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 school

Monmouth Comprehensive School (MCS) is an English-medium 11-18 school maintained by Monmouthshire local authority. It serves the town of Monmouth and the rural areas of Cross Ash, Llandogo, Raglan, Trellech and Usk, with around 27% of students travelling from the border counties of Gloucestershire and Herefordshire. There are 1,693 pupils on roll, of which 316 are in the sixth form. Around 15% of pupils are eligible for free school meals. Nearly all pupils speak English as their first language and come from a white, British background. Very few pupils are fluent in Welsh.

The percentage of pupils with additional learning needs, requiring at least reasonable adjustments is around 19% of the overall school population, including the specialist resource base (SRB). The proportion of pupils who have a statutory plan of additional learning needs (Statement / EHCP / IDP) is 3.9% (including the SRB).

The senior leadership team (SLT) consists of the headteacher, deputy headteacher and five assistant headteachers.

The school’s vision is summarised in the motto ‘Work Hard, Be Kind’, with its values (success, security, respect, responsibility and independence) and a school culture based on mutual respect between all. 
 

Context and background to the effective or innovative practice

From 2021, the school intensified its engagement with the Curriculum for Wales framework. The SLT was extended, via secondment, to include a role with specific responsibility for the development of curriculum thinking, working closely with the assistant headteacher responsible for pedagogy.

The school defined a curriculum approach and underpinning philosophy through a mixture of: engagement with the framework, research into curriculum design principles, experiences of curriculum development in other schools and reflections upon previous whole-school curriculum modifications. Curriculum development at the school was founded on a ‘knowledge-rich’ approach, drawing on Michael Young’s conception of ‘powerful knowledge’. This was supported by developing a whole-school pedagogical approach that could deliver the principles behind this type of disciplinary curriculum. 
 

Description of nature of strategy or activity

“Improving education is our national mission. Nothing is so essential as universal access to, and acquisition of, the experiences, knowledge and skills that our young people need…” 

This opening to the Curriculum for Wales framework had a significant impact on school thinking, correlating with the concept of powerful knowledge as a route to equity. The acquisition of empowering knowledge was also viewed as the route to fulfilling the Four Purposes.

A curriculum mission statement was constructed, part of which reads, “Our approach values a knowledge-rich curriculum, delivered by a pedagogically savvy, expert teaching staff. This aims consistently to provide engaging, effective learning opportunities through teaching that is passionate, precise and purposeful.”

  • A knowledge-rich curriculum has received significant interest within education systems around the world. Key components used at the school when constructing its curriculum include: 
  • The fundamental position of knowledge and its ability to enhance further learning.
  • Knowledge in different forms: declarative, procedural, experiential, disciplinary.
  • Individual subjects matter. They bring an established body of knowledge, skills and unique tradition. Subjects provide ready-made organisation, providing strong vertical coherence.
  • The knowledge to be learnt is specified in detail.
  • Curriculum time is limited; knowledge has to carefully selected. This knowledge is important and taught to be remembered, requiring the application of evidence-based research.
  • Knowledge is sequenced deliberately and coherently to optimise construction of secure schema (neural networks of learning).

The approach is that of a disciplinary curriculum, with students following a broad and balanced range of subjects. Significant responsibility for curriculum design rests with middle leadership, linked to increased autonomy. This autonomy (e.g. over feedback policies, curriculum decisions, assessment building, action planning) has been nurtured alongside the development of a robust culture of quality assurance.

Professional learning is targeted to enhance thinking around progression and assessment, with emphasis on Principles of Progression and Purpose of Assessment. This embraces the curriculum as the progression model: progression that is planned into the curriculum, not separate from it. A learner successful in the curriculum is making good progress.

The relationship between curriculum and pedagogy is considered in light of evidence-based summaries of effective teaching (e.g. Sutton Trust’s, ‘What Makes Great Teaching?’). Key is the development of pedagogically savvy, expert practitioners – expert both in their subject area and in their ability to apply effective pedagogy. 

Providing whole-school teaching strategies and developing the subject-expert teacher occurs through two components of professional learning:

  • Carefully selected techniques focus on habits of attention and classroom tone: what the school terms its ‘powerful routines’. Such routines streamline the learning experience – reducing the cognitive burden, engaging learners quickly and ensuring that all participate. This whole-school venture is supported by significant INSET time and new ‘teaching champion’ roles. 
  • All teachers receive instructional coaching observations conducted by subject leaders. The teacher decides the main focus as a specific element of practice, set within their disciplinary context. The coaching model includes both pre- and post- observation discussion. This precise approach within disciplinary areas aids development of subject-expert teachers. 

The implemented curriculum seeks to ensure that staff can be: passionate about what they are teaching by having ownership of their discipline content; precise in their practice supported by on-going professional development; purposeful in their determinations of both content and pedagogy in order to achieve strong student progress.

From rollout, it has been acknowledged that curriculum design, pedagogical development and work on valid assessment will be concurrent. This is not a compromise; it is a perpetual process of iteration and improvement: not a ‘once and done event’ (Journey to 2022). The school’s next steps are to: develop its work on horizontal coherence through cross-curricular links; develop a strong base of professional learning in the design and use of summative assessments; continue its work in supporting the best pedagogy.
 

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

Provision: a range of approaches has been trialled by subject teams. For example, in English  a ‘packet’ approach to resources has been developed collaboratively, with each lesson having its own packet. Teachers use this resource to plan how they check for understanding in the context of the needs of their class and to correct misconceptions. 

In mathematics, a topic booklet approach has been developed alongside frequent use of visualisers at a standing desk, so that teachers can work on live modelling in partnership with the pupils.

The pedagogical development at the school in recent years has informed curriculum sequencing and planning. Retrieval practice as a conscious exercise rather than a by-product of other tasks is starting to become embedded in curriculum provision.

Other subject areas use different delivery models and methods of recording pupils’ work such as digitally, in exercise books or a hybrid of these; autonomy and accountability for the approach taken rests with subject leaders. There are regular opportunities for colleagues to share good practice.

Learners’ Standards: the introduction of ‘powerful routines’ has had a signficant impact on student progress, for example by ensuring they are engaged in learning from the very start of the lesson. Pedagogical techniques to improve participation ratio and to check for understanding have accelerated student progress. Vocabulary development has been notable, with complex subject-specific language understood and used regularly by pupils. Subject knowledge is becoming embedded, and pupils are better able to make connections between different parts of subject schema due to the careful sequencing of topics. 

How have you shared your good practice?

The school is still in the early stages of curriculum implementation: continual iteration and refinement of thinking continues at pace. Sharing of its approach has happened through discussion with partner primary schools, within the regional consortium’s Curriculum Design Group and via National Network Conversations.
 

Improvement Resource Type: Effective Practice

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Information about the school

Monmouth Comprehensive School (MCS) is an English-medium 11-18 school maintained by Monmouthshire local authority. It serves the town of Monmouth and the rural areas of Cross Ash, Llandogo, Raglan, Trellech and Usk, with around 27% of students travelling from the border counties of Gloucestershire and Herefordshire. There are 1,693 pupils on roll, of which 316 are in the sixth form. Around 15% of pupils are eligible for free school meals. Nearly all pupils speak English as their first language and come from a white, British background. Very few pupils are fluent in Welsh.

The percentage of pupils with additional learning needs, requiring at least reasonable adjustments is around 19% of the overall school population, including the specialist resource base (SRB). The proportion of pupils who have a statutory plan of additional learning needs (Statement / EHCP / IDP) is 3.9% (including the SRB).
The senior leadership team (SLT) consists of the headteacher, deputy headteacher and five assistant headteachers.
Forty-eight students are placed in the Specialist Resource Base (SRB) across years 7 to 13. The SRB is a local authority additional learning provision which provides for pupils with Autistic Spectrum Condition (ASC), speech, language and communication difficulties, severe learning difficulties and physical and medical difficulties. The SRB is fully integrated into the school community, both in its environment and staffing structure.

The SRB provides an inclusive educational experience for pupils with complex additional learning needs within their local community, providing opportunities to learn with and from their peers. Person-centred practice ensures that nearly all pupils placed within the SRB have appropriate provision, achieve beyond the preconceived expectations and progress to appropriate post-16/18 placements. 
 

Context and background to the effective or innovative practice

The SRB opened in 2017 with two pupils. The provision grew to 48 pupils by September 2022. The objective is to develop an integrated and inclusive provision which enhances existing provision and practice, allowing a person-centred approach to meet the needs of pupils. A senior leadership post was created to develop and implement a shared vision and inclusive provision in the SRB and across the school. The on-going review of the provision, resourcing and the needs of changing cohorts has ensured continual refinement, with inclusion and integration central in its development.

Description of nature of strategy or activity

Vision
A whole-school INSET was used to explore the meaning of inclusion for the school, considering existing and evidence-based practice at the school and elsewhere.  Case studies were developed around existing practice for mainstream pupils with additional learning needs (ALN), ASD and Down’s Syndrome. At the heart of the agreed vision is that all pupils learn best with and from their peers.

Integration in the School
The SRB is led by an assistant headteacher alongside a lead teacher. Whole school policies inform the systems and practices in place, with adjustments as needed. The school curriculum plan and daily timings are followed with full access to the school environment. A pupil representative from the SRB sits on each Year Council.  

Person-Centred Practice
Person-centred practice allows the development of provision to meet individual needs. The majority of pupils attend a mainstream form group and elements of mainstream learning, such as technology, expressive arts and PE lessons, supported by SRB teaching assistants (TA). These pupils also attend extra-curricular clubs and activities, alongside mainstream peers. SRB pupils take an active role in school productions and carol services. Reasonable adjustments include TA support and upskilling mainstream staff.  Post-16 provision includes work experience placements in the local community and the school.
    
Dosbarth Enfys
During the 2022-2023 academic year, Dosbarth Enfys was developed to provide for pupils with more complex ALN in Years 7 and 8, who are unable to access any elements of mainstream provision. However, these pupils access all communal areas and specialist facilities within the SRB. This is an area of continued development due to changing needs, with an increase in appropriately trained staff and on-going refinement of multi-sensory learning and communication approaches. 
 

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

Staff in the SRB include primary and secondary trained teachers, as well as those with specialist qualifications or experience in ALN. Staff disseminate best practice to develop consistency in the SRB and across mainstream curriculum areas.

The development of a broad and balanced person-centred curriculum leads to high levels of engagement and progress within the SRB and when pupils access mainstream lessons. Pupils develop independence and resilience. They interact successfully with mainstream peers in a range of situations. Access to extra-curricular activities has extended their experiences and increased positive relationships. Post-16 work experience placements lead to significant improvements in pupils’ communication skills and resilience. Nearly all pupils achieve appropriate qualifications to progress to appropriate post-16/18 placements.  

SRB pupils have a sense of identity and belonging rooted in being a pupil at Monmouth Comprehensive School, rather than identifying as a member of the SRB.  
 

How have you shared your good practice?

The assistant headteacher worked across south-east Wales during a secondment focused on the implementation of the Additional Learning Needs and Education Tribunal (ALNET) Act. Both the assistant headteacher and the lead teacher for the SRB contribute to regular network meetings with the local authority (LA) SRB Team.  These meetings inform the development of SRB provision across the LA. The assistant headteacher leads ALN co-ordinator meetings with partner primary schools to refine inclusive approaches to ALN.

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Morgan Llwyd is a Welsh-medium secondary school that is situated in the city of Wrexham and serves the wide catchment area of the county of Wrexham. There are 857 pupils on roll, including 79 in the sixth form. Eighty per cent (80%) of pupils come from non-Welsh-speaking homes and 20% are eligible for free school meals. The school is a proud, welcoming community where staff convey their passion for the ability for each individual to achieve their potential and ambition and to develop to become happy, confident, independent and responsible members of society.

Context and background to the effective or innovative practice

Over recent years, the school has seen an increase in the number of pupils who need well-being support. In response to this, the ‘Pastoral Hub’ was established in 2019 to ensure a central place for pupils to drop in for support with any pastoral issue, whether it be a physical or mental health problem or a social or emotional problem. Following the pandemic, the need for such support was seen to have increased and the Pastoral Hub was developed further, for example by appointing a second well-being officer who is also responsible for supporting parents. As a result of the pandemic, the demand for academic support and intervention for pupils also increased; therefore, the second hub was established, namely the ‘Learning Hub’, to provide support for pupils with their schoolwork. Between them, both hubs ensure support and care for all pupils who need additional help, whatever the nature or scale of the problem.

Description of nature of strategy or activity

The Pastoral Hub has a team of staff, including the Assistant Headteacher – Well-being and Behaviour, the heads of years 7-11, two well-being officers, a physical and mental first aid officer and an administrative officer. Between them, they work together to ensure care and guidance for all pupils. Support includes one-to-one sessions for the most vulnerable pupils, drop-in sessions, group sessions and support sessions from external agencies. 

The Learning Hub is a haven where pupils of all ages can come to work. There is space for whole classes in the centre of the hub and around the edges there are work pods of various sizes that are ideal for independent study, intervention groups, educational workshops and lunchtime clubs. The Learning Hub team includes the Assistant Headteacher – Teaching and Learning, the Assistant Headteacher – Progress, two progress co-ordinators, two learning mentors and the additional learning needs co-ordinator. Through the Learning Hub website, pupils can self-refer for general or subject-specific academic support. Staff and parents can refer pupils in the same way and in the Learning Hub team meets on a weekly basis to discuss the referrals and organise appropriate intervention. This can include mentoring sessions, intervention from a specific department or support to catch up with missed work. Alongside the hub, the Learning Hub website was established, which includes a wealth of resources to support pupils with their schoolwork and encourage independent learning. It also includes a section for parents that provides guidance on supporting children and a section for teachers to share good practice in terms of teaching and learning.

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

The work of the Pastoral Hub contributes to ensuring that pupils have healthy attitudes to learning and that they treat each other with respect. The support that is given to the most vulnerable pupils means that all pupils succeed in continuing with their education until the end of Year 11. In addition to creating a timetable tailored to the individual’s circumstances, the support and guidance provided to pupils with profound behavioural difficulties is one of the reasons why the school has not had to exclude any pupils permanently since the Pastoral Hub was established. The school’s attendance rate is consistently above the national percentage.

Since being established, the Learning Hub has dealt with hundreds of referrals from pupils, staff and parents and this has led to clear academic progress in the case of several pupils. Some pupils have seen subject-specific progress following intervention, while others have made general progress following mentoring sessions. The Learning Hub has developed to be an effective learning centre, with workshops and clubs – several of which have been organised by learners themselves – providing rich learning experiences for pupils of all ages and abilities. Between the hub and the purposeful website, the school is able to place an increasing emphasis on nurturing independent learners. 
 

How have you shared your good practice?

Recognising the work of the Pastoral Hub as good practice led to establishing a second hub at the school, namely the Learning Hub. Leaders now work together to ensure that good practice in one hub influences the effectiveness of the other. For example, the Learning Hub website, which includes an abundance of resources to support learning and a simple referral form to be used by learners, staff and parents, has been identified as good practice that the Pastoral Hub can emulate. Pupils and parents have the opportunities to visit both hubs during open evenings. The school website includes a great deal of information and a link to the Learning Hub website and we are currently creating a similar website for the Pastoral Hub. The school welcomes visitors from other learning organisations to come and see both hubs in action.
 

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.

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