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Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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Information about the school

Rhyl High School is an English-medium 11-16 comprehensive school maintained by Denbighshire local authority. It serves the coastal town of Rhyl. 

There are 1,147 pupils on roll. Around 31% of pupils are eligible for free school meals, which is above the national average (over three years) in secondary schools of 18.5%. 

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 special educational needs is around 18%. 
The senior leadership team consists of the headteacher, deputy headteacher and six assistant headteachers.
 

Context and background to the effective or innovative practice

The school drives its vision of ‘being the best we can be’ by identifying and removing barriers to pupils’ learning. Leaders review the curriculum offer regularly to ensure that it meets the needs of pupils and supports them to thrive. Following periods of lockdown, leaders identified that pupils’ levels of engagement had reduced, and this had a negative impact on attendance and behaviour. As a result, in addition to the normal curriculum adaptations, leaders introduced a series of interventions and additional support systems to improve access to a relevant curriculum and improve pupils’ engagement.

Description of nature of strategy or activity

The school recognised that its provision to support learners to engage with school and post-16 pathways required significant change. Leaders analysed the existing systems, re-imagined the support needed, and created new teams within the school with the single objective of removing barriers to learning. From this, they identified three main areas of need and developed and refined a bespoke programme of intervention for each area:

  • Hafan – This programme of intervention supports pupils for whom behaviour is a barrier to engagement. 
  • Achieve – This programme is designed to support pupils with additional learning needs.
  • Wellbeing – This supports pupils for whom mental health and broader emotional health needs are barriers to learning.

Within each of the three programmes, pupils are offered a tailored and individual curriculum which balances the time spent in the support area with that spent in mainstream lessons. Each pupil’s individual curriculum addresses their need and is created in collaboration with them. For example, in Hafan, pupils receive direct intervention for behaviour as well as opportunities to build deep and positive relationships. This intervention influences long term behavioural changes and supports pupils to successfully engage with their learning. 

With the expertise of dedicated staff, these programmes support the most vulnerable pupils to address their barriers to learning and fully integrate into mainstream lessons. Leaders ensure appropriate staffing in each area so that staff know the pupils well and have the time and capacity to both support the pupils and to challenge them be a better version of themselves. 

In addition to the bespoke curriculum in each of the three main areas of need, the school offers all pupils opportunities for individualised curricular provision. For example, it offers curriculum opportunities run through sport, construction, hair and beauty via the school salon, and technology. These opportunities not only encourage and enthuse pupils to strive towards their future pathways, but they also develop social skills such as how to speak politely and create positive relationships with customers. This then translates in the way that they interact with their teachers and peers.

The school has also developed a behaviour team. This team is available throughout the day and deals quickly with incidents of poor or off task behaviour in lessons and ensures that pupils return to learning quickly and effectively. 

To further strengthen the curriculum, the school provides a comprehensive programme of activities to support all pupils with their social and emotional needs. This provision is wide ranging and includes for example, school-based youth workers and the well-being team who deliver regular well-being activities to develop pupils’ resilience. In addition, bespoke programmes are offered, for example, for bereavement support, anger management and to support pupils to interact and communicate with others effectively.
 

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

Rhyl High School staff know their pupils very well. Pupils receive extensive tailored support for their individual needs through a comprehensive and well organised support system. All pupils are provided with an individualised and tailored curriculum, and this was seen as a notable strength during the recent Estyn inspection.

The engagement, behaviour, and attendance of pupils has improved. Pupils previously identified as being at risk of exclusion and disengagement are now more engaged and increasingly, they successfully complete mainstream provision and access post-16 provision or gain employment. 

How have you shared your good practice?

Rhyl High School has shared its offer within the local authority and region. The school was a part of the school partnership programme within the regional consortium. The school has established a working group of schools from a similar context to proactively work together to enable recovery from the pandemic in challenging settings.

Improvement Resource Type: Effective Practice

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Information about the school

Lewis Girls’ School is a comprehensive English-medium 11-18 school, maintained by Caerphilly County Borough Council. It serves the immediate area of Ystrad Mynach, as well as surrounding areas as far as Llanbradach.  

There are 678 students on roll, including those in the sixth form. Nearly all students speak English as their first language. The percentage of pupils eligible for free school meals is approximately 21% on average over the past three years, which is similar to the national average. The percentage of pupils with additional learning needs is 12%.   

The senior leadership team consists of the headteacher,  deputy headteacher, and three assistant headteachers. The headteacher, deputy headteacher and one of the assistant headteachers took up acting posts in January 2020 and were appointed to substantive roles in September 2022. 
 

Context and background to the effective or innovative practice

Investment in high quality, bespoke professional learning has been established within the school over a period of time, enabling continuous improvement in the quality of teaching and learning. Engagement with professional learning has also developed a whole school culture of collaboration and innovation that is valued by leaders, teachers and teaching assistants. The school’s vision is underpinned by high expectations in the core purpose of teaching and learning and the investment in professional development supports the school in realising this vision. 

Description of nature of strategy or activity

Teachers and teaching assistants choose from a ‘menu’ of professional learning sessions designed to impact on learners and learning. Five of the sessions are mandated and teachers evaluate the quality and usefulness of the sessions they undertake. Each session is carefully planned to have a specific focus on an aspect of classroom activity or practice that is identified as particularly effective. For example, ‘Engaging learners with learning’ and ‘Effective development of reading skills’ are sessions based on practical approaches that have proved to be successful and can be readily applied by teachers across the curriculum. Successful practice is identified through the range of quality assurance and evaluation activities, but mostly through scrutiny of pupils’ work and dialogue with student fora. These fora are monthly and have a different focus each month. A group of pupils meet with the headteacher and the deputy headteacher who use a variety of structured and open questions to gauge pupils’ views on aspects of  learning and progress. Lesson observations, which are integral to the school’s quality assurance processes, also serve the purpose of providing all teachers with the opportunity to observe the practice of their colleagues and their reflections on their experiences inform the content of the professional learning menu. Sessions are peer led, often have a practical element and focus on sharing current and relevant practice, including the trialling of approaches by teachers. This enables people to tailor their professional development based on their own reflections and engage in purposeful collaboration and enquiry-based research. It also retains the school’s continuous focus on its core purpose of teaching and learning. 

Staff responded well to the opportunity to collaborate, innovate and share practice in this way, with less emphasis or formal input from school leaders and more peer- to-peer working. Everyone is expected to contribute to professional learning, including student teachers and teaching assistants so the school can benefit from wider expertise, skills and  experiences. A model of interdependent leadership emerged from the approach to professional learning and has evolved to become ‘the way we work’. It applies itself particularly well to aspects of school development such as the design of the school’s approach to the Curriculum for Wales. 

The model also applied itself well to distance learning during the pandemic, when teachers engaging in online learning provided peer-to-peer support for digital skills and the development of digital competency. The school was well prepared for the transition to online learning. All pupils were equipped with a laptop computer and were competent in using the school’s preferred platform for learning. Teachers and teaching assistants were also trained to deliver online lessons. Safeguarding for online learning had been delivered by the headteacher prior to the school closure so that live lessons could be provided. However, the range of digital ability and the level of confidence among teachers varied considerably and it was the culture of professional learning that had become so integral to the way people worked across the school that proved invaluable at this time. Teachers were  accustomed to sharing and  collaborating and online sessions informally termed, ‘Did You Know.. .’ and ‘Do You Know How To….’ were quickly established, effectively contributing to the peer- to- peer support system in  the delivery of distance and blended learning. This enabled staff to continue to professionally develop, collaborate with colleagues and still drive school improvement. There was a large impact on teachers’ digital skills and their ability to use these to help pupils learn.    
 

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

The level of collaboration and shared responsibility for the school’s work impacted significantly on staff’s understanding of how to.create a curriculum that engages, inspires and motivates all learners. Habits developed through the engagement in professional learning cultivated a model of healthy accountability. The distribution of leadership was clearly favoured by teachers over the more traditional formal model of hierarchical leadership that often typifies schools. Teachers understood and embraced their collective responsibility and their entitlement to contribute to the design and development of the curriculum. As such, a vast range of skills and expertise inform curriculum provision and pupils’ enthusiasm for learning impacted on progress, attitudes to learning, skills and social development. Teachers’ creativity was a significant factor in curriculum innovation. The mindset of collective responsibility also supported the school’s vision of an authentic learning organisation, where collaboration and innovation are key to continuous improvement and the capacity for growth, leadership and sustainability extends across the school and is accessed by all. 

In 2021 the school reviewed its approach to Performance Management based on the impact of professional development on the quality of teaching and learning. Teachers now have one classroom- based inquiry focus that is a point of ongoing discussion and reflection throughout the year, in place of three traditional ‘targets’ that are revisited once during the year. Staff will share their work, including the trial and error aspects that benefit teachers’ learning. At the end of the cycle, a number of high quality evidence-based approaches that best impact on learners and learning will be shared. This revised approach to Performance Management aligns to the new National Professional Learning Entitlement (NPLE), where staff are clear that, as well as an expectation for professional learning, they also have an entitlement to a professional learning journey, and  a programme of approaches and opportunities for reflection, enquiry and collaboration.        

Professional learning has evolved from a traditional leadership-led approach, usually delivered by senior staff and undertaken after school at specific times dictated by the school calendar and delivered through face-to-face sessions. Instead, flexibility is key to sustaining the culture of professional learning and collaboration. A menu of online sessions prepared and delivered by teachers for teachers continues to be the preferred practice for professional learning. Staff can now choose to access the sessions live from home or access recordings to suit their preferred way of working. This has become a professional learning library and is regularly revisited by teachers during the year to support classroom based inquiry and research, innovation and exploration of aspects of teaching and learning. Although the headteacher still identifies five mandatory sessions a year as directed time activities, all teachers choose to attend many more of the sessions provided and from a menu of almost thirty sessions on the menu, nearly all staff access all sessions.  Current evaluation of professional learning sessions show 56% are rated as excellent and 44% are rated good. Comments and feedback from teachers are used for forward planning. 

Professional learning at Lewis Girls’ is a strength, supporting continuous improvement in the quality of teaching and learning, strong curriculum development and the modelling and growth of leadership. There is a culture of partnership, collaboration, openness and trust, that recognises strengths and uses expertise to share within and beyond the school. It is a learning organisation with a culture of collective and individual responsibility for personal development and continuous professional learning. This culture increasingly impacts on the school’s work. For example, the design and implementation of an exciting curriculum that offers relevant learning experiences to pupils. 

Collaborative practice has led to innovative design that exploits subject disciplines and allows knowledge, skills and understanding to be transferred within and across Areas of Learning Experiences. This has led to high pupil engagement and an enjoyment in learning. Sharing classroom practice is integral to the school’s work and has impacted on the development of pupils’ reading, writing and creative skills across the curriculum. Peer- to-peer support has been crucial to developing digitally skilled staff, confident in providing pupils with opportunities to use a range of software applications across all areas of the curriculum. The culture of collaboration has given the school’s workforce the confidence and capacity to extend beyond the school and teachers and in particular middle leaders engage in a wide range of external partnership work to improve and share their practice. The school is a regional associate Professional Lead school and also a Learning Network School, leading in STEM, International Languages and Wellbeing. This supports the growth of leadership and further enhances the school’s capacity for improvement. 
   
 

Improvement Resource Type: Effective Practice

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Information about the school

Lewis Girls’ School is a comprehensive English-medium 11-18 school, maintained by Caerphilly County Borough Council. It serves the immediate area of Ystrad Mynach, as well as surrounding areas as far as Llanbradach.  

There are 678 students on roll, including those in the sixth form. Nearly all students speak English as their first language. The percentage of pupils eligible for free school meals is approximately 21% on average over the past three years, which is similar to the national average. The percentage of pupils with additional learning needs is 12%.   
The senior leadership team consists of the headteacher, deputy headteacher, and three assistant headteachers. The headteacher, deputy headteacher and one of the assistant headteachers took up acting posts in January 2020 and were appointed to substantive roles in September 2022
 

Context and background to the effective or innovative practice

The school’s vision for developing the four purposes of the Curriculum for Wales was revisited by a new leadership team in January 2020. Research illustrated a link between developing confident, ambitious pupils and a school culture that focuses on a sense of well-being and belonging. In practice, this meant ensuring that pupils felt safe and valued in an inclusive environment that acknowledges diverse experiences, promotes identity and cultivates a connection to the school community. Leaders recognised the importance of a meaningful, relevant curriculum that engaged all pupils. The vision became one of ‘Belonging’. 

In developing this vision, the school encouraged a wide range of stakeholder views. Pupils’ views were central to its realisation. A range of pupil forums were established to fully represent their perceptions, opinions and what mattered to them. All pupils were encouraged to reflect on their sense of belonging and their own experiences in school and within the local community. This was particularly in exploration of their sense of responsibility to the community and the wider world. Pupils engaged with teachers and leaders in the design of a curriculum that would develop ethically informed citizens and create a culture of diversity. Engaging pupils in partnerships with teachers and making contributions was key. This led to an increasingly wide range of curricular and extra-curricular experiences that consequently broadened pupils’ horizons. 
 

Description of nature of strategy or activity

The school’s Health and Well-being curriculum was named ‘IBelong’ and is an integrated approach to developing pupils’ health and well-being. This area of the curriculum gives pupils the opportunity to become healthy, confident individuals. The ‘Statements of What Matters’ are used to link the well-being, active well-being (physical education) and food lessons together. For example: ‘Our decision- making impacts on the quality of our lives and the lives of others’. In food lessons, pupils learn about eating trends, habits and fairtrade. This is linked to well-being lessons, where pupils are given opportunities to explore aspects such as ‘What makes a Year 7 pupil healthy?’ In active well-being lessons, pupils develop their physical health and understanding of the life-long benefits of physical exercise. The Relationship and Sexuality Education Code (RSE) integrates into the IBelong curriculum. When appropriate, the strands and themes of RSE are also incorporated across other Areas of Learning Experience (AoLEs). Staff are careful to avoid questions such as ‘Where can we fit in some learning about…’.  Pupil forums such as the School Council, ‘ENFYS’ and the Anit-bullying Peer Ambassadors help Learning Development Teams (LDTs) to identify what is important to include, for example, same sex marriage and the approach to gender and identity. Pupils’ views also inform how teachers approach these topics, consequently shaping both the school’s curriculum and teaching and learning approaches.  
 
As the ‘IDiscover’ AoLE developed, it became apparent that pupils needed more opportunities to link the subjects in the science and technology area together and develop cross-curricular links. This led to the introduction of a Science, Technology, Engineering and Maths (STEM) lesson for all Key Stage 3 pupils. The vision was for a stand-alone lesson that would combine Design Technology, Engineering, Maths and Science style lessons/topics under an umbrella that would also link in with the IDiscover theme. Staff from the IDiscover team worked collaboratively to link the STEM lessons to the science, design technology and maths curriculum. Those themes being ‘Sustaining Planet Earth’ in Year 7, ‘Living on Planet Earth’ in Year 8 and ‘Planet Earth and Beyond’ in Year 9. This approach has been featured as a section of a book and will soon feature in a follow-up book highlighting the many further developments of the approach such as the outside ECO (Education and Creativity Outside) garden. Accompanying projects and tasks link to this, such as recycling waste plastic into usable sheets, which students use in a project for making and driving a Green Power Energy F24 racing car.

At the core of the approach was the aim to bring STEM to all pupils through a regular, project-based approach to learning in place of ‘drop down’ days or targeted sessions with more able pupils. The aim was to allow all pupils to succeed in STEM based activities and open minds to the possibility of STEM based jobs in the future. Learning is accessible to everyone and highlights, develops and reinforces the cross-curricular links between traditionally separate subject disciplines. In STEM lessons pupils are given opportunities to be creative in their approach to solving problems and learn from new situations. The topics and projects link to the ‘Statements of What Matters of the science & technology AoLE. Initially, the separate STEM lesson was rolled out to Year 7 pupils, and as the success of the approach became apparent it was adopted across Years 8 and 9. Each class has one STEM lesson per fortnight lasting one hour. The hour was ‘taken’ from the science curriculum allocation, which reduced from 6 to 5 hours a fortnight. 
 
Through the same model of collaborative working during meetings and INSET days, staff from the IDiscover team worked with the Literacy, Numeracy and Digital Competence Coordinators, linking the STEM projects to literacy, numeracy and digital frameworks. Again, learning had to be authentic, natural and purposeful. As projects were developed, through careful planning, entire areas of the ‘science’ curriculum were moved and incorporated into the STEM lessons, for example becoming ‘Forces’ in Year 7. 
 
The IDiscover thematic projects were developed in the form of digital work booklets. These booklets incorporate the ‘Statements of What Matters’ from the science and technology AoLE. Through a digital platform, pupils work through their own digital work booklet, allowing them to work on their project in one place and being able to see the links within the IDiscover curriculum. This approach not only took advantage of each pupil having their own laptop computer, but also allowed for the use of various apps and programs to be linked into the digital booklets and used at home as well as in lessons, for example when working on ‘computer simulation/modelling of rocket launch angles and building and firing their own rockets’. However, ‘discrete’ lessons related to the specific subjects continue to feature where appropriate. The ‘hybrid’ curriculum develops purposeful and authentic links within and across the ILearn curriculum.     
 

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

The development of the curriculum transformed the school’s offer for extra-curricular experiences. This includes the ECO Club and STEM club, both of which are a result of the development of the IDiscover curriculum and IBelong curriculum. In the IBelong lessons, pupils develop their understanding of the lifelong benefits of physical health and well-being. This led to an interest and enthusiasm in improving their own health and well-being. Consequently, the Eco Club and Committee were created. Staff from a range of AoLEs worked closely with both groups. Pupils were given a budget, and then planned, measured, and costed a poly tunnel, which was constructed in. in February 2022. This was followed by pupils designing and then building 6 large planting beds using organic methods, thereby teaching pupils about the impact of specific farming methods on the environment. The IDiscover and IBelong staff and pupils worked together in growing specific plants. Some of these plants were grown to be used in food lessons to make mixed salads and soups. Others were grown to promote discussion about the ethical implications of specific fibers used in the textile industry. Pupils designed and made outdoor pizza ovens using sustainable materials and now use them in their food lessons.  

The approach of the separate STEM lessons and linking topics and themes together through the IDiscover AoLE has proved very successful. Pupils can articulate links between the once separate subject areas and apply their skills across the AoLEs. For example, within the topic of fossil fuels and energy production. Pupils in Design Technology make links to the acquisition of raw materials and can explain how the raw material of crude oil is used in the production of plastic and energy, but also in synthetic fabrics in textiles lessons and chemical production in science lessons. Pupils are also able to transfer the knowledge, understanding and skills across the IBelong/well-being and ICalculate curriculum. For example, understanding the impact of a low income on a family and learning to read a salary slip, calculate how much tax an earner will pay and the importance of pension contributions in numeracy lessons. Pupils’ enthusiasm for STEM lessons has grown and this has resulted in a weekly STEM club. The activities have ranged from designing, building and driving an electric race car to pupils working independently to achieve particular awards and opportunities to compete in competitions with other schools. Pupils’ capabilities and self-confidence have grown as the club has developed. Parents have expressed their views on how much their children have enjoyed the activities, and how well they have grown in self-confidence and developed interest and knowledge in STEM subjects. The school regularly receives visits from local council members and alumni, interested in the work that pupils undertake in both their STEM lessons and STEM club activities.
 
As well as pupils’ ability to link sections and topics covered within the Science and Technology curriculum, a key provision of outside learning has developed. The ECO garden (Education and Creativity Outside) was created using extra government funding during the pandemic, so that its use was sustainable and would benefit pupils in future years The learning area was created on an area of three and a half tennis courts which had fallen into disrepair. It now houses a practice race track for the F24 race car, two 20 foot side opening shipping containers clad in wood with a roof area stretching between them and inside, with lighting, power and wifi so that pupils can undertake work on their laptop computers. Work benches, ponds and wildflower banks and areas as well as planters with various plants and flowers growing were all made by Year 7 pupils. This work is part of the transition projects with Year 5 and 6 children and pupil numbers in Year 7 have risen significantly over the last two years. This area is also used for teaching other subjects and year groups across the school. 
 
The range of pupil groups, forums and clubs has provided valuable learning and leadership opportunities for pupils. It has established a strong pupil voice that influences the curriculum and is designed to meet pupils’ needs and address what is important to them. It has shaped their understanding of their rights, supporting them to develop as ethically informed citizens and enterprising, creative contributors in a culture that nurtures diversity. This allows for a school curriculum that is authentic and relevant to the pupils in the school and the wider community.  
 
The school has shared the approach to curriculum development, particularly STEM lessons and STEM club activities, and also shared some of its projects with other schools.   
 

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Borthyn is Church in Wales Voluntary Controlled primary school serving the rural town of Ruthin in Denbighshire. The majority of pupils live in the immediate area of the school but a few pupils come from surrounding villages. It has 35% free school meals and 38% additional learning needs (ALN) pupils in the school. The school works very hard to make it a creative, happy place for all pupils to flourish and grow. It aims to deliver learning experiences that reflect its Christian Values and equip pupils with the skills, attitudes and knowledge they need for life in the 21st century and beyond. Ysgol Borthyn has a tradition of fostering a happy and hardworking atmosphere based on strong interpersonal relationships between pupils and teachers. It constantly strives to create a school environment, which is caring and stable. The school is known in Ruthin for its warm, friendly, family atmosphere and Christian ethos where pupils feel valued and secure. It is an inclusive school where every child’s talents 

Context and background to the effective or innovative practice

Borthyn VC Primary School is a happy, hardworking school where leaders and staff have cultivated strong relationships with the community to support pupils to become aspirational and ambitious learners. It recognises that the partnership between home and school is a vital one, and appreciates parents, carers, the church and the community in Ruthin working together with the school. It endeavours to support pupils to grow into valuable citizens of Ruthin and the world. It works hard to create a shared commitment across the school community to support the children to be curious and excited by learning, to treat others well and endeavour to do the best that they can.

Description of nature of strategy or activity

Over the years the school has fostered and developed a transparent, honest and approachable relationship with its families. This has resulted in families feeling well supported and encouraged to be involved in all aspects of the children’s learning and school life.

The school encourages parents to be an active part of their child’s learning. Parents are very well informed through online learning platforms. Communication is two way and families are kept updated regularly about school activities and their child’s development, in fact, Pupil Press sends weekly news letters to parents about each individual classroom’s work and whole school activities. Whilst developing and designing the new curriculum, parents are regularly consulted. Engaging them carefully in this process directly influences the school’s planning when creating authentic learning experiences for pupils and how it can best support their learning at home. 
Supporting families is the school’s main aim and ensuring that all pupils can access all activities that it offers is paramount. On the online learning platform, all of the pupils’ targets are shared with parents, who are encouraged to practise these vital learning steps at home. The school also invites families to school for workshops to model effective approaches to improving their children’s learning, and supports these sessions with information leaflets containing hints and tips. These are always very well received and help to develop the culture of togetherness and a shared commitment to engaging pupils in their learning.

The ALNCo works effectively with staff to ensure that appropriate and effective support is offered to every child. The school works alongside parents to create one page profiles for every child, which are discussed and adapted termly. The school ensures that it signposts parents towards other agencies that can offer support, and hasan excellent relationship with its Family link worker. The school has tapped into different charities and agencies to ensure that its families can afford school trips and Christmas presents to help mitigate against the cost of living crisis and improve the experiences of its children at home and at school. 
 

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

At the school, no child is left behind or discriminated against because of their ability or home background. A shared sense of purpose across the school community ensures that pupils make strong progress in their learning and that they develop the skills and motivation needed to tackle challenge and become ambitious learners. As a result, ‘most pupils at Borthyn VC Primary School are thriving’ and ‘a caring ethos permeates school life, creating an inclusive environment where all pupils and adults are valued and supported to become ambitious learners.’ (Estyn 2022)

How have you shared your good practice?

The school has shared some of its good practice with cluster schools, schools within the consortium and on the Estyn website.

Improvement Resource Type: Effective Practice

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Our School

Tredegar Park Primary School is situated on the outskirts of Newport, South Wales. Formed from the amalgamation of Duffryn Infant School and Duffryn Junior School in 2017, the school has continued to support the community and the needs of its learners. The school currently has 43% of pupils eligible for free school meals, 12% on the additional learning needs register and 10.8% of with English as an Additional Language (EAL).

World of Opportunities

The school’s vision ‘To open up a world of opportunities…’ was the fundamental objective when developing the use of ‘Y Cartref’ at Tredegar Park Primary School. Following the publication of the ‘Successful Futures’ report and the emphasis on skills for life, it decided to develop a scheme of work that would encourage and support independence, as well as skills and knowledge that could be used by pupils in the future. The initiative supports a holistic approach to well-being and supports the idea that good well-being enables successful learning.

Who needs support?

As a school in one of the most deprived areas of Wales (39th in the Welsh Index of Multiple Deprivation) with high levels of unemployment and mental health issues in the community, the school identified a need to offer a range of approaches to support well-being. As well as classroom activities staff decided that to make an impact on skills and progression there should be a focus on authentic contexts for learning. Anecdotal evidence suggested that many families were trying to encourage independence at home amongst their children. The school wanted to ensure the safety and well-being of pupils while at the same time developing real life skills. By teaching pupils  how to manage risk staff aimed to develop increased resilience in pupils.

Listening to Learners

Initially, a ‘Listening to Learners’ investigation took place to establish what children understood about staying safe at home, the importance of hygiene and how to complete some simple maintenance tasks. From the questionnaires, staff found that many of the pupils  were interested in learning basic life skills that could support them at home and be applied in their future lives.

Y Cartref

Based on what staff were told by learners and through reports from the Family and Community Engagement Officers, the school invested in creating a ‘Home’. The Pupil Leadership Team were involved in choosing furniture, appliances and accessories and the room was sectioned off into areas, including a kitchen, dining area, lounge and bedroom. 

Set for Life

Staff recognised the importance of a balanced approach when creating a scheme of work and not focusing solely on a particular group of pupils, for example, pupils eligible for free school meals, which could create an unfair stereotype. The school created a ‘Set for Life’ curriculum that is carried out over the whole school year and is progressive for each year group. A half-termly plan was developed, covering the following themes:

  • First Aid Champions
  • Keeping it Clean
  • Travel Guide
  • Table Manners
  • Money Management
  • Home Sense

These lessons are planned for by class teachers and carried out in ‘Y Cartref’. The children have the opportunity to learn and practise skills for life, ranging from doing up buttons to planning a household budget.
 

Future Ready Intervention

Based on feedback from teaching staff and the School’s Family and Community Engagement Officers (FACE), staff decided that a specific intervention was needed for a number of pupils who had reported particular issues at home. They wanted to ensure that these pupils knew how to stay safe at home and to give them an understanding how to help themselves and encourage independence. A second scheme of work was created, covering the most basic skills to support pupils to stay clean, fed and safe. The intervention is carried out for targeted pupils from Years 4, 5 and 6 and covers the following themes:

  • Safety First
    Electricity Expert – Appliance Ace – Cutting It
  • Feed Me
    Ready Steady Cook – Popty Ping – Oven Ready
  • Keeping it Clean
    Dirty Dishes – Dust Busters – Laundry Legends
  • Can You Fix It?
    Odd Jobs – Bike Buddies – Perfect Plumbing
  • All About Me
    Me Time – Happy Hobbies – Young Carers

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

  • All pupils have the opportunity to develop skills for life
  • Pupils have a clearer understanding how to support themselves at home
  • Improved wellbeing and social interaction with adults and peers
  • The capacity of learners developed to ‘Navigate life’s opportunities and challenge’ as stated in the Curriculum for Wales
     

Improvement Resource Type: Effective Practice

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Information about the school

Markham Primary School is located in the village of Markham, situated in the Blackwood area of Caerphilly County Borough Council. It serves the catchment villages of Markham, Hollybush and Argoed. It is in an area of high deprivation and located within the top 10-20% of most deprived areas in Wales. There are currently 188 pupils on roll, including 24 part-time Nursery pupils. Approximately 46% of the pupils are eligible for free school meals. The on entry baseline is well below expected age related outcomes. The school provides a safe, nurturing and vibrant environment where pupils and staff are proud to be part of such a supportive learning community. Pupils make very good progress from their baselines, enabled by the school’s highly effective and unique ‘RISE’ curriculum approach.

Context and background to the effective or innovative practice

The school employs a Pupil and Family Support Worker (PFSW) who has effectively established, developed and embedded a comprehensive programme of parental and family engagement as well as developing a wide range of agency and community involvement; providing a ‘team around the school’ approach. The Pupil and Family Support Worker plays an instrumental role in all aspects of family and community engagement to meet the needs and enrich the lives of the school’s pupils and their families.

Description of nature of strategy or activity

The school developed a warm and welcoming environment which focussed on inclusitivity for all. Through a shared vision of ‘Nurturing and Inspiring’, staff began to create a safe and supportive learning culture where everyone felt a valued member of the ‘Markham Family’. The school recognised the need for a pastoral role which would ensure that families were supported fully, that effective communication was consistently maintained and that effective partnerships were fostered within the wider community. The focus was to take the ‘Markham Family’ commitment beyond the school doors.  

The school aimed to help ensure that pupils’ needs outside of school were met in order for them to be able to reach their full potential in school. A PFSW was appointed and the nature of their role evolved over time to meet the needs of the community of Markham and its surrounding villages.

The school recognised that positive relationships and knowing families in depth were key to the success of effectively engaging the community. The PFSW worked to ensure that she made connections and links with a wide range of support services, helping families to receive the support outside of school that they required. The pupil and family support role has evolved over time and adapted as and when needs arose. The PFSW meets with families or individuals and together they agree the best support service for them; whether it be in house with the school’s family support team and Emotional Literacy Support Assistants or externally with a range of other service providers. The school developed a Family Centred Planning (FCP) approach, ensuring that support was bespoke to the family or the individual. Over a period of four years, the school developed a range of supportive network links in order to assist with families’ needs. These include parenting support; well-being provision for both parents and pupils; additional literacy and numeracy sessions for the whole family; bereavement services; food, financial and housing assistance; good attendance workshops; domestic violence and violence against women support; young carers support; early years parenting provision and child advocacy. 

With family support firmly embedded and strengthened relationships across the school, the school aimed to further engage parents in its work. A programme of family engagement was introduced, refined and improved in order for the school to provide an annual offer of family sessions. These included:

  • Parents & Children Together sessions
  • Dads’ Group
  • Coffee mornings
  • A range of Adult Learning Wales accredited courses for parents and carers 
  • Basic Skills training sessions
  • Early Years transition meet and greet family sessions
  • Attendance workshops.
  • PFSW drop in sessions

The school continues to monitor the success and impact of its engagement activities and refreshes them regularly; responding to the interests of pupils, parents and carers in order to sustain engagement and involvement. 
 

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

  • A comprehensive programme of support and family engagement has been established and embedded. 
  • A wide range of community and agency involvement with both school and families ensures the needs of all are met. 
  • The lives of many pupils and their families are enriched through the offer of a ‘team around the family’ approach. 
  • All pupils contribute to community events and develop their skills and abilities as ethically informed citizens. 
  • Strong relationships have been fostered with all families based upon mutual trust and respect. 
     

How have you shared your good practice?

  • The practice has been shared with the governing body through pupil and staff presentations. 
  • The school has shared the model and strategy with regional consortia and local authority. 
  • The model has been shared at professional learning sessions with both cluster and regional schools and, as a result, schools have visited to see the process first hand and to further develop their own understanding of effective community engagement by liaising with the PFSW.
  • The PFSW and headteacher have shared the school’s work through the LA programme for new headteachers. 
     

Improvement Resource Type: Effective Practice

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Information about the school

The primary school is located within the village of Cwmbach near Aberdare, with part of the catchment area being identified as a Flying Start area. The school has 247 pupils on roll, from Nursery to Year 6, with nine mainstream classes plus two centrally funded Complex Learning Needs Classes, one in Foundation Phase and one in Key Stage 2. The school provides full time Nursery provision from the September following the child’s third birthday. The school employs 8 FTE class teachers, plus 2 HLTAs and a 70% teacher. These staff are supported by 8 FTE Teaching Assistants and 4.5 FTE SNSA.

The percentage of free school meals pupils has increased significantly over the last few years to 21.8%. The proportion of pupils who are identified as having additional learning needs is 25.2%. The proportion of pupils for whom English is an additional language is 2.9%.
 

Context and background to the effective or innovative practice

Prior to the amalgamation of Cwmbach Junior, Infant and Nursery schools, Cwmbach Junior School delivered the literacy curriculum through the Big Writing approach. Although pupil engagement and the volume of writing was high, standards were inconsistent throughout the school and the quality of pupils’ grammar, reading and spelling was below expectations. All writing was completed within a week and so there was little room in the writing journey for grammar development or editing. Listening to learners’ activities identified that pupils struggled to explain why they were writing and didn’t have the vocabulary to explain why they had selected specific grammatical phrases or vocabulary. Subsequent monitoring identified a need to develop the writing learning journey to better represent the writing process of professional authors and to develop staff and pupils’ understanding of grammar and the whole staff’s understanding of effective pedagogy in writing. 

Description of nature of strategy or activity

The changes in writing practice over three years were the result of an incremental process that focussed on pedagogy and the theory of learning, rather than the activities themselves. The greatest improvements were seen in areas where training began with academic research and the ‘why’ of the changes were discussed with staff. 

Once writing had been identified as an area of school improvement, the initial start point was spelling, as teaching spelling was familiar to staff and something that they felt comfortable with. Before deciding on any changes, all teaching staff were given an academic journal on spelling to read and were asked to feed back to the rest of the teaching staff on their conclusions. The findings identified a need for spellings to be embedded in the writing journey, with regular revisiting where children looked for patterns and exceptions to rules. Teachers then trialled different approaches and fed back on the impact of the work. This research also identified why previously used spelling schemes had failed to raise standards, as they were not integrated into the writing journey and do not create links between learning. 

In collaboration with a literacy consultant, a bespoke ten-day learning journey for writing was developed that better represented the writing process of professional authors. This journey included hooks, word level and oracy days and a specific focus on grammar, spelling and editing. For each day in the journey, a bank of resources was developed that have been continually added to. Over the course of the next year, staff training on each area of the writing journey was delivered and regular moderation between year groups took place in order to improve consistency and standards. 

As identified through discussions with staff, book scrutiny, and lesson observations, standards were raised in all areas but grammar. A comprehensive programme of grammar improvement was developed to support staff and pupils’ understanding of grammar, and how it could effectively be taught. The first two grammar twilights were entirely focussed on building staff’s understanding of and confidence in grammar. This included how to identify and use word classes, sentence types, differences in formal and informal language, and examples of how grammar is evolving and that exceptions should be explored by pupils, not avoided. The remaining three sessions focused on the pedagogy of grammar and included staff discussions on effective and ineffective activities online and in textbooks, how to integrate the teaching of grammar into a learning journey, and expectations in each progression step. All teaching and support staff were present in the training to ensure that messages and training were consistent and these sessions were recorded so that new members of staff could access the training. A map of grammar from Year 1 to Year 6 was developed so that average expectations were identified, whilst teachers were empowered to differentiate the work depending on the pupils’ prior achievement. To support the  writing of pupils with additional learning needs (ALN), scaffolding training was provided to all staff. This included how to front load information, and how to use tools such as substitution tables to support independence. 

Academic research carried out by staff identified the importance of children seeing writing constructs such as spelling and grammar in context. Teachers worked together to understand how to write model texts that catered specifically to the children’s needs, and included the spelling and grammar that would be studied in the writing fortnight. 

All of this training contributed to a holistic approach to teaching writing, where each stage is based on pedagolical principles and academic research. The teaching of writing now begins with the model, where teachers identify the spellings, grammar and literary devices that are needed to teach that piece of writing. This model is shared at the beginning of the learning journey and the fortnight is built of activities that are specifically designed to support the writing of that piece, rather than insular and disparate activities that do not reference the model or final piece of writing.

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

As a shared bank of vocabulary and activities were developed through the training, staff are now more confident discussing the pedagogy and grammatical terms. Through continual monitoring and discussions between staff, it was identified that staff were carrying out too many grammar activities and neglecting other parts of the learning journey. Moderation and peer support helped the staff to balance the learning journey to ensure that while there was flexibility in their approach, all elements needed for the pupils to become effective writers, are addressed. 

Almost all pupils’ writing is more adventurous and children are able to articulate their learning journey more clearly. They are more reflective in the grammar that they use and are beginning to justify their grammar choices. As teachers are more confident in understanding what sentences comprise and how to recognise activities that encourage misconceptions, more pupils can confidently demarcate sentences and use a wider range of punctuation. Many children are now more independent in their writing and are less reliant on word and sentence banks, instead using scaffolding tools to write independently. The independence of pupils, particularly ALN pupils, has increased, allowing all staff to support pupils’ writing, rather than spending time encouraging them to write. Staff and pupils across the school are far more confident in writing and the enthusiasm for writing has enabled a culture of continual improvement and new ideas.  

How have you shared your good practice?

The approach to writing has been shared with cluster schools, where head teachers and subject leaders have been given the opportunity to visit the school and see the writing approach in practice. The Deputy Head Teacher has featured on the Central South Consortium Literacy Podcast and been invited to podcasts by Education Consultancies across South Wales. The school is hosting open days and providing training to literacy leads, to support the development of a grammar and a literacy journey.

Improvement Resource Type: Effective Practice

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Information about the school

Cwmbach Primary School is located within the village of Cwmbach near Aberdare, with part of the catchment area being identified as a Flying Start area. The school has 247 pupils on roll, from Nursery to Year 6, with nine mainstream classes plus two centrally funded Complex Learning Needs Classes, one in Foundation Phase and one in Key Stage 2. The school provides full time Nursery provision from the September following the child’s third birthday. The school employs eight full-time equivalent (FTE) class teachers, plus two HLTAs and a 70% teacher. These staff are supported by eight FTE Teaching Assistants and 4.5 FTE SNSA.

The percentage of free school meals pupils has increased significantly over the last few years to 21.8%. The proportion of pupils who are identified as having additional learning needs is 25.2%. The proportion of pupils for whom English is an additional language is 2.9%. 

Context and background to the effective or innovative practice

Despite a programme of continuing school improvement over a number of years, many changes and initiatives were not sustained and staff struggled to “buy in” to the vision despite high quality training and resources. For example, in September 2018, when asked to give feedback on each other’s classroom environments, very few staff present were willing to give positive or constructive praise to the group; even to peers that they had longstanding working relationships with. When introducing new initiatives, policies or strategies, no-one challenged senior leaders or even asked questions. While most staff would take on board the training, uptake by some was limited and in a minority of cases, there was no change in their practice. Reasons given by staff for not implementing changes varied from their perception of the initiative, their abilities, their home lives and well-being, to how leaders introduced them.

Description of nature of strategy or activity

As part of professional development undertaken by the headteacher and Deputy headteacher, they found that Patrick Lencioni’s ‘The Five Dysfunctions of a Team’ almost perfectly described the situation that the school was in; a group of people that worked together, called themselves a team, but with very little challenge and egos that fought against the development of a true team ethos. A staff survey identified that almost all staff were happy with the status quo, unaware of what effective teamwork was and the benefits of developing professional challenge.

Throughout 2018-2019, a People Development Plan (PDP) was written, which sat alongside the School Improvement Plan (SIP) and sought to develop the whole staff’s understanding of the importance of their role in school improvement and how to work collaboratively with professional challenge. This plan shaped how the school approached improvement and reference to the staff’s feedback was made regularly. Through structured activities that encouraged discussion and built trust, significant improvement was seen, particularly in the quality of discussion and debate. Several members of staff began to professionally challenge decisions, leading to more staff embracing change. 

To encourage teamwork and to introduce academic texts in an accessible way, a book club was introduced, which all staff participated in. Groups chose which book they would like to study, which included ‘The Chimp Paradox’ by Professor Steve Peters and ‘Legacy’ by James Kerr. Book Clubs enabled personal and professional reflection and provided opportunities for collaboration and open discussion, which did not relate to an individual’s role or responsibility within the school. Each group collaborated on their findings and presented to the whole staff. 

Due to all school improvement previously being driven by the senior leadership team, middle leaders had very little knowledge and experience of school improvement processes and monitoring, evaluation and review (MER) activities. During 2019 and 2020, School Improvement Teams (SITs) were developed, comprising all middle leaders. A three term cycle was devised where SITs would receive professional development in MER activities; book scrutiny, collecting pupil voice and learning walks. Each SIT was assigned a senior leader to model, inform, coach and mentor their team in relation to the MER focus and school improvement priority. This support included initial data capture, writing an action plan, evaluating the findings and formulating reports using a FADE (Focus, Analysis, Development, Evaluation) approach. At the end of each term, the SITs presented a summary of findings to the HT and shared MER feedback with individual staff, developing their confidence to share good practice and holding challenging but professional conversations. The middle leaders in the SITs then remonitored following a short period of development and implementation time. Each term, the teams rotated to another aspect of MER so by the end of the year, they had experienced the three focus MER elements. Staff meetings were designated to this and a review of the 1265 hours timetable ensured that workload considerations were given. 

During 2021 and 2022, the PDP continued. SLT assigned staff to a new SIT, each of which took responsibility for one specific priority on the SIP, implementing the skills and knowledge that they had learnt in the previous two year’s leadership work. Teams were mentored and coached to devise their own action plan from the overall SIP target, breaking down success criteria, actions, deadline dates and budget allocation. Throughout the year, the SITs presented professional development to staff, met with the Head Teacher and Regional Improvement Partner for progress updates, and in the summer term present a review of their action plan evaluation to the Governing Body.
 

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

Staff collaboration and communication skills, both formally and informally, have improved significantly, not only impacting upon their professional knowledge and skills but also positively impacting upon staff wellbeing. All staff have an improved knowledge of school improvement, the process and MER activities undertaken to evaluate the impact.

There has been a direct impact on standards within the classroom, particularly the effectiveness of marking and Welsh language development which were the focus of two of the SITs. Nearly all SITs achieved their intended outcome in the first year. Where SITs did not achieve their intended outcome or action plan fully, staff level of self-reflection increased expotentially to be able to reflect positively on what they learnt personally and professional about their skills, knowledge and leadership and how they would approach this differently to ensure greater impact in future. Staff are now more confident to take risks in their own practice and have become more proactive with school improvement ideas and undertaking action research within their own classroom.

There has been an increase in the number of staff exploring career progression and the school has been in a position to appoint TLRs from internal candidates.
 

How have you shared your good practice?

The approach to school improvement has been shared with cluster schools, where headteachers and senior leaders have been given the opportunity to visit the school and see the approach in practice. Working as part of a Peer Partnership with the regional consortia the headteacher has shared this approach to leadership and school improvement across local authorities

Improvement Resource Type: Effective Practice

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Context and background to the effective or innovative practice

The journey in developing the culture, ethos and language of Wales across the school is deeply rooted in the vision for Penclawdd Primary School. In recent years and as part of its journey to 2022 and the new curriculum, all stakeholders have contributed to the development of the vision and this has ensured that all stakeholders are equally invested in meeting the aims and are proactive in the journey. COVID had a huge impact on the speaking of Welsh in the school as nearly all pupils come from primarily English speaking families. On the return to school, the significant decline in the Welsh language skills of pupils was noticed, and the school aimed to improve this and ultimately make it even better than it was pre COVID.  It aimed to ignite the fire and passion of pupils and community, and the school believed that through focusing on the development of the culture, ethos and language of Wales, rather than just the language, it would achieve this.

Description of nature of strategy or activity

The school’s vision states that pupil voice is ‘rightly loud and proud’ and its Criw Cymraeg alongside Welsh leads have played a huge part in building the momentum and ensuring that the whole school community is involved. Following a recruitment campaign, whereby pupils were asked to share why they felt it was important to learn the Welsh Language, the ‘Criw Cymraeg’ was established. The Criw play a pivotal role in ensuring a consistent approach to school aims and every week the Criw lead a Welsh assembly, lead playground games on the yard, build links with cluster schools and community and build the profile of Welsh around the school and community. 

The school’s Welsh Language has been driven by the whole school community and Welsh is something that can be seen in use and is embedded from Nursery to Year 6. The school strives to ensure that the Welsh Language is at the heart of every lesson, to ensure that pupils absorb language in a way for them to use it naturally. It more than just incidental Welsh. Slot Ddrilio happens daily in all classes and pupils use this time to practise the language patterns and develop their confidence in speaking Welsh. During this time, pupils take part in a range of activities including conversations, reading, drilling language patterns and games. Daily guided reading sessions are also a focus and children will spend time reading the ‘Llyfr Yr Wythnos’ with their friends and discussing the text  This drive on the Welsh language and the consistent approach across the school have been instrumental in pupils using Welsh across the curriculum, within the community and in all areas of school life.   

The school’s curriculum has been created to ensure that the rich history of Penclawdd is taught and celebrated alongside learning about Wales and the world. For example, local cockle history and how it has changed, developed and continues to be a huge part of village culture and heritage can be seen in many areas of the school’s curriculum. When surveying parents, the history of Penclawdd is an area of significance for the community and giving the children a sense of belonging and an identity has been at the heart of the school’s Welsh ethos. School visits locally and to places in Wales also play a huge part in engaging pupils in the learning and are often used to ‘hook’ the pupils early in their learning. For example, a recent visit to Big Pit ensured that learners were excited and inspired in their Pits and Ponies topic and ensured that pupils were motivated to learn and enthused to be the best they could be in all their learning. Visits locally to Selwyn`s Seafood and Gower Brewery have also enthused learners. Ensuring that the classroom is not just the four walls but the village and country of Wales has ensured that children understand and embrace the culturally and ethnically diverse Wales and know that Wales is ‘the place where we feel we belong, where the people and landscape around us are familiar, and the sights and sounds are reassuringly recognisable,’ – the school’s ‘cynefin’. 

Professional learning has also been a key factor in meeting the school’d aims. Pupils know that staff are also on this learning journey and the ‘all in this together’ attitude has been instrumental in inspiring pupils to be their best self and to keep trying.  A ‘Growth Mindset’ ethos ensures that pupils understand it is fine to make mistakes and how important the mistakes are in helping everyone learn. 
 

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

The impact has been significant and it is something that can be felt around the school. The consistent approach has ensured that provision has improved and monitoring has shown that Welsh is a key feature in nearly all classes and areas around the school. Visitors comment on the level of Welsh being used in conversation and pupils actively seek opportunities to demonstrate their skills on a day-to-day basis. Standards in Welsh oracy and reading have significantly improved post COVID and, as the school looks to the future, it will ensure that it is in a strong position to improve Welsh writing further across the school. Parents have commented that this has inspired them to learn Welsh in order to keep the passion of the language at home and in school. This has ensured that the impact has spread far and wide into the school community and has ensured that nearly all pupils are passionate and motivated to evolve into Welsh citizens of the future.  The improved curriculum demonstrates, in a recent pupil questionnaire, that most pupils feel that they are ethically informed citizens of Wales (and the world) and it has ensured that the school meets its vision of ‘ysgol heb iaith, ysgol heb galon – a school without a language is a school without a voice’. 

How have you shared your good practice?

Cluster – staff and pupils. Social media 

Here’s a video of the pupils performing – https://penclawdd-primary-school.primarysite.media/media/nurseryreception-calon-lan  

Improvement Resource Type: Effective Practice

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Information about the school

Corneli Primary School is situated in Bridgend. It shares its site with a Welsh-medium primary school and Corneli Children’s Centre. Corneli Primary School caters for 242 pupils, has 10 mainstream classes and a Local Authority Learning Resource Base class for pupils with moderate learning difficulties aged from 7 to 11. It has worked with Bridgend Lifesavers Credit Union to develop and implement an authentic context for developing financial literacy skills.

Context and background to the effective or innovative practice

Corneli Primary School is located near the seaside town of Porthcawl, Bridgend, It serves an area with a high level of deprivation and unemployment. Forty-two per cent of pupils are in receipt of free school meals. This is above average for primary schools in Wales. The school is proactive in supporting pupils’ and families’ financial well-being and is very aware of issues that some families may face.

Description of nature of strategy or activity

In partnership with Bridgend Lifesavers Credit Union, the school’s savings scheme opened in 2015 with 63 members signed up by the end of the first year but weekly savers averaged under 10, with a high of 18 in 2016. The school and credit union were determined to make the savings club thrive and, following a meeting with governors and the headteacher, there was a whole school re-launch, with pupils, teaching staff, the Chair of Governors and LSOs taking lead roles. The collection was moved from before school, to be part of the school day. Pupils were brought in from Years 4-6.
Posters were designed and children gave presentations to their classes on the benefits of saving. Incentives, including a weekly raffle, were established, for children who save each week. Every child recieves a small reward for attending the collection while a certificate assembly celebrates the most regular savers. Credit Union staff have become familiar faces in the school, with members reading stories to children and their families at regular ‘Story Cafés’.
Since then, Corneli Primary has won a Credit Unions of Wales award for a video entry. Eighteen staff have now joined school savings, making up over 140 members. Children attending the collection now average over 50. Furthermore, the school was nominated for a Credit Unions of Wales School Partnership

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

  • Nearly all pupils and families understand the benefits of regular saving and financial management.
  • An Inclusive initiative for all pupils and families has become well esablished. 
  • Through pupil voice, older pupils have taken ownership working alongside staff and governors to successfully manage weekly savings provision.  
  • The majority of staff as well as members of our community save on a weekly basis, as role models for pupils.
  • The school has created a real life context where pupils can save for a purpose.  
  • The school has enhancd its Enterprise initiative weeks and has had an integral role in developing the Four Purposes of Curriculum for Wales.
  • Standards of financial literacy have increased across the school impacting on problem solving and thinking skills.  
  • A more positive impact has developed on attitudes towards financial management within the community, as well as enhanced life skills and social skills needed to thrive in society, and enhanced life chances and quality of life and to enable future aspirations for employment and economic well-being.  

How have you shared your good practice?

Promotion of the savings scheme also directly resulted in an enquiry by a neighbouring school, which has since become Bridgend Lifesavers’ first Welsh-medium school partnership.  

Corneli Primary has been part of Credit Union Wales Case studies and is the face of Bridgend School Savings Website and Social Media Platforms.