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Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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Two children in a workshop setting, with one wearing a yellow hard hat and using a hammer, and the other holding a toy screwdriver. They are surrounded by various tools and a toy workbench.

Information about the setting 

Tiggy’s Day Care has been open since July 2020 and is an extension of a sister nursery Tiggywinkles Day Nursery that has been running for 30 years. It offers full day care, education places, wrap around, flying start, breakfast club and afterschool club. It is registered for 30 children per day aged 2-12 years old. It is based in the grounds of a primary school, with good links ensuring a smooth transition for children. It is an English medium setting but also uses a great deal of Welsh with the children.  

Context and background to the effective or innovative practice 

The setting’s observation and planning process has developed from attending four purpose training / seize the season and then onto the new curriculum. In the past, observations were focused on a child’s development and planning was completed in advance. This changed as practitioners responded to the requirements of the Curriculum for Funded Non-Maintained settings. ‘Mind Mapping’ planning continued around the seasons. A new template for observations was created to support planning. Staff now use an approach based on opportunities to ‘Notice’, ‘Analyse’ and ‘Respond’. This process allows them to extend the children’s experiences and interests and ensure progression in learning through planning for children’s individual needs and abilities. 

Description of nature of strategy or activity 

All practitioners complete effective observations to support and inform planning that has an impact on the children’s learning. Children’s development is supported individually or within groups by reviewing observations and having regular informal discussions about children’s progress. Practitioners assess the needs and interests of children and use the information to inform future planning to meet the needs of the individual child or a group of children.  

The lead staff member reviews observations approximately every fortnight to support the planning process. Reviewing observations also allows us to notice if there are next steps we need to take for particular children. This may be to revisit and refine a particular aspect or skill, to deepen their understanding or to extend their learning. All staff are aware of what each individual child needs in terms of support or challenge to enhance their development. Staff use observations and respond by making best use of teachable moments and/or planning future learning experiences. These can take place on that day, the following day or even a week later using ‘Notice’, ‘Analyse’, and ‘Respond’. This process is used naturally throughout the work. For example, when children were using the tools from the block area to fix the cupboards in the home corner, a staff member asked questions about what they were doing and gave responses such as ‘I wonder if ….’ This led to the children finding other resources they could use to fix ‘the leak’. Staff went on to write up a detailed and useful observation on what they had observed. This led to a discussion between the staff on how they would respond to this interest and how to extend the learning. Notes were added to the main planning board ready for the staff to set up engaging learning experiences for the children, which took place the following week.  

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

Provision is always well resourced and does not always stay the same. Practitioners develop the areas following the children’s interests, abilities and needs. This is done following staff discussions of children’s observations. 

Staff have become confident in using effective questioning during adult-child interactions to support the children’s learning and development. Children are very engaged in their play and learning opportunities as their needs and interests are consistently met. Children are very independent within the setting. The ongoing observations highlight the great progress children make over time. This is apparent when practitioners look back at their initial assessments.  

How have you shared your good practice? 

The setting shares good practice by attending regular LA and EAS network meetings and hosts visits from other settings and local school nursery staff to share its learning environment and observation and planning process. 

The manager has been involved in a Planning Toolkit for ‘A Curriculum for Funded Non-Maintained Settings’ that was developed by EAS for setting to setting sharing of good practice. This is used to support other nurseries in curriculum implementation and to develop observation and planning.  

Improvement Resource Type: Effective Practice

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Two teachers are walking and talking together outside a garden shed on a sunny day. One is holding a tablet and the other is gesturing while speaking. They both appear engaged and happy.

Information about the school

Trelai Primary School is situated in an area of high deprivation and in Cardiff. The school currently has 381 pupils. 77% of pupils are eligible for free school meals. The school has a Flying Start Setting on site that supports early education and transition into the school’s nursery.  

Context and background to the effective or innovative practice

In November 2017 the school was removed from the list of schools needing special measures. The school had embraced their improvement journey including the challenges presented during the Covid pandemic, the transition to Curriculum for Wales and the implementation of ALNET. Key to the school’s improvement has been its clear vision exemplified in the premise ‘We show respect, we act responsibly, we work hard’.  

What does a school improvement journey look like when a school finds itself in Special Measures?

Leaders realised that what a cultural change was needed, recognising that the school was, in many ways, ‘stuck’ and therefore needing to do things differently. They felt that the school needed to call on the support of external practitioners who would bring a fresh perspective to the school’s work. The school seconded an experienced headteacher to work with a newly appointed school improvement officer, both to act as ‘critical friends’. The first important step was to fully understand the existing capacity within the school community. Leaders and staff analysed the contributions and expertise of all staff, creating improvement plans together, and empowering all at the beginning of the journey.as as we co-constructed the way forward. 

The school undertook a restructure of teaching assistants and leaders. Key appointments included a Deputy Head for Teaching & Learning and a Deputy Head for Wellbeing & Professional Learning, both with distinct skill sets aligned to the challenges ahead.  The renewed focus on self-evaluation processes and performance management ensured that those with new roles felt fully supported to carry out their responsibilities.  Staff agreed the vision, and the resulting policies, procedures and practices, focussed closely on the areas for improvement and the impact on pupils. It was vital that all involved felt a sense of ownership and if actions did not work, plans changed accordingly. This was particularly in improving behaviour, engagement and attitudes to learning. Staff collaborated to establish a consistent approach to teaching, learning & wellbeing through a non-negotiable approach, together with professional discussion and inquiry work. This approach ensured that all staff were motivated, enabled and felt their development and contribution to school improvement was valued.  

The school placed importance on ensuring consistency and stability during this period, enhancing the impact of evaluations and validation. School improvement partners worked in regular partnership with the school, supporting evaluation through reflection and finding suitable ways to address the needs of pupils and staff. This included times when staff had to have difficult conversations and make important decisions to bring about the change needed. Governors were very much part of the process, embracing new ways of working, bringing their own perspective and observations, asking questions, and clarifying the school’s position through regular visits to see the ongoing work in action. Visits from Estyn contributed to improvement plans, with inspectors challenging or confirming the improvement. Working as an extended team made a difference. 

Building effective relationships continue to be central to the school’s success, involving pupils, staff, parents, Governors and outside agencies. Everyone involved matters and leaders seek their opinions and act upon them. The school celebrates its improvement milestones more and more and invites parents into school at every opportunity. Pupils actively track their own progress, identifying their next steps in learning and their contribution and engagement in learning experiences and through pupil leadership groups across the school enables the newly established positive culture and ethos to thrive. 

The school now feels they are a central part of the community and that members of the community see the school as a cohesive group of professionals who want the best for their child. Pupils and parents know what is expected and how the school will support and encourage them during good times as well as when life is overwhelming. 

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

 The school has, over time secured, developed and sustained successful strategies and provision ensuring improved outcomes for pupils. Trelai is now a learning organisation for all pupils, staff and parents. School improvement is everyone’s responsibility, and collectively everyone contributes to improvement priorities. 

How have you shared your good practice? 

The school has shared its practice regularly with parents to support them in helping their own children. A mutual respect between school and home capturing moments of celebration fosters community cohesion. 

Deputy Heads have collaborated through regular twilight sessions with cluster colleagues and school partner schools on teaching and learning, enabling current practice and inquiry outcomes to be shared.  

Leaders at all levels attend national and consortia network meetings. Staff and pupils regularly welcome colleagues from other schools to share the school’s journey and practice. 

Improvement Resource Type: Effective Practice

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A group of children sitting on a gym floor, raising their hands in response to a teacher, in a school physical education class.

Information about the School 

Monkton Priory Primary School is located on the outskirts of Pembroke, in Pembrokeshire. The community is among 10% of the most deprived in Wales, with 33% of pupils from a Gypsy Traveller background and 60% eligible for free school meals. Many pupils face significant barriers to learning, including child protection issues, poor housing and health problems.  A minority of pupils have been affected by multiple adverse childhood experiences (ACEs), and a few have experienced high levels of trauma. For those with severe and complex needs, the school provides two learning resource centres (LRCs). 

Context and background to the effective or innovative practice 

Through ongoing self-evaluation and relationship-building, school leaders identified several key issues affecting the progress and well-being of pupils: 

  • High levels of unemployment and health problems. 
  • Poor transport links, limiting experiences beyond the local area. 
  • Social challenges affecting attendance and parental engagement.
  • Concerns among the Gypsy Traveller community about statutory curriculum expectations, leading some families to opt for home education. 

Description of the nature of the strategy or activity 

To address these challenges, the school developed a bespoke curriculum and various initiatives: 

  1. ‘Inspire to Aspire’ program: This program raises aspirations by focusing on different industries each term, including interviews, visits, and project outcomes.  For example, Year 6 students engaged with a local denim factory, discussing sustainability and creating products to sell at a school event.  
  1. Launch Service: This adult education and signposting service empowers parents by offering free courses and qualifications, such as industry site safety courses, functional skills, and inclusive education degrees, this has also raised pupil aspirations.  Launch also provides weekly drop-ins for mental health, housing, finance, and domestic abuse support, as well as food parcels and uniform distribution.    
  1. ‘Succeeding through Sport Program’: This initiative promotes health and a love of sport by focusing on different sports each half term, featuring visits from athletes and special events.  The program has inspired some pupils to become semi-professional athletes.  
  1. ‘Window on the World’:  This initiative offers a range of free visits and cultural experiences to broaden pupils’ horizons.  For instance, Year 4 students visit Big Pit to develop empathy and understanding of historical events like the Aberfan tragedy. 
  1. Community Engagement: Leaders regularly engage with the community to address barriers.  For example, the school minibus now provides morning pickups, improving attendance by 3% and increasing breakfast club participation.  Concerns about relationships and sexuality education (RSE) were addressed sensitively, ensuring pupils’ rights and community sensitivities were balanced. 
  2. Celebrating Diversity: The curriculum emphasises diversity and empathy.  As part of a project with the National Library of Wales, pupils interviewed Richard O’Neill, a Roma author, and created films based on his life and Gypsy Traveller myths.  This work is now archived at the National Library. We are also fortunate to have a Varda placed on loan for storytelling within the school grounds.  

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

These initiatives have had a significant impact: 

  • Pupils make strong progress over time from low entry points. 
  • They develop a sense of self-worth and potential. 
  • Higher aspirations for life and work are fostered. 

 How have you shared your good practice? 

Monkton Priory Primary School has shared its successful strategies with various audiences: 

  • The ‘Succeeding Through Sport’ program has been shared with other schools in Pembrokeshire.
  • Literacy and numeracy strategies have been disseminated through Pembrokeshire primary networks. 
  • The Launch program has been presented to the former Minister for Education, UWTSD students, and at the Learning and Work Institute awards. 
  • An equity and inclusion presentation was delivered at the Welsh Government Curriculum Reform conference. 

By addressing the unique needs of its community, Monkton Priory Community Primary School is effectively raising aspirations and overcoming barriers to learning, creating a positive impact on both pupils and their families.

Improvement Resource Type: Effective Practice

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

Information about the school 

Radyr Comprehensive School in Cardiff, is an English-medium school with 1,409 pupils, 1,157 of whom are of statutory school age. Three point five per cent of pupils speak English as an additional language. Around 14.3% of pupils are eligible for free school meals, which is below the national average, and around 8.7% have additional learning needs, which is also below the national average. The school’s leadership team consists of the headteacher, two deputy headteachers and three assistant headteachers.  

Context and background to the effective or innovative practice 

The school has a clear vision to provide the very best learning experiences for all pupils. Improving teaching, and learning has been the key driver for the school’s approach to Curriculum for Wales. The school’s main focus has been on maximising participation and deepening thinking in lessons through simple but effective teaching techniques. This has been supported by formal and informal professional learning where the use of these techniques is modelled by leaders. Leaders use research to inform their approach, considering carefully how it can be applied to the school’s specific context. They evaluate all approaches to ensure they align to their vision, and monitor their impact closely.  

In order to inspire a passion for pedagogy and teaching, leaders have encouraged a strong culture of learning among all staff. At the heart of this work has been the determination to promote a culture of continuous improvement by encouraging regular reflection and continued professional learning for all staff. This is modelled by senior leaders, who engage enthusiastically with internal and external professional learning opportunities.

Description of nature of strategy or activity 

The school’s internal professional learning model was designed with the specific needs of staff, pupils, and the school’s identified areas for improvement, in mind. National priorities such as the National Approach to Professional Learning (NAPL) and the National Professional Learning Entitlement (NPLE) were also taken into consideration. Staff completed the School as a Learning Organisation (SLO) survey as well as a school-designed survey and the findings were used to design an individualised professional learning programme. This information was cross-referenced with findings from self-evaluation activities such as learning walks, lesson observations, learner voice, and work scrutiny to ensure that these were also taken into account in the design. Extensive research was also undertaken by senior leaders and directors of learning in order to design and implement the most effective approach to improving teaching.   

The school’s professional learning approach includes a formal and informal offering. The formal offering involves all teaching staff signing up for a ‘strand’, from a choice of seven, that they follow throughout the year. Each strand consists of one session per half term. Sessions are delivered by leaders from across the school as well as governors with valuable experience in areas such as managing organisational change and improving the use of questioning. Staff are encouraged to evaluate each session and changes are made as a result. For example, a strand on ‘Closing the Gap’ was modified to have a greater focus on additional learning needs (ALN) and a strand for aspiring senior leaders was added. The time provided between sessions provides helpful opportunities for staff to plan and implement approaches so that they improve their practice.  

All newly-appointed staff are inducted fully into the school’s approach to strengthening teaching and learning and are supported effectively to understand to develop in line with the school’s expectations. The leads for teaching and learning and directors of learning are experts that share and model approaches so that teachers have the confidence to trial them in the classroom. Sessions are offered on a variety of specific areas. They explore, for example, how ‘cold calling’ can be used to maximise participation and deepen thinking, and how to check for understanding and adapt teaching as a result. In line with findings from self-evaluation activities, a session has recently been added on using written feedback to maximise learner progression. 

Informal professional learning consists of half termly teaching and learning newsletters and a teaching and learning Teams page. All staff are encouraged to share and access valuable research via these means. Senior leaders and directors of learning research widely and regularly. They effectively filter and disseminate what is most pertinent to the needs of the school and relevant to the needs of staff. The most notable feature of this is the way in which leaders make research relevant and easily digested by staff. This enables staff to understand how to apply certain approaches in the classroom.  

A commitment to continued learning and improvement for all is encouraged through the school’s approach to performance management (PM). This is linked to the professional learning, and teaching and learning models. As part of PM, all staff engage in action enquiry to pursue their own pedagogical development needs and interests. Through this, they are encouraged to take risks, trial new strategies, and collaborate with teachers from other schools. They are asked to act on a ‘read-act-reflect’ model before making use of the Professional Learning Passports on the Education Workforce Council (EWC) website. They record their findings as Professional Learning Experiences (PLEs). In order to model and grow learning leadership in line with the SLO model, staff are actively encouraged to showcase their findings during ‘sharing best practice’ INSET days. Staff disseminate their professional learning and the progress of their action enquiry in faculty meetings so that a culture of enquiry is embedded. 

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

The school has made notable progress in improving the quality of teaching and learning, as noted in their most recent inspection report. Many teachers plan and deliver effective lessons that support pupils to make strong progress. In a minority of cases, teaching is inspirational and helps pupils to make rapid progress in their knowledge, understanding and skills.  Teaching in a number of departments, notably mathematics, English, humanities and MFL, is highly effective and pupil progress reflects this.  

Teacher questioning is a particular strength. Teachers generally use questioning well to check pupils’ understanding and to probe and deepen their learning. This has led to improved engagement and attitudes to learning and has also had a positive impact on pupils’ speaking skills.   

Senior leaders’ commitment to continued learning for all has led to increased take up of voluntary professional learning opportunities such as the National MA in Education (Wales). The enthusiastic discussions around pedagogy have created a notable change in culture, with many more staff now willing to engage in professional conversations. As a result, staff are more willing to engage with the school’s coaching programme due to the shared belief that all teachers should, and can, be better. This coaching programme enables staff to work together to observe and improve each other’s teaching. Staff value this programme as it focuses on the specific aspects of teaching they are aiming to improve. 

How have you shared your good practice? 

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

 

Improvement Resource Type: Effective Practice

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Two soccer players in red uniforms from the same team competing to kick a soccer ball during a match on a football field

Information about the school 

Ysgol Golwg Y Cwm is a community focused school, which serves the village of Penrhos and part of the town of Ystradgynlais in Powys. The school currently has 187 pupils on roll between four and eleven years. In addition to six mixed aged mainstream classes the school also has two cluster based Specialist Teaching Facilities for pupils with ALN and hosts a Flying Start Setting and a 3+ setting. 

The school serves an area of high deprivation being placed in one of the top 10% of wards in Wales and the highest in Powys. Thirty-four per cent of pupils are eligible for free school meals and 40% have identified ALN.  

Context and background to the effective or innovative practice 

Golwg Y Cwm serves many families affected by poverty and who have experienced significant trauma in their lives. Following consultation with stakeholders, it became evident that for pupils to have high aspirations for themselves, become independent, lifelong learners and to ultimately reach their potential, the school would need to work closely with parents, external agencies and the community. The school’s approach is to consider pupils’ individual needs to help them achieve the best possible outcomes. Leaders believe that the school’s aim to support their families and immediate networks ensures that pupils succeed.  

Description of nature of strategy or activity 

The school takes a three-pronged approach, which includes family support, partnership working and multi-agency relationships. All three elements are equally important and firmly embedded in a critical whole school mindset and approach. The approach requires all involved in “Teulu GYC” to be fully committed to the focus on equity, with everyone having the opportunity to reach their potential. The school has high expectations for pupils and staff and offers an accessible package of intervention and support around families and pupils based on crisis, medium and long term offers. 

Family Support

The school offers a range of support to families and welcomes them into all aspects of school life as part of Teulu GYC. Staff welcome parents into the school daily and provide time for them to share any concerns or worries. The school runs a FACT (Families and Community Together) project which offers a range of opportunities for parents to visit both formally and informally, including regular coffee mornings, attendance workshops, money handling advice, savings clubs, sewing and cooking groups, nurture sessions and learning opportunities. Parents are also an integral part of the pupils’ learning experiences and the school supports them to share their child’s work and view their progress each term during “Sharing Learning Days”. In addition, parents have access to crisis support through the school’s family liaison officer and senior leaders. Staff signpost, advise and offer practical help, for example through access to a food bank, uniform bank, baby bank, Big Book Library and local business support. 

Partnership working

Partnership working is crucial and the school has forged purposeful relationships with a wide range of community groups and organisations who support the children and families. For example, a local charity organisation offers access to services such as haircuts, food vouchers, clothes vouchers and experiences for families. The school’s partnership with a local football club has enabled the schools to share a 3G football pitch on the school site, access to out of school activities in the immediate community and access to enhanced coaching opportunities for pupils. Partnerships with third sector agencies and local further education settings allows the school to offer parents learning opportunities which help them back into the world of work. For example, the school has held numeracy classes for parents, weekly basic literacy classes, food hygiene and cookery classes.  

Multi agency relationships and support  

The school has developed strong relationships with a range of outside agencies. Local health visitors and a school nurse are based at the school and work alongside staff in ensuring best outcomes for families. In addition, the school has established a positive relationship with Calan DVS who offer immediate support and advice and a seamless pathway into the service in a supportive environment. The school hosts a Flying Start and consequently welcomes a host of multi-agency professionals who use the school as a base to offer support, training opportunities and signposting to parents who may have children both in the setting and the school. For example courses such as Incredible Years,  Baby Massage and Yoga,  Let’s talk to your baby and ELKLAN are held for parents on a regular, rolling programme by the speech and language therapist and the Flying Start community nursery nurse. These opportunities are essential to forging early relationships with parents and in ensuring they have the support they need at the earliest stage. Most importantly safeguarding is a primary concern for the school and its relationships with Children’s Services are crucial, strong and well established. All agencies involved with the school and with families share the core aim of ensuring best outcomes for all pupils. 

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

Pupils’ well-being is the school’s primary concern and underpins practice. In working together with parents, partners and multi agencies, leaders have ensured that pupils and families are supported, happy, safe and well-prepared for learning. The school’s approach ensures that staff meet the needs of all of pupils. As a result, the experiences and opportunities, both in and out of school, have a positive impact on pupils’ and families’ well-being and learning. The school’s work to reduce the impact of any barriers to well-being and learning enables pupils to develop socially and emotionally, and to make good progress during their time at the school.

How have you shared your good practice? 

Ysgol Golwg Y Cwm regularly receives visits from schools in the local authority and in other authorities. The school has shared its practice with Welsh Government officers and members of the British Council. The headteacher has presented the school’s practice in conferences attended by schools and partner agencies across Wales. 

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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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.