Effective Practice Archives - Page 3 of 63 - Estyn

Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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Two children are planting small plants in a garden. One child is using a blue watering can to water the plants.

Information about the setting

Canolfan Deulu y Bala Nursery opened its doors in 2022. It is located in an old school in the centre of Bala. Practitioners look after 72 children aged between 0 and 13 years on a daily basis. As part of its provision, the setting provides Early Education sessions, a Breakfast Club, a Lunch Club, an After-School Club and a Holiday Club. Since 2023, it has been part of the Flying Start childcare offer for 2-year-old children, and a small number of children receive their childcare at the setting. Staff include a Manager, Room Leaders, Practitioners, Apprenticeship Students and Volunteers. Canolfan Deulu y Bala Nursery prioritises the happiness and well-being of all children – the best possible care is offered in a happy and homely atmosphere, and all children have the opportunity to learn through their interests and develop to their full potential. A strong feeling of Welshness exists in the setting and children are offered a variety of valuable experiences to advance their awareness of their local area and the traditions of Wales. This develops a sense of pride in the children, practitioners and the wider community and creates a strong sense of belonging. 

Context and background to the effective or innovative practice  

The building is located on a convenient site near the local all-age school, Ysgol Godre’r Berwyn. The work of transforming the current building into a Family Centre for the benefit of the community has been a matter of pride. From the outset, the management committee’s strong vision has been shared with practitioners and the town’s residents. They aimed to create provision that can be used by the whole community. The relationship between the setting and parents is an obvious strength and constant communication ensures that parents have a sound understanding of what happens in the setting through parents’ evenings, a useful app that provides daily information, a parents’ page on a social website, and daily discussions when children are dropped off and picked up. The relationship with the neighbouring school is equally strong and children have regular opportunities to visit the school and take part in events such as thanksgiving services and sports days. Some students take part in Cam Wrth Gam courses which lead to qualifications in children’s care and development. In addition to accepting students on work experience, the setting takes part in mentoring students on the schools scheme, with some choosing to take level 3 Childcare in the sixth form, completing level 3 practical work in the setting and level 3 theory in school. This is a significant step in cooperation which enables students to progress to an education course at University. 

Young child and young person sitting and reading a book together, smiling and engaged in the activity.

Description of nature of strategy or activity

The setting has developed strong and successful links with a number of partnerships within the local community in the Bala area. An example of this is the multi-sensory room that has been created through the generosity of local businesses. This valuable resource is of benefit to children attending the setting, and also to the local school and the Local Authority specialist support service, who are invited to use this dedicated space. Since the setting was established, the environment has been developed extensively and it includes a meeting room available for hire which is used by community groups. Ti a Fi and Cymraeg for Kids sessions are held here weekly. This allows prospective parents the opportunity to visit the setting and get to know practitioners when their children are very young, ensuring that leaders and practitioners foster good relationships with parents before their children start attending the service. 

Opportunities for children to be involved in the community are a typical element of our work. They are very active in supporting projects such as planting daffodil bulbs in the town to mark local events. Children have had the experience of visiting the communal garden and growing and tending plants and vegetables, and there is a close partnership between the project co-ordinator and the setting. After seeing children enjoying these activities which nurture their curiosity, it was decided that these skills deserved further development. 

The setting now has a number of digging and planting areas containing a mixture of plants, vegetables and herbs, and children across the age range are fully responsible for them. Practitioners recognise and value what parents have to offer in extending children’s experiences and make use of parents’ expertise, where possible. One parent will provide Spanish lessons for children during the summer holidays. Several parents were involved in a recent project to renovate the outside area and create stimulating spaces for children in every room within the setting. Attractive and robust resources have been specially tailored for all ages, centred on children’s interests.  

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

By developing effective partnerships, the setting has succeeded in developing children’s knowledge and understanding of their local community and the wider world. Through strong involvement in the community and raising money for a number of charities such as Wales Air Ambulance and SANDS, children gain an understanding of the importance of helping others. The concept of caring is further developed through community activities such as collecting rubbish and singing in an old people’s home. Projects that bridge the generations are a means of learning new skills, developing confidence and creating positive connections that improve the well-being of the youngest and oldest members of the community. The natural Welsh ethos and children’s sense of pride in the Welsh language and their area has a positive effect through the rich range of experiences available to them. Practitioners are confident that these partnerships will continue to evolve. Parents are very supportive of the nursery’s work and are proud of the fact that their children are involved in a number of exciting projects. 

How have you shared your good practice?  

Good practice has been shared at a meeting of the Local Authority’s Early Years settings network. The setting has offered opportunities for other practitioners to observe the learning environment, inside and out, together with other rooms available for hire. Practitioners have visited in order to chat and discuss our work. 

Improvement Resource Type: Effective Practice

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Two teachers walking and smiling in a school hallway, one holding a tablet and discussing, surrounded by colorful student artwork on the walls.

Information about the school/provider 

The Rainbow Federation is formed of Bryn Hafod and Glan yr Afon primary schools. The federation serves a community in the east of Cardiff with many pupils from low income households. All stakeholders were involved in creating individual vision statements for each school and an overall federation vision, ‘Bringing out the best in each other’. There are currently 575 pupils on roll, 450 pupils in Bryn Hafod and 150 pupils in Glan yr Afon. Around 51% of pupils are eligible for free school meals at Bryn Hafod and 73% at Glan yr Afon.  

Context and background to the effective or innovative practice 

Bryn Hafod and Glan yr Afon federated in March 2020. The creation of the federation involved the establishment of a new governing body and the appointment of an executive headteacher. To support the work of the federation, governors restructured staffing, appointed a federation business manager, and heads of school for each site. Leaders were committed to ensuring that all pupils, families and staff had the same opportunities and provision across the federation.  

Description of nature of strategy or activity 

Rationale 

Federation leaders wanted to ensure opportunities for pupils, families, governors and staff to collaborate across the federation. This included and aim of sharing expertise and resources, staff development and strengthening leadership, self-evaluation and school improvement. 

Making the most of leadership 

The executive headteacher and governors carried out a leadership restructure to strengthen the leadership skills of senior and middle leaders and improve the effectiveness of self-evaluation and school improvement. For example, they developed a system of federation leads for each area of learning and experience (AoLE) with a shadow lead in the partner school. The federation’s culture of professional development ensures continuous leadership development and successful succession planning. The federation’s effective strategy for distributed leadership supports all staff to lead on aspects of the federation’s work. Over the last four years, the two schools have evolved their improvement plans into a single federation improvement plan.  This approach impacts positively on professional development and increased opportunities for staff in the federation to work together to share good practice, expertise and resources, with the overall aim of securing progress for pupils. 

Improving provision for additional learning needs (ALN) 

ALN co-ordinators in the federation work closely together to share expertise and experience and to develop a consistent strategic response to the broad range of pupils’ needs. The family engagement officers at each school regularly meet to identify opportunities to work with targeted families and engage them in the learning process. They strengthen links between the school, parents, families and the wider community to reduce the impact of disability and any barriers to learning on pupils’ outcomes. They provide courses for parents and carers that help them to support their child’s education, both at school and at home. 

Curriculum 

Leaders draw on the strengths and skills of each individual teacher and deploy them to best effect across the federation. All staff across the federation are involved in half termly ‘deep dives’. These focus on areas of learning and experience (AoLEs), additional learning needs (ALN), teaching and learning and overall federation priorities. Staff take part in learning walks, sharing good practice and identifying areas for improvement that focus on provision and pupils’ progress. This approach enables the federation to establish a curriculum tailored specifically to the individual needs of pupils and the federation’s community.  

Supporting collaboration 

All teaching staff have fortnightly planning, preparation and assessment (PPA) time to work with teachers in parallel classes in the partner school. This helps to ensure equity in provision and consistency of opportunity for all pupils. It impacts positively on staff well-being and workload as teachers collaborate efficiently to pool their ideas and expertise when planning lessons and activities and developing resources. It also sustains consistent teaching methods across the federation and shared high expectations of pupils’ engagement and progress in learning. This increased collaboration has helped to raise expectations across the federation. 

Enhancing pupils’ involvement 

There are a range of pupil leadership groups, such as the Criw Cymraeg, Rights Rangers and Curriculum Council, that work collaboratively across the federation. The pupils in each school have their own priorities, but also meet with their partner pupil leadership groups to share ideas and identify any federation priorities. The Federation Pupil Leadership Team is made up of Year 6 pupils from each pupil leadership group in each school. They meet to plan fundraising events, share any concerns or issues from each school.  

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

Teachers plan opportunities for pupils to work collaboratively with their peers in other schools. This has a positive impact on pupils’ social skills and sense of well-being and the transition experience for many pupils as they move from primary school to high school.  

Many pupils make better progress in learning and well-being than prior to the creation of the federation. Improved efficiency has enabled both schools to draw upon better resources and a wider pool of expertise. This has led to a broader curriculum offer that is taught in a more engaging way. 

All pupils have more opportunities to participate in a range of experiences including visits and hosting visitors linked to their topics to enhance learning. This allows them to learn outside the classroom together and helps to develop their social skills, increase confidence and encourage personal development. 

How have you shared your good practice? 

The executive headteacher is working with other executive headteachers and the local authority on the Cardiff Federation and Collaboration Strategy. 

Improvement Resource Type: Effective Practice

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Child in a classroom pinning artwork on a display board.

Information about the School

Ysgol Gynradd Nefyn is located in the small town of Nefyn on the north coast of Pen Llŷn in Gwynedd. It serves the town and the surrounding rural areas, providing education for pupils aged between 3 and 11 years. Pupils from Ysgol Morfa Nefyn join the school in Year 4. There are 137 pupils on the school roll, including 18 children of nursery age. Eleven per cent of pupils are eligible to receive free school meals and 8.4% of pupils are on the additional learning needs register. Approximately 76% of pupils speak Welsh at home. 

Context and background to the effective or innovative practice  

At Ysgol Gynradd Nefyn, they provide rich creative opportunities for pupils to develop personally and educationally, setting down an anchor of care and well-being for each child before they sail the waves. The school aims to ensure an education of the best possible quality for all pupils in line with their age, ability and interests so that they grow into complete personalities, develop and practice all their talents, and apply themselves to be full members of their community.  

Ysgol Nefyn has a clear vision which ensures that pupils develop into enterprising, independent, confident and creative individuals. Learners are encouraged and empowered to be creative and innovative. Ysgol Gynradd Nefyn’s curriculum is broad and balanced and focuses on developing pupils’ creative skills, whether in art, drama or music, in cross-curricular activities aimed at developing pupils’ literacy, numeracy and digital competence skills together with their well-being. 

The school focuses on fostering pride in their pupils in their locality and in their country and developing respect within them for the world in which they live, in a general sense and more specifically in the context of their locality and their environment. As such, teachers plan creative and rich experiences for learning about the local area and beyond. By engaging with the expressive arts, pupils have numerous opportunities to explore with confidence their own culture, differences within their locality, and the history of the local area. 

Description of nature of strategy or activity 

At Ysgol Gynradd Nefyn, staff ensure that learners have creative, varied and interesting opportunities by providing them with a curriculum that is relevant, differentiated, broad and balanced. 

The vision contained in the school’s curriculum is focused on developing pupils’ skills as they take pride in their ‘cynefin’ (or local area), their heritage and the culture of the community. The whole school community has been involved in creating the vision which focuses on providing high-quality learning experiences which stimulate and motivate learners in the classroom and beyond. 

The headteacher makes regular use of various grants in order to organise highly effective visits and workshops that broaden horizons and deepen pupils’ skills in art, drama and music. An example of this is cooperation with local artists and national poets to create poetry and a mural reflecting the history of the local community. By discovering facts and historical information about local names, pupils’ self-esteem and pride in their ‘cynefin’ is strengthened.  

The motivational visits and workshops weave together opportunities to develop literacy, numeracy and ICT skills effectively. For example, providing purposeful opportunities for pupils to write a story and develop it to create an animation film about the history of Nefyn’s herring fishermen. Such experiences provide rich opportunities for pupils to deepen their understanding and knowledge of the lives of residents, past and present. These learning experiences also deepen pupils’ understanding of their local area and their history. For example, they understand the advantages of living in the area and the effect of second homes in the area through creating and performing a rap ‘hawl i fyw adra’ (the right to live in our home). 

Teachers organise a wide range of events in partnership with the community which reinforce pupils’ sense of belonging. For example, pupils learn about local fishermen in the Maritime Museum, write poems and make artwork on the beach, and visit the old people’s home regularly to communicate and perform.  

All of these learning experiences are planned with care and there is a clear place for the pupils’ voice and needs in learning plans. 

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

Teachers have a constant focus on planning creative experiences to deepen pupils’ learning about the history and culture of their local community, and this has developed and continues to develop pupils’ literacy, numeracy, ICT and creative skills extremely effectively. Pupils’ oracy skills have been improved successfully, for example through using a suitable range of vocabulary and language patterns to compose and perform a sea shanty and to take part in various drama workshops. The ‘Creu Cadwyni Cymru’ enterprise project provided a suitable medium for developing pupils’ numeracy skills as they learned about costs and profit. Cooperation with well-known local artists and musicians has succeeded in developing pupils’ pride in the Welsh language and Welsh culture. Artwork is displayed attractively on school walls, and raps, compositions and poems have been both memorised and stored digitally. 

Rich creative and practical experiences provided at the school have enabled pupils to develop into enterprising and creative learners. They are provided with educational experiences of the best quality in an environment and atmosphere where they can grow, develop and mature to become confident individuals, aware of the well-being of others, and responsible members of society. 

How have you shared your good practice?  

The North Wales consortium, GwE, has shared the good practice seen in pupils’ workbooks with other schools across the region and teachers from other schools have come to observe good practice at the school. Pupils’ creative work is given a platform regularly within the community in shop window displays.   

Improvement Resource Type: Effective Practice

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Information about the school or provider 

St Paul’s Church in Wales Primary is a diverse school situated in the heart of Grangetown. The school is within one of the most economically deprived areas in Wales. Around 48% of the pupils have English as a second language, 9% had additional learning needs at the time of the inspection and 34% of pupils were eligible for free school meals over a three-year average. The school has a 24 place nursery.  

Context and background to the effective or innovative practice 

The school is at the heart of the community and has a very warm, welcoming ethos. Parents know that the school will work with families to make sure every child reaches their full potential. The school works hard to be an inclusive environment and respects pupils and families from all backgrounds, cultures and abilities. The cultural, ethnic and religious backgrounds of the pupils is diverse and this is reflected in the vision for the school and curriculum, ‘a family of learners who believe, belong and succeed together.’ 

Description of nature of strategy or activity 

When first developing the curriculum, leaders and staff worked together to understand the four purposes. The cultural heritage of the pupils was also considered alongside what that would mean for the children growing up in an ever evolving Wales. The time given to the four purposes significantly influenced the direction of the inquiry based learning that was to follow.  

Senior leaders determined what should constitute direct teaching. For example, phonics and computational thinking were some of the areas that were included. Seven strands run though the curriculum, these are the areas that all stakeholders believed would be offered at St Pauls regardless of the inquiry and changing focus. The curriculum threads have been progressively planned throughout all phases. For example, one of the strands is outdoor learning, this encompasses some of the requirements from the Science and Technology AOLE. 

When progressing to medium term planning, it was decided to plan three contexts a year so that more time could be given to ensure quality and depth was achieved within learning and teaching. These were led by the knowledge and skills from the three AOLE’s: humanities, science and technology and expressive arts. The school decided that the AOLEs, health and well-being, language literacy and communication, and maths and numeracy would be developed throughout any inquiry that was being planned. 

The focus of each inquiry was based on an inquiry led, ‘big question’, underpinned by key concepts. For example, pupils in Year 1 look at leadership through their inquiry question, ‘Can we have community without care?’ The concept is further developed as they move through school, finally looking at the concept again during the science and technology inquiry in Year 6, ‘Just because we can, does it mean we should?’  

The school worked alongside the organisation Diversity and Anti-Racist Professional Learning (DARPL) to develop an anti-racist approach to all aspects of learning and teaching. Experiences now have an anti-racist lens. Experiential learning has developed alongside this approach. Visitors have joined the school through Teams and in person and visits have grown exponentially. For inquiries in years 2, 5 and 6, expert witnesses, including a local dancer and an explorer, not only answered questions about their areas of expertise, but they were also asked conceptual questions, such as, ‘What does it mean to belong?’ Community leaders talk to the pupils about community cohesion. Pupil’s interview members of the Senedd about their childhood and how they have a sense of ‘cynefin’.  

The school is part of the ‘More in Common’ network that works towards community cohesion. There have been three big events including a community picnic.  

Each inquiry is planned with the key concepts at the centre. The teachers place importance on experiences, learner voice, performance of understanding, and taking action. Each class follows the seven stages of the inquiry cycle: tuning in, finding out, sorting out, going further, making connections and taking action. Consistently journaling their findings and reflections.  

There is great importance placed on rights of the child and the school is working towards it’s gold award as a Rights Respecting School. The children are aware of their rights and this is an integral part of the school’s ethos and culture. 

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

Feedback from visitors and monitoring shows that the depth of understanding the pupils have is impressive. Pupils understand the importance of identity. They also know the importance of democracy and advocacy. They understand their rights and can talk confidently about equity.  Parents report that the questions children ask at home are more open ended and pupils appear more engaged in their learning at school. 

The school reviews its curriculum continuously as it aims to reflect the changing world and community. The impact of mapping key concepts progressively has meant that most pupils make good progress across all area of the curriculum.

How have you shared your good practice? 

A joint cluster inset was held at St Paul’s focusing on the impact of an anti-racist lens on an inquiry based curriculum. This inset was also shared with Welsh Government, and a member of the Senedd opened the inset. School leaders have created an anti-racist steering group for the Grangetown local schools. The school has contributed to a DARPL blog and work with DARPL to develop curriculum based digital resource for teachers.  

Improvement Resource Type: Effective Practice

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Three chefs in a commercial kitchen, one reviewing a recipe while two others prepare meals.

Information about the school/provider  

Cambrian Training Company has a long history of delivering work-based learning apprenticeship programmes across Wales. With a mid-Wales Head Office, and locations across Wales they work with 10 sub-contractors and support around 2,000 learners. The provider has the largest number of learners in hospitality and food & drink apprenticeship provision in Wales. 

Context and background to the effective or innovative practice  

CTC aims to enhance vocational training and workforce readiness by creating a tailored, industry-specific approach to provision planning. Through the provider’s extensive technical vocational experience and partnerships with key industry bodies, they have developed training programmes designed to address current skills deficits and anticipate future industry needs. They actively support learner Involvement in skills competitions throughout Wales to demonstrate their skills and gain industry recognition. 

Description of nature of strategy or activity 

By participating in industry discussions, building relationships with employers, and continuously adapting training provision, CTC effectively addresses the skills needs of these sectors. Activities include: 

  • Engaging Proactively: Regularly attending industry meetings engaging with key stakeholders to stay informed about sector needs and trends. 
  • Building Relationships: Establish and maintain long-standing relationships with a diverse range of employers to foster collaboration and trust. 
  • Curriculum Development: Work closely with industry partners to develop and refine training programmes that are responsive to current and future skills needs. 
  • Address Specific Skills Gaps: Identify and address specific skills gaps within the sectors and individual employers, ensuring that learners are well-prepared for employment and career progression. 
  • Influence Sector-wide Strategies: Take on leadership roles within industry bodies to contribute to strategic discussions and influence workforce development policies.  

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

Through collaborating with industry bodies, the provider have enabled learners to showcase their talents, gain recognition, and bolster their confidence. Many apprentices have secured more senior, in some cases prestigious roles within the sector, contributing effectively to their workplaces. Overall, the collective effort in the sector has cultivated a more skilled and motivated workforce, adept at meeting the industry’s evolving demands and raising the profile of the sector. Key examples include, in one company  apprenticeship programmes being integral to developing its workforce of over 1,000 employees and at another employer staff retention and development being  improved since launching apprenticeships in 2017.  

How have you shared your good practice?  

Senior leaders at the provider regularly speak at industry conferences and workshops, outlining successful strategies and outcomes. They publish case studies and articles in industry journals and through social media, newsletters and their  website, sharing their approaches and achievements.  

Cambrian Training’s executive chair mentored the Junior Welsh National Culinary Team to their first Olympic Gold Medal. He led  a pioneering craft-led apprenticeship programme for chefs in Wales. He has been instrumental in securing the support from World Chefs Country Presidents in securing their vote for the WorldChefs Congress 2026 to be hosted by Wales at ICC Wales in May 2026. This will be the first time that this World Congress has been hosted in any part of the United Kingdom in its 98 year history.  

Improvement Resource Type: Effective Practice

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Two children in a recording studio with one operating audio equipment and another wearing headphones, both facing a computer screen with audio production software visible

Information about the school 

Ysgol Gymraeg Bro Teyrnon is a Welsh-medium primary school in Newport. The school is a happy, inclusive and caring community that places a strong emphasis on celebrating Welshness. The Welsh language is central to all the school’s work and almost all pupils are proud of their ability to use the language inside and outside the classroom. Since the school was established over a decade ago, the headteacher has succeeded in establishing a purposeful learning environment that celebrates Welshness and maintains high standards in terms of the Welsh language. 

Context and background to the effective or innovative practice 

 A low percentage of learners (7%) come from Welsh-speaking homes, so establishing a community where pupils take pride in the Welsh language is vital. Pupils have useful opportunities to take pride in and develop their Welshness across the school which builds towards creating learners who are confident in speaking Welsh in formal and informal situations, inside and outside the school.

Description of nature of strategy or activity

The school structures specific experiences to give pupils opportunities to be proud of their Welshness across the school and ensures that the wider community is part of this fulfilment and pride. Year 5 pupils have the opportunity to perform a show as part of a Theatr Iolo Project to develop their confidence, resilience and enjoyment in using the Welsh language outside of school. The Trysor Gwent cluster show at the end of their school journey has also ensured that pupils take pride in their local community through exploring historical events that have instigated change and made a difference in the community. This has had a positive effect on pupils’ confidence, as expressed by their parents. 

The school’s radio station has been an informal way of getting pupils to use their Welsh beyond the classroom. They create a podcast and broadcast it to the whole school in the lunch hall and on the yard during lunch and break times. This has increased pupils’ confidence in using the Welsh language and ensures a Welsh atmosphere throughout the school.  

Pupils are rewarded for speaking Welsh through a Welshness celebration ticket system. Each month, they have the chance to win a Welsh language book to take home, and this encourages pupils to use their Welsh at school and at home with their family. Language ambassadors are proud of their Welshness and ensure an atmosphere that encourages learners to use their Welsh in various situations. In addition, Year 6 learners spend time with the youngest pupils every morning, to use their Welsh to improve pupils’ confidence and accuracy. 

In the classroom, the school has invested in staff’s professional development in the use of a variety of plans and strategies to raise pupils’ oracy standards. This ensures that pupils across the school are more confident in using their oracy skills and Welsh phrases with accuracy.  

In addition, leaders provide good opportunities for staff to receive regular language refresher sessions which strengthen their language skills. The school has a structure to support adults who are at an early stage in their journey to gain confidence in the Welsh language. Adults in the community have voluntarily supported the school and then developed skills and confidence to work as assistants, higher level teaching assistants, and progressed to become classroom teachers. The school delivers hopes for the whole community. 

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

In providing opportunities to ensure a sense of belonging, a supportive atmosphere and pride in their Welshness, we have developed and improved our pupils’ oracy skills across the school. Pupils participate in exciting and unforgettable experiences, and consequently develop a strong emotional bond that leads to a passion for the language. Pupils’ questionnaires indicate the positive effect of such experiences on their self-confidence and resilience. Emotional connections to experiences drive their use of the language and we ensure high standards throughout the journey. We make an effort to ensure opportunities for the wider community to take part in activities with pupils through the medium of Welsh. Most importantly, parents praise the excellent opportunities their children have on their journey in learning the language, experiencing fulfilment and creating memories that make them proud of their Welshness. 

How have you shared your good practice?  

The school has shared our good practice with schools in the cluster, in networking meetings and in meetings with consortia co-ordinators and other schools. They are also willing to discuss their case study with other leaders. 

Improvement Resource Type: Effective Practice

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Three children exploring and looking at a large rock in a dense forest with tall, green trees.

Information about the School

Ysgol Llanfair Dyffryn Clwyd is located in the rural village of Llanfair, two miles south of Ruthin. It is a bilingual controlled school where parents choose the teaching language for their children, either Welsh (around 80%) or English (20%), but Welsh is the school’s everyday language. The school has 4 mixed-age classes: Nursery and Reception, Years 1 and 2, Years 3 and 4, and Years 5 and 6. The school moved to its new home from the old building to the new building in March 2020.

Context and background to the effective or innovative practice

Ysgol Llanfair has a great deal of appreciation for the outdoor learning philosophy and pedagogy, and has invested in this over the years. Staff have been learning through the use of outdoor Forest School provision for several years. After seeing the positive effect this has had on pupils’ learning and well-being, plans were made to expand such opportunities further. The decision was made to teach science in the outside area in order to encourage pupils’ curiosity, problem-solving and teamwork through real life experiences. Pupils develop their independence and also their cooperation skills, and take responsibility for the type of activities and investigations they would like to undertake, which develops engagement with their learning and their wider life skills. 

Description of nature of strategy or activity 

At the beginning of each term, pupils learn about new jobs such as engineers, ecologists or farmers. They then adopt the job role and get to know the types of skills that require development in order to undertake the role. Through a letter, phone call, e-mail or advertisement, pupils receive a task or problem to solve. Their assignment is to respond to the task and solve the problem, or respond to the challenge given. They must gather relevant information by quantifying the theme, creating questionnaires, weighing, testing soil, recording the weather, for example. Sometimes, they need to research historical and contemporary concepts in the area in order to gather ideas. 

After gathering information, pupils are expected to create a prototype: a water wheel or a boat, for example. During this process, pupils are given plenty of opportunities to give it a go, try again, improve and refine their work, persevere and reflect on their learning and the process of learning from their mistakes. Sometimes, a problem must be solved by answering a question such as: ‘How can we improve the field’s drainage?’ or ‘How can we reduce the noise of the school bell?’. They have opportunities to research before making decisions such as: ‘What material is best to suppress the noise of the bell?’ or ‘Which parts of the field are the wettest?’.  

The final step is to present their prototype or idea to the company, committee or community. They do this by email or a presentation, a poster to promote their idea, or through role play. 

Throughout the process, pupils keep records, just as if they were in the real job, by drawing up maps, plans to scale, information sheets, questionnaires, letters and emails. The whole process plays an important role so that pupils have opportunities to learn about different jobs. Pupils also develop skills through the use of a variety of tools such as a ‘data box’, pH strips, thermometers and measuring wheels, and provide reasoning for their choice in order to boost their confidence and experience, and to reflect on their effectiveness as they learn. 

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

Discussions with pupils and parents/carers have revealed that pupils enjoy and look forward to activities that promote their well-being and their attitudes to learning. Through these valuable experiences, pupils experience an increase in their confidence to learn independently and to choose and use equipment, and in their confidence to work together in a group, leading or receiving instructions, for example. Pupils manage their time and complete their tasks well and decide when to move on to the next task after evaluating and reflecting on the success of their learning. 

Through practical learning, pupils discuss with confidence what they have learned. They remember and recall information well about previous activities in order to make predictions and reach valid conclusions when discussing what they have observed and experienced. 

There is also evidence of an increase in pupils’ confidence, and more notably in the opportunities for pupils who have difficulty recording information to thrive in these activities, and develop confidence and success. Staff place value on the context of developing the whole child as pupils receive lessons to foster their scientific curiosity and an interest in the natural world outdoors. 

How have you shared your good practice?

The headteacher delivered a presentation at a headteachers’ cluster meeting on what we do at the school. Subsequently, teachers from other schools have come to observe activities and discuss what we are achieving. Furthermore, the school’s work and developments have received praise in the Bevan Foundation’s Young Future Thinkers scheme, and received a recognised award. 

Improvement Resource Type: Effective Practice

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Letters spelling 'cymraeg' which means 'Welsh' in the Welsh language, hanging on a line against a clear blue sky.

Information about the school 

Ysgol Gymunedol Peniel is located in a small village near Carmarthen, and comes under Carmarthenshire education authority.  

The school provides education for 123 pupils aged 4-11 years. There are 5 classes, comprising 3 mixed-age classes and two single-age classes. Very few pupils speak English as an additional language and the majority speak Welsh at home.  

The three-year average for pupils eligible for free school meals is around 3%. Approximately 6% of pupils have additional learning needs.  

Context and background to the effective or innovative practice  

The school’s motto, ‘One team, one family – succeeding together’ is implemented successfully. The school has a strategic ambition to improve and raise standards continuously, placing a strong focus on the Welsh language. The school community is passionate about nurturing Welsh citizens who are proud of their language and identity. Raising and maintaining Welsh language standards was a whole-school priority during 2021 – 2022. 

Initially, to identify the school’s needs and areas for improvement, provision was evaluated by examining pupils’ use of verbs in communication, accuracy with mutations, and the syntax of sentences in general, together with staff’s language pedagogy and their willingness to challenge pupils. There was evidence of a lack of consistency in provision in terms of opportunities for pupils to develop their Welsh language skills and practice their oracy skills.  

As a result, sufficient opportunities were ensured to upskill staff by examining good practices and attending training based on development of pupils’ language. Actions were decided as a team with a clear focus on consistency, high expectations, language drills, and planning specific opportunities for pupils to practice a specific oracy skill. 

Description of nature of strategy or activity 

The school has very effective strategies for developing pupils’ Welsh language oracy skills in a natural way, such as planning clear language drills to develop their extended spoken language. This method promotes their understanding and use of linguistic elements such as mutations and verbs and it has been embedded and implemented across the school. The teaching team are strong and effective linguistic role models and all members focus on developing pupils’ oracy skills for a specific period each day. Support staff are also very strong linguistic role models, reinforcing oral linguistic patterns and focuses that are drilled in the classroom from day to day. 

Language drill sessions build coherently on pupils’ existing knowledge, understanding and skills to ensure progression as they move through the school. Among the minority of pupils from non-Welsh-speaking homes who begin school, the use of singing and repeating rhymes has been essential in learning linguistic patterns. Subsequently, provision has been developed purposefully and constructively for a different age range. 

Through the delivery of this regular provision, we develop pupils who are confident communicators with sound Welsh language oracy skills by the end of their journey in the school. 

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

The school community’s commitment and dedication to ensuring that the Welsh language thrives has had a significant impact on pupils’ oracy skills and willingness to use the Welsh language naturally and fluently. Purposeful planning ensures a continuum across the school, building on linguistic depth, linguistic breadth, and understanding of language. Pupils are now much more prepared to converse in Welsh, and they do so proficiently in both formal and informal situations. Undoubtedly, opportunities and purposeful planning are at the heart of progress and development in Welsh language oracy skills. 

How have you shared your good practice?

 The school has shared its good practice with local authority staff and the authority’s schools. Leaders and staff have welcomed visits by other schools.  

Improvement Resource Type: Effective Practice

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Information about the school 

Ysgol Gymunedol Peniel is located in a small village near Carmarthen, and comes under Carmarthenshire education authority.  

The school provides education for 123 pupils aged 4-11 years. There are 5 classes, comprising 3 mixed-age classes and two single-age classes. Very few pupils speak English as an additional language and the majority speak Welsh at home.  

The three-year average for pupils eligible for free school meals is around 3%. Approximately 6% of pupils have additional learning needs.  

Context and background to the effective or innovative practice

Ysgol Gymunedol Peniel is a supportive and inclusive community. This is reflected in its motto which is implemented successfully: ‘One team, one family – succeeding together’. The school has a culture of continuous improvement which puts pupils at the centre of all the school’s activities, ensuring that learning experiences are of high quality, stimulating, interesting and rich.  

At the heart of this practice are detailed and successful self-evaluation procedures for the whole team, and the voices of governors, pupils and parents are included on a regular basis. This provides a detailed and accurate picture of the school’s current situation and allows the teaching team to adapt provision to be innovative, timely and the best possible for each pupil. 

The first step, in order to identify the school’s needs and areas for improvement, was to evaluate current provision in order to understand whether pupils owned their learning, had a strong voice as part of the planning process, and were encouraged to be independent learners. After simply asking whether the school offered pupils the best possible experiences, it became evident that pupils were having valuable and purposeful experiences but that there was room to enrich these further. Although pupils had a voice as part of the planning process, they were not given any say in the choice of method for learning nor opportunities to be independent learners. The means of addressing these issues are described below.  

Description of nature of strategy or activity 

In recent years, especially in the wake of COVID, the school has focused on improving its self-evaluation procedures and ensuring that all stakeholders resume their roles fully and effectively. 

The school has worked hard to ensure that a quality assurance calendar is in place and that it is operational and evolving. The calendar and self-evaluation processes include stakeholder questionnaires, visits by governors, regular learning walks, scrutiny of work and conversations with pupils. Everything is triangulated to ensure that staff provide a detailed and accurate picture of the school’s current situation. These processes are owned by all stakeholders. Nevertheless, one important aspect in maintaining momentum is flexibility – the flexibility of the senior team to respond to national priorities, local priorities and what is happening within the school community itself, and the flexibility of teaching staff to ensure the best for pupils. 

Another aspect that has led to planning for improvement in order to ensure the best experiences for pupils is the school’s approach towards, and management of, personalising provision for each pupil, ensuring fair and equal treatment in the classroom and beyond.  

This has led to a change in pedagogy and the approach by all teaching staff across the school in the way they teach, and giving pupils a choice about the way they learn. During thematic activities, pupils choose what they learn, when they learn it and how they present their learning, following differentiated criteria. This has led to improvement in pupils’ confidence in their learning and to greater independence. In doing so, pupils are better at owning their learning and there is ongoing improvement in their achievements. 

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

The school community’s robust focus on continuous improvement has ensured that almost all pupils make sound progress from their starting point. The community provides a broad, balanced and rich curriculum based on thematic work, and it challenges almost all pupils to make the best progress possible. Pupils have developed to become independent learners who aim to achieve high standards and demonstrate ownership, enjoyment and pride in their learning. 

How have you shared your good practice? 

The school has shared its good practice with local authority staff and advisers in meetings. The senior team and staff are more than happy to welcome other schools to visit and discuss the processes in place. 

Improvement Resource Type: Effective Practice

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Information about the partnership 

The Rhondda Cynon Taf (RCT) adult community learning (ACL) Partnership was established in 2010, however over the last twelve months it has undergone significant changes. The lead partner, RCT County Borough Council, works alongside Adult Learning Wales (ALW) to deliver most of the adult community learning provision across the county. The partnership has strong links with Menter Iaith Rhondda Cynon Taf who deliver a range of adult learning programmes through the medium of Welsh. Multiply provision also forms part of the partnership offer.  

Context and background to the effective or innovative practice 

When the partnership undertook a total review of their purpose and activity, it became apparent that there was a requirement to understand the offer for Welsh speakers, Welsh learners, and the wider community.  

All partners agreed that embedding Welsh language in all aspects of adult learning was an effective starting point. A decision was taken to make Welsh language provision a standing agenda item on both the strategic and operational board agendas. As part of the review of the operational group it was also decided to introduce a Welsh language subgroup to take responsibility for all aspects of Welsh learning across the partnership. 

Recruiting tutors to deliver via the medium of Welsh was a challenge and therefore the partnership took a decision to commission Menter Iaith RCT to deliver a pilot programme of activity, and to undertake a survey to gauge an understanding of learner needs. 

Rhondda Cynon Taf county borough has a diverse population, and the geographical spread of Welsh speakers means that being able to offer provision across a wide area was challenging. To help to overcome this, a proportion of learning is being offered online. This has proved to be successful in bringing learners together. 

Description of nature of strategy or activity 

Embedding Welsh across the ACL offer involves all tutors introducing a word or phrase of the week in their classes. The intention is for all classes to have an opportunity to use conversational Welsh at whatever level a learner may be. Learners are encouraged to ‘give it a go’ and not to be afraid of using a mix of Welsh and English. 

In our Learning Steps provision (learners with additional needs) learners enjoy using triple literacy in their class, English, Welsh and BSL. 

The Menter Iaith offer allows learners to choose their language of choice when undertaking their chosen courses such as yoga for parents and ukulele sessions. Following this pilot, the partnership is in the process of working with Menter Iaith RCT to further develop the offer further for the coming academic year. In addition to this, Menter Iaith RCT is accessing Multiply funding is to deliver a range activities designed to raise numeracy levels via the medium of Welsh.   

Future plans include working with RCT Work and Skills team to identify Welsh speaking employment opportunities. 

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

Conversational Welsh levels have increased across classes and fluent speakers have opportunities to engage in learning through their chosen language. 

One learner commented that they had gone through formal education in Welsh medium provision but had not used the language in the work environment. However, following a serious car accident and a significant head injury they reverted to speaking and learning in Welsh rather than English. 

Learners with additional needs have commented how much they enjoy using their Welsh language and recently undertook a series of sessions studying the Mabinogion, a collection of Welsh tales based on old Celtic legends and mythology in which magic and the supernatural play a large part. As part of this learning, they made a video to showcase their learning. A copy of this is available by contacting the partnership contact. As part of our succession planning for tutors, a newly qualified Welsh tutor is shadowing the current tutor and supporting the Welsh language provision to learners. 

How have you shared your good practice? 

Good practice is shared at strategic and operational levels across the partnership. In addition, partners promote the offer on their websites and social media channels. Community members are made aware of the service through promotional material and attendance at events in the county borough. 

The partnership is currently developing a new ACL website which will carry good news/practice stories and learner experiences.