning. Leaders focus on establishing ‘intelligent accountability’ by regularly reviewing and adapting their approaches, setting clear targets for improvement and ensuring work is evidence informed. 

The school strives to ensure that middle leaders are effective in evaluating all aspects of their work, including robust use of data. Through half-termly line management meetings that are informed by a range of first-hand evidence, leaders regularly evaluate the impact of their work. All staff use school systems well to track progress. The school has worked hard to create a team driven culture of collaboration that supports growth, well-being and a sense of purpose for all colleagues at all levels. 

Description of nature of strategy or activity  

The school has effective systems to enable senior leaders to work with middle leaders in a structured way. These approaches have supported leaders to establish a clear analysis of pupil progress via a traffic light model. This information is used skilfully by leaders to ensure that support and challenge is prioritised to the areas most in need. Leaders consistently take a solution focused approach, encouraging middle leaders to seek and implement effective solutions. Whilst the school encourages earnt autonomy, there is a recognition that whole-school priorities are fully understood and incorporated into decision making. All leaders in school enjoy frequent and effective communication through regular meetings which also help to identify excellent practice for dissemination in middle leader meetings. A broad range of professional learning targeted at specific leadership skills has supported leaders at all levels to improve their practice. This is in tandem with certain staff pursuing MAs and PhDs. 

The school has a collaborative and robust system for evaluation and improvement. This is informed by a range of evidence, including exam analysis, observations of learning, work scrutiny and pupil voice. Senior leaders have focussed well on developing middle leader skills so that they drive these processes, having the autonomy to direct their department’s approaches to securing the desired improvements.  

The impact of collaborative leadership can be clearly seen in the school’s approaches to transition and improving pupil behaviour. The school has developed the leadership skills of certain staff to work regularly with the primary cluster in order to better understand the needs of future pupils and parents. These staff have timetable lessons in primary schools and have planned their work carefully. These leaders have established a clear and collectively understood culture of inclusion and tolerance which staff and pupils embrace.  

Senior leaders have, over a significant period of time, maintained a strong focus on driving improvements in leadership to harness both autonomy and accountability when establishing approaches to school improvement. They model this culture with enthusiasm and strategy and place distributed leadership at the heart of this work. A number of colleagues have completed leadership, coaching and MA courses. These staff are then encouraged to disseminate their learning with others. 

Leaders recognise the importance of succession planning. To support this staff at all levels are involved in informing decision-making and developing leadership skills. Mentoring and coaching are used well, as is the use of associated leadership roles and secondment opportunities. The school aims to ensure the continuity of strong leadership, fostering a culture of growth and development that benefits both staff and pupils.  

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

Strong leadership has secured important improvements in the quality of evaluation and improvement and the impact of teaching on learning. Across the school, pupils generally make good progress in their learning and benefit from high quality teaching.  

The impact of collaborative leadership has strengthened communication and created strong working relationships across the school. This approach has developed the leadership skills of staff and enabled middle and senior leaders to carry out their roles effectively. Staff understand the school’s vision and have consistently benefitted from a range of professional development opportunities. Leaders have established effective accountability arrangements whilst also maintaining a collegiate approach. As a result of strong systems, staff can meaningfully monitor pupil progress and ensure groups of pupils are supported effectively. The devolution of decision-making to middle leaders has meant that staff have an enhanced ability to make informed decisions in the interest of their pupils.  

How have you shared your good practice?  

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

Improvement Resource Type: Effective Practice

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Two teachers walking and conversing outside a school building on a sunny day.

Information about the school/provider 

Bishopston Comprehensive School is an English-medium 11 to 16 mixed comprehensive school situated in the Gower near Swansea. There are 1128 pupils on roll, with 6.12% of pupils being eligible for free school meals. Most of the school’s pupils speak English as their first language and most come from a white British background. Very few pupils speak Welsh as their first language. The percentage of pupils with special educational needs is 19.5%.  Bishopston’s specialist teaching facility (STF) supports pupils with speech, communication and language difficulties. In addition, the majority of pupils attending the STF have a diagnosis of autism. 

The school’s leadership structure includes a team of middle leaders with responsibility for key skills areas including literacy, numeracy, digital competency, creativity, physical skills and metacognitive skills. Senior and middle leaders prioritise collaboration, consistency, and continuous improvement in teaching and learning. The co-ordination of the provision for skills, led by the Deputy Headteacher, ensures a multi layered approach to quality assurance, self-evaluation and shared effective practice. which supports the development of skills across the curriculum.  

Teaching staff work collaboratively to plan and deliver a curriculum that supports the progressive development of pupils’ skills. This is co-ordinated carefully across all subjects so that there are many rich opportunities for pupils, including pupils with additional learning needs (ALN) and pupils in the STF, to develop their skills across the curriculum.  

Context and background to the practice 

As part of the school’s ongoing self-evaluation and curriculum development, leaders identified the need to strengthen consistency and progression in the provision for the development of pupils’ skills across the curriculum. Regular internal monitoring activities, including book looks, lesson observations and learning walks, highlighted variability in the teaching of skills. In response, leaders developed a structured approach to quality assurance and professional learning, with a focus on peer collaboration and middle leadership. The aim was to ensure that all staff had a shared understanding of skills, high expectations for all pupils and access to effective professional learning for teaching and assessing skills. 

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

Skills’ co-ordinators audited provision across the curriculum. This allowed the school to identify key strengths and areas for development. Skills’ co-ordinators then shared these key strengths and areas for development with all staff as part of the professional learning plan. Training involved all staff, individual departments and individual teachers. When auditing digital skills, it was recognised that ‘copyright’ was not addressed in areas of the curriculum where it was believed it could add significant value to pupils’ understanding. Expressive arts leaders believed it was important that pupils developed an understanding of the implications of copyright as an awareness of copyright for artists and musicians, for example, can protect individual rights and prevent legal challenges. Effective co-ordination of digital skills has now resulted in improved authentic learning in the expressive arts curriculum. 

Regular self-evaluation ensures the ongoing identification of areas of strength across the curriculum and whole school areas of focus for improvement. For example, one literacy learning walk focused on the explicit teaching of vocabulary across key stages, following professional learning in INSET. Skills’ leaders use a shared observation, book look and skills report proforma to record evidence of effective practice, pupil engagement and skill application. 

Following each learning walk and book look, staff participate in reflective discussions facilitated by the middle leader. These sessions are developmental and non-judgemental, with an emphasis on sharing strategies and identifying areas for further development. Outcomes from the walks are summarised and shared with all staff to inform planning and professional development. 

In addition, the skills’ leaders provide focused professional learning sessions linked to ‘skills’ findings. For example, a session on graphs was delivered following a numeracy learning walk that identified inconsistencies in pupils’ use of graphs. These sessions include practical demonstrations, collaborative planning and the sharing of teaching and learning strategies. 

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

The co-ordination of skills, implementation of the quality assurance calendar and skills’ peer-led learning strategy has led to improvements in the consistency and quality of skills teaching and pupil outcomes. All teaching staff work collaboratively to plan and deliver a curriculum that supports the progressive development of pupils’ skills. This is co-ordinated carefully across all subjects so that there are many rich opportunities for pupils, including pupils with ALN and pupils in the STF, to develop their skills across the curriculum.  

There has been an improvement in pupils’ literacy, numeracy and DCF skills at KS3 and KS4 as a result of the co-ordinators’ work. This is evidenced in book looks, KS3 and KS4 outcome data, learning walks and lesson observations. 

Staff now have improved confidence in developing pupils’ skills, and book looks/learning walks evidence improved consistency in the provision for skills development across all year groups. The peer led strategy has strengthened professional collaboration. Staff value the opportunity to observe one another’s practice and engage in reflective professional dialogue. The role of the middle leaders has been instrumental in co-ordinating these efforts and ensuring that findings are used to continually inform whole-school improvement. Leaders plan to further develop the role of pupils in the evaluation process.  

How have you shared your good practice? 

Regular sharing of good practice in whole school INSET has been key to the successful model of peer led skills’ co-ordination. In addition, skills’ co-ordinators have worked with local primary schools to ensure the development of skills’ progression across the primary and secondary phases. Effective practice has been shared through local authority professional learning communities. 

Improvement Resource Type: Effective Practice

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Teacher interacting with students in a bright classroom setting.

Information about the school/provider 

Bishopston Comprehensive School is an English-medium 11 to 16 mixed comprehensive school situated in the Gower, near Swansea. There are 1128 pupils on roll, with 6.12% of pupils being eligible for free school meals. Most of the school’s pupils speak English as their first language and most come from a white British background.  Very few pupils speak Welsh as their first language. The percentage of pupils with special educational needs is 19.5%.  Bishopston’s specialist teaching facilty (STF) supports pupils with speech, communication and language difficulties. In addition, the majority of pupils attending the STF have a diagnosis of autism. 

Context and background to the effective or innovative practice 

Post-COVID, the school found that, across the curriculum, pupils needed to develop resilience and were lacking in the skills needed to work independently. This became evident through a range of indicators including the School Health Research Network (SHRN) survey and staff, pupil and parental views. The monitoring and development of skills across the curriculum became a whole-school focus. Alongside literacy, numeracy, digital competency and physical skills, an approach to developing and monitoring pupils’ creativity was established. 

The significance of creativity in the development of the skills’ programme grew, as it was identified that creativity impacts all skills and all areas of the curriculum. In today’s rapidly changing world, leaders feel that creativity is no longer an optional extra confined to the Expressive Arts, instead it is an essential skill to be explored and developed in all pupils across the whole curriculum.  

The school’s approach to monitoring and developing creativity links with the whole school approach to metacognition and self-regulation, nurturing creativity in pupils across all subjects and AoLEs, helping them ‘learn how to learn’. Much of this approach is owed to the school’s journey as a Lead Creative School through the Arts Council Wales programme. In order to address with both staff and pupils what creativity and creative thinking actually is, they focused on using research regarding developing creative habits of mind. This provided a framework that breaks creativity down into five key habits: being imaginative, inquisitive, persistent, collaborative and disciplined. These habits have provided a common language for teachers and pupils and have offered a structure through which creativity can be taught, monitored and developed across the curriculum. 

Description of nature of strategy or activity 

In order to embed their whole-school approach to creativity, professional learning was key. Whole school INSET included ‘myth-busting’ sessions around what creativity is and isn’t. Identifying creativity through the 5 creative habits of mind led to a much improved understanding and appreciation of creativity across the curriculum. Creativity is valued and developed in all subject areas and is no longer seen as something that just happens in the Expressive Arts.  

A development role was established for a middle leader to lead on whole-school creativity, working closely with the skills’ middle leader leading on metacognition and self-regulation. This partnership led to a joint approach, developing a creative approach to self-regulation. The 5 creative habits were established as prompts to assist pupils when self-regulating and adjusting their approach to a task. This joint approach, linking metacognition, self-regulation and creativity, strengthened their value and increased buy-in with staff.  

As well as professional learning, pupil ‘training’ sessions were delivered to all key stage 3 pupils as part of the Health and Wellbeing provision. They used metacognition, self-regulation and creativity to improve their outcomes when collaborating to solve an aerodynamic problem, researching and sourcing information to support and scaffold their own learning.   

With the approach to and understanding of creativity across the curriculum firmly established, a self-evaluation/improvement planning programme was developed. This looked at teaching and learning through book looks and peer led learning walks, identifying the creative habits and how they are being developed in the pupils. Such observations included consideration of the use of open-ended questions (inquisitive), exploring alternative hypotheses (imaginative), persevering through a challenging investigation (persistent), being asked to find multiple methods to solve a problem (disciplined and imaginative), or working in teams to design a product to solve a problem (collaborative). 

The qualitative data gained from these activities informed a report which was fed back to staff through subsequent professional learning opportunities, offering examples of effective practice in classrooms and suggesting areas for future development. This reflective cycle of observation, celebrating success and identifying areas for improvement has ensured that by highlighting creativity in pedagogies, it is a skill that is being developed in the pupils and not just left to chance.  

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

The monitoring of the impact that this approach is having on pupils’ standards is informed by both quantitative and qualitative data. These examples from Art, Health and Social Care and Business Studies provide insight into the impact this approach to developing creativity across the curriculum is having on pupils: 

  • Art: Although we have focused on the creative habits across the whole curriculum, we have found that by raising awareness at KS3 of what creativity is and its importance as a transferable skill, this has impacted upon option numbers in explicitly creative subjects at KS4. In 2024, there were 64 pupils who opted for Art. In 2025, 72 chose to study art at GCSE.   
  • Health and Social Care: Pupils’ views were gathered on the effectiveness of our approach to metacognition and the creative habits of mind. From a 2024 survey, 94.4% of pupils found this framework helpful when answering exam style questions, working out and planning an answer before writing it. 43.8% of pupils achieved grade A*/A grade. This is a significant increase from previous academic years and significantly above the LA average of 25.6%. 
  • Business Studies: By adopting this approach to metacognition and creative thinking, learners saw between a 20-30% increase in marks achieved in extended 10 mark questions. This was achieved by using this framework to access, infer and plan their responses. 

As the school prepares its pupils to be ‘enterprising, creative contributors, ready to play a full part in life and work’, leaders feel a school-wide commitment to developing creativity as a skill is not just desirable, it is essential. By embedding the creative habits of mind across the curriculum and tracking their use and impact, leaders at Bishopston feel they are ensuring that their pupils understand what creative thinking is and have the opportunity to develop their creativity, an essential skill for life.  

How have you shared your good practice? 

The school has shared good practice with the local authority, consortia and other schools through network meetings and professional discussion. A joint INSET with local primary school focused on how to use the creative habits of the mind to support metacognition and self-regulation. During this training session, schools worked together to develop a shared understanding of language and examples of effective practice in each progression step. 

Improvement Resource Type: Effective Practice

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A person in a blue school uniform sits reading a book in a library, with shelves filled with books and another individual in the background.

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 

In response to the significant decline in pupils’ standards of reading and the educational gap brought about by Covid, the school has prioritised raising pupils’ reading and oral standards. Two whole-school strategies were devised – ‘Dim ond Darllen’ and ‘Llais Rhydywaun’.  

‘Dim ond Darllen’ has developed from a pilot scheme by Sussex University. The university worked with 300 primary pupils for 12 months. Through daily choral reading, an improvement of 8.5 months was seen in the reading ages of all pupils. The school has built on this research and created a secondary scheme, where systemic choral reading takes place in each department.  

The ‘Llais Rhydywaun’ oral strategy is based on proven principles which highlight four key areas for effective speaking. These include fostering practical use of the voice and physical expression; developing rich language and language structure appropriate to different context; enabling pupils to organise their ideas, reason clearly and respond creatively; and building the confidence to participate, listen actively and convey a message effectively to various audiences. By embedding these principles across the curriculum, the school promotes oral skills in all subjects, encouraging the use of investigative conversation and formal speaking. This method reflects best practice and supports pupils to express themselves confidently and critically in any context. 

Description of the nature of the strategy 

All staff support the challenge to improve pupil’s reading and oral standards. Both strategies have been introduced and embedded through continuous professional development session, to ensure that all teachers and teachers of literacy. 

The pillars of the strategies:  

  • The strategies are implemented systematically. For example, all reading sessions begin with an oral exercise, namely pronouncing the ‘Wow’ words (tier 2 and 3 words). The vocabulary supports pupils to understand the text and to build elegant vocabulary and confidence orally. Key stage 3 lessons begin with a purposeful oral prompt.  
  • Departments have woven the reading passages and oral tasks into their schemes of work across the curriculum. 
  • Parents are supportive of the scheme: literacy training and booklets are available for them to work with their children. 
  • Choral reading sessions are held in each subject, once in each timetable cycle in key stage 3. 
  • Challenging reading materials are created for key stage 3 pupils. They are a learning resource, increase reading stamina and model language accuracy.  
  • All teachers are teachers of literacy, have received training and have the confidence to experiment with a variety of reading and oral strategies regularly in their lessons.  
  • Reading takes place during tutor periods and the reading material is discussed through ‘Rolau Trafod’ (‘Discussion Roles’). 

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

The strength of both strategies is the frequency of the sessions and the teachers’ enthusiasm. Choral reading and teaching and learning through reading is the norm in key stage 3. Speaking and listening tasks have been introduced and embedded in all subjects.  

The reading materials are at the heart of learning and promote a rich vocabulary, which reads to correct and refined oral and written work. Pupils can be seen to be confident when reading aloud (choral and individually) and correct themselves when reading’. ‘Llais Rhydywaun’ techniques, for example ‘Diwrnod Dim Beiro’ (‘No Biro Day’), support pupils’ oral skills and ensure that teachers introduce and share good practice. 

Year 7 pupils were tested in the first year of the strategy. A significant increase was seen in pupils’ reading skills within the first eight months of the project – 78% of the whole year, 80% (girls), 77% (boys), 71% (FSM). An improvement was seen in Personal Reading Assessment scores, which an increase of at least 20 points in the mean reading progress scores in Welsh in Years 7, 8 and 9. 

Both strategies have ensured that pupils are more ambitious in lessons. Because of the improvement in their reading and oral skills, they have the tools to succeed. 

Two students, one in a school uniform, are engaged in reading a book together while sitting in a room with a stained glass window in the background.
Students in red uniforms reading papers in a classroom.
Two students, one in a brown sweater and the other in a red school uniform, are sitting by a window, reading a book together. A colorful stained glass window is visible in the background.
A teacher standing in front of a classroom, reading from a paper to students sitting at desks. The environment is colorful with educational decorations around.
Students in school uniforms reading papers at desks in a classroom.

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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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.