Effective Practice Archives - Page 48 of 66 - Estyn

Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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Denbighshire County Council is a local authority in North Wales with a total population of 94,805. The county stretches from the coastal resorts of Rhyl and Prestatyn through the historic towns of St. Asaph, Denbigh and Ruthin and the hills of the Clwydian Range, to the Dee Valley and the towns of Llangollen and Corwen. The local authority maintains eight secondary schools, 47 primary schools, two special schools and a pupil referral unit.

Denbighshire County Council’s overriding ambition is to make a significant and lasting difference to the people and communities of Denbighshire.  The council has maintained its position as being one of the highest performing Councils in Wales despite the challenging climate of continuous change and diminishing financial resources.  It has also maintained its commitment to improving the offer for its residents and maintaining its reputation for delivering effective and efficient services.  This ambition is the integral, golden thread, which connects the strategic direction with operational delivery.  Within the context of Education and Children’s Services it underpins the commitment to improve education outcomes and keep children safe from harm.  This has been a key driver in influencing the strategic and operational leadership decisions taken by the service.

The strength of this approach has been confirmed by the judgements awarded in the Estyn inspections of 2012 and 2018.  In both inspections, Denbighshire was awarded an Excellent judgement for leadership and management. 

The 2018 inspection reported that the:

corporate plan demonstrates the council’s clear commitment to improving education, with one of its five main objectives being to develop Denbighshire as ‘a place where younger people will want to live and work and have the skills to do so

It also reported that:

Over time, very strong senior leadership in the local authority has ensured a determined focus on improving provision and outcomes for learners. A highly effective impact of this is the way leaders have demonstrated the confidence to recently amalgamate the education service and the children’s service into one collegiate department to deliver a coherent and efficient integrated service. This is having a very positive effect on the provision available to children and young people and a beneficial impact on learners’ wellbeing.

In 2015, the Council took the decision to merge Education; and Children and Family Services under one Head of Service.  In April 2016, Education and Children’s Services was officially launched.  The context of Denbighshire is important in order to understand the rationale for and approach to the joining the services.  At the outset it was recognised and understood that the joining of two high risk services required a sensitive and considered approach; and would be a major change in service delivery.  Therefore, the strategic directive and rationale was carefully communicated by the Chief Executive and other Senior Officers.  At the outset, through the communication and consultation process, it was made clear that the purpose of the merger was not simply to bring together two services under the management of one Head of Service, but to fully integrate them to ensure a cohesive and unified approach, in order to provide better services to children and young people.  The implementation of the merger was carefully planned for and the rationale for merging the two service areas was very clearly communicated.  The success of the merger has been dependant on recognising the importance the following:

  • Culture
  • Opportunity
  • Communication, Consultation, Engagement and Implementation
  • Continuous Evaluation
  • Building Relationships

Culture of the organisation (Values/Principles)

An adherence to public services values has been at the heart of engagement with residents (including children and young people); and has been a key feature of the approach to leadership through the Council and corporate planning process.  The Council has a strong belief in developing a single public service culture.  There was therefore, already a well-established expectation that services would work together and work with partners and with the wider community.  There was also an expectation of services, that structures are flexible and readily able to adapt in order to accommodate changing expectations and priorities.

Opportunity

Opportunity was presented due to the mature and well-established culture of the organisation, but also the expectations presented by changing legislation:

  • Social Services and Wellbeing Act Wales
  • Well-being of Future Generations Act
  • Anticipated reform of ALN (Additional Learning Needs)
  • Increased expectation of regional working

The key principles collectively underpinning the above legislation supported the rationale for merging, as there is clearly a shared focus on ensuring that:

  • The needs of the child or young person is at the centre of everything we do.
  • All professionals working with children and young people must have a shared responsibility in working to prevent escalation of need.
  • People of all ages will have more say in the care and support they receive.

Quite simply, the joining of the two services was a common sense approach to ensuring that:

  • All professionals working with children and young people fulfil their shared responsibility in working to prevent escalation of need.
  • All professionals understand their duty to contribute to providing the best learning, and care and support offer in a way which best meets the needs of the individual and family.

Communication, Consultation, Engagement and Implementation

Research and preparation

Senior Officers undertook a considerable amount of research and engaged in a lengthy process of preparation.  Models of delivery in other Councils across the UK were considered and significant attention was given to the breadth of responsibility that senior leaders in the service would be accountable for, particularly within the context of changing legislation.  Considerable thought was given to what the operational structure would look like.  The Corporate Director established a board to oversee development and implementation with key Elected Members represented.

Communication and Engagement

A Consultation/Engagement paper was written and shared widely.  This clearly explained the rationale for the proposal, the changes to the operational structure and the time frame within which the restructure would take place.  At that point the focus was a ‘blending’ of the department management team.  There was a clear differentiation between those staff who were being consulted with as result of a direct impact on them; and those staff receiving communication as part of an engagement strategy.  Elected Members and the Trade Unions were included; and at this time there was no negative or oppositional response from any party.

In addition, opportunity was given for staff in both discreet services to meet and share areas of commonality and identify opportunity for a shared approach.  This was done through a series of scheduled ‘Away Days, attended by the Corporate Director, both Heads of Service and the Lead Member.

Implementation

 Within the first few months the service developed the following:I

  • A single Business Plan with shared priorities to support the delivery of the Corporate Plan.
  • One leadership team.
  • Single service management meetings.
  • Single service staff meetings and learning opportunities.
  • Cohesive and coordinated approach to working with partners such as Health.
  • Consolidation of early intervention and prevention service areas by bringing teams together.
  • A more coordinated approach to service delivery for individual children and their families.

In May 2017, the structure and approach to service delivery presented further opportunity for consolidation in a number of areas:

  • The interface between provision for children and young people with additional learning needs and provision for those with disabilities.
  • Approaches to respite provision and out of county placements.
  • The link between therapeutic services offered and the school based counselling service.
  • Approach to early year’s provision in support of readiness for school.
  • A co-ordinated training programme for everyone involved in working with Children and Young people including Governors around key themes e.g. safeguarding, attachment, behaviour management.
  • The school admissions process in relation to LAC, and vulnerable pupils.
  • Support for young carers.
  • School transport arrangements in support of ALN and most vulnerable.
  • Coordination of response to complex needs in relation to both the Education and Social Care offer.

These opportunities were not only identified by members of the management team, but were common themes discussed in the service away days.  At this stage, it was reassuring that staff were proactively engaged in identifying areas for development.  It was clear that there was a general recognition that if full advantage was to be taken of the opportunities presented by the creation of one service, staff needed to think in a more holistic way about service delivery to children and their families, as there was concern that an uncoordinated offer can cause confusion and have a negative impact on children and young people.

The following areas were developed further:

  • Education Resources and Support
  • Education
  • Early Intervention, Prevention, Health and Well being
  • Statutory Services

Evaluation

Due to the level of risk identified at the beginning of the process, the progress of the merger was regularly reviewed and evaluated through the following:

  • Test of Assurance
  • Elected Member Scrutiny
  • Corporate Scrutiny

In addition, CIW and Estyn were updated as part of the termly meeting process.  This not only ensured thorough risk management, but also maintained a level of continuous engagement from relevant parties.

Building Relationships

Careful consideration was given to alleviating anxiety created by significant service restructure.  A number opportunities were presented for staff to get to know each other; and a key focus was to ensure that staff had a better understanding of each other’s roles and responsibilities.  All communication was focused on reassuring staff that this was a ‘joining’ or ‘blending’ of services, not a takeover.

Impact

Overall, both strategically and operationally the Service has realised its ambition of delivering a cohesive and coordinated service offer. The impact of this has been:

  • Improved strategic planning, operational delivery and prioritisation of resource.
  • More effective communication across all teams in the service, and sharing of knowledge and expertise.
  • An improved training offer and increased opportunity to share learning as a result of increased accessibility to a more extensive and diverse range of knowledge and expertise.
  • Improved communication and understanding of need.
  • Early identification of vulnerable pupils and coordinated support in and out of school.

In addition, for particular groups of children and young people a single service approach has enabled a more bespoke response to complex challenges:

  • Children at risk of CSE (Child Sexual Exploitation)
  • Children with a disability
  • Children exhibiting complex and challenging behaviours.

Evidence can therefore be presented to show that this has resulted in:

  • An Improved learning environment.
  • Continuously improving teaching and learning offer.
  • Better informed and continuously improving care and support offer.

And Finally

Two significant points of learning have been taken from this experience:

  • An approach such as this must be a part of the overall vision and commitment of the council. Imposing a template will not work.
  • The importance of building relationship and securing staff engagement cannot be underestimated.

Improvement Resource Type: Effective Practice

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Information about the school

Gaer Primary School is on the west side of the city of Newport.  It opened in 2014 following the amalgamation of the infant and junior schools.  The school has 459 pupils between the ages of 3 and 11, including 63 part-time pupils in the nursery.  There are 17 classes, including a resource base class in key stage 2 for pupils with a range of speech, behavioural and general learning difficulties.

The average proportion of pupils eligible for free school meals over the last three years is around 20%.  This is close to the national average of 19%.  A few pupils are from a minority ethnic background.  The school has identified 32% of its pupils as having additional learning needs, which is well above the national average of 21%, but this includes the pupils in the resource base class.  A very few pupils have a statement of special educational needs.

The headteacher took up his post in September 2014.

Context and background to the effective or innovative practice

Following the amalgamation in September 2014, school leaders felt that it was important to establish systems and procedures for ‘assessment for learning’ (AfL) that would work progressively well across the school.  Having trialled a range of AfL strategies previously, influenced by wider research, and witnessed success at first hand, the challenge was to now use this success to rationalise and create an AfL approach for the newly formed primary school.

Highly effective assessment for learning has been widely regarded by educationalists as fundamental in raising standards for learners.  This helps in making learning ‘more visible’ and helps learners to understand what excellence looks like and how they can develop their own work to reach that level.  In John Hattie’s seminal work on educational effectiveness, Visible Learning for Teachers (2011), Hattie ranked feedback strategies 10th out of 150 factors that bring about significant improvements in learner outcomes.  Others support this and argue that, if teachers use formative assessments as part of their teaching, pupils can learn at approximately double the rate. 

Description of nature of strategy or activity

Initially, the process involved the shared creation of a feedback and marking policy to provide a framework to outline the procedures associated with AfL.  Subsequently, editing checklists and self and peer assessment models and toolkits were developed to support and enhance the process and provide a more effective way of supporting pupils to improve.  ‘Close the gap’ marking was introduced as part of the policy, shaping an understanding of appropriate questioning and prompts to challenge pupils and help them progress.

One significant feature in the success of the process was the introduction of clear and achievable ‘success criteria’.  The SMART (Specific, Measurable, Attainable, Realistic/Relevant and Time Bound) success criteria, often created with pupils, has ensured that there is explicit clarity regarding the expected outcome of lessons.  Staff and pupils are now more adept at providing very specific and effective feedback.

The De Bono ‘Six Thinking Hats’ were introduced to support the process.  Using these hats across the curriculum has allowed pupils to learn about a wide range of approaches to thinking.  In addition, pupils use the hats to self and peer assess from a particular perspective such as looking at processes, possible problems or from a purely factual angle.  The hats are very effectively used to support the pupil’s reflections on their learning.  Each colour represents a mindset to adopt when reflecting: yellow (things that went well); black (things that didn’t go well); red (emotion/feeling elicited); green (creativity); white (facts/information that underpinned the learning); blue (next steps).  Pupils self-assess their learning highly effectively using the hats, both orally and as a written response.

The blue thinking hat is effectively aligned to ‘next step’ targets.  Individual pupil targets are developed with all pupils from Year 1 onwards.  Pupils create targets alongside their teacher and apply them across the curriculum.  They are recorded in an individual pupil ‘target book’.  Targets are SMART and focus on very specific aspects of writing.  An example is, ‘to use simple sentences to build tension’.  Pupils and teachers use stickers to highlight when a target has been met.  When targets have been met three times a new target is agreed.  Each pupil will have no more than three targets at any one time.  The process ensures that pupils are very clear about what they need to do to improve their learning.

Peer assessment models have been introduced and refined to support pupils’ development in providing constructive feedback to their peers.  The progressive models make reference to the success criteria, marking checklist, individual targets, celebration of strengths and next steps.  The process highlights the importance of respect when providing feedback to peers.

A process of continuous self-evaluation and professional dialogue by staff and school leaders, looking critically at impact, has ensured that the systems were refined and applied consistently.

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

The new processes have had a significant impact on changing the culture in the classrooms.  The systems have created a supportive and collaborative ethos, whereby pupils are actively engaged in their learning and confident to try new things and not afraid to make mistakes.  They are confident to edit their learning and reflect on changes that will improve standards.

The ‘assessment for learning’ processes have had a highly significant impact on learner outcomes.  Pupils now take greater ownership of their learning and are able to improve with greater independence.  They are more aware of what good learning looks like and their next steps in order to achieve higher standards.  The AfL processes have helped create a sense of self-efficacy, a confidence in their ability to reach targets through hard work and determination.  The peer assessment process has helped pupils to reinforce their learning by explaining ideas to others.  Furthermore, the peer assessment process has helped pupils to develop better diplomacy and oracy skills.

How have you shared your good practice?

The school has shared its approach to AfL within their cluster of schools and with other staff and leaders visiting the schools as part of its ‘school to school’ programme.

Improvement Resource Type: Effective Practice

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Information about the school

Soon after taking on their role, the headteacher realised that a number of pupils were experiencing emotional difficulties, and found it hard to calm down after break times. They had trouble focusing on their work, expressing their feelings and engaging with learning. After conducting an internal assessment, and contacting experts and parents, staff began planning a strategy and organised specific interventions to improve pupils’ wellbeing and emotional security.

The school has an effective procedure for tracking and monitoring pupils’ wellbeing on a daily basis, enabling staff to respond immediately to any concerns that may arise. Intervention sessions take place to promote positive attitudes among pupils, enabling them to share their concerns, discuss their feelings and model appropriate behaviour that allows them to address their feelings. In order to raise staff awareness, leaders were given useful opportunities to observe effective strategies at a school within the regional consortium. Following this visit, specific training was organised for pupils, staff, governors and parents. The project was funded by a grant.

Description of nature of strategy or activity

There are regular assessments to monitor pupils’ wellbeing across the school. In addition, specific questionnaires are distributed, asking pupils about their feelings and concerns. Assemblies are held to discuss morals and spiritual elements, there are sessions to promote healthy and positive relationships, therapy sessions, classes for parents and a wrap-around care programme. Staff seek to ensure that the school environment is calm, homely, supportive and caring. Pupils are given the opportunity to contribute to this ethos by posting messages into an ideas box and creating specific rights and values that are central to all the school’s actions and which reinforce pupils’ personal, social and emotional wellbeing successfully. The ‘Playground Buddies’ system encourages pupils to be kind and to include all their peers in activities during break times.

Among the most effective activities in ensuring that pupils exercise self-control are the regular relaxation and calming sessions conducted at various times during the day, especially at the end of break times. These sessions promote effective standards of mindfulness among pupils and staff. They help to improve pupils’ concentration skills, foster resilience, and encourage them to engage with learning, by adding value to existing appropriate education programmes. Teachers encourage pupils to practice these transferable skills at home as well as at school.

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

This work has contributed to raising standards of wellbeing among pupils and staff, and improved pupils’ behaviour across the school. Pupils now calm down immediately after wellbeing sessions, focus better during lessons, are aware of how to relax and can discuss their feelings and share concerns with each other and with staff. All of these strategies have contributed significantly to raising standards and inspiring pupils to be healthy, confident and ambitious individuals.

Parents praise the positive impact of the wellbeing discussion sessions on their children, attesting that they concentrate for extended periods, engage better with their learning and go home at the end of the school day in a calmer and more positive state of mind. In the foundation phase, progress among many boys and girls has been as expected or better than expected in almost all areas of learning and almost all pupils that are eligible for free school meals have made progress in literacy and mathematical development this year. In key stage 2, most have made expected or better than expected progress in Mathematics, Welsh and Science, while most boys and almost all girls have made expected progress in English. Nearly all pupils that are eligible for free school meals have made expected or better than expected progress in English, Welsh, Mathematics and Science this year.

How have you shared your good practice?

The school shares its good practice constantly with parents, governors and the local community through its website and the school’s Twitter account. It has featured on a Welsh-medium television programme that was broadcast across Wales. As a result of this programme, staff from other primary schools in Wales have visited the school to observe good practice in terms of improving pupils’ wellbeing.

The Children’s Commissioner for Wales visited the school to observe provision and praised the school for the way it undertook to develop pupils’ wellbeing skills, independently and without any commercial scheme. Following this visit, the school was invited to complete a special task of surveying pupils’ experiences in terms of wellbeing in the form of a personalised report for Ysgol Gymraeg Brynsierfel. The survey is based on the Commissioner’s Children’s Rights Framework. The Children’s Commissioner will use the data to identify good practice in Wales and to identify specific themes that may help to support other schools. This information will also help to inform the Children’s Commissioner’s priorities for children and young people as part of the national ‘What Now?’ consultation.

Improvement Resource Type: Effective Practice

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Information about the school

Cogan Primary School is in the Cogan area of Penarth in the Vale of Glamorgan local authority.  There are 206 pupils on roll between 4 and 11 years of age, organised into seven classes.  The school also has a hearing resource base for children from the local authority.  There are currently six children registered in this class.

On average over the last three years, just over 11% of pupils are eligible for free school meals.  This is below the Wales average of 19%.  The school identifies 18% of its pupils as having special educational needs.  This includes those in mainstream classes and in the hearing resource base.  This is just below the Wales average of 21%.  A very few pupils have statements of special educational needs.

Most pupils are white British and speak English at home.  A few pupils come from a minority ethnic background and many of these pupils speak English as an additional language.  A very few speak Welsh at home.

The headteacher took up her post in 2014.  The school’s last inspection was in May 2018.

Context and background to the effective or innovative practice

The school is an extremely caring community in which inclusive learning is core to its success.  There are excellent working relationships between staff, pupils, parents and the wider community and this helps to create a highly inclusive environment based on mutual care and respect.  A particular strength is the way in which pupils from the Hearing Resource Base (HRB) integrate seamlessly into the life of the school.  The HRB is a long-standing feature of the school and provides specialist provision for pupils across the Vale of Glamorgan who have hearing loss, ranging from moderate to severe.  Currently, the HRB employs one full time teacher of the deaf (TOD), one full time learning support assistant (LSA), and three part time LSAs.  At present, there are six pupils on role at the HRB, although there is capacity for 10 pupils. 

Pupils from the HRB learn alongside pupils in mainstream classes, where adults and pupils consistently use signing and other visual communication techniques sensitively and confidently to support verbal communication.  As a result, pupils from the HRB make good and often excellent progress when assessed against their individual starting points.  Through the system of ‘reverse integration’, pupils from mainstream classes regularly work in the base alongside pupils from the HRB.  This allows mainstream and HRB pupils to develop their learning in a quiet, caring, and supportive setting.

Description of nature of strategy or activity

The school integrates pupils from the Hearing Resource Base, including those with additional learning needs and pupils with English as an additional language, well.  The school fosters a deeply-rooted, caring ethos of inclusivity that starts as soon as the children join the school in reception.  Everyone is involved and encouraged to participate.  Year 6 ‘Guardian Angels’ pair with reception children to provide help and support during the year.  All Year 6 pupils listen to their partners read and assist school during trips, and this has a powerful impact on the wellbeing and self-esteem of both parties.

The teacher of the deaf and support assistants provide a range of support options for pupils with hearing impairments, including in-class support, withdrawal from class for pre-tutoring, and reverse integration.  The whole school has a positive attitude to deafness and deaf issues and actively promotes inclusion.  All members of the school community embrace communication through sign language.  Adults who lead assemblies use signing and visual resources purposefully to aid understanding amongst all pupils.  The school holds a deaf awareness week annually.  All pupils take part in a national signing song.

School values, especially tolerance and respect, permeate the life of the school and create an ethos of kindness and care for one another.  Pupils and adults actively support one another.  The use of a ‘sign of the week’ promotes communication skills and fosters a deep-rooted understanding of the needs of pupils with a hearing loss.

Older children support younger children as learning buddies, reading partners, and as peer supporters during break and lunchtimes.  This develops a sense of community throughout the school.  All pupils gain a sense of responsibility for themselves and for others to ensure a culture of mutual understanding and respect. 

The school celebrates diversity by ensuring valuable opportunities to learn about different cultures and religions, and the rights and needs of pupils.  Teachers often call upon parents and other members of the school community to share information about their religious festivals and practices.  This helps to deepen pupils’ understanding and promote tolerance and respect.  Links between the school council, the secondary school council and cluster school councils are strong and the pupils work collectively on projects that promote diversity.  As part of the project, pupils produced an informative short film about the life of a pupil in the hearing resource base.  All cluster schools shared this during assemblies.

Staff and pupils use the United Nations convention of the rights of the child across the school to raise awareness and encourage cooperation and tolerance.  Members of the learning squad carry out research and surveys so that they can promote the rights of the child purposefully during assemblies.

The school has highly effective procedures to track and monitor pupils’ progress and wellbeing. Skilled learning support assistants use detailed information about individuals and groups to provide valuable support for educational, emotional and social needs.  The school building is utilised well to provide areas for quiet reflection or intervention in the quiet room or the ‘cwtch’ area.

A range of pupil voice groups contribute to school development and this pupil involvement helps to promote integration and togetherness.  For example, the school’s peer supporters encourage participation, safe play and use of the outdoor provision at break and lunchtimes.  Through this work, they promote friendships and reinforce school values.

The school has worked hard at developing the pupils’ understanding of local history, for example their studies of the nearby Cogan Pill house and the school’s history.  These events bring the Cogan community together, old and young, to celebrate its rich heritage and develop a sense of shared pride.  For example, whole school costume days and role play have been exciting vehicles to promote unity and togetherness.

An emphasis on charity work has been very beneficial in developing global citizenship.  Links with charities have enhanced pupils’ knowledge about other countries and the needs of people and animals.  This awareness and understanding, linked with learning, has led to an appreciation for those in need locally and further afield.

Using the school motto to ‘encourage effort and celebrate success’, all pupils are encouraged to take part in creative arts.  Visiting artists and sports coaches work with the pupils.  This fosters collaboration, teamwork and fair play.  It has also resulted in producing colourful mosaic murals and a sensory garden, which enrich the learning environment.  All pupils participate in performances as a class and as a school annually.  This provides a platform for the pupils to work together, share success and celebrate collectively.  The school’s commitment to using the creative arts to aid inclusivity led to the school becoming a Lead Creative School.  Pupils play an important part in the interview process to appoint the creative practitioner and all pupils play key roles in setting the nature and trajectory of the project.

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

Standards of behaviour are very high.  The inclusive culture created across the school has a positive impact on learning and standards.  Excellent communication skills and techniques thrive across the school.  Increased friendships across all ages of pupils.  All pupils feel that they are valued members of the community and have positive attitudes to learning and school life.  A sense of togetherness and inclusivity helps pupils to feel secure and enhances learning.

How have you shared your good practice?

The teacher of the deaf offers outreach support to schools across the Vale of Glamorgan.  Knowledge and training about deaf awareness are shared with staff annually and to other cluster and county schools as required.  There is considerable school-to-school working within the cluster and school improvement group.

Improvement Resource Type: Effective Practice

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Information about the school

Cogan Primary School is in the Cogan area of Penarth in the Vale of Glamorgan local authority. There are 206 pupils on roll between 4 and 11 years of age, organised into seven classes. The school also has a hearing resource base for children from the local authority. There are currently six children registered in this class.

On average over the last three years, just over 11% of pupils are eligible for free school meals. This is below the Wales average of 19%. The school identifies 18% of its pupils as having special educational needs.  This includes those in mainstream classes and in the hearing resource base. This is just below the Wales average of 21%. A very few pupils have statements of special educational needs.

Most pupils are white British and speak English at home. A few pupils come from a minority ethnic background and many of these pupils speak English as an additional language. A very few speak Welsh at home.

The headteacher took up her post in 2014. The school’s last inspection was in May 2018.

Cogan Primary School has established a proportionate and an effective environment of professional learning and reflective practice. An established staff are led by a highly skilled headteacher who has created an ethos based on trust. As a result, the leadership structure has significantly shaped the care, support and guidance and given all staff the confidence to innovate and share practice that continues to impact on better learning opportunities for pupils and staff. Each member of staff has a significant voice in shaping the curriculum and their contributions are listened to and valued.

Context and background to the effective or innovative practice

Over an extended period of time, the headteacher has developed an inclusive culture and vision that enables pupils, teachers and support assistants to work together to improve standards and wellbeing. Through clear lines of communication and awareness-raising, she has secured the commitment of all leaders and staff. This has resulted in a shared sense of pride and purpose. The headteacher and leaders have clear yet reasonable expectations of everyone to work hard and do their best. There is a real sense of teamwork and togetherness where everyone has a voice, is listened to and is valued.

Leaders are open to new initiatives and innovation, but their approach is measured and sensible. The headteacher fosters positive attitudes and excitement to try out new things, not necessarily taking them on wholesale, but tailoring them to use the ‘best bits’, the elements that are likely to work for Cogan Primary School. Leaders and staff research new approaches thoroughly and adapt them to meet the needs of the pupils and the school. Decisions about changes are balanced and measured, and the leadership team is not afraid to say no to changes that they do not consider to be appropriate.

The school has a well-established and highly effective culture of strategic planning for improvement. Priorities for improvement are manageable, proportionate and sustainable. There is a sharp focus, which draws from a highly experienced and expert staff. The headteacher deploys staff well to promote the best learning opportunities, often using strengths from within and outside the school to share effective practice.

Description of nature of strategy or activity

Leaders reflect on their own leadership and the leadership and professional practice of others in the school. The headteacher adopts different leadership styles as appropriate, developing, empowering and sustaining effective teams. The existing staffing structure is clear and effective and provides the capacity for staff to be creative and innovative. The workload is manageable.  The headteacher recognises the need to make balanced changes and inspires, motivates and challenges others, for example to improve standards of pupils further in Year 3. Leaders identified that the transition between the foundation phase and Year 3 needed a new approach. Leaders supported the relevant staff to make innovative changes to bring the philosophies and practice of the foundation phase into Year 3. The restructuring of the planning, deployment of staff, provision and methodologies re-invigorated teaching and learning for these pupils and their teacher. Focused group teaching embraced foundation phase principles and re-energised the learning environment. As a result, standards, wellbeing and confidence improved over a short period of time and there is a smoother and more extended transition into key stage 2.  

In the pursuit of excellence in teaching and learning, leaders have established a new approach to improve classroom practice. For example, through research, leaders enable teachers to re-focus their teaching by placing a greater emphasis on the learning and the progress of specific learners during lesson observations.

The headteacher develops trust between staff and supports them in leading a culture that manages emotions and performance under pressure. Excellent communication is key to establishing trust and togetherness. Leaders have established a process that supports experienced teachers and support assistants so that they can focus more on the learner and the learning experience.  Leaders provide teachers with opportunities to reflect on innovative practice, which has accelerated pupils’ learning. This practice reflects upon own leadership and the leadership and professional practice of others in school. For example, teachers in phases collaborate to plan a series of lessons. Leaders expect staff to share their teaching methodologies and pedagogical practices with each other. This brings about mutual trust and openness to share teaching techniques, trial new approaches and feed back to one another in an open and honest way. Leaders place a strong emphasis on recognising and celebrating good practice in learning across the school. 

There are clear and effective performance management systems. Leaders address any identified underperformance robustly and in a supportive way. The headteacher fosters an open, fair and equitable culture amongst staff to share experiences, celebrate successes and unpick what does not work.

There is a clear relationship between continuous professional development and sustained school improvement. Leaders ensure collaboration and networks with others within and beyond school. The school identifies and plans purposeful training opportunities, closely linking them to whole-school priorities. Staff make effective use of action research to try out different ways of doing things. Leaders have developed the learning buddy initiative, which provides opportunities for pupils to share their work with adjacent year groups and discuss their enjoyment for learning. For example, all pupils throughout the school have dedicated time to share favourite learning outcomes with a partner from another class. Discussions about what they found challenging, what they did to get better and what they are proud of take place every half term. Leaders, teachers and support teaching assistants join in pupils’ discussions and this provides an efficient source of informal monitoring and an opportunity to celebrate success as well as reflecting on what could be better.

The headteacher works effectively with the governing body to fulfil the school’s mission. Leaders place great emphasis on building the whole team, recognising strengths and using them to benefit learning and teaching. Leaders consider roles carefully and responsibilities are shared. The headteacher values all input and guides further actions.

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

The school’s practice of valuing leadership has positively impacted on:

  • teacher research that develops innovative practice while maintaining high quality learning experiences for pupils
  • confident pupils who achieve good or better standards
  • a shared professional learning culture where everyone is listened to and valued
  • a climate based on mutual respect, openness and trust
  • a sense of togetherness and sustainability

How have you shared your good practice?

The school shares its strong leadership and strategic planning processes with other schools through Pathfinder, School Improvement Group, cluster groups and schools in other consortia. In addition, it shares developing and working with others on the National Professional Qualification for Headship (NPQH) training programme.

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Beca is a rural Welsh-medium primary school that is situated on the border between Carmarthenshire and Pembrokeshire.  The school is divided into 3 mixed-age classes.  The foundation phase is taught in one class and key stage 2 is taught as one department but with 2 qualified teachers in an open-plan learning area.  Around 3% of pupils are eligible for free school meals and the school has identified around 17% of its pupils as having additional learning needs.  A majority of pupils come from Welsh-speaking homes.  Welsh is the school’s everyday language and the medium of teaching and learning.  The headteacher has been in post since January 2009. 

Context and background to the effective or innovative practice

When conducting a survey of the views of staff and pupils through questionnaires and informal meetings, it was identified that pupils are included successfully in making decisions about the school; however, very often, these decisions were in relation to charity work.  Although pupils’ views were sought regularly, they were not given an opportunity to plan the way forward or solve challenges, unless they were members of the school council.  As a result, only a few pupils were given an opportunity to inform the way forward for the school.  This was an issue that the school decided to improve.

Description of nature of strategy or activity

Because Ysgol Beca is relatively small in terms of pupil numbers, the school decided to establish purposeful councils and ensure that the membership included as wide a cross-section of pupils as possible.  Staff agreed to merge the school council and eco council, as much of both councils’ work overlapped.  Two new councils were also established, namely ‘Criw Twm Tanllyd’, to work on the Welsh language charter’s priorities, and ‘Dewiniaid Digidol’ (Digital Wizards), in order to make progress towards the aspirations of the digital framework.  A decision was made not to develop any more councils in order to maintain balance in terms of workload.  At the beginning of the year, the councils created questionnaires by using ICT in order to identify the strengths and weaknesses in their areas of work.  The councils’ priorities were included in the school development plan.  The councils’ plans were discussed in governors’ meetings and their vision was shared with parents.  During the year, the councils met regularly to evaluate developments in their work and to plan the way forward.  In order to include the views of as many pupils as possible, ‘QR’ codes were used in each class in order for pupils to share their ideas.  These allow pupils to submit ideas straight to the teachers’ HWB account, for example to identify what they would like to learn during the theme.  There are also other specific QR codes around the school, which allow pupils to send their comments straight to the headteacher.  These ideas are included in governor, staff and eco council meetings.

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

The councils’ methods develop a sense of ownership and pride among the pupils towards their school.  They realise that their ideas have an effect and that the staff genuinely listen to their comments.  The staff identify to pupils examples of how their comments have led learning and activities, so that they ensure full commitment to the work.  As a result, pupils have excellent commitment and enthusiasm towards the school’s life and work.  

This activity has developed pupils as conscientious citizens, because they consider the whole school community in addition to their personal aspirations.  They plan activities and consider the effect on the whole school community.  Among their successes during the year, they have developed the learning areas in the school to provide an opportunity for pupils to reflect, develop physically, have created a safe haven for disabled children to reach the school and ensured that the site is attractive and elicits pride among all of the site’s users.  ‘Criw Twm Tanllyd’ has succeeded in ensuring that Ysgol Beca has a wholly Welsh environment, ensured that all stakeholders are committed to the Welsh language and has gained the Welsh language charter bronze award.  The digital crew has succeeded in raising pupils’ ICT skills by sharing good practice and ensuring that pupils and their parents have a sound understanding of e-safety. 

How have you shared your good practice?

The school shares its practice with governors and parents through newsletters and specific meetings.  The school will register this good practice on the ERW website through the Dolen platform.

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Beca is a rural Welsh-medium primary school that is situated on the border between Carmarthenshire and Pembrokeshire.  The school is divided into 3 mixed-age classes.  The foundation phase is taught in one class and key stage 2 is taught as one department but with 2 qualified teachers in an open-plan learning area.  Around 3% of pupils are eligible for free school meals and the school has identified around 17% of its pupils as having additional learning needs.  A majority of pupils come from Welsh-speaking homes.  Welsh is the school’s everyday language and the medium of teaching and learning.  The headteacher has been in post since January 2009. 

Context and background to the effective or innovative practice

Through the school’s monitoring and quality assurance systems, leaders had identified that providing a full curriculum and ensuring each pupil’s commitment to learning was difficult, considering the school’s limited time and human resources.  Following the publication of the Successful Futures document to establish a new curriculum for Wales, the teaching staff decided that provision that was available to pupils in key stage 2 needed to be adapted.  Foundation phase provision has become embedded, and leaders decided that they needed to ensure that this effective work continues throughout the school.  Ysgol Beca has been built in an open-plan layout and, as a result, it lends itself well to thematic teaching in small groups, rather than collective learning as a whole class.

Description of nature of strategy or activity

After considering the school’s situation, staff merged key stage 2 into one class, which is now taught by two qualified teachers and a member of support staff.  Traditional lessons were abandoned and thematic learning periods were established in the afternoon.  A programme was planned whereby pupils receive four challenges to be completed during free choice periods, and two independent tasks set by the teacher to be completed at a specific time, and focus sessions.  The main aim of the focus sessions is to provide opportunities to nurture literacy and numeracy skills through science and ICT.  The independent activities and challenges are based on the class theme, and review the numeracy, literacy and ICT skills that have been introduced to pupils during more structured lessons.  The class is now one area that is full of the hustle and bustle of learning, which develops a very wide range of skills across the curriculum.

The school identifies specific themes each term.  Pupils are included in planning the content of the theme, and teachers consider the content and range that have been taught during the term carefully.  As a result, staff identify any gaps in provision and plan purposefully to ensure that pupils receive a complete curriculum.  Staff plan in order to ensure that there are periods of teaching outdoors by using the resources that are available to the school.  There are specific plans for mathematics and language, but the thematic periods are open to learners and staff, as long as they review the skills that have been introduced in language and mathematics lessons.

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

As a result of this provision, pupils’ commitment to their learning has developed to very high levels.  They are keen to complete tasks to an excellent standard, and take pride and ownership of their work because they have played a part in planning it.  Pupils greatly enjoy the opportunity to have an element of choice in their education.  They enjoy the challenges and gain a sense of success because they review skills that have been introduced to them in various contexts.

Learners are of the opinion that the new structure and the innovative curriculum that is provided are very successful.  They greatly enjoy the fact that they are able to choose and see the benefit of focus sessions, and feel that the teachers are able to challenge and support them very effectively.

The standards that are seen in pupils’ books have improved significantly across the range of abilities in the classroom.  Standardised test results show that their number and literacy skills have developed very successfully under the new provision.  Although discipline was not a problem at the school, the level of enthusiasm and respect towards learning has also improved.

How have you shared your good practice?

The school shares its practice with governors and parents through newsletters and specific meetings.  The school will register this good practice on the ERW website through the Dolen platform.

Improvement Resource Type: Effective Practice

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Context and background to the effective or innovative practice

The school is a vibrant and embracing community, which fully realises its vision to nurture the talents of all its pupils and staff.  The very high quality of care and support provided by staff successfully engenders strong shared values of tolerance, respect and inclusivity amongst all members of the ‘Clytha family’.  This ethos directly informs pupils’ very positive attitudes towards learning and supports their development as confident, capable and independent citizens.  The school has the celebration and respect of difference at its core.  The school has sought to challenge stereotypes in all forms and has developed a ‘diversity’ theme that runs from nursery to Year 6.  Each class takes one of the nine protected characteristics and develops innovative and wide ranging learning opportunities with issues, rich texts and stimuli.  The school has developed highly effective links with Stonewall Cymru, Paralympians, disability organisations and Wales for Peace, to name just a few in support of pupils’ personal development.  The school uses visitors from the community and beyond to engage all pupils in reflecting on their values.  For example, an inspirational visit from a Paralympian challenged and informed pupils’ views about disability and achievement.

Description of nature of strategy or activity

The school offers equal access to the curriculum to all pupils.  Pupils are encouraged to be decision makers, to be inquisitive and think independently, and to develop as ethical, informed citizens.  The school consistently challenges stereotypes in pupils’ attitudes, choices, expectations and achievements.  Each year group devised a plan with pupils to learn about a different form of diversity, for example ‘faith’ in Year 5, different families and same-sex parenting in Year 3, gender stereotyping in Year 4, physical disabilities in Reception and Year 1 and sexuality and the question of faith in world peace in Year 6.  This project culminated in a whole-school celebration.  In Year 5, representatives from the five main faiths were interviewed with the same questions, by the pupils.  Similarities were discovered and the joy of personal faith was shared, including that of atheism.  Malala Yousafsai was a theme in Year 4 with a focus on gender equality since the time of the ‘Suffragettes’, questioning if life is truly equal for both genders today.  The Bard in our Eisteddfod this year was chosen following the writing of the poem ‘Diversity’.  This poem was also awarded a special prize and accolade by ‘Wales for Peace.’  In Year 3, the writing ‘And Tango Makes Three’ was used to approach same-sex parenting and different families.  Pupils developed ‘What we need to Thrive Guides’ as a result of this work.  Throughout the school, pupils are encouraged to challenge thinking, challenge preconceptions and challenge stereotypes, developing as healthy, confident, ethical, informed and ambitious, capable learners.

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

Clytha pupils achieve at the highest level in learning, socially and emotionally.  ‘Nearly all pupils show a superb attitude to all aspects of school life.  They immerse themselves in their learning with sustained concentration and great enthusiasm.  Nearly all pupils develop a very strong moral compass.  They have an excellent awareness of the need for tolerance in society. Almost all pupils show a very keen appreciation of diversity.  As a result of this project, pupils gained an unusually sophisticated understanding of these issues.  This empowers pupils to develop as well-informed, responsible and tolerant citizens very successfully.’ Estyn, December, 2017.

How have you shared your good practice?

The school has shared its innovative and effective practice with its secondary cluster of schools and with its ‘Peer Review School Group’.

Improvement Resource Type: Effective Practice

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Context and background to the effective or innovative practice

Pembrey School reflected on the proposals made by Professor Donaldson’s ‘Successful Futures’ document, his approach to curriculum reform using the 12 pedagogical principles, and their determination to develop whole school approach to correlate with the philosophy and principles of the Foundation phase framework.  The outcome is a consistent, whole-school approach to using ‘learner voice’ as a vehicle to drive forward a pupil-led creative curriculum.

Description of nature of strategy or activity

At Pembrey School the interests of pupils and their views are firmly embedded in the school’s vision.  The school’s focus was to develop a curriculum that successfully incorporates the four core purposes at the heart of the curriculum, shaping learners for the 21st century and beyond.

It was recognised in key stage2 that the learners who now transition from the foundation phase are increasingly independent, creative and imaginative; they are used to a curriculum approach to teaching and learning that builds on what they know, what they want to know and what their interests are.  As a result of this, the school changed its approach to teaching the skills by making its curriculum planning more flexible and adaptable in order to suit the interests of the pupils.  This was achieved by developing the approaches to teaching and learning practised in the foundation phase and extending them further to meet the needs of key stage 2 curriculum skills.

Successful Futures:  The curriculum should be organised into Areas of Learning and Experience that establish the breadth of the curriculum.

At Pembrey School, the learning environment supports the development of a highly creative, balanced and rich curriculum that meets the needs of all pupils.  It strengthens pupils’ commitment to their work and fosters the development of real-life skills.

Zones have been created from nursery to Year 6 to encompass the six areas of learning.  Zones are colour coded for consistency, continuity and class-to-class transition.  Six zones have been created in each class learning environment, including the ALN Rainbow Room:

  • Happy Learners Zone / Dysgwr Hapus (Health & Well-being)

  • Languages Zone / Iaith (Language, Literacy and Communication in English and Welsh)

  • Maths Zone / Mathemateg (Mathematics and Numeracy)

  • Digital Zone / Digidol (ICT and Technology)

  • Discovery Zone / Darganfod (Humanities and Science)

  • Creative Zone / Creadigol (Expressive Arts)

Within each zone, there are resources that support and challenge the development of pupils’ skills.  When pupils transition from class to class, the coloured zones will guide all learners to where the resources are stored to support that aspect of the curriculum.  For example, atlases, globes, science materials, non-fiction supporting texts and historical artefacts would be placed in the Discovery Zone.

Successful Futures:  Successful learners have responsible attitudes towards learning and knowledge.

Pupils’ opinions and feedback are a central feature in the school’s curriculum planning, as learners’ thoughts and ideas feed in to the learning experiences that will stem from this:

  • Foundation phase Pupil Voice Sessions

Pupils in the foundation phase are presented with a stimuli, for example a photo, song or story.  Pupils input into this stage of planning, using skills from previous focused or enhanced tasks or by sharing what they would like to find out about the stimuli.  These are placed on the ‘Pupil Voice Challenge Walls’.

  • Key stage 2 EPIC Sessions (Everyone Planning In Class)

Pupils have been engaged in the new theme for a short time, this gives them the opportunity to consider what they already know, what they would like to find out and what would interest them.  EPIC sessions involve the teacher sharing the skills that need to be covered during that theme; pupils generate different questions that allow the skills to be covered.  The pupils’ questions are recorded on a Rainbow Epic Board – the colours are linked to the zones.  For example, a question generated on a scientific skill would be pegged to the Discovery Zone arch on the rainbow.

Successful Futures:  Areas of learning should provide rich contexts for developing the four curriculum purposes, be internally coherent, employ distinctive ways of thinking, and have an identifiable core of disciplinary or instrumental knowledge.

The school has adapted the curriculum successfully to ensure continuity in developing independent learners across the school whilst ensuring that the development of pupils’ literacy, numeracy and ICT skills is core to the new arrangements.

Discrete teaching or focused tasks are completed prior to the introduction of independent rich tasks called Challenges and Missions.  These rich learning experiences are delivered in two different ways but with pupil voice being central to both:

  • Foundation phase ‘Pupil Voice Challenges’

Pupil voice challenges are developed across indoor and outdoor zones.  These feed in to independent challenges, which are recorded on a child’s individual passport.  Pupils are encouraged to visit all the zones; then in personal passports pupils circle symbols of the individual challenges during a reflection time, to show that they have completed the task.

  • Key Stage 2 ‘Missions’

‘Missions’ are challenges that take place in each zone of the classroom; the skills being embedded are connected to that particular area of learning.  For example, a digital skill that has been taught discretely will be consolidated by pupils through an independent or small group ‘mission’ in the Digital Zone.  Where appropriate, the missions are differentiated through the use of Secret Agents, to ensure that pupils are unaware of the different level of support and challenge within the classroom.  The focus during these missions is to develop the pupils’ attitudes to learning, encouraging them to collaborate, persevere, question and develop the learning habits to ‘get unstuck’.  As the missions are based in the relevant zone, then all the materials, tools and resources to help pupils achieve success are in immediate proximity, enhancing independent learning.

Successful Futures:  A consistent message should be that sustained effort is integral to good learning and can lead to high achievement. Praise and support are essential, but the opportunity to make and learn from errors in the pursuit of challenging goals builds confidence and resilience.

At Pembrey School, teachers use assessment procedures skilfully to support pupils.  They offer useful oral and valuable written feedback that focuses well on developing pupils’ skills.

  • MYMM (Make Your Mark Monday)

Fortnightly sessions provide pupils with quality time to reflect on their learning experiences, respond to ‘Green for Growth’ feedback from the class teacher, practise or embed a skill that has been learnt, or apply a strategy to extend their learning further.  This encourages pupils to read their feedback, consider what has been said and respond on it in order to move their learning forward.  Occasionally, speech bubbles are drawn to show pupils that they are expected to consolidate the learning from their point of view.

  • Reflection Triangle / Ace Agent Advice

Following a mission, pupils are encouraged to reflect actively on the immediate learning experiences as a group.  The reflection triangle method has been adopted and called the ‘Triangle of Truth’.  Each group collaborates to identify what was successful about the mission, what they learned and what strategies they used to build resilience.  Each group then records a piece of advice for the next mission group on an ‘Ace Agent Advice’ board, which supports their learning and encourages good levels of collaboration and cooperation.

  • Learning Pit / Five Bs

Within each zone is a ‘learning pit’, which contains strategies or questions to guide and support them should they get ‘stuck’ when trying to work independently when completing a mission.  The Five Bs (Brain, Board, Book, Buddy, Boss) strategy runs alongside this to encourage steps to independence through perseverance and collaboration.

  • PALS (Pupils Assessing Learning in School)

Overarching all these strategies are the PALS.  Two pupils from each class across the school are involved in learning walks with the headteacher and governors.  They evaluate their learning environment, feed back on their learning experiences and use self-evaluation strategies to enable them to make decisions that influence their future learning.

  • Qualified for Life

All the above approaches and strategies have resulted in a pupil-led, creative curriculum that supports the development of independent learners.  It gives pupils the skills and confidence, through a broad and balanced curriculum, that will equip them for life in the 21st century and beyond.

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

Pupils make strong progress, working skilfully as independent learners that make important decisions about their learning.  Practical, creative and team building activities develop enthusiastic pupils with very positive attitudes towards their work.  Pupils’ wellbeing has improved by creating an environment for child-initiated learning and equipping all pupils with skills for life.

How have you shared your good practice?

Many schools have visited to observe provision, teaching and learning strategies first-hand.  The school has shared its practice with other schools during conferences and training sessions.  Practice will be shared on ERW website.  

Improvement Resource Type: Effective Practice

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Context and background to the effective or innovative practice

Maes yr Haul has had a strong track record of achieving high standards in information and communication technology (ICT), media and music, and has achieved many sporting successes. 

The school motto, “Enriching life through lifelong learning” reflects its commitment to education as a tool for attainment and achievement, but also as a way of enriching children’s lives through developing the skills, attributes and positive attitudes to learning that children need to become ‘learners for life’.

School governors, leaders and staff all place a high value on the holistic development of each child, recognising the value of developing a broad range of skills, interests, and personal qualities as well as the more traditional academic subjects.

School leaders welcomed the ‘Successful Futures’ report regarding the new curriculum for Wales.  They felt that the four core purposes were already reflected in the school’s existing good practice, and this gave them a strong starting point for moving forward.

Description of nature of strategy or activity

Empowered and inspired by the work towards the new curriculum, the school carried out a full audit of staff skills and interests, its curriculum planning, existing extra-curricular provision and partnerships with other providers.  Leaders reorganised staff teams and responsibilities around the new areas of learning and experience and re-structured planning to provide a stronger focus on either science and technology, humanities or expressive arts each term.  Teachers discuss intended topic outlines at the start of each term and pupils respond positively, suggesting ideas and collaborating to agree specific learning goals that they would like to achieve.  Where the school did not have sufficient expertise amongst their own staff to provide high quality opportunities within areas of learning, such as the expressive arts, they negotiated agreements with providers such as the local authority music service, a local dance company and a graffiti artist.

The school introduced additional lunchtime and after-school clubs to extend the range of opportunities open to all pupils, including younger and more vulnerable pupils, and to encourage them to try new activities.  These include learning about growing plants in the gardening club and developing computational thinking skills in the coding club.  

Teachers organise family-sharing events to support the topics and key stage 2 teachers encourage pupils to plan and ‘bid’ for funding for projects, aiming to make a profit.  These new approaches have contributed to a more integrated, ambitious and enriched curriculum, which supports pupils extremely well in developing important attributes such as self-confidence, persistence and the ability to plan and work co-operatively.

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

The school’s use of external providers has raised standards and aspirations, and improved staff confidence and expertise.  It has had a significant impact on pupils’ experiences.  For example, this year, all upper foundation phase pupils have begun to develop an appreciation of music through learning keyboard skills; all junior pupils have performed in a samba band and over half of all junior pupils have sung or performed in musical events at either regional or national venues.  The school choir performed at festivals in London and Paris and many pupils join the weekly extra-curricular ‘Glee’ club to rehearse for an end-of-year musical theatre production, attended by hundreds of family members.

The school recognises the importance of physical activity in developing pupils’ wellbeing.  It gives a high status to sporting activities and offers experience of a wide range of different sports in physical education lessons and well-attended after school clubs.  As a result, most pupils show a real enthusiasm for physical exercise.  They develop good sportsmanship and improved fitness, and enjoy positive wellbeing.  This contributes significantly to good behaviour and positive attitudes to learning in the school.

Through ambitious and imaginative curriculum activities, such as the school’s enterprise projects, pupils’ skills of collaboration, perseverance, confidence and creativity have greatly improved.  They plan complex projects, consider financial implications and present creative ideas to audiences for ‘critique’.  Pupils work well in teams and value greatly the meaningful input they have into decision‑making, including how to spend any profit made (this year, pupils decided to donate a portion of their profits to a charity).  Through integrating learning across various curriculum areas in cohesive projects, pupils see a greater purpose and relevance in their learning, showing high levels of motivation and interest.  The school sees that building positive partnerships with parents makes a crucial contribution to developing strong attitudes to learning, and sharing pupils’ learning experiences with parents is an important element of enrichment activities.  Pupils take pride in sharing their achievements and are highly motivated to do the best they can.  The strong link with families creates a warm learning community within the school.

How have you shared your good practice?

  • Variety of regular ‘family sharing’ events

  • Presentation to other schools through local authority festival of learning

  • Discussion between teachers of different schools

  • Video examples of practice on the school website