Improvement Resource Type: Effective Practice

8 July 2025

Group of generic figures with speech bubbles displaying the flag of Wales above their heads.

Information about the school / provider

Ceredigion County Council has a total population of around 71,500. A significant proportion of the County’s population, 45.6%, were born outside Wales with 37.3% born in England and 8.3% born outside England and Wales. According to the 2021 Census, 45.3% of the population of Ceredigion speak Welsh. 71.8% of the 3-15 year old cohort speak Welsh (Census 2021). This is the largest proportion across the age groups.

The local authority runs 14 nursery resources within schools as well as education in 20 Cylch Meithrin. There are 36 primary schools, four secondary schools and one all-age school providing education for pupils aged 3-16 and two all-age schools providing education for pupils aged 3-19. The authority also maintains one pupil referral unit between two sites.

Context and background of the effective or innovative practice  

Ceredigion Local Authority’s vision is to ensure that pupils are confident bilingual learners. The Ceredigion Well-being Survey shows that many younger people feel a strong connection to the Welsh language and Welsh culture, as well as an equally strong desire to maintain that for future generations.

Overview of the situation of the Welsh language in Ceredigion

The diagram below (Figure 1) summarises Ceredigion County Council’s strategic planning processes in relation to the Welsh language and the relationship between Corporate and Educational elements. The cooperation between the different elements is core to the development of the Welsh language in Ceredigion.

Figure 1: Ceredigion County Council’s strategic planning processes – Welsh Language

According to the 2021 Census, 45.3% of the population of Ceredigion speak Welsh and 71.8% of the 3-15 year old cohort speak Welsh (Figure 2).

Figure 2: Welsh speakers by age group – Ceredigion, 2021

Source: ONS – Census 2021: Table TS076

A significant proportion of the County’s population, 45.6%, were born outside Wales, 37.3% were born in England and 8.3% were born outside England and Wales (Figure 3).

Figure 3: Ceredigion’s Population by Country of Birth, 2021

Source: ONS – Census 2021: Table TS012

The results of the Ceredigion wellbeing survey show that many younger people feel a strong connection to the Welsh language and Welsh culture, along with an equally strong desire to maintain that for future generations.

Schools Profile

In the authority, there are:

29 Welsh-medium Primary Schools (Category 3),

5 T2 Primary Schools,

3 All-age Schools, (one 3P, one 3 and one T3) and

4 Secondary Schools (three T3 and one Category 1)

A description of the nature of the strategy or activity

Ceredigion Local Authority’s vision is to ensure that pupils are confident bilingual learners. The cooperation across departments is a strength and enables strategic planning in order to develop the Welsh language by ensuring that it is a core element of living and being in Ceredigion. There are two key documents that intertwine in order to provide a clear and ambitious strategic direction to support and develop the Welsh language:

Promote and Facilitate Strategy – setting clear goals to increase the use and opportunities to speak Welsh across the county. Emphasis will be placed on a scheme that will address the development of the Welsh language across all aspects of life in Ceredigion by using the four main themes: Learning, Living, Belonging and Success.

Welsh in Education Strategic Plan (WESP) – it is ambitious and has placed a clear focus on moving schools along the continuum and increasing the use of the Welsh language. Transitional category 2 was agreed for 5 primary schools and a consultation on adapting the Language of Foundation Learning medium was completed in the 5. The LA has acted quickly and strongly to meet WESP’s ambitious targets, and nursery pupils in these schools now receive Welsh-medium immersion education.

Supporting Schools

The WESP’s actions inform the work of the Ceredigion Welsh Language Support Team. The support includes:

An experienced team of central practitioners

Three Primary Language Centres to integrate newcomers into Welsh education

Lead and cooperate with Headteachers and Governors of the Transitional Schools to develop incisive Action Plans following School Categorisation

Supporting Transitional School Practitioners in Immersion Methodology, co-learning and resource preparation

Support parents and the school community in learning Welsh in cooperation with Learn Welsh Ceredigion through Aberystwyth University

Identify the workforce and their personal linguistic needs and set them on a suitable pathway to learning Welsh

Piloting language medium reform in one two-stream school and appraise the actions evaluatively

Match the work of the Welsh Language Charter with curricular work and appoint a specific officer to lead on the work

Developing standardised resources that support local and national priorities by creating, launching and sharing a comprehensive website – CÂR-DI-IAITH

Effective use of a targeted Immersion Grant to achieve the goals of WESP and the Secondary sector in particular

Enrich and Support

Educational provision is enriched by a range of partnerships but more specifically through the County Council’s Culture Department which is part of the Schools and Lifelong Learning Service. Promoting the Welsh language and Welsh culture is at the heart of the Department’s work and there is close cooperation to facilitate creative and cultural experiences, which meet the requirements of Curriculum for Wales and support provisions such as ALN and parents who home-school.

Table 1: Examples of educational enrichment projects

Theatr Felinfach	Music Service	CERED
Cynefin Scheme – upskilling teachers in the context of Curriculum for Wales with a focus on language, culture and ‘cynefin’	Welsh-medium Music Therapy provision	Extra-curricular opportunities – Theatr Fach Llandysul, Lego Clubs, Young Reporters Scheme, Welsh language music workshops
Bore da Drama/Creu yn y coed – a creative scheme that promotes language and culture for parents and pupils who are taught at home	Performance opportunities and musical workshops including a First Experience scheme promoting Welsh Music and Welsh Culture	Support the Welsh Language Support Team and WESP schemes by offering specific Welsh language/Welsh social activities for parents and families in the transitional schools
Programme of creative projects for ALN Centres with an emphasis on language and culture	Targeting the Cardigan area for performances to promote Welsh music for secondary school pupils in the area

Also:

Agreements with external partners e.g. Local theatre company, Youth Service, the Urdd and Young Farmers Club.

The Council’s Welsh Language Group (Grŵp Prifio’r Gymraeg) – bringing partners together to discuss Welsh extra-curricular provision for children and young people and identify opportunities for cooperation

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

The cooperation across departments is a strength and enables strategic planning in order to develop the Welsh language by ensuring that it is a core element of living and being in Ceredigion.

Educational provision is enriched by a range of partnerships but more specifically through the County Council’s Culture Department which is part of the Schools and Lifelong Learning Service.

Implementing the WESP targets has ensured consistent provision across the Authority by giving all pupils in Ceredigion an equal opportunity to develop their Welsh language skills. The percentage of 3-year-old pupils receiving Welsh-medium education has reached 100% since September 2024.

Over the last five years 3 Language Centres in the County have provided latecomer immersion education to 190 pupils to enable them to access Welsh language education in their schools.

As a result of the effective use of the Welsh Language Grant 2050 and the support of the Welsh Language Support Team, the numbers of school practitioners continuing on their linguistic journey since Summer 2022 are as follows:

Table 2: Welsh/ supplementary courses by number of teachers and assistants (2022 onwards)

Course	Teachers	Assistants
Advanced Sabbatical	5
Intermediate Sabbatical	9
Foundation Sabbatical	2
Supplementary Courses
Welsh Taster Course (Entry Level)		19
Confidence Building (2 intensive days)	5	6
Language Awareness	Total staff 4 Primary Schools and 5 Secondary/All-age School
60 hours Foundation with Tutor support		11
Confidence Building for Secondary Practitioners -Nant Gwrtheyrn	2

Corporately, the Council provides Welsh lessons at all levels to employees across the Council as well as providing tailored group sessions for employees in specialist areas such as Carers, Leisure Workers etc. In 2024, a specific Welsh lesson scheme was put in place for Counsellors of children and young people.

For 2023/24, the number of lessons delivered was as follows:

Level	Number
Access – Taster	10
Access	24
Foundation	13
Intermediate	15
Higher 1	7
Higher 2	5
Higher 3	5
TOTAL	79

Measuring Effect: Feedback Received

Culture

“It was creative, fun, brilliant introduction to Welsh. Variety of activities.” (Theatr Felinfach- Scheme for homeschooling parents – Parent Feedback)	“I like that all the teachers are there because it’s fun and I like how they help us to learn Welsh. One of the things I liked best of all the activities was the story about the giant.” (Theatr Felinfach- Scheme for homeschooling parents – Pupil Feedback)
“We use the Welsh language here to practise and inspire each other. It’s a special experience for us as a family.” (Cered Lego Club- Parent Feedback)	“Drama makes me feel like a superhero, it helps with my nerves and makes me more confident to speak Welsh!” (Theatr Fach CERED – Pupil feedback)
“The highlight was seeing the children perform confidently on the p-buzz during the Eisteddfod and during a Cawl a Chan event.” (Music First Experience Scheme – Teacher Feedback)	“This scheme has been a new adventure for us in terms of the ALN Service in Ceredigion, and it’s certainly a solid foundation for future work.” (Theatr Felinfach ALN Scheme – Teacher Feedback)
“Excellent, vibrant, creative and fully competent” (Theatr Felinfach ALN Scheme – Teacher Feedback)	“It’s great that my children pick up the Welsh language before they start Meithrin and it’s a safe place for me to hear Welsh being spoken and to ymarfer my Cymraeg without feeling anxious or worried about making a mistake” (Theatr Felinfach Tic Toc Club – Parent feedback)

Education

“The pupils are all more confident in starting conversations in Welsh and their sentence patterns have improved greatly.” (Language Centres – Headteacher’s Feedback)	“My daughter reads better and faster, her vocabulary has expanded … And is not afraid to communicate.” (Language Centres – Parent Feedback)
“I feel extremely lucky to have had this support for my family and it far exceeded my expectations . The benefit of this course was immeasurable . The small group , supportive environment and dedication of the staff was amazing . I don’t know how to thank you enough.” (Language Centres – Parent Feedback)	“I feel like a proper Welshspeaker.” (PYPC – Playground Games – Pupil Feedback)
“Happy and surprised because when I came I thought that I would never be able to speak Welsh…but now I feel I could speak to someone fluently and understand what they are saying.” (PYPC – Playground Games – Pupil Feedback)	“This is really cool miss, we’re going to put Tregaron on the map!” (Hac y Gymraeg – Ysgol Henry Richard– Pupil Feedback)
“I’m very happy that we’ve been able to make a page for the chain story, we’re writers. The launch was fun. Books can teach you a lot but now I feel like I can create books too! I’m going to remember this day forever.” (Bant â Ni – Seren a Sbarc – Pupil Feedback)	“The immersion days help as it gives us a lot of activities to use in class, and there are a lot of good ideas.” (T2 Transitional Schools Development Network – Teacher Feedback)
“One of the main effects of the activity was the effect that it had on a particular individual. XXXX is originally from Pakistan and moved to Aberystwyth as his parents work at the Hospital. Before the activity, XXXX didn’t think that the Welsh language was relevant or of great interest to him. However, as Ameer spoke about his relationship with the Welsh language and the fact that he has been able to communicate with XXXXX in his mother tongue, there was a significant change in attitude and XXXX said “He’s just like me, and he can speak Welsh” Since the activity XXXX has realised that the Welsh language belongs to everyone and is more willing to learn more and use the Welsh than he has.” (“1 million speakers” event – Ysgol Plascrug)

Improvement Resource Type: Effective Practice

8 July 2025

Two pupils presenting a chemistry lesson to a classroom, using a whiteboard with molecular structures drawn on it.

Information about the school

Ysgol Gyfun Cwm Rhymni is the only Welsh-medium secondary school in the county of Caerphilly. The school is located on two sites, namely the Gellihaf site near the village of Fleur de Lys and the Gwyndy site in the town of Caerphilly. There are 1,764 pupils on roll, including 196 pupils in the sixth form. The percentage of pupils who come from Welsh-speaking homes is 11.7%. Fifteen-point-two per cent (15.2%) of pupils are eligible for free school meals. Nine per cent (9%) of pupils have additional learning needs. The senior leadership team includes the headteacher, deputy headteacher, two acting deputy headteachers, seven assistant headteachers and a business manager.

Context and background to the effective or innovative practice

Since 2022, the school has evolved its self-evaluation and planning for improvement procedures purposefully to put the pupil’s progress at the heart of everything. As a result, there is a clear link between self-evaluation, realising potential (staff performance management processes), professional learning and whole-school planning for improvement. A definite and consistent focus is placed on measuring the effect of any provision on progress in pupils’ standards and skills. Leaders adapt the professional learning offer regularly in response to the findings of self-evaluation activities. They target areas for improvement in pupils’ learning and skills and ensure improvements, for example in pupils’ standards of oracy.

Description of the nature of the strategy or activity

The school has a comprehensive calendar of activities to gather information about the quality of teaching and learning. Leaders focus strongly on what effect provision and teaching have on pupils’ progress and well-being. Leaders also analyse and evaluate how effectively the school’s vision is implemented by identifying specific success criteria that embody this vision.

Leaders consider a wide range of evidence from learning walks, lesson observations, scrutinising pupils’ work, internal and external data and activities to seek the views of pupils, staff and parents to produce comprehensive reports on the quality of teaching and learning. After conducting a range of these activities, leaders meet to hold an open and purposeful discussion about the evidence. Where the focus is on teaching and learning, conversations place a firm focus on discussing and analysing pupils’ progress and skills. Leaders consider and evaluate how much of an effect actions and strategies to improve teaching have had on pupils’ achievement. Careful consideration is given to pupils’ literacy, numeracy and digital skills to consider whether the provision of teachers’ professional learning programmes has a positive effect on these skills. For example, pupils’ oral skills are discussed, whether teachers’ developing work to feed vocabulary and sentence patterns, along with effective questioning, has a positive effect on the quality of pupils’ responses. As a result, a strong feature of leaders’ work is the way in which they evaluate the quality of teaching in light of its effect on learning. A similar process is used to consider the effect of provision for care, support and guidance on pupils’ well-being. As a result of this detailed and thorough evaluation, most of the school’s leaders have a clear awareness of the main strengths and areas for improvement in their areas of responsibility.

Leaders are self-critical and evaluate the effect of their work continuously. A whole-school interim report on teaching and learning is presented following quality assurance activities from September to January to summarise the findings and set a direction for the school development plan. After identifying improvement priorities in pupils’ skills, leaders implement a ‘Cynllunio, Addysgu, Myfyrio’ (CAM) (‘Planning, Teaching, Reflecting’) process, which focuses on developing and improving staff’s professional practice. A specific and meaningful professional learning programme is provided to respond to the priorities that were identified, including weekly CAM sessions for all members of the school’s staff. For example, there has been a focus on developing pupils’ oracy skills and the quality of teachers’ questioning. This has a positive effect on staff development, classroom practice and pupils’ progress. The professional learning programme is tailored to the needs of individual staff, including staff who teach outside their expertise or teachers who are early in their career. Staff leadership skills are also strengthened through continuous professional learning activities for middle leaders.

The school’s senior leadership team promotes an atmosphere of transparency and honesty to enable incisive self evaluation and timely and effective action on areas for development. The school’s middle leaders play a central role in this by using a range of self-evaluation processes to monitor and evaluate progress effectively against the priorities in the discipline development plans (curricular areas) and well-being. This has a positive effect on teaching and learning and the well-being of pupils and staff.

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

Sharpening whole-school self-evaluation and improvement planning processes has had a positive effect on the work of the school’s middle and senior leaders, meaning that they identify strengths and areas for improvement in their departments or areas of responsibility well. Middle leaders are given a prominent role in maintaining and developing standards within their disciplines on the classroom floor and beyond. The comprehensive professional learning programme means that staff value the support that is available and feel that they are supported well to develop in their roles.

Over time, many pupils make sound progress in their subject knowledge and understanding. These pupils are able to recall their previous knowledge confidently and a majority apply it suitably to new contexts. In many lessons, teachers explain effectively and question regularly to test pupils’ knowledge and ensure that they understand. As a result, many pupils develop their oral skills well. They structure their responses in an organised manner and use sentence patterns intelligently. Continuous and transparent reflection on teaching and learning has a positive effect on staff development, pedagogy, well-being and pupils’ progress. This also allows the school to draw up its priorities coherently and consider its vision wisely.

How have you shared your good practice?

Good practice is shared within the school through weekly CAM sessions and in-service training days, including days held jointly with partner primary schools. The school has also presented its practices in a network of Welsh medium secondary schools within the region and across Wales.

Improvement Resource Type: Effective Practice

8 July 2025

A classroom with students raising their hands to answer a question from an instructor standing next to a whiteboard.

Information about the school

Ysgol Gyfun Cwm Rhymni is the only Welsh-medium secondary school in the county of Caerphilly. The school is located on two sites, namely the Gellihaf site near the village of Fleur de Lys and the Gwyndy site in the town of Caerphilly. There are 1,771 pupils on roll, including 196 pupils in the sixth form. The percentage of pupils who come from Welsh-speaking homes is 11.7%. Fourteen-point-eight per cent (14.8%) of pupils are eligible for free school meals. Nine-point-five per cent (9.5%) of pupils have additional learning needs. The senior leadership team includes the headteacher, deputy headteacher, two acting deputy headteachers, seven assistant headteachers and a business manager.

Context and background to the effective or innovative practice

Ysgol Gyfun Cwm Rhymni has consulted extensively with the school’s stakeholders to produce a vision based on ‘providing the best education for all members of the school’. As part of this, the school prioritises everyone’s happiness, health and well-being within an inclusive environment. There is a strong focus on developing and maintaining positive working relationships with all the school’s stakeholders. The core principle, ‘Relationships are everything’,’ permeates all the school’s work, including how the school deals with inclusion, attendance, reducing the effect of poverty on pupils’ attainment and the way in which it communicates and seeks the views of pupils, parents and staff.

Description of the nature of the strategy or activity

Several aspects are part of the school’s work to promote its core principle, ‘Relationships are everything’, including promoting good attendance, reducing the effect of poverty on pupils’ attainment, inclusion and ensuring opportunities for stakeholders to express their opinions.

The school places a regular and continuous focus on improving pupils’ attendance. The attendance team includes a senior well-being leader, a well-being co-ordinator and the local authority’s education welfare officer. The team meets on a weekly basis to scrutinise and respond carefully to attendance data. They look at the attendance of individuals and groups of pupils to identify patterns of factors that affect attendance. Regular meetings mean that there is a strong focus on responding to pupils’ needs in a timely and swift manner. Leaders ensure that pupils, parents and staff understand the importance of good attendance. Tight procedures mean that pupils who are a cause of concern due to their attendance are identified quickly. A graduated response is organised, which includes support from the education welfare officer and purposeful interventions. For example, the officer works with well-being leaders to target the attendance of individuals and groups of pupils. The school builds the school calendar to ensure that there are purposeful activities at time where attendance has been lower in the past, for example the last days of the school term. Rewards are also offered to all pupils throughout the school year to promote consistently good attendance. A strong feature of the school’s work is the purposeful support given to pupils who have been absent over a longer period. Staff meet with these pupils and their parents in locations that are convenient for them to ensure contact with the school. Pupils are invited to attend the site after the normal school day to begin to re-connect with staff and familiarise themselves with the building. Gradually, pupils re-engage with their learning so that they can return to lessons with their peers.

Promoting well-being is a core part of the school’s work. Well-being lessons are part of the curriculum from Year 7 to 11 and are based on the findings of well-being questionnaires, local needs and national and international events. The Well-being Team meets on a weekly basis so that there is a swift response to any concerns about pupils. There are well-being rooms on the Gellihaf and Gwyndy sites to offer emotional support and a range of valuable interventions for pupils. The school also works purposefully to reduce the effect of poverty on pupils’ attainment. For example, it provides hygiene banks, school uniforms, prom outfits and financial support to reduce the effect of poverty on families. The Parent, Carer and Teacher Association has been resumed to launch the Cwm Rhymni Family Community. A dedicated e-mail account has been set up to ensure that families are able to communicate with the school without feeling any judgement. A popular breakfast club is held on both sites to give all pupils an opportunity to prepare for their learning. The school trains pupils to lead initiatives within the school, such as the work of the menstruation mentors and the Well-being and Citizenship Committees.

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

Between the 2018-2019 and 2022-2023 academic years, the school’s attendance rate fell below what was seen nationally. The school’s attendance was 1.0% higher than the average of similar schools in 2022-2023 and 0.7% higher in 2023-2024. The average attendance of pupils who are eligible for free school meals was higher than what was seen in similar schools over the same periods. The rates of pupils who are persistently absent were also lower than what was seen in similar schools. The percentage of pupils who were persistent absentees for 20% or more of the time fell from 12% in 2022-2023 to 10.7% in 2023-2024. Although the percentage of pupils who were persistently absent for 10% or more of the time remained similar, it compared favourably with what was seen in similar schools.

Families have access to a number of necessary resources from the school’s various banks so that everyone has equal opportunities at school. This has had a positive effect on the relationship between the school and families. Over 200 families use the free school uniform bank and between 15 and 30 families use the hygiene bank each month. This ensures that pupils feel proud when coming to school and has a positive effect on attendance. There was an increase in the attendance rate of pupils who are eligible for free school meals and pupils with additional learning needs between 2022-2023 and 2023-2024.

How have you shared your good practice?

A workshop for sharing good practice is held with local Welsh-medium schools through the ‘Gyda’n Gilydd’ forum. As part of this, well-being and pastoral leaders from others schools are invited to hear about the school’s strategy and conduct learning walks to demonstrate provision. The school presents and shares strategies through local authority networks, for example pastoral leaders’ meetings and Caerphilly Healthy Schools meetings. There is close co-operation with the primary schools in the area to formalise transition arrangements and ensure progression. The school produces a newsletter each terms and this is shared purposefully with the wider community, in addition to the school community.

Improvement Resource Type: Effective Practice

2 July 2025

Children participating in a dance class, raising their arms overhead in a coordinated movement.

Information about the setting

Cylch Meithrin Y Drenewydd is a voluntary-managed setting providing early years education and childcare. The setting, located in the town of Newtown on the Ysgol Dafydd Llwyd site, is registered for up to 56 children aged two to five years.

The setting caters for a range of children from diverse backgrounds. The majority of children in attendance come for English speaking families. The provider’s vision is centred around: “Dychmygwch, Chwarae, Creu / Imagine, Create, Play.”

The staff, responsible individual and committee bring a wealth of experience and dedication to the setting.

Context and background to the effective or innovative practice

A strong element of the setting’s success lies in its excellent partnerships. Practitioners value the community and plan rich, meaningful experiences for the children to learn about their local area and social context.

The setting organises regular visits to nearby shops and a local park, as well as trips to local schools to support familiarisation and the transition process. A particular highlight is the regular visits to a local care home for the elderly, where children engage in inter-generational activities such as singing, storytelling and playing games. These opportunities support children’s social, emotional, and moral development.

Leaders at the setting have a strong and united vision. They work extremely well together and hold high expectations for themselves and others. They also engage actively with parents through regular newsletters and initiatives like the Cwb Cylch shed, where families can borrow resources such as books, games, or clothes.

Leaders also work closely with the local schools, ensuring a strong transition system is in place, and collaborate with the local authority’s development officers and umbrella organisations to support and enhance provision.

Description of nature of strategy or activity

The setting fosters strong, proactive connections with the community, ensuring children regularly participate in meaningful visits to the local area. These experiences enhance their awareness of their surroundings and cultivates a deep sense of belonging. Effective partnerships with the local authority and the Mudiad Meithrin officer support ongoing development. These partnerships have enabled the setting to evolve, reflect on its practices, and adopt new approaches for continuous improvement. The strategy of embedding community involvement as a core element of learning has become a defining feature of the setting’s provision.

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

Children feel happy and completely safe at the setting, knowing they are respected and valued by all staff. They develop a strong sense of belonging and are given a meaningful voice in how the environment supports their learning. This contributes to building their confidence and readiness as they approach the next stage of their education. Staff work effectively as a team, promoting well-being, resilience, and positive development in all children. Regular involvement with the local community helps children build valuable social skills and emotional awareness, while also forging strong connections with their surroundings. These experiences significantly enhance their overall wellbeing and contribute to their growth as confident and principled young learners.

How have you shared your good practice?

The local authority has shared elements of the setting’s work on social media, helping to highlight the value of its community-focused approach. In addition, staff regularly attend local authority “Network and Natter” meetings and Mudiad Meithrin meetings, where they discuss and share effective practice with other early years settings.

Photographs and examples of work from the setting have also been included in local authority training materials, supporting professional development across the sector.

Improvement Resource Type: Effective Practice

23 June 2025

Attendees seated at a table, smiling and engaged in a presentation. They are in a modern setting with a bright, airy atmosphere.

Information about the school/provider

Associated Community Training (ACT )are an independent training provider, delivering apprenticeships, employability programmes, and skills development training across a wide range of sectors in Wales.

ACT works closely with 12 partner providers through the ACT Network to support learners in achieving qualifications and progressing in their careers.

Context and background to the effective or innovative practice

The provider recognised that effective questioning is fundamental in ensuring high-quality teaching, learning, and assessment. An analysis of sector group discussions, quality assurance findings, and feedback from learners highlighted the need for:

more consistent use of questioning techniques to develop learners’ critical thinking and problem-solving skills

a structured approach to using questioning in assessments to support deeper learning and accurate evaluation of competency

enhanced professional learning for staff and partner providers to refine their questioning methods in classroom-based, online, and workplace settings

Description of nature of strategy or activity

Sector Groups: The provider facilitated a series of regular meetings focussed on sharing best practices in questioning techniques, including the use of open-ended questions, socratic questioning, and competency-based questioning to assess industry skills.

Quality Assurance Processes: The processes for undertaking session observations and mechanisms for offering feedback have been refined to more effectively evaluate how practitioners use questioning to engage learners, check understanding, and promote deeper learning.

Partner arrangements: The provider facilitates effective collaboration between it’s network of partner providers – and ensures that effective partner quality assurance supports the standardisation of effective questioning techniques in teaching, assessments, and professional discussions.

Targeted Training and CPD: The provider has ensured that practitioners across the ACT network receive specialist training on questioning strategies, ensuring they can:

Adapt questioning to suit different learner needs and levels.
Use higher-order questions to encourage analysis and evaluation.
Implement reflective questioning to develop learners’ metacognition and self-assessment skills.

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

The have a clear focus on improving questioning techniques has led to measurable improvements in both learner outcomes, learner satisfaction and the quality of provision across the ACT network.

Learners are reporting higher levels of engagement and challenge, with most feeling they are making good progress, and stating their programme met or exceeded expectations. Most feel they are being stretched and challenged, contributed to by use of structured, higher-order questioning strategies that promote critical thinking.

Practitioners are now more confidently using differentiated questioning to meet individual learner needs, resulting in more inclusive and responsive delivery. This tailored approach ensures that learners across the network are appropriately supported and extended, contributing to greater learner confidence, independence, and depth of understanding.

Assessment practices have become more robust, with a noticeable shift away from surface-level knowledge recall towards learners demonstrating application, reasoning, and deeper conceptual understanding. This has enhanced the accuracy of assessments and ensures that learner progress is more meaningfully captured.

The initiative has fostered a stronger culture of professional collaboration, with tutors, assessors, and sector groups working more closely to share and embed effective practice. This collective focus on high-quality questioning is contributing to a shared language of teaching and learning across the network.

How have you shared your good practice?

Embedding questioning techniques into professional learning workshops and coaching sessions for ACT and partner staff

Developing resource toolkits with effective questioning frameworks, examples, and case studies

Using peer observation and feedback loops to refine questioning strategies

Disseminating best practices via sector groups and training sessions

Improvement Resource Type: Effective Practice

6 June 2025

A group of adult students with notebooks sitting in a classroom, attentively listening to a speaker who is off camera.

About the partnership

The Conwy and Denbighshire adult learning in the community partnership is chaired by Grŵp Llandrillo Menai and consists of:

Grŵp Llandrillo Menai

Cyngor Bwrdeistref Sirol / Conwy County Borough Council

Cyngor Sir Ddinbych / Denbighshire County Council

Addysg Oedolion Cymru / Adult Learning Wales

During the 2023-2024 academic year, the partnership had 474 learners who engaged in classes funded using the Community Learning Grant issued to Conwy and Denbighshire local authorities by the Welsh Government. Many of these classes were delivered by Grŵp Llandrillo Menai, and the remaining by Adult Learning Wales. A further 1,100 adult learners engaged in classes funded using Grŵp Llandrillo Menai’s part-time further education (FE) funding received directly from the Welsh Government. An additional 878 learners across the two counties engaged in classes with Adult Learning Wales using the funding it received directly from the Welsh Government

Partnership website: https://communitycourses.wales

Context and background to the effective or innovative practice

On the whole, adult learning in the community providers across Wales find it challenging to follow learners’ long-term patterns of enrolments, their movements between providers in a partnership or to track the destinations of learners once they complete their courses. As a result, they are not getting a full picture of the impact of their provision or the long-term outcomes for learners.

The Conwy and Denbighshire partnership has recently begun to analyse enrolment and destination information to provide valuable insight. The partnership’s records show that around one-third of the partnership’s learners in 2022-2023 had undertaken adult learning in the community courses in the past. Around 40% of the year’s learners went on to enrol onto other courses within the partnership or to full-time or part-time further education courses.

Description of the activity

The partnership gathers enrolment and destination data using the Welsh Government’s Learning and Skills Wales Records (LLWR) system, which provides detailed learner-level information. This includes prior enrolments, course completions, and progressions within and beyond the partnership. By cross-referencing LLWR data, the partnership is able to track individual learners over time, creating a clearer picture of learning pathways.

Interesting patterns and trends

A significant proportion of learners (40%) re-enrol within the partnership or transition to higher levels of study, indicating a culture of sustained engagement with education.

Learners often undertake ‘stepping-stone’ courses, such as basic skills or introductory vocational subjects, before progressing to more advanced study or employment-related qualifications.

There is a notable pattern of ‘recycled learners’ where individuals return to education multiple times to build skills, confidence, or qualifications, often leading to long-term personal and professional growth.

Impact on provision and learners’ standards

This data-driven approach has enabled the partnership to tailor its curriculum to better meet learner needs, such as by offering progression pathways in high-demand areas like health and social care or digital skills.

Improved understanding of learner movements has led to enhanced learner retention and progression, contributing to higher overall success rates.

Insights from the data have supported the development of targeted outreach and support services, ensuring learners at risk of dropping out receive timely intervention.

Incorporation into curriculum planning

Data analysis now plays a pivotal role in curriculum planning, enabling the partnership to:

Identify and respond to emerging learner needs and regional skill shortages.

Plan seamless progression routes for learners, ensuring no gaps in their learning journey.

Optimise course scheduling and delivery to accommodate learners’ preferences and commitments.

Sharing good practice

The partnership has shared its findings and methodology with other providers through regular network meetings and best-practice forums, such as the North Wales Adult Learning Partnership group. Practical sessions have been conducted to demonstrate the use of LLWR data for tracking and curriculum planning.

Replicating the approach in other partnerships

Other partnerships can adopt this approach by:

Utilising LLWR data for tracking learner engagement and destinations.

Establishing regular processes for data analysis and curriculum review.

Sharing findings across local authorities and providers to foster collaboration and consistency.

By embedding these practices, partnerships across Wales can gain a clearer picture of learner journeys, enabling them to enhance provision, improve outcomes, and contribute to the long-term success of adult learners.

Improvement Resource Type: Effective Practice

6 June 2025

Student attending an online Microsoft Teams meeting with a lecturer presenting.

About the partnership

The Conwy and Denbighshire adult learning in the community partnership is chaired by Grŵp Llandrillo Menai and consists of:

Grŵp Llandrillo Menai

Cyngor Bwrdeistref Sirol / Conwy County Borough Council

Cyngor Sir Ddinbych / Denbighshire County Council

Addysg Oedolion Cymru / Adult Learning Wales

During the 2023-2024 academic year, the partnership had 474 learners who engaged in classes funded using the Community Learning Grant issued to Conwy and Denbighshire local authorities by the Welsh Government. Many of these classes were delivered by Grŵp Llandrillo Menai, and the remaining by Adult Learning Wales. A further 1,100 adult learners engaged in classes funded using Grŵp Llandrillo Menai’s part-time further education (FE) funding received directly from the Welsh Government. An additional 878 learners across the two counties engaged in classes with Adult Learning Wales using the funding it received directly from the Welsh Government

Partnership website: https://communitycourses.wales

About the activity

The partnership has used funding provided by the Welsh Government in the aftermath of COVID-19 to modernise digital technology across many community venues. Collaborating closely with local authority leads and library services, Grŵp Llandrillo Menai procured a wide range of equipment on behalf of the local authorities. This has been installed in numerous venues across Conwy and Denbighshire, enhancing learning activities and ensuring learners could benefit from the latest digital tools.

Teaching spaces within the partnership, including those in community venues, are now well-resourced. Tutors integrate digital technology into their lessons, significantly enhancing learner engagement and participation.

Both providers support their tutors with extensive training during the pandemic to ensure the continuity of teaching through online delivery. This training equipped tutors with a strong understanding of the benefits and applications of digital technology in enhancing the learning experience. Building on this since the pandemic, tutors are now skilled in using interactive whiteboards, visualizer cameras, and mobile devices during sessions, enriching the learning experience while maintaining lesson momentum.

Tutors have developed the ability to adapt their teaching to hybrid delivery. For instance, when learners cannot attend in person, they can join sessions remotely via platforms like Google Meet, enabling tutors to simultaneously deliver lessons to in-person and online participants.

Examples of effective integration

Introduction to Teaching Assistants – One learner enrolled in the Introduction to Teaching Assistants course had pre-booked a holiday but was eager not to miss any sessions. The tutor facilitated remote participation by allowing the learner to join the class via Google Meet while on holiday. The learner could also access course materials through Google Classroom, ensuring continuity in their learning experience.

Art Classes – In art classes, tutors use visualizers and large interactive screens to demonstrate techniques step-by-step. This approach allows learners to observe the progression of techniques and understand their application. Previously, learners had to crowd around the tutor’s canvas, often struggling with obstructed views. The integration of technology has received positive feedback, as it provides learners with a clearer and more comprehensive understanding of the methods being demonstrated in real time, rather than just viewing the finished product.

Impact on learners and tutors

The strategic investment in digital technology and upskilling of tutors have significantly enhanced the educational experience for both learners and tutors:

For Learners

Enhanced accessibility. Learners can now participate in sessions remotely when circumstances prevent in-person attendance, reducing barriers to learning.

Improved engagement. The use of interactive and visual tools, such as whiteboards and visualizers, makes learning more dynamic and engaging, fostering greater interest and understanding.

Personalised support: Learners benefit from flexible delivery methods, enabling them to learn at their own pace and access resources like recorded lessons and online materials.

Better outcomes: The clarity and effectiveness of demonstrations using digital tools contribute to deeper comprehension and skill acquisition and improving overall success rates.

For Tutors

Increased confidence and competence. Training in digital technology has enhanced tutors’ ability to design and deliver innovative, engaging lessons.

Improved efficiency. Digital tools streamline lesson preparation and delivery, enabling tutors to focus more on teaching and supporting learners.

Flexible delivery. Tutors can now deliver hybrid sessions seamlessly, adapting to diverse learner needs without compromising the quality of teaching.

Professional growth. Exposure to new technologies and teaching methodologies has enriched tutors’ professional development, preparing them for future challenges in education.

Improvement Resource Type: Effective Practice

5 June 2025