Effective Practice Archives - Page 43 of 66 - Estyn

Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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Information about the school

Pencoed Primary School is in the village of Pencoed, in Bridgend local authority.  There are around 600 pupils on roll, aged from 3 to 11 years old.  Of these, 29 pupils attend one of the four learning resource units for pupils with a range of learning difficulties.  The school has 25 classes.

The three-year rolling average of pupils eligible for free school meals is around 16%, which is below the national average of 18%.  The school identifies around 29% of pupils as having additional learning needs, which is above the national average of 21%.  Very few pupils come from an ethnic minority background and very few speak Welsh at home.

Context and background to the effective or innovative practice

The school has a well-established family engagement officer (FEO) who has developed a comprehensive family and community engagement strategy over the past nine years.  She runs a wide range of events and programmes, which enable parents and family members to be fully involved in the education of their child.  Many of the family learning programmes offered are specifically targeted to ensure that parents are able to engage with their children’s learning and therefore focus on understanding and developing specific skills.  For example, ‘Beyond the Book Bag’ looks to support parents with their understanding of early reading skills, whilst ‘Funky Phonics’ and ‘Impact in Writing’ focus on developing pupils’ writing skills.  The ‘Family Forest School’ programme is run on Saturday mornings and provides opportunities for parents to complete outdoor learning activities developing collaboration, resilience and communication skills with their children.  In addition to weekends, some family learning programmes are available during the summer holidays to continue to support families.

Description of nature of strategy or activity

More recently, the work of the FEO has focused on further developing the links between the school, pupils and families and the wider community through ‘The Generation Games’ programme.  This promotes intergenerational learning and is based in the local residential care home, Glanffrwd.  Pupils from the foundation phase travel to the care home once a week, along with their parents or family members.  They are then “buddied up” with one of the residents at the care home and they complete different activities each week, closely matched to the needs of both the pupils and the residents.  The school’s FEO works closely with the events manager at the care home to devise the six-week programme and to ensure that stimulating and fulfilling activities are planned.  The activities build up over the course of the programme and allow for opportunities for both the pupils and the residents to communicate and to share information about their lives and memories, along with developing other skills including physical, creative, personal and social skills.  Teisen, our Pets as Therapy dog is also included in the programme and enhances the wellbeing of both pupils and residents.

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

The programme has fostered reciprocal learning relationships between different generations and has helped to develop social cohesion within our community.

The pupils involved have all reported a far greater understanding of the needs of others and have developed greater confidence in communicating with different generational groups.  The feedback from the parents and family members involved has been positive with some expressing an interest in continuing their support for the elderly following the completion of the programme.  The residents involved have benefited greatly, showing higher levels of well-being and stimulation.

Creating additional links, such as Pets as Therapy, has allowed the events manager at the home to expand the ongoing activity programme available to the residents and explore greater opportunities for collaborative working with a broader base of community partnerships.

How have you shared your good practice?

The school has been involved in a wide range of collaborative networks of practice where we have shared aspects of our Family and Community Engagement such as a professional learning alliance for the CSC consortium.  The school is currently involved in international professional learning with community schools in New York established through the British Council.  The FEO is involved in networks both within the local authority LA and beyond.

Improvement Resource Type: Effective Practice

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Information about the school

Somerton Primary School is in the city centre of Newport.  There are 185 pupils on roll aged from 3 to 11 years of age, including 20 part-time nursery pupils.  They are taught in six mixed-age classes with a few pupils spending part of their day in nurture provision.

The three year rolling average of pupils eligible for free school meals is around 45%, which is well above the national average of 18%.  The school identifies around 30% of pupils as having additional learning needs.  Just over a quarter of pupils come from an ethnic minority background and around 24% speak English as an additional language.  A very few pupils speak Welsh at home. 

The interim executive headteacher took up her post in September 2016 and is also the substantive headteacher of Eveswell Primary School.  The local authority has opened a consultation into the possibility of creating a permanent federation between the two schools.

Context and background to the effective or innovative practice

Somerton Primary School serves an area in Newport where many families face challenging circumstances.  The school aims to ensure that provision meets the needs of their most vulnerable pupils to enable them to achieve success and improved wellbeing.  Three years ago, pupils were frequently excluded from the school and a very few pupils were disengaged from learning. Overall, the school believed that pupil behaviour had deteriorated and staff morale was low.  Leaders believed that they needed to change the culture urgently.

Description of nature of strategy or activity

Leaders engaged the staff, members of the local community centre, local authority educational psychologists and governors.  The aim of this was to evaluate the school’s current position in terms of its strengths and areas for development and opportunities to improve through engaging the whole community in planning for change.  Two very honest sessions led to ideas for action and the need for a new vision and sense of purpose.  In a following meeting, ideas for their mission statement, and a set of whole-school objectives and the overarching aim ‘Respectful, Safe, Successful’, were developed.  

The school used current theory and best practice to develop conversations and strategies to support pupils with challenging behaviour.  The school developed four simple rules and a common language to help pupils remember them.  It used restorative techniques to encourage pupils to repair harm and to keep themselves and others safe.  These scripts helped staff and pupils to manage conflict without heightening the emotion in the situation.  

The school considered how best to meet each pupil’s individual needs.  This resulted in the development of a dedicated ‘nurture’ provision, available to all pupils who need it.  The provision enables pupils to experience success in a small group situation.  There are opportunities for pupils to cook, work in the garden and undertake activities to help them to learn about managing conflict and their own emotions.  Importantly, they also complete the work they would do in their class.  Up to 12 pupils access the nurture provision at any time.  Most access the provision for a set period of time, which is reduced until they need very little support.  Others access because they are going through a difficult time, such as a bereavement or a change in their lives.  These pupils may only occasionally spend an hour or so in the provision as required.

Staff liaise regularly with parents, and all pupils receive phone calls or notes home for positive behaviour.  Parents know about the school’s respect policy, restorative practice and expectations of pupil behaviour.  Communication with parents and outside agencies has improved notably.  This is enhanced by the work of the family engagement officer, who has recently been trained in adult mental health first aid.  She works successfully with various agencies to ensure that families get the support when needed.

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

The school has adopted a consistent, calm and nurturing approach to all pupils and their needs. Nearly all pupils now make good or better progress academically.  Exclusions are extremely rare and vulnerable pupils, including those with additional learning needs, achieve well in relation to their age and ability.  Pupils are mostly resilient and most cope well with disappointment, should this arise.  They have very positive attitudes to learning and nearly all feel safe at school.  Parents have good relationships with staff and together are able to support children well during times of need.

How have you shared your good practice?

The school have welcomed many staff from other schools to share their nurturing approaches.  The school discusses progress in school cluster meetings and with the local authority.  It has shared the practice in detail with a nearby local school.

Improvement Resource Type: Effective Practice

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Information about the school

Somerton Primary School is in the city centre of Newport.  There are 185 pupils on roll aged from 3 to 11 years of age, including 20 part-time nursery pupils.  They are taught in six mixed-age classes with a few pupils spending part of their day in nurture provision.

The three year rolling average of pupils eligible for free school meals is around 45%, which is well above the national average of 18%.  The school identifies around 30% of pupils as having additional learning needs.  Just over a quarter of pupils come from an ethnic minority background and around 24% speak English as an additional language.  A very few pupils speak Welsh at home. 

The interim executive headteacher took up her post in September 2016 and is also the substantive headteacher of Eveswell Primary School.  The local authority has opened a consultation into the possibility of creating a permanent federation between the two schools.

Context and background to the effective or innovative practice

Somerton Primary School started working collaboratively with a nearby school in 2016.  The two schools are very different in size and demographic and are at different stages in their improvement journey.  The schools decided to embark on a joint journey of improvement, to develop the new curriculum, share best practice and support each other in improving outcomes for all pupils in both schools.

Description of nature of strategy or activity

Initially the schools worked on developing relationships between staff.  They arranged joint training events and looked for efficiencies in using time to support the learning of both schools together.  Staff worked in their year groups and started to share ideas and experiences.  They quickly identified areas of common interest in their teaching.  This led to the sharing of pupils’ work and planning together, starting with a few lessons or shared projects.

They then went on to develop policies and schemes of work across both schools.  Staff meetings and all professional learning and training days were conducted together, in both schools.  Staff used technology to share planning and visited each other’s classrooms.  As the schools worked closer together, it became easier to identify shared objectives.  Although the schools have decided to keep two separate school development plans, there are common threads within each plan.  As a result, there is more sharing of resources and staff expertise in order to deliver the improvement plans of both schools.

Leaders and staff identified areas of strength in provision in both schools.  The schools note that all staff were extremely professional in opening up their classrooms, their planning and taking an open and honest approach to quality of provision and standards.  In the second year, as staff developed a wider understanding about each other’s schools, everyone, including governors, undertook joint school self-evaluation activities.  Staff focused on their own school but shared what was happening in the other school and the outcomes of self-evaluation.

These self-evaluation activities were repeated with both staff and governors in the following year.  On this occasion, staff worked in shared groups on aspects of self-evaluation, discussing elements of provision and standards in both schools and identifying where each could strengthen next year.  Staff see the collaboration as a beneficial and useful activity that supports them in their teaching and professional development.  Within the last year, staff have initiated action research projects linked to an aspect of the school development plan.  They have worked in groups of three to ‘try things out’ and evaluate the impact on standards and provision.  One teacher has taught in both schools to further her own development.  Senior leaders have joint meetings, taking ownership of developments across both schools with a shared sense of moral purpose.

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

Standards of teaching have improved and staff regularly discuss pedagogy within and beyond their own setting.  They have frequent opportunities to see practice elsewhere with meaningful, ongoing professional development followed up by actions as necessary.  For example, staff worked very effectively to improve the outdoor learning provision and both schools have seen the impact of this work on pupil engagement and wellbeing.  Working in groups of three with a focus on reading raised standards, and pupils now choose to read for pleasure.  Most importantly, expectations are very high across both schools and Somerton staff feel fully included in the wider school improvement agenda.  Working alongside a pioneer school, they have been at the forefront of national developments.

How have you shared your good practice?

We have shared our developments with the regional consortium, two school clusters and more widely, through one school being a pioneer school.

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Maesincla is situated in the area of Maesincla in the town of Caernarfon, Gwynedd.  There are 269 pupils on roll, including 30 part-time nursery age pupils.  Slightly more than 31% of pupils are eligible for free school meals.  This is significantly higher than the national percentage of 18%.  The school has identified slightly more than 34% of its pupils as having additional learning needs, which is significantly higher than the national percentage of 21%.  

Context and background to the effective or innovative practice

Work to track pupils’ wellbeing, which includes working with various agencies, has identified that a significant percentage of the school’s pupils have aspects of vulnerability in their lives.  As a result, a variety of emotional, social and behavioural needs have a great influence on pupils’ ability to achieve to the best of their ability.  

In order to respond to this situation, the school decided to incorporate a number of ‘Nurture Groups’ as an established part of the class structure and operating around the Six Principles of Nurture.  Provision in these groups is based on individual pupils’ assessment findings and balancing the need to develop individuals’ social and emotional skills, and more specific needs.  These pupils are also given good opportunities to practice and reinforce these skills in their mainstream classes, in addition to periods of ‘transition’ support from the nurture groups’ teaching staff.

Considering the nature of the school and the barriers to learning that pupils’ face, a decision was made to go a step further by identifying provision that could benefit pupils in all classes.  The six principles of nurture have now been expanded successfully across the school, and the culture of a ‘Nurturing School’ is at the heart of the school’s vision. 

Description of nature of strategy or activity

Four nurture groups have been established.  Two for the foundation phase, one for pupils in Years 3 and 4 and one for pupils in Years 5 and 6.  There are up to 12 pupils in every group, and they spend around half of their timetable in these groups.  All members of the teaching staff within the nurture groups have received appropriate training to fulfil the teaching requirements within the nurture groups.

A wide variety of information is used in order to select the pupils that would benefit most from provision, including relevant assessments, pupil questionnaires, wellbeing assessments and indicators, in addition to teachers’ knowledge of pupils’ specific situations.  During their time in the nurture groups, assessments are administered every term in order to identify ‘diagnostic’ and ‘developmental’ strands to be targeted, and track progress. 

The learning environment within the nurture groups is homely and pleasant, and has been developed purposefully with the nature of needs in mind.  The class timetable is at the heart of the success of every session, and familiar daily routines reinforce the sense of belonging and develop pupils’ communication, co-operation and interpersonal skills, for example by using a ‘greeting circle’ (cylch cyfarch) at the beginning of every session, daily opportunities to record and discuss feelings, and mindfulness sessions.  A timetable for preparing, serving and eating snacks together is a good opportunity for pupils to weave life skills and social skills into more traditional aspects of the curriculum, such as practising grammatical patterns, measuring, weighing and sharing a variety of foods.  Specific periods have been set aside for daily individual support work, and everything is aimed specifically at the ‘diagnostic’ or ‘developmental’ strands that have been identified as needing attention.  Skills that are developed at an individual level include pupils’ ability to identify, describe and respond appropriately to various emotions, concentration skills, communication skills, analysing and problem-solving skills.  A careful eye is kept on developing pupils’ self-confidence and self-image, but also on their ability to transition successfully back to the school’s mainstream classes.

The school takes advantage of opportunities to involve parents in class activities as often as possible.  The best examples include the ‘Stay and Play’ sessions, which are good opportunities for parents to observe, co-operate and emulate the teaching staff.  Parents are given special invitations to join the classes to celebrate successes and special occasions.  

The combination of deploying teaching staff carefully, and specific periods for experienced teachers to provide support, has ensured the best opportunities for pupils to reinforce their new skills when transitioning to the mainstream classes.  As a result, there are frequent opportunities for all members of staff to familiarise themselves with the style of the nurture groups and ensure enough consistency in the context of their classes.

Those aspects of the nurture groups that are considered to be most productive have been embedded successfully across the school.  After looking evaluatively at pupils’ experiences against relevant aspects of the six principles of nurture, a number of important developments were identified from which every pupil would be very likely to benefit.  Examples include the use of a visual daily and weekly timetable, and opportunities for all pupils to express and discuss their feelings.  There are calming areas (Corneli Cŵlio) in every classroom, and most pupils use these effectively.  Short and purposeful mindfulness sessions have been included in the class timetables after every lunchtime.

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

  • An analysis of pupils’ assessments in the nurture groups has found that most pupils make very sound progress against the ‘developmental’ and ‘diagnostic’ strands after two terms of being implemented.
  • Teaching staff in the mainstream classes see important differences in the ability of most pupils who attend the nurture groups to cope with the usual class context, including standards of behaviour, their ability to concentrate, their willingness to co-operate and also their resilience and perseverance during difficult periods. 
  • Other indicators, such as questionnaires and standardised wellbeing assessments, support the view that pupils are more content and more eager to apply themselves fully to learning, and that they have a positive attitude to school life in general.
  • A significant increase in the school’s attendance percentage over a five-year-period.
  • A significant decrease in the number of exclusions over a five-year-period. 
  • Regular, successful engagement with parents ensures a positive home-school relationship, and this is reflected in annual parent questionnaires.
  • Internal and external training has ensured that all members of staff have a sound understanding of children’s early development, and therefore the reasoning behind a wide variety of needs and behaviours.  As a result, members of staffed are very well-equipped to help and support pupils.
  • Nearly all pupils make sound progress, or better, across a range of curricular areas.

How have you shared your good practice?

The school has taken advantage of opportunities to work with the local authority when developing the structure of the school’s nurture groups, including joint investment in training and a willingness to share effective practices with other schools and practitioners.  The school receives a number of visits to the nurture groups, and there is recognition within the consortium that the school prioritises pupils’ safety, wellbeing and inclusion effectively.

‘Nurturing School’ workshops have been held, which detail the expansion of the nurture group provision across the school, and an open invitation was given to primary and secondary schools, the consortium, the local education authority and the school’s stakeholders.  Visitors were led around stalls, which provided a presentation and practical examples of implementing the six principles in a school context.

The school was invited to present the ‘Nurturing School’ workshop at the National Assembly as part of a day to promote aspects of wellbeing in schools.  

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Gymraeg Treganna is a Welsh-medium school in the west of Cardiff.  There are 680 pupils between 3 and 11 years old on roll, including 96 nursery age pupils.  Pupils are divided into 20 classes, including two nursery classes.

Around 53% of pupils come from Welsh-speaking homes and 8% are from ethnic minority backgrounds.  Very few speak English as an additional language.  The school has identified 10% of its pupils as having additional learning needs, which is much lower than the national percentage of 21%.

The senior leadership team includes the headteacher, the deputy headteacher, three assistant headteachers and the bursar.

Context and background to effective or innovative practice

We have been working with Albert C.P. School in order to develop a school structure that would promote the development of the new curriculum and build on the principles of assessment for learning by developing our vision for pupil participation.

Description of the nature of the strategy or activity

Each year holds a “Discovery Day” at the end of the term in order to establish a framework for the following term’s work.  Staff present a taster menu that is based on pupils’ interests and record pupils’ ideas and comments carefully during the day.  Teaching staff and leaders plan the curriculum based on pupils’ ideas and questions by using the framework, in order to ensure progression and development.  Pupils’ ideas ensure a broad, up-to-date curriculum that is relevant to the class and focuses on the six areas of learning and the literacy, numeracy and digital competence frameworks.

The school shares these early plans with parents on the class webpage, for example:

  • Year 3                   
  • Year 5                  

Pupils play a key part in teaching and learning.  For example, they provide staff with key guidance and feedback in order to help them refine plans and the weekly teaching and learning cycle.

In addition to adopting a planning method, classes undertake special projects within the theme in order to promote the application of skills, for example:

The End of the World (Year 5 Plan)      

Detective Doli and the oracy skills (Reception)   

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

There are regular opportunities to develop pupils’ skills within practical and interesting areas.  This has meant a significant change in the school’s culture and pupils’ self-confidence in many aspects.  They give presentations to the whole-school assembly regularly:

In addition to working with groups such as the digital leaders and sports coaches, the term’s work requires pupils to work regularly to teach the school’s younger years.

The pupil’s voice has grown into a particular strength in all aspects of the school’s life and work.  Across the school, pupils’ contribution in deciding on their tasks is a very strong feature of provision.

  • They are given an opportunity to guide the content of the term’s work during the “Discovery Day”.
  • Staff hold question-raising sessions in order to refine the learning direction of average pupils regularly during the term.
  • Most themes include input from parents/guardians and every theme ends with an invitation for adults to join the class to celebrate learning.
  • The literacy, numeracy and digital competence frameworks are used in order to structure pupils’ interests and learning direction.  The emphasis on pupil participation ensures that they engage very successfully in their work and show pride, enjoyment and a positive attitude to learning.
  • Across the range of age and ability, pupils show resilience and perseverance when taking risks and experimenting with new learning strategies and procedures.  Pupils use their thinking skills successfully to solve problems and persevere very confidently with their activities.  They make sensible and wise choices about the level of their tasks and recognise the importance of selecting challenges that are suitable for them.

How have you shared your good practice?

The school works closely with the Ysgol Plasmawr cluster in order to share good practice, and there are regular visitors to lessons and training at the school.  The school releases staff to work with other schools and organisations in order to develop specific aspects of “Joint Planning” work and our 600+ primary school’s management structure.

Improvement Resource Type: Effective Practice

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Information about the school

St Mary’s Church in Wales School is a Voluntary Aided English-medium 3-11 school within Blaenau Gwent local authority.  It provides a Church in Wales education for the community of Brynmawr and the wider area.  The school is in the Diocese of Swansea & Brecon.  There are 248 pupils on roll.

Around 12% of pupils are eligible for free school meals, which is below the national average in primary schools of 18%. Nearly all pupils speak English as their first language and come from a white, British background.  No pupils are fluent in Welsh.

The percentage of pupils with special educational needs is around 12%.  This is lower than the national figure of 21%.  The proportion of pupils who have a statement of special educational needs is 1%.  This is below the national figure of 2.4%.

Context and background to the effective or innovative practice

A member of the SLT who also leads the school choir leader attended the launch of the Ffrind I Mi ‘Connecting Generations’ event in June 2018, which inspired her to contact a local care home to explore the idea of the school choir visiting and the possible development of an intergenerational choir.  The main aim for the school was to ‘give back’ to the community: improving the health and wellbeing of the older adults and an opportunity for the children to interact with other people.  The project would also fit closely with the school’s values based wellbeing and education programme.

Description of nature of strategy or activity

The School Choir of approximately 45 pupils (40% of key stage 2 / 20% of whole school population) visits a local care home weekly for a joint rehearsal with residents.  The session comprises warm‑up songs, rehearsing of other songs and informal time at the end for the pupils to chat and socialise with the local residents.  The sessions have become so popular that residents from other care facilities attend, family members of care home residents and other members of the community.  For example, Police Community Support Officers attend regularly for the sessions. 

Initially the intergenerational choir had an objective of performing at a community concert to commemorate the 100th anniversary of the Armistice.  Due to the enthusiasm of everyone involved, the choir has continued to go from strength to strength, continuing to rehearse weekly and regularly performing at community events.  The intergenerational project is continuing to develop further strands.  A ukulele group has already been established with weekly practices, a gardening club is starting during the Summer and a cooking club is planned for the coming months.

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

All attendees enjoy the interaction and singing, and care home staff note that some of the residents ‘come alive’ when the children visit, as the choir has become the highlight of the week for many of the residents.  School staff have seen pupils develop in confidence and self-esteem as part of the project through the joint performances and the social interaction.  The choir has provided pupils with a valuable opportunity to practice and improve literacy skills on a regular basis.  The pupils are immensely proud of their choir and this has contributed well to pupils’ sense of worth and achievement.  The value of the relationships that have been formed cannot be under-estimated, with birthday presents and cards being exchanged. 

How have you shared your good practice?

The choir has performed at a number of community events, sharing the good work while providing valuable opportunities for the choir to perform.  The choir has also performed at intergenerational conferences, providing further opportunity to give a real example of intergenerational work to attendees.  The choir has taken part in a couple of case studies including one for the Diocese, with a video of their work completed in the Spring of 2019.  

The school has also used social media to share the good practice but also demonstrate the enjoyment, benefit and value of this special project to pupils and care home residents alike.

Improvement Resource Type: Effective Practice

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Information about the school

George Street Primary School is in Wainfelin, just outside the town of Pontypool in the county of Torfaen.  There are 466 pupils on roll between the ages of 3 and 11, including 62 who attend the nursery on a part-time basis.

Thirty per cent of pupils are eligible for free school meals, which is above the national average (18%).  Many pupils are of white British ethnicity and come from homes where English is the main language.  Around 13% of pupils are from gypsy and traveller backgrounds.  A very few pupils speak English as an additional language.  A very few pupils speak Welsh at home.

The school identifies that around 19% of pupils have additional learning needs.  This is below the national average (21%).

The school is currently a pioneer school and is working with the Welsh Government and other schools to take forward developments relating to professional learning.

Context and background to the effective or innovative practice

The school has recognised that, for a relatively small group of pupils, there is a need for carefully managed individualised support for their transition to different points in their education.  Staff invest time and expertise in tailoring enhanced transition arrangements to ensure that these pupils sustain good progress despite inevitable changes in provision from one school or phase to another. Parents are closely involved in the process from the initial meeting when the plan is agreed, to the review meeting held once the transition has taken place.

Description of nature of strategy or activity

Enhanced transition plans are used to support vulnerable pupils throughout the school.  This includes transitions from:

  • pre-school settings to George Street Primary School
  • foundation phase to key stage 2
  • key stage 2 to key stage 3
  • mainstream setting to a special needs resource base and vice-versa
  • mid-phase transition from George Street Primary School to another mainstream school and vice versa
  • one year group to the next within the school
  • one teacher or teaching assistant to another mid-year

Each transition begins with an initial meeting based on the person-centred planning (PCP) approach, involving all those who care for and work with the pupil.  Within school transition points, the discussions always include parents, the additional needs learning co-ordinator (ALNCo), the current and future class teachers and teaching assistants.  Where applicable, the education psychologist, the autistic spectrum disorder officer and speech and language therapy team also participate, along with any other professionals working with the pupil.  For transitions from George Street Primary to another setting or vice-versa, also attending will be the Flying Start officer (Early Years transitions), the Transition Lead (for key stage 2 to key stage 3 transition), the receiving ALNCo and the new class teacher.  Usually, the pupil also attends the meeting, even if it is for a short while so that they can share their own views or concerns regarding the transition.  Where this is not appropriate, or where the pupil chooses not to attend, staff gather their views and questions beforehand, so that these can be included in the person-centred plan.

During the initial meeting, depending on the needs of the pupil, the following information is shared and discussed;

  • relevant personal information
  • any additional learning needs
  • the role and scope of outside agency involvement
  • relevant assessment data
  • individual pupil plans such as play plans, individual education plans or enhanced individual behaviour plans
  • relevant risk assessments
  • positive handling plans

Everyone present contributes to writing and reviewing the PCP, with the opportunity for adults to ask questions and clarify the pupils’ needs and identify strengths and any shortcomings in the current provision.  The individualised transition plan is then agreed, which usually includes all or some of the following actions, depending on the needs of the pupil:

  • research by the pupil and key worker on their new school, class, teacher, or teaching assistant
  • visits by the ALNCo, new teacher, or teaching assistant to meet the pupil in their current classroom or setting
  • visits by the pupil to the new classroom or setting with parents and a member of staff from the current setting; the member of staff will stay with the pupil for the first couple of visits – as the pupil’s confidence grows, the member of staff will remain in the setting, but out of sight so that they are available if needed, while building the pupil’s independence
  • independent visits by the pupil to the new setting
  • a photographic memory booklet of their new setting is produced; this can include the various areas of the classroom, cloakroom, toilets, outdoor area, main entrance, school hall, key members of staff and possible new friends – the pupil takes as much responsibility as possible for making this booklet which is shared at home and, where appropriate, a memory book of their current school will also be produced with the pupil for them to take home and keep

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

By the time the pupil leaves their current class or setting, they have already built a positive relationship with their new teacher and teaching assistants.  They know precisely what arrangements are in place for them and feel more confident about the move.  As a result, pupils settle readily into their new setting without the interruptions that adjusting to change often brings. 

New staff gain a clear insight into the individual pupil’s behaviours and needs.  This supports them to know what works well and what to avoid and ensures that most pupils continue to make good progress against individual targets.

The enhanced transition is also a beneficial experience for parents who are often concerned about the impact of changes for their child. Involving parents fully in the process from the outset eases their anxiety and supports them to build positive relationships with staff they are unfamiliar with.  It enables them to share information and concerns first-hand and to be reassured that important continuity in provision is maintained.  This positivity then feeds through to the pupil.

How have you shared your good practice?

The ALNCo is a member of the consortium lead ALNCo group established in July 2017 as a result of the Innovation Grant Project.  The focus of the group is to support schools in preparing for, and implementing, statutory reform.  The ALNCo is leading the work on enhanced transition, having led a transition workshop at the consortium additional leaning needs transformation conference in 2018 and is now working on training packages that focus on Early Years transition across the region.

Improvement Resource Type: Effective Practice

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Information about the school/provider

Clase Primary School is a community primary school situated three miles north of the city of Swansea and one mile from the town of Morriston. There are currently 311 pupils on roll, including 36 part-time pupils in the nursery.  The school has 12 classes and four specialist teaching facilities for pupils with autism and moderate learning difficulties. 

The average proportion of pupils eligible for free school meals over the last three years is 55%.  This is well above the average for Wales of 18%.  The school has identified around 50% of its pupils as having additional learning needs, well above the national average of 21%.  Currently, 11% have a statement of special educational needs.  Many of these pupils are in the four specialist teaching facilities, with only a few in mainstream classes. 

Very few pupils come from a minority ethnic background.  Very few pupils speak Welsh at home.

The headteacher has been in post since September 2010.

Context and background to the practice

Clase Primary School has a strong ethos of promoting pupil wellbeing and this is at the heart of all aspects of school life.  The school has embedded a nurturing culture and supports all pupils effectively, particularly the most vulnerable learners though approaches rooted in attachment theory, neuroscience and trauma informed practise.

The nurture setting ‘Y Cwtsh’ was established in 2011 and has evolved into a bespoke, multi-faceted provision incorporating the principles of a nurture group, the Thrive Approach, Forest Schools (Cwtsh in the Forest) and school gardening / animal care (Cwtsh in the gardens).  Nurture provision now extends across the school and is enhanced by a robust programme of family engagement tailored to meet the needs of all pupils and their families.  The school refers to this as the ‘Cwtsh Approach’.

The provision is led by a senior teacher with appropriate training and run by highly-trained support staff, two full-time practitioners and two part-time, who work together to share their expertise.  Staff strive to achieve the best possible outcomes for the pupils they support in terms of their personal, social and emotional development, readiness for learning and progress in learning.  Pupils are identified through teacher observations, professional discussions and rigorous analysis of relevant information.

Description of nature of strategy or activity identified as effective or innovative practice

The nurture provision was initially established to meet the needs of early years pupils. The setting was developed in line with nurture principles and continues to provide intensive support to foundation phase pupils.  However, the provision has been extended and refined, using a range of approaches, led by the emerging needs of the targeted individuals being supported across the school.

The range of provision includes:

  • ‘Cwtsh in the Nursery’, which runs every morning to provide early, effective support for identified pupils and their families with a focus on developing positive relationships, as well as engaging parents to build positive relationships and trust with school and any signposted outside agencies.
  • ‘Cwtch in the Cwtsh’, which has been developed to meet the needs of key stage 2 pupils.  A fulltime practitioner, based within the setting, runs sessions for groups or individuals, depending on their needs.
  • ‘Cwtsh breakfast’ and ‘Cwtsh check-ins’ run in the foundation phase and key stage 2 for identified pupils.  The session provides an opportunity for pupils to check-in and share and problem solve any issues that might impact their readiness for learning, giving them the best start to the day.  Information shared during check-in is used to support these pupils throughout the day, identifying times where they might need additional support or alternative provision, for example, a quiet adult-led activity at playtime.
  • ‘Cuppa at the Cwtsh’ is a play-time drop-in facility for key stage 2 pupils.  A member of the nurture team is always on hand to chat to the pupils and to support problem solving.
  • ‘Cwtsh in the Forest’ and ‘Cwtsh in the Garden’ are used by identified groups of pupils from key stage 2 who are able to attend two forest schools sessions each week.  Pupils within the foundation phase nurture setting enjoy ‘Welly Wednesday’.  Part of the outdoor learning provision includes planting, growing vegetables, caring for the school chickens and working within the outdoor classroom/polytunnel.  Nurture groups regularly work towards projects engaging the wider community.
  • ‘Cwtsh in the classroom’ is used effectively across the school to ensure that pupils develop resilience and coping strategies through routines which promote co and self-regulation, including regular opportunities to practise breathing and learning to recognise and control the physiological effects of emotional dysregulation.

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

The progress that individual pupils make is carefully tracked throughout the year.  Ongoing teacher assessments and relevant information gathering from the Cwtsh demonstrate that nearly all targeted pupils make very good progress in terms of their wellbeing and learning.

All learning environments are a safe space to support pupils who are emotionally dysregulated or pupils who need time and a place for them to understand and consider the impact of their actions when making choices.  This has had a positive impact on all the pupils that need this support in terms of readiness for learning.

The school has established valuable ways of engaging parents and carers to form positive relationships with the school and any outside agencies.  The school has worked proactively to engage families in fun activities they can do together, which often have had positive impact on those participating and the school.  Projects such as the gardening project ‘Growing Together’ engage family members across the generations.

Effective relationships with outside agencies such as the Family Partnership team and TAF in Schools provide targeted support for families in crisis.  

How have you shared your good practice?

The school has shared its practice with other schools in Swansea through open days and school visits.  The school has also run a successful coffee evening for all staff and relevant outside agencies to share good practice.

Improvement Resource Type: Effective Practice

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Information about the school/provider

Clase Primary School is a community primary school situated three miles north of the city of Swansea and one mile from the town of Morriston. There are currently 311 pupils on roll, including 36 part-time pupils in the nursery.  The school has 12 classes and four specialist teaching facilities for pupils with autism and moderate learning difficulties. 

The average proportion of pupils eligible for free school meals over the last three years is 55%.  This is well above the average for Wales of 18%.  The school has identified around 50% of its pupils as having additional learning needs, well above the national average of 21%.  Currently, 11% have a statement of special educational needs.  Many of these pupils are in the four specialist teaching facilities, with only a few in mainstream classes. 

Very few pupils come from a minority ethnic background.  Very few pupils speak Welsh at home.

The headteacher has been in post since September 2010. 

Context and background to the practice

The School Leadership team, including the governing body, has shown a consistently strong commitment to improving the school for the benefit of all learners.  This is articulated and shared through the vision, aims and motto of the school and supported by the school community, including pupils themselves, and its key stakeholders in the wider community.  This commitment can be seen in the current Leadership Charter, which is based on school values and leadership standards and highlights the significant importance the school leaders placed on identifying staff needs and providing them with ‘opportunities to shine’.

The headteacher has consistently demonstrated a clear understanding of the strategic importance of building leadership capacity at all levels throughout the school.  She identifies strengths in personnel and gives them the opportunity to receive quality continued professional development and the confidence to take risks. Through modelling and coaching, she supports staff and sets high standards, which facilitates trust and collaborative working.

Senior leaders demonstrate a strong and active commitment to their own development and show drive, ambition and dedication to the ethos, culture and vision of the school.  As a result, nearly all staff are inspired and encouraged to improve their own practices and have high aspirations.

Over a number of years, the school has developed a consistent track record and a very strong commitment to building capacity through access to high-quality training and empowering individuals, especially in personal and career development.  This includes identifying staff career aspirations and planning potential opportunities during performance meetings.  Specific training needs and requirements are identified, and whilst taking on leadership roles within the school, staff are given ‘opportunities to shine’.  As a result, nearly all staff strongly agree that they are given appropriate opportunity for professional development and that their contribution and skills are valued.

Description of nature of strategy or activity identified as effective or innovative practice

There are robust performance management arrangements in place, and successful professional learning opportunities for all staff.  These processes support school improvement and career progression effectively.  This is a strong feature of the school.

Training is provided to support individuals to develop their leadership roles and the school has a strong culture of distributed leadership.  For example:

  • All senior leaders have completed post-graduate training in leadership and management or professional learning. For example, the lead teacher for curriculum and lead teacher for pastoral and nurture support completed a 2-year graduate diploma in leadership and management.  The lead teacher for lCT/DCF successfully completed the middle leadership training and a further Graduate Diploma in Professional Learning.
  • The headteacher is a peer inspector for Estyn and has effectively supported other colleagues in the local authority and across the regional consortium.
  • The deputy headteacher has completed the NPQH, is assessment lead within the cluster and has completed coaching and management course.
  • Curriculum leaders are given opportunity to attend regional middle leadership training.
  • All teachers in the specialist teaching provision have completed, or are completing, post graduate diplomas in supporting pupils with severe and complex additional learning needs.
  • A few teaching assistants have completed the Graduate Teacher Programme (GTP) and are now teachers at the school, with one of the first to undertake the training already within a senior leadership role at the school.
  • A few teachers have completed a Master’s degree in education practice and one of the teaching assistants is completing a Master’s degree in supporting pupils with autism.
  • The caretaker has completed an apprenticeship in facilities management.
  • The senior lead teacher for curriculum has been involved in a highly-effective regional ‘developing senior leadership’ internal secondment.  This process has supported the development of leadership skills.
  • A steadily increasing number of teaching assistants have access to or completed foundation degree courses and continued on to access full degree courses.  Some have continued to become teachers.
  • All governors have attended a range of training opportunities in school, and with the local authority.

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

As a result of access to high quality professional development, many staff have undertaken further leadership roles within the school.  This has further helped to develop distributive leadership and ensured consistency even when staff are promoted within the school or move to other schools.  This has also had a positive impact on teaching and learning within the school.  A steadily increasing number of staff have undertaken a range of foundation degrees and, of those, a significant number have now completed degrees, and one is currently undertaking a Master’s degree in Autism.

Arrangements to develop staff professionally have a very positive impact on pupils’ progress and wellbeing.  Successful links, networks and the sharing of good practice have ensured effective building of capacity within the school and with other schools and education providers.  For example, as a result of a senior leadership secondment for a science role, pupils have been able to improve skills in recording their investigations in Years 5 and 6.

The school has a strong culture of distributed leadership, which has impacted significantly on school improvement and teaching and learning.

How have you shared your good practice?

The school has shared its practice with other schools in Swansea and in the region.

The headteacher has effectively supported other headteachers and leaders through the local authority consultative pool and more recently through the regional School to School support programme.

Improvement Resource Type: Effective Practice

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Information about the school 

Ysgol y Faenol is situated in Penrhosgarnedd in the city of Bangor. The school is under the voluntary control of the Church in Wales and is maintained by Gwynedd local authority.  Welsh is the main medium of the school’s life and work. There are 212 pupils between 3 and 11 years old on roll, including 20 part-time nursery age pupils. The school has eight single age classes.

Over the last three years, around 5% of pupils have been eligible for free school meals. This is significantly lower than the national percentage (18%). Approximately 10% of pupils come from Welsh-speaking homes. Around 22% of pupils are from ethnic minority backgrounds. Very few receive support to learn English as an additional language. The school has identified around 14% of pupils as having additional learning needs, which is lower than the national percentage of 21%.

The headteacher was appointed to the post in September 2017.    

Context and background to the effective or innovative practice

Through the monitoring and quality assurance systems, leaders identified the need to improve short‑term planning and provision for the learning areas, in order to develop pupils’ independence and confidence as they overcome challenges.  The school decided to invest in resources and specialist training in this area for all foundation phase staff.

Following the training, staff have researched, adapted and experimented with many different areas and learning systems over a period of time.  This has led to developing consistent, gradual and innovative systems that nurture an excellent level of independence among pupils from nursery to Year 2.

Description of nature of strategy or activity

As a result of training, short-term planning has been adapted to include previous learning experiences, next steps and the pupil’s voice.  

A rationale was created for enhanced and continuous provision, which focussed on teaching procedures in order to ensure consistency across the department in the foundation phase.  Two focus groups were established: one working under the guidance of a member of staff and one moving group working in the learning areas, practising and reinforcing skills that pupils have already learned.  Time was invested at the beginning to model and nurture pupils’ independence while they work in the learning areas.  Imaginative themes were planned across the curriculum, in addition to interesting work programmes, and pupils played a key part in planning through ‘Pupil’s Voice’ sessions.  Teachers planned challenges that were linked to the curriculum levels, in order to enhance the learning areas by using the character of ‘Deio y Dinosor Dysgu’ (Deio the Learning Dinosaur).  The character’s aim is to introduce the success criteria to pupils in the learning areas.  By using this character, pupils become more independent and take more responsibility for their learning. 

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

The principles of the foundation phase have been established particularly well in the school.  Through effective co-operation and clear guidance, teachers ensure that there are opportunities for all pupils to receive a range of practical, stimulating and rich learning experiences across the phase.  As a result of this provision, pupils show an excellent level of independence and show resilience when facing new challenges.

Pupils are keen to complete activities in the areas, and take pride in, and ownership of, their work because they have contributed to its planning.  They enjoy challenges and gain a sense of success, because they review skills that are presented to them in various contexts.

As a result of using the character of ‘Deio y Dinosor Dysgu’ in the areas, pupils learn independently and, from an early age, have a good understanding of how to improve their work.

How have you shared your good practice?

The principles of the foundation phase have been shared with the school’s key stage 2 classes.  The school shares its practices with governors and parents through specific meetings.