Effective Practice Archives - Page 21 of 66 - Estyn

Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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Information about the college

Beechwood College is an independent specialist college and care home, situated in Sully in the Vale of Glamorgan. It is owned by Beechwood Court Ltd, which is part of Ludlow Street Healthcare, under the ownership of Ancala partners.

The college offers day and residential placements to learners aged 16 years of age and over who have learning disabilities and/or autism and who may have needs associated with autistic spectrum conditions. The college grounds include a garden, polytunnel, café and woodwork area.

The college vision is to provide opportunities and experiences to prepare learners for their future lives. The principal leads a team of lecturers and learning support assistants and has responsibility for the provision and delivery of all education programmes. The college’s strategic leadership team includes the principal, assistant principal, the care home manager and the clinical lead. 
 

Context and background to the effective or innovative practice

All learners at Beechwood College have complex needs and many require support to develop communication and independence skills. College leaders aim to provide a range of relevant and meaningful work experience placements and work-related experiences for learners in order to develop their independence and prepare for their future lives after college. 

Description of nature of strategy or activity

The college initially provided a range of practical activities for learners as part of classroom sessions, such as making their own t-shirts, mugs and keyrings. Learners refined their skills to such a level that products were of sufficient quality that they could be sold. As a result, learners set up an internal enterprise, selling products to staff and family members. 

Due to the success of this strategy, learners set up an online marketplace to sell their products to the public, ‘Beechwood bits and bobs’. Learners completed market research, calculating which items sold best online then adapted their approach to sales, for example through working towards themes each term that would tie into celebrations such as Valentine’s Day, Mother’s Day and Easter. Within four weeks of opening their shop, learners had 5-star reviews and had sold out of one of their products.

Learners are responsible for every aspect of the shop from market research, product development to customer service and ensuring items have the correct postage by weighing and measuring and buying the items they are sending. All learners within the college are involved in running the shop. Learners each have a valued role depending on their interests, strengths and abilities. Some design the products, others pack up orders ready for posting, and others walk to the local post box to post items. 
 

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

The range of learning experiences available has increased opportunities for learners to develop a broad range of skills. For example, literacy, numeracy, digital skills, communication, self-esteem, social skills and entrepreneurship. 

Learners have become more adept in using new machines and processes, this has helped in developing skills for their future lives such as work-related skills. Further, learners have 
enhanced physical skills, such as fine motor skills and have reported a positive effect on their self-esteem. 
 

How have you shared your good practice?

The college has shared its work in this area with other specialist colleges, special schools and FE colleges through their partnership working arrangements. Further, the shop exhibited at an autism trade show and has featured in a popular magazine that is read by the autistic community.
 

Improvement Resource Type: Effective Practice

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Information about the school

National Star in Wales is a non-residential specialist further education college based in Mamhilad, near Pontypool, providing education, life skills, therapies and care over a 38-week academic year. The curriculum offers personalised learning pathways with goals for learning and independence. The college’s mission is to ‘enable people with disabilities to realise their potential through personalised learning, transition and destination services’.  

All learners have a personalised programme, designed to ensure that they achieve their aspirations. 
For many students, National Star is the final stepping stone in their education journey and the curriculum pathways ensure a focus on students developing the skills and knowledge that would have the greatest impact on achieving sustainable outcomes and transition from college. 
 

Context and background to the effective or innovative practice

Leaders at National Star in Wales recognised that learners did not have appropriately embedded opportunities to input into day-to-day decisions and longer term aspects of the running of the college. In order to provide these opportunities, tutors implemented a number of strategies to encourage learners to have their say and to develop their independence.

The college’s work in this area has supported them further in fulfilling their vision of “a world in which people with disabilities are able to realise their potential as equal and active citizens in control of their lives”. 
 

Description of nature of strategy or activity

National Star in Wales adopts a multi-faceted approach to self-advocacy, which begins during the initial assessment stage of learners’ referral to the college and continues through to their outgoing transition.

Pre-entry assessment
Through initial assessment meetings, a multi-disciplinary team made up of curriculum and service managers and the therapeutic team meet with the learner alongside their parents and carers in order to form a clear picture of learners’ needs, their preferences, current levels of attainment and their future aspirations. In instances where learners experience complex health needs, the college team works closely with external agencies to ensure that plans are designed to maximise opportunities for learners’ engagement and attendance at college. 

Care plans and risk assessments
Following on from the initial meeting, draft care plans and individual risk assessments are developed. In order to enable learners to contribute meaningfully to their care plans, they are shared with learners on an individual basis, using their preferred method of communication. The care plans and risk assessments outline the high level of care and support that learners should expect in college and in the wider community to help keep them safe and to support independence. The staff working through the plans with learners request them to consent to each element. These plans are reviewed with the learner on a termly basis, with the learners signing them off each time with a signature, photograph or stamp. 

Fostering choice 
Leaders and tutors at the college provide regular opportunities for learners to make choices and to direct their own care as much as possible. Learners are asked to consent to and make choices over each element of their care, for example consenting to the care routine itself, the staff member supporting, products used and clothing options. 

Person-centred reviews
National Star in Wales follows a person-centred approach to reviews. Learners are provided with opportunities to complete a pre-review questionnaire, using their preferred method of communication, to capture what is going well and what could be better, in college, at home and in relation to engagement with external professionals. Learners are also asked to provide an update on their future aspirations to ensure that the college and other agencies are working towards the learners’ preferences. 

Student Parliament
The college has a newly formed Student Parliament with learners keen to carry out duties in the roles of representatives. With learners responsible for prominent areas across the college community ,the decisions made through Student Parliament will have a visible impact, further reinforcing that their voices and choices effect change. 

Chill and chat
Arguably one of the most effective aspects of the college’s self-advocacy approaches is ‘Chill and Chat’. These are informal sessions run by the college’s safeguarding lead. Held over a lunchtime, the safeguarding lead spends time with each learner across the college to ‘check in’. These sessions provide an opportunity for the safeguarding lead to check learners’ understanding of safeguarding and who they can talk to, to raise any concerns. Feedback from the session is disseminated across the whole staff team, to share areas for development that can be reinforced as well as to inform plans for future learning. 

Peer mediation
As in most settings, there are sometimes occasions of conflict between peers. At National Star in Wales, learners are encouraged as much as possible to self-advocate when these scenarios occur. In order to provide learners with opportunity to develop skills within conflict resolution, the college adopts a peer mediation approach. Learners are asked to consent to the meeting and are briefed about the structure and what to expect before attending. During the meeting, an impartial mediator asks all learners involved to share what happened and how it made them feel. Learners are then asked to suggest some solutions to avoid future conflict, before evaluating the solutions suggested and mutually agreeing them. Outcomes of the meeting are shared with the whole staff team to enable them to support learners to follow their agreed solutions through modelling.
 

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

The college has effective learner-centred transition processes in place. Learners feel safe at college as a result of staff using an individualised approach, ensuring that learners’ needs are effectively met. As a result, learners arrive at college feeling welcomed and understood and settle quickly into college life.

College staff use information from the therapeutic assessments and transition arrangements to create beneficial and comprehensive care and support plans for all learners. These detailed and personalised plans provide helpful information to support learners’ needs whilst maintaining their independence and developing important skills. Plans contain scripted responses for staff to use when learners are feeling anxious. As a result, learners learn to manage their own behaviours and emotions well.

The college promotes a robust culture of safeguarding led by experienced staff. The college is particularly effective in enabling learners to have worthwhile opportunities to make their own contribution to arrangements to keep them safe, for example in the writing of risk assessments for visits outside the college, or to support their access to work experience placements. Weekly sessions with the college’s safeguarding co-ordinator enable learners to explore aspects of safeguarding in ways that relate to them directly, and to identify their own strategies to keep themselves safe. This beneficial emphasis strengthens learners’ understanding of these important matters and supports the development of their own self-advocacy skills. 
Learner voice has had a successful impact on the college’s work. Learners contribute meaningfully to a range of meetings that involve them. Nearly all learners have beneficial opportunities in the weekly “Chill and Chat” sessions to make decisions that have a bearing on life at the college. Learners are proud of their different roles in the college parliament and discharge their roles and responsibilites passionately.
 

Improvement Resource Type: Effective Practice

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Information about the school

Llwydcoed Primary School is an English-medium primary school situated in the village of Llwydcoed, near Aberdare, in Rhondda Cynon Taf local authority. The school has 125 pupils from the ages of 3 to 11 organised into five mixed-age classes. The school provides full time nursery provision from the September following the child’s third birthday. Approximately 3% are identified as having additional learning needs and all pupils use English as their first language. Twenty-nine per cent of pupils are eligible to receive free school meals. This figure has increased significantly since the pandemic. 

Context and background to the effective or innovative practice

The pandemic had a significant impact on the well-being and finances of the school’s families. The number of pupils in the school who are eligible for free school meals saw a sharp increase. For this reason, the school engaged in work with the Child Poverty Action Group (CPAG) to try to reduce the financial barriers that prevented pupils from fully participating in the school day. The ‘Cost of the School Day’ approach involved working with the whole-school community, including pupils, parents, teachers and school staff, to evaluate the school’s approach to identifying and reducing the financial barriers faced by pupils from low-income backgrounds. The school used the data from surveys and interviews to determine what the school was doing well and what could be improved. It produced a detailed report outlining the school’s current approach and developed an action plan outlining ways forward. The school produced a case study, outlining the actions it had taken and the improvements that had resulted. 

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Gyfun Llangefni is a bilingual 11 to 18 comprehensive secondary school maintained by Ynys Môn local authority. The school is based in the town of Llangefni at the centre of Ynys Môn and is predominately a Welsh speaking area.

There are 719 pupils on roll, including 91 pupils in the Sixth Form. Around 78.5% speak Welsh at home. The percentage of pupils eligible for free school meals is approximately 18.9% on average. The senior leadership team consists of the headteacher, deputy headteacher, two permanent assistant headteachers and two acting assistant headteachers.
 

Context and background to the effective or innovative practice

As a pioneer school for Curriculum for Wales, the school has been involved in the preparations for delivering the new curriculum framework since the very beginning. The school has been designing, implementing, and refining its Year 7 curriculum model over an extended period to ensure that it meets the needs of pupils, addresses the framework requirements, and ensures the realisation of the four purposes.  

A significant part of these preparations has been the development of the Year 7 outdoor curriculum. The school is fortunate to sit on around 20 acres of land, including a disused piece of land that was once a football field approximately one acre in size. Following periods of lockdown, as well as the roll out of Curriculum for Wales, leaders identified the need for pupils to be given the opportunity to follow a local curriculum where studying outdoors is an integral part of the provision for Year 7 pupils.  

Under the health and well-being area of learning and experience, the school has created a curriculum model that includes lessons in physical education, outdoor education, health, well-being and gardening. It is these opportunities that have led to an increasingly wide range of curricular experiences which have broadened pupils’ horizons via a curriculum that places their needs at the centre of their learning.  
 

Description of nature of strategy or activity

Working in partnership with North Wales Wildlife Trust and the warden of the Local Area of Outstanding Natural Beauty, the garden has developed to become an important resource for the school. The layout of the garden is based on a design by a group of Year 7 pupils from the previous academic year, who took part in a competition to create the community garden design. The winning design was then selected by the school’s head pupils and the garden is now taking shape around that design. The garden spans over an acre of land and is set out in specific zones: a growing zone, sensory garden zone, meadow zone, wildlife zone and micro forest where over 500 trees have been planted by the pupils.  All work undertaken so far has been completed by the pupils themselves and it is fully accessible for all, including an area with raised beds that is wheelchair accessible.

The curriculum has been carefully mapped to ensure that pupils increase their knowledge and develop relevant skills whilst participating in their weekly gardening lesson. The lessons introduce pupils to gardening and allow an opportunity to develop practical skills. Pupils who already have some knowledge and experience of gardening from primary school or at home are given leading roles in the work to be completed. This has been particularly effective for those pupils who struggle in the classroom but are given the opportunity to shine in the outdoor lessons. The lessons begin with an introduction to the different tools used in gardening and basic techniques for planting and caring for plants. The students then move on to planting, tending to, and harvesting their own crops. They are encouraged to work together as a team and to share their knowledge and experiences.  

The gardening lessons are a beneficial way for the pupils to learn about the basics of gardening and horticulture. Through hands-on activities and instruction, the pupils learn a variety of skills, from plant identification and care to soil testing and composting. In a typical gardening lesson, pupils start by learning about the different plants and their needs, such as sunlight and soil requirements. After learning about the basics, pupils then move on to more advanced topics, such as pruning, planting, and harvesting. In addition to learning the technical aspects of gardening, pupils also gain a better understanding of how plants interact with their environment. They learn how to identify beneficial insects, as well as how to deal with pests. Pupils also learn about the importance of water conservation and how to create sustainable gardens.  

Part of the agreement with North Wales Wildlife Trust is that the garden aims to be carbon neutral which means the pupils have been learning about the impact of climate change and how to live sustainably and to ‘reduce, reuse and recycle’ wherever possible. The wellington boots that the pupils wear during each lesson are ‘preloved’ and were donated by parents/guardians and people from the local community. In keeping with the carbon neutral aim, the garden path was created using gravel in place of tarmac and the soil removed has been reused for planting. Pupils have made planting beds out of tyres and there are homemade birdboxes and bird feeders around the garden that the pupils look after.

Gardening lessons happen rain or shine as there are learning plans in place for ‘wet weather’ days too. Pupils are given the opportunity to develop their cross-curricular skills during indoor lessons focusing on literacy, numeracy and digital competence where they complete a variety of activities including crop research, vocabulary development, financial literacy and indoor planting. Pupils have planted flowers to take home for their families and the school gifted a tree to each Year 7 family to plant in their own gardens, creating strong family links as the pupils are eager to share what they have been doing at school.

As the garden is an ever-evolving resource at the school, planning for the future includes integrating and embedding gardening further into the school curriculum. Leaders are keen for other year groups to have the opportunities that the Year 7 pupils have had. The sensory garden zone will support pupils’ well-being and mental health as well as offering bespoke curriculum opportunities for those pupils who would benefit enormously from time spent outside surrounded by nature. In order to facilitate this, the plans include creating more raised beds and a larger variety of plants and vegetables to grow, as well as introducing educational programmes such as crop rotation, polytunnel growing and composting. The garden will be a place for pupils to learn about plant growth and the importance of sustainable agriculture. The garden will also be used to teach pupils about nutrition and food science.  
 

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

The garden has had a positive impact on provision and pupils’ standards at school. The garden has provided a creative learning space for pupils to explore and discover new concepts, ideas, and knowledge. It has also enabled pupils to develop their communication and collaboration skills as they work together in the garden. In addition, the garden has provided a space for pupils to get outside and engage in physical activity, which has had a positive impact on the pupils’ mental and physical wellbeing.  Furthermore, the garden has enabled pupils to connect with nature, which, as research shows, can improve pupils’ concentration, academic performance, and overall physical health.

The pupils are very engaged in the gardening lessons. They are motivated to learn and take part in activities such as planting seeds and vegetables, weeding, and watering. They have developed a sense of pride and accomplishment through watching their plants grow and thrive as well as seeing the garden taking shape. Gardening lessons also provide an opportunity for pupils to learn about the environment, nature, and the importance of sustainability. The gardening lessons have helped pupils develop their problem-solving and team-working skills, as well as their patience, resilience and self-discipline. Through working to create the garden, the pupils have learnt to cooperate and appreciate the importance of working together to achieve a common goal.
 

How have you shared your good practice?

The school has shared its practice with North Wales Wildlife Trust who have promoted the work undertaken by the pupils during open days and local events. The school will be holding a community open day and the local community will be invited to attend. The intention is to engage with the community and encourage them to work with North Wales Wildlife Trust in the school garden at the weekends. The school is also working closely with its partner primary schools to offer opportunities for pupils to attend the school and participate in activities in the garden. Currently, Year 6 pupils with ALN have been attending the Year 7 ‘garddio’ lessons to familiarise themselves with the school by giving them the opportunity to overcome any fears by spending time with Ysgol Gyfun Llangefni staff and pupils out in the safe space of the school community garden.

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Caer Elen is a Welsh-medium 3-16 all age school that was established in the town of Haverfordwest in the south of Pembrokeshire in 2018. There are now 840 pupils on roll. Ninety-three per cent (93%) of pupils come from non-Welsh-speaking homes. The percentage of pupils who receive free school meals is 9.88% on average over the last three years and 13% of pupils are on the additional learning needs (ALN) register. The senior leadership team includes the headteacher, deputy headteacher, assistant headteacher and three senior teachers.

Context and background to the effective or innovative practice

The school is completely committed to introducing the principles of the Curriculum for Wales successfully, enabling all pupils to reach their full potential academically, socially and personally in a homely Welsh community. The school’s pupils will have a high standard of digital, numeracy and literacy skills that will ensure that they thrive. To fulfil these objectives, there is a continuous focus on creating an effective continuum in terms of promoting the skills across the school. A culture is created where teachers understand their responsibilities in terms of skills development. They ensure that planning, pedagogy, evaluation and assessment at the school help pupils to make progress in the skills. 

Description of the nature of the strategy or activity

On a strategic level, developing skills is a priority in the school improvement plan and a priority in the improvement plans of the leaders of the areas of learning and experience. Skills improvement plans have been aligned carefully with other plans to ensure consistency in the way in which leaders act when delivering and assessing skills and that there are clear lines of accountability. Plans include success criteria and regular opportunities to evaluate progress and effect. Skills leaders work purposefully with teachers and support staff to plan strategies jointly that will develop the skills in a co-ordinated manner. 

The model for how the school’s professional learning communities act has been structured carefully. It allows teachers and support staff from primary and secondary to work together to develop a robust and shared understanding of the way in which pupils develop their proficiency in the skills from the nursery upwards. As part of the terms of reference of the professional learning communities, staff are required to complete action research based on how to develop the skills effectively. They also conduct joint learning walks and scrutiny processes to understand the learning journey in the context of an all-age school. To ensure consistency, teachers and support staff across the progression steps are also prompted to consider carefully how pedagogy and learning tasks that are applied in the classroom allow each pupils to make progress in the skills. 

Evidence and examples of pupils’ work are shared on a special website that has been created specifically for the skills. This resource allows teachers to evaluate provision, share good practice and also develop an understanding of learners’ development and progress in a sophisticated manner. The website also allows teachers to have more autonomy to assess pupils’ progress. The whole-school marking and feedback policy provides teachers with guidance on how to present comments that encourage pupils to reflect on their skills and how to make further progress. Sharing examples of effective feedback is a key element of the policy.

A wide range of qualitative and quantitative data is used intelligently to devise appropriate intervention programmes to provide further support for individuals or groups of pupils. Teachers and support staff follow a timetable that has been drawn up carefully to provide sessions in a manageable and effective manner. The school’s older pupils support the younger pupils during structured mentoring sessions. 
Teachers have focused on creating a learning environment across the school that ensures that pupils evaluate their progress in the skills confidently and successfully. Teachers support this process by ensuring that phraseology and guidelines that are associated with appropriate self evaluation are visible in all learning rooms.

Learning areas such as a ‘Lloches Llythrennedd’ literacy area, the ‘Den Digidol’ digital area and the ‘Rhanbarth Rhifedd’ numeracy area engage learners’ interest and curiosity. A variety of extra-curricular clubs are provided, such as the Coding Club, Reading Club and Numeracy Club, which provide opportunities for learners to refine and apply their skills in an informal context.
 

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

As a result of the purposeful joint planning, there is a clear continuum in terms of provision for developing skills. Teachers and support staff understand their responsibilities as they focus on developing pupils’ literacy, numeracy and digital skills. The opportunities that the school provides for teachers to observe provision and pedagogy and scrutinise work across the age range ensure that they have a sound understanding of the most effective methods for developing skills. They also have a clear focus in terms of what needs to be done to ensure progress across the school. The learning environment that teachers have created helps to promote the importance and relevance of the skills. Pupils develop their independent learning skills in this environment, alongside their ability to self-evaluate their progress. 

Co-ordinated planning means that pupils make good progress across the school in their literacy, numeracy and digital skills. Teachers organise appropriate opportunities to develop pupils’ literacy, numeracy and thinking skills. Very good attention is also given to developing pupils’ digital skills across the school.
 

How have you shared your good practice?

Skills leaders at Ysgol Caer Elen have been invited to share ideas and good practice with leaders and teachers at cluster level and also with leaders during training sessions organised by the regional education consortium. Leaders have supported skills development at a school-to-school level across the local authorities. 

Improvement Resource Type: Effective Practice

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Information about the college

Beechwood College is an independent specialist college and care home, situated in Sully in the Vale of Glamorgan. It is owned by Beechwood Court Ltd, which is part of Ludlow Street Healthcare, under the ownership of Ancala partners.

The college offers day and residential placements to learners aged 16 years of age and over who have learning disabilities and/or autism and who may have needs associated with autistic spectrum conditions. The college grounds include a garden, polytunnel, café and woodwork area.

The college vision is to provide opportunities and experiences to prepare learners for their future lives. The principal leads a team of lecturers and learning support assistants and has responsibility for the provision and delivery of all education programmes. The college’s strategic leadership team includes the principal, assistant principal, the care home manager and the clinical lead. 
 

Context and background to the effective or innovative practice

All learners at Beechwood College have complex needs and many require support to develop communication and independence skills. College leaders aim to provide a range of relevant and meaningful work experience placements and work-related experiences for learners in order to develop their independence and prepare for their future lives after college. 

Description of nature of strategy or activity

The college initially provided a range of practical activities for learners as part of classroom sessions, such as making their own t-shirts, mugs and keyrings. Learners refined their skills to such a level that products were of sufficient quality that they could be sold. As a result, learners set up an internal enterprise, selling products to staff and family members. 

Due to the success of this strategy, learners set up an online marketplace to sell their products to the public, ‘Beechwood bits and bobs’. Learners completed market research, calculating which items sold best online then adapted their approach to sales, for example through working towards themes each term that would tie into celebrations such as Valentine’s Day, Mother’s Day and Easter. Within four weeks of opening their shop, learners had 5-star reviews and had sold out of one of their products.

Learners are responsible for every aspect of the shop from market research, product development to customer service and ensuring items have the correct postage by weighing and measuring and buying the items they are sending. All learners within the college are involved in running the shop. Learners each have a valued role depending on their interests, strengths and abilities. Some design the products, others pack up orders ready for posting, and others walk to the local post box to post items. 
 

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

The range of learning experiences available has increased opportunities for learners to develop a broad range of skills. For example, literacy, numeracy, digital skills, communication, self-esteem, social skills and entrepreneurship. 

Learners have become more adept in using new machines and processes, this has helped in developing skills for their future lives such as work-related skills. Further, learners have 
enhanced physical skills, such as fine motor skills and have reported a positive effect on their self-esteem. 
 

How have you shared your good practice?

The college has shared its work in this area with other specialist colleges, special schools and FE colleges through their partnership working arrangements. Further, the shop exhibited at an autism trade show and has featured in a popular magazine that is read by the autistic community.

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Caer Elen is a Welsh-medium 3-16 all age school that was established in the town of Haverfordwest in the south of Pembrokeshire in 2018. There are now 840 pupils on roll. Ninety-three per cent (93%) of pupils come from non-Welsh-speaking homes. The percentage of pupils who receive free school meals is 9.88% on average over the last three years and 13% of pupils are on the additional learning needs (ALN) register. The senior leadership team includes the headteacher, deputy headteacher, assistant headteacher and three senior teachers. 

Context and background to the effective or innovative practice

As the school is situated in the south of Pembrokeshire, a very high percentage of pupils start in the nursery and reception without any grasp of the Welsh language. They come from non Welsh speaking homes. The school wants to ensure that pupils are proficient and confident in their use of the Welsh language by the time they reach leaving age. To succeed, there is a continuous focus on creating a whole-school approach to developing plans to promote language skills and the use of the Welsh language. The ethos and culture aim to create Welsh speakers who have full access to the curriculum and who also take pride in their cynefin (locality) 

Description of the nature of the strategy or activity

On a strategic level, developing pupils’ Welsh language skills is given due attention across all priorities in the school improvement plan. The developments of the Curriculum for Wales, pedagogy, structures and strategies for promoting well-being and leadership across the school help learners to develop their language skills. There is an unwavering focus at whole-school level on the vision to create Welsh speakers who take pride in their cynefin and in their use of the Welsh language in the classroom and socially. All staff are aware of their responsibilities in terms of realising the vision and guiding pupils on their language journey. Every opportunity is taken to celebrate Welshness and a reward system is applied across the school that recognises pupils’ efforts to develop their Welsh language skills.

The ‘Welsh Language Charter’ questionnaire is used as a means of gathering evidence in terms of pupils’ attitudes towards the Welsh language. The questionnaire’s responses and findings form a basis for developing an action plan to promote the use of the Welsh language in the classroom and beyond. It is ensured that pupils have input into this plan. The plan is shared with key stakeholders and link governors play a prominent part in the process of monitoring and evaluating progress against the targets.

Across the school, teachers are prompted to consider which experiences and learning activities are delivered as part of their plans and the way in which these lay and then build on the necessary linguistic foundations. Teachers and support staff are encouraged to think of creative, consistent and appropriate ways of modelling language and immersing learners in it. There is a focus on using a range of language drilling techniques and planning learning activities that engage children’s curiosity, confidence and interest. Children are immersed in fun but structured language experiences and activities. A variety of strategies are used to develop correct syntax and language patterns. Teachers plan together specifically to promote pupils’ knowledge of vocabulary. A wide range of visitors are invited to the school to hold discussions and information sharing and question and answer sessions to emphasise that the Welsh language is a living language in the community. Regular enrichment experiences are organised for pupils to have an opportunity to hear and use the Welsh language outside the school’s boundaries.

When immersing pupils in a language, specific emphasis is placed on developing speaking and listening skills. Individual and group play activities are developed both inside and outside the classroom, which allow pupils to be immersed in the spoken language. In the primary, there is a focus on creating a learning environment that is stimulating and magical and is rich in terms of language. The aim is to inspire and engage pupils’ interest in the language. Stories, songs and nursery rhymes are used purposefully and consistently. Provision to promote reading, speaking and listening and writing skills is mapped carefully and cohesively with the aim of ensuring that learning activities encourage pupils to delight and show pride in the fact that they are strengthening their language skills. Teachers in the primary organise a special parents’ evening with the aim of sharing ideas about how they can support the child’s linguistic development at home. Teachers in progression step 3 share a package with parents to support the child’s language development at home. The ‘Clwb Cwtsh’, which is available to parents/carers on the school grounds during the day, provides an opportunity for them to learn Welsh. 

At Ysgol Caer Elen’s Language Centre, pupils who are latecomers to Welsh-medium primary education are immersed in the language. Since the school opened in 2018, over a hundred children have transferred successfully from the English-medium sector to Welsh-medium education. At the Language Centre, pupils receive three days of immersion in the first instance and then the intervention is tailored based on the progress made by the pupil. There is a focus on speaking and listening to develop pupils’ confidence and a range of drilling strategies are used to ensure that pupils develop their proficiency in the language quickly. It is a source of pride that all pupils who have attended the Language Centre have succeeded in gaining full access to the curriculum and are thriving in the mainstream. 

The school’s ‘Welshness Committee’ includes pupils from Year 3 to Year 11, in addition to staff, and members are responsible for developing a programme of activities to promote the use of the Welsh language both inside and outside the school. The committee has worked with Menter Iaith and the Urdd in Pembrokeshire to invite a variety of notable musical groups to perform at the school. The committee has also invited artists such as Mei Gwynedd and Mr Phormiwla and poets such as Ceri Wyn Jones and Mererid Hopwood to hold workshops with older pupils. Following a request from the Welshness committee, there is now a wide range of clubs available during lunchtimes and after school for children of all ages.
 

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

Leaders provide high quality professional learning opportunities for staff so that they can develop their ability to promote pupils’ language and literacy skills. This has ensured that they are confident practitioners who understand the immersion and language acquisition methodology. The purposeful planning across the school ensures that language promotion methods are consistent across the school. The stimulating learning environment that teachers have created promotes language skills. 

The school celebrates Welshness and promotes every opportunity for pupils to develop as confident, bilingual learners. Pupils have a very good attitude towards their education and the Welsh language. Pupils who transfer from English-medium education as latecomers make swift and successful progress in their Welsh language skills. They become confident and fluent speakers. Very quickly, these pupils develop into speakers who are able to study the whole curriculum through the medium of Welsh. Nearly all pupils have positive attitudes towards the Welsh language and show obvious pride and enjoyment in their language and culture. The Welshness committee plays an important role in organising valuable opportunities for pupils to learn about Welsh history and immerse themselves in Welsh culture. The high expectations and ethos for promoting Welshness and celebrating Welsh heritage are a strength. Valuable opportunities are organised for pupils to immerse themselves in Welsh culture and take pride in their country.
 

How have you shared your good practice?

Teachers from Ysgol Caer Elen have been invited to share ideas and good practice with leaders and teachers in the cluster and during training sessions organised by the regional education consortium. These leaders have also completed school-to-school support work across the local authorities.

Improvement Resource Type: Effective Practice

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Information about the school

Dan y Coed school is an independent special school situated in the West Cross area of Swansea. The school is in a large detached property with easy access to the Mumbles coastline and the city of Swansea. The school shares the site with its residential provision, which provides 52-week accommodation which opened in May 2019.

Currently there are 26 pupils attending the school. The school has five class teachers, six lead learning support assistants and 21 learning support assistants. In addition, care workers from the residential setting support children in lessons and activities as required. A clinical team, including a speech and language therapist and occupational therapist technician, supports the education team. 

The school’s aim is to ‘provide a safe and secure school environment that encourages individuality, confidence and self-esteem’.

Context and background to the effective or innovative practice

Dan y Coed follows a skill-based curriculum, tailored to the individual needs of each pupil. Given the wide variety of needs and abilities of pupils, the school needed to ensure that each small step of progress was captured for each of the pupils whatever their level of ability, communication style and learning preference. The assessment system needed to capture progress within lessons, during social times and when learning outside of the classroom. It needed to be applicable to the pupils with the greatest communication difficulties in addition to those pupils studying qualifications. The system needed to encapsulate the progress and impact throughout each pupil’s journey at Dan y Coed as well as providing whole school data that could influence curriculum design, professional learning and innovative teaching strategies.
 

Description of nature of strategy or activity

The school’s assessment strategy aims to capture valuable information consistently about small steps in progression. The ‘achievement continuum’ relates to any skill and subject area. As a result, small steps of progress are consistently identified across the curriculum and in skill areas important to pupils in line with their additional needs and abilities. The continuum consists of 10 levels of progress which range from encounter, interest, consolidation to application. The graduated continuum allows teachers to provide specific interventions and teaching strategies that enable pupils to move up the continuum until they can successfully master each skill independently.

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

Standards across the school have improved. Most pupils have made effective progress across all areas of the curriculum related to individual areas of need such as independence, social and life skills. Pupils are able to transfer skills from one setting to another and apply these to develop further skills in relation to their additional learning needs. As a result of close tracking and capturing each pupil’s small steps of progress, teaching across the school is effective and creative teaching interventions continuously support development. The strong progress of pupils in some cases has allowed them to return to mainstream school, accessing the full curriculum after years out of mainstream education. Many pupils have achieved qualifications appropriate to their future destinations. Many pupils who have left Dan y Coed have moved on to successful further education placements or alternative education settings. 

How have you shared your good practice?

Capturing such small steps of progress across the curriculum has had a tremendous impact on pupil motivation, progress and planning for next steps of each pupil’s journey. Dan y Coed has been able to share this way of assessment with the other schools within the Orbis group, to support them to assess small steps of progress for each pupil across many different curriculums and learning experiences. In turn, this has enabled other settings to develop and implement effective approaches to assessment, planning and progress tracking at an individual and whole school level.

Improvement Resource Type: Effective Practice

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Context and background to the effective or innovative practice

The case study is based upon the setting’s processes and impact of self-evaluation.

Description of nature of strategy or activity

Review and reflect – the impact of self-evaluation

At Caban Kingsland, self-evaluation has always been the backbone of the setting’s work. Practitioners continually review their practice to ensure that the process remains a current reflection of the service. They consider what has taken place, and share ideas to encourage the well-being, engagement and educational outcomes for all the children in their care. This supports each child’s individual needs and enables the whole team to understand the best possible ways to create a provision that responds to the latest developments in early years education and care. 
 

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

It’s crucial that leaders ensure whole staff ownership of the self-evaluation process. It’s not just a routine that takes up time and effort. It’s a process that allows everyone to reflect on successes and aspects that need to be developed further. At the start, self-evaluation helps practitioners to identify the areas that need improvement and this can be stressful as they try to ensure that the provision is doing well. 

The process of regularly evaluating does have its own reward. Pin-pointing areas for improvement, introducing changes, reflecting and actioning further improvements reminds practitioners how well they are working. It’s an opportunity to recall the fantastic experiences and the challenges they identified and changes they introduced and worked hard to embed. In its own way, self-evaluation is the best continual personal development tool available. 
 

Challenges

It’s not easy to work closely with others and then call their practice into question, particularly if they are doing what they have always done. Changes to the curriculum, legislation, additional learning needs legislation and the impact of COVID-19 identify that, as a team, changes need to be continually considered. It’s crucial that leaders include all practitioners in the process, allowing them time to identify their own personal development and professional learning needs. The engagement of all practitioners in the process enables everyone to reflect on areas of best practice. This has a positive effect on the team who feel involved and empowered to shape the provision. 

Practitioners ensure opportunities for parents and carers to provide feedback about all aspects of the provision and their child’s experience at the setting. They provide opportunities to receive feedback from other partners and agencies with which they work. This also feeds into opportunities to develop awareness of successful practice and helps identify areas for improvement. Practitioners don’t forget to evidence the positive feedback they receive, and take pride in this as they move forward. As things develop in the provision, practitioners add those little changes. It could be as simple as how they respond to something a child said or did. As a reflective tool, it’s the little things that set the standards for inclusive practice and build a better future for the children at the provision.

Paperwork can be challenging at the best of times. The self-evaluation processes can be daunting. However, as every day is different and practitioners’ heads can be so full of information, they write down questions; how well are we doing? how do we know? How can we improve? Through analysing their work and moving things to a positive conclusion, they look out for the positive impact on the setting. Self-evaluation will clearly identify the best way forward and remind everyone of the great work they do. They enjoy knowing that everything they do is in the best interests of the children and moving things to a positive conclusion as a team. Then they move on to the next issue.  
 

Improvement Resource Type: Effective Practice

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Context and background to the effective or innovative practice

The Curriculum for Wales, responsive planning and ensuring children can lead play.  

Description of nature of strategy or activity

Practitioners at Caban Kingsland have worked as a team to ensure that the children are afforded the best possible opportunities within the expectations of the Curriculum for Wales. The provider has always worked hard to ensure that the interests of the child are central to all that it does. It has therefore embraced the Curriculum for Wales, developing appropriate learning environments that respond to children’s individuality and supporting their interests.

This enables it to move their learning and development forward.
As the child is central to everything it does, the setting has looked at ways to ensure that evidence is a true reflection of learning and development as it occurs. Responsive planning effectively provides opportunities for practitioners to observe and record learning as the children play. When children are the active participants in their own learning, the magic unfolds. 

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

Practitioners at Caban Kingsland have evidenced children actively working to achieve what they have set out to do. Children develop perseverance when solving problems, thinking and challenging themselves. They develop increased concentration, growing in confidence, and resilience begins to become a regular part of play as the children begin to take pride in their achievements. 

Practitioners at the setting are becoming skillful at responding at appropriate times. This is key to getting a good balance of when to join play and when to observe. As the children begin to play together, practitioners have also evidenced that the existing knowledge of each child supports communication. They share ideas and interests based on their own understanding. Practitioners join in the play with the children to support and guide. However, as the children become more confident in their own ability, practitioners spend time reflecting on what has occurred during sessions, extending learning and development through play and considering next steps to support each child. 

Practitioners reflect on play and how children develop in line with the five pathways of the Curriculum for Wales. When connecting the evidence within the pathways, it becomes clear which areas need to be supported. In most cases, children demonstrate how their different skills are developing through their play and interactions, for example through their physical development, exploration and communication skills. Little things like asking the children to choose when purchasing resources for the setting supports a sense of belonging and confidence when making decisions for themselves. This has been very positive as the children have shown more care and respect for the choices of resources at the setting. Also, children love to reflect on their experiences. Resources such as photo books support fantastic discussions and enable the children to revisit learning and take pride in their achievements.