Effective Practice Archives - Page 49 of 66 - Estyn

Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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Information about the school

Tywyn Primary School is in Aberavon in the south east of Port Talbot in Neath Port Talbot local authority.  There are 453 pupils on roll, including 84 part-time nursery pupils.  There are 14 single-year classes and one mixed-year class.  In addition, there are six learning resource classes, providing education for 48 pupils from across the local authority.  This provision caters for pupils with moderate to severe learning needs and pupils with profound and multiple learning needs.

The average proportion of pupils eligible for free school meals over the last three years is 29%.  This is well above the average for Wales of 19%.  The school identifies 40% of pupils as having additional learning needs, which is much higher than the national average of 21%.  This includes the pupils in the learning resource classes.  A few pupils have a statement of special educational needs and a very few are in the care of the local authority.  Most pupils are of white British ethnicity and come from homes where English is the main language. Very few pupils speak Welsh at home.

Context and background to the effective or innovative practice

Oracy was a school priority in 2016-2017 as a result of lower than expected pupil performance.  Self-evaluation outcomes of scrutiny of planning suggested that opportunities for pupils to develop their oracy skills across the school were underdeveloped.  Through internal moderation exercises there was a lack of oracy evidence to support teacher judgments in English.  Predicted levels for pupils across the school strongly suggested that pupils were not on target to achieve the expected level at foundation phase and key stage 2.

The following actions were taken:

  • Staff development training provided in speech and language therapy to identify groups for early intervention
  • Audit and purchase of resources to develop the use of oracy/communication through ICT
  • Staff audit – What opportunities were being provided for pupils to develop their oracy skills?
  • Pupil voice – A questionnaire was completed to take account of pupils’ views and confidence in applying oracy skills
  • Ensuring that planning provides opportunities for oracy, incuding clear progression for pupils
  • Triad (groups of three teachers) lesson observation – with a clear focus on oracy and sharing of good practice
  • Shared good practice across the cluster of schools using Hwb
  • Listening to learners – the governing body interviewed pupils
  • Developing opportunities for pupil voice in every class
  • Criteria for effective talk for self/peer assessment was decided upon and opportunities to peer/self-assess across the curriculum were developed
  • Re-introduction of class assemblies throughout the academic year, with attendance by parents and governors
  • Set performance management targets through staff interviews to develop oracy
  • Lesson observations and work scrutiny, with a focus on oracy
  • Ensuring that opportunities to apply literacy across the curriculum are consistent
  • Staff to attend termly advice clinics to ensure that strategies and approaches are appropriate and effective
  • Tracking of pupils using assessment systems to ensure progression
  • Children’s Literacy Development Officer to work with MAT focus group

Description of nature of strategy or activity

Pupils were required to:

  • prepare talk to engage an audience, using appropriate vocabulary, expression, intonation and gesture
  • use inference and deduction to show empathy with a character

Pupils read the poem ‘Timothy Winters’ by Charles Causley.  This was analysed and pupils were encouraged to understand the characters and the underlying themes.  Pupils were able to express their opinions by referring to and quoting directly from the text to support their views.  Following from this, the pupils were encouraged to comment on how texts change when they are adapted for different media and audiences.  This was achieved through analysing an animated version of the poem.  These activities ensured that pupils were able to empathise and understand the poet’s ideas and language used.  Once this was achieved, pupils created a success criteria for a ‘hotseating’ activity.  The pupils were required to develop character awareness by taking on the role of a specific character and providing a witness statement.  Pupils planned their talk, referring to the success criteria and quoting extracts from the poem to bring the character to life.  This helped to develop inference and deduction skills and ensure quality and adventurous vocabulary choices.  To ensure that high standards were achieved, MAT pupils led their own learning by modelling examples of high quality oracy performances, and set the required expectations to support and encourage all pupils to achieve a similar standard.  Pupils were articulate and able to provide constructive criticism through effective peer and self‑assessment.  This in turn led to all pupils progressing throughout the lesson, both individually and as a group.

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

  • There is a much greater emphasis on oracy activities across the whole school
  • Pupils’ self-esteem has improved considerably and they are now more confident when performing for different audiences and for a variety of purposes
  • Pupils are more articulate and able to use a wide range of vocabulary when speaking in a range of situations
  • Pupils’ enjoyment of oracy activities has improved; activities are planned for, are pitched appropriately ensuring progression, and are purposeful

How have you shared your good practice?

Good Practice has been shared in the following ways:

  • Triad Lesson Observations
  • Cluster schools’ moderation
  • School to school learning
  • Governors – Listening to / questioning MAT pupils

Improvement Resource Type: Effective Practice

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Context and background to the effective or innovative practice

The school’s vision, particularly because of its context, is to create a school that truly sits at the heart of its community, where every child can shine, and where families feel welcome and have opportunities to improve their own life experiences.  To achieve this, the school needed to develop a culture of collaboration, enquiry, exploration and innovation.  Entrepreneurial skills would be infused through the curriculum and pedagogical approaches.  Expectations would be raised and, as a result, standards would improve.

Following the publication of the Successful Futures document regarding the new curriculum for Wales, the school has continued its journey to ensure that the four purposes and 12 pedagogical principles are pivotal in their plans for curriculum development.

Description of nature of strategy or activity

The development of entrepreneurial skills has been part of the school ‘s curriculum development for the last six years, but due to the success of initiatives such as Graigos café (a pupil led community café http://www.itv.com/news/wales/update/2013-02-15/craigfelen-primary-school-pupils-open-cafe-in-swansea/ ) and Money Spiders Bank, and the publication of the Successful Futures document, this area has become a key aspect of their educational offer for the pupils. 

A number of staff have brought ideas and suggestions to share, and the school’s long standing links with the Welsh Government, Gower College and University Wales Trinity Saint David (UWTSD) have provided opportunities for enquiry, innovation and exploration through projects with a variety of partners.  More recently, the school has led a project ‘Moving Towards Successful Futures’, which has involved 32 primary schools across Swansea developing skills in building creativity into the curriculum.  Workshops for teachers, led by Professor Penaluna of UWTSD, have provided excellent opportunities to experiment and be more innovative in their practice.  Whole school staff development days have ensured that the skills are clearly understood and are embedded effectively into the curriculum.  The school has developed an ‘Enterprise Portfolio’, which shows the range of opportunities that have been developed.  This is shared with families and the community to develop these skills and to build confidence and entrepreneurial skills with all generations, led by the pupils.

The school has developed an approach to ensure that pupils have many opportunities to link digital, communication, mathematical and numerical skills to real life situations.  The development of entrepreneurial and financial skills has resulted in often outstanding results at the end of key stage 2.

http://mylocalschool.wales.gov.uk/School/6702215?lang=en

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

Evidence from both summative and formative assessment shows that most pupils make good or very good progress in many areas including literacy, ICT and in particular mathematics and numeracy, which directly links to this approach.  Pupils of all ages have now had the opportunity to create, develop, deliver and evaluate an enterprise project, which has included setting up a ‘pop up’ shop in the local village that has had an extremely positive impact on the wider community.  

Evidence from both assessing pupil progress meetings and national test results shows the positive impact that this approach has had all on pupils involved.  Pupils in Year 6 have achieved level 6 in mathematics for the first time.  The school’s extensive range of pupil voice groups, which includes ‘enterprise troopers’, has ensured that pupils have the opportunity to develop talents in a wide range of areas, developing self-confidence and self-esteem.  This link, which has been created by the pupils, demonstrates how pupils’ voices are heard and acted upon at Craigfelen Primary School.

How have you shared your good practice?

The school is involved at local, regional, national and international levels with the work it has developed around entrepreneurial skills development.  The headteacher and deputy headteacher have presented the work to audiences at all of these levels.  The deputy headteacher is currently working with seven partners across Europe as a peer mentor to develop entrepreneurial education.  Moving forward, this will impact on creativity through the continuum of creativity skills being developed by Professor Penalua and the OECD.  The school’s ‘Moving Towards Successful Futures’ project has had a significant impact on the local schools involved, as demonstrated in evaluations.  These schools also presented their work to numeracy co-ordinators across the region.  This has resulted in schools making significant changes to pedagogical approaches.  A report and video fully evaluating the project will be available Autumn 2018.  As a school, they have also reflected on their own practice and, through this collaborative work, other schools’ practices have also influenced school improvement.  The school has also been selected as a case study by the OECD and the Welsh Government as part of their work developing ‘Schools as Learning Organisations’, presented at the national conference and is featured in the report published in the autumn term 2018.

 
 

Improvement Resource Type: Effective Practice

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Context and background to the effective or innovative practice

Craigfelen Primary School is a caring school where all children are happy and well-motivated.  They are challenged and achieve high standards through an exciting and enriched curriculum, which prepares pupils for the future.  All members of the school community have equal access to learning opportunities and enjoy growing and learning together.  The school vision is well summarised by the pupils’ new learning motto:

‘Learning together and having fun, there’s room here for everyone!’ or ‘Pawb yn dysgu gyda’i gilydd ac yn cael hwyl’.

The school also has seven core values, selected by the school council of 2013-2014.  They are perseverance, confidence, determination, enthusiasm, commitment, helpfulness and tolerance.

Description of nature of strategy or activity

The school’s opportunities for continual professional development for all staff cover a wide range of areas linked to the school’s priorities.  Staff are encouraged to develop their own areas of expertise, for example in entrepreneurial skills, mathematics, outdoor learning, wellbeing and family engagement.  The performance management process has evolved over the past few years for both teaching and associate staff.  Peer observations and partnerships have been particularly successful.  

Teachers work in triads (groups of three) in each phase, with opportunities to focus on areas of the curriculum and teaching and learning strategies.  Associate staff work in pairs and have focused on developing questioning skills and written and verbal feedback.  The use of peer observations and collaborative working demonstrates the school’s commitment to ensuring that staff have quality time and resources to use shared pedagogical principles to enhance the learning experiences and outcomes of pupils.  Shared training sessions are planned termly and focus on the school’s progress against its priorities.  Governors are now focused on specific aspects of the school development plan and termly visits, and meetings provide opportunities to shape future direction of the school.

Families are encouraged to become involved in all aspects of school life, in particular through the entrepreneurial projects, which provide exciting and creative approaches to working with families, in order to ensure that skills are developed through working with their children.  The school’s pastoral support assistant is also now highly skilled to create vital links with more vulnerable families and her involvement has often broken down barriers, creating trust and openness with families in order to improve their life experiences.  The school’s culture of openness to share any issues or concerns, as well as highlighting good practice, and commitment to listen to the views of all are key to the success of this development.

When using external providers, leadership is proactive in seeking quality opportunities for professional learning opportunities and demonstrates a commitment to using quality time to cascade this with all staff, thus empowering the staff who attended the external training.  For example, a recently qualified teacher presented attachment awareness strategies during a whole staff training day and the pastoral assistant regularly shares strategies with other teaching assistants who are working with vulnerable children.

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

The impact on pupil attainment and achievement has been significant for many pupil groups, including the narrowing of the achievement gap between pupils eligible for free school meals and their peers.  The school’s mathematics results for key stage 2 have placed it in the top 25% of similar schools for last five years.  Analysis of attendance for the more vulnerable learners, who have engaged in the ‘Team Around the Family’ schools project, has shown an increase for 75% of the pupils involved.  Outcomes for these children show that all have achieved expected outcomes, and many have exceeded predicted outcomes.  The school’s vision has been particularly successful in improving the engagement levels of parents.  Six years ago, very few attended workshops and very little homework was completed.  As a result of the school consulting with parents and a deepening understanding of their local community, ‘learning logs’ are now enjoyed at home, with family activities eagerly anticipated.  Attendance at termly ‘express events’, where parents come into school to share and celebrate the learning experiences of their children, is now at a record high, with an average 85% attendance for all age groups.

How have you shared your good practice?

The school’s leaders engage proactively in the development of leadership skills for staff, governors and pupils.  The deputy headteacher has been seconded to support a local school, and the current acting deputy headteacher has been selected to present at ERW regional consortium training events on areas such as target setting and oracy.  The school’s acting foundation phase leader has also developed innovative approaches to the development of the foundation phase profile and tracking of pupil progress.  She has also developed highly effective transition arrangements with the Flying Start setting.

The school has developed effective systems of distributive leadership, ensuring that all staff feel valued and contribute to the improvement of learning and teaching approaches.  This link shows a video about staff development, which has been shared at the OECD / Welsh Government conference for Schools as Learning Organisations.

The school’s extensive range of pupil voice groups has ensured that pupils of all abilities have had opportunities to ‘grow’ as leaders.  Many pupils may have low self-confidence and self-esteem.  The school believes that it is vitally important for the development of the next generation that their pupils have the ‘chance to shine’.  This link shows a video that has been created by the pupils and shared at the OECD / Welsh Government conference for Schools as Learning Organisations.

Improvement Resource Type: Effective Practice

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Context and background to sector-leading practice

Meithrinfa Seren Fach’s objective is to improve its provision continuously.  There is a clear focus on future development when considering the needs of children and practitioners.  The nursery takes pride in maintaining robust high standards that provide guidance and encouragement to the children in its care and the practitioners who are employed. 

Provision is divided into three departments.  The manager has developed the role of knowledgeable, conscientious leaders in each department: the nursery’s Assistant Manager leads the foundation phase room and a Senior Assistant leads the room for children between eighteen months and two-and-a-half years old.  The baby room is led through effective co-operation between two practitioners.

There has been a stable Board of Directors for over twelve years, and the manager reports to them regularly on progress and order.  Members of the Board of Directors visit the nursery regularly to evaluate and support the work of practitioners and the manager.

In order to develop and improve provision, the manager, senior management team and practitioners self‑evaluate the setting’s work regularly and robustly, and plan and take action for future improvement by setting clear aims and objectives.  Provision is evaluated regularly by including the views of practitioners, parents, carers and the local authority.  The result of this is that stakeholders feel that their contributions are valuable as the nursery continues to develop.

Description of the nature of the strategy or activity

The nursery’s leadership structure is sound and feeds into improvement plans.  The manager’s clear vision is strong and inspirational.  Because of the nursery’s triple staffing structure, responsibilities can be shared into specific areas; this means that there is not too much pressure on individual members of staff.  The manager identifies priorities in areas for development and acts robustly to maintain good practice and deliver changes.  There are very robust links between the nursery’s self-evaluation and the targets in the development plan.

A very strong emphasis is placed on developing the skills and knowledge of managers and practitioners.  Investment is made in a programme of professional development for managers and practitioners, in co‑operation with other organisations, such as Academi, Cam wrth Gam – Mudiad Meithrin, Grŵp Llandrillo Menai and the Early Years Unit at Gwynedd Council.

Practitioners’ professional development needs are identified through supervision sessions, observations and annual evaluations that are undertaken by the manager and members of the Board of Directors.  By investing in a consistent and continuous programme of professional development, a team of knowledgeable and enthusiastic practitioners has been created.  Regular team bonding meetings are organised, and staff and the Board of Directors join together to plan for improvement.  By bringing them together, this creates an extremely positive ethos in which the input and strengths of all members of staff and the committee are used to their full potential.  There is a close relationship with the nursery’s parents, which creates a positive atmosphere and a safe and familial environment for the children. 

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

As a result of the regular investment in professional development, practitioners are able to update their knowledge and skills.  An example of this is the training attended by the nursery’s Assistant Manager on using the outdoor learning area.  As a result of the training, there has been a direct effect on children’s outcomes by maximising the development of their outdoor experiences.  For example, staff, parents and the Board of Directors have recently worked together to raise standards in the outdoor area and provide improvements in various areas, which has received recognition as an excellent resource by Mudiad Meithrin in national awards.

There is an increasing emphasis on improving provision, which is part of identifying the need to make improvements before taking action, learners’ standards are developed and inspired, and a clear focus on leadership has had a positive effect on the running and development of the nursery, and the Board of Directors provides robustness and stability to the process.

How have you shared your good practice?

Good practice has been shared by contributing to Estyn’s website, welcoming other settings to visit the nursery and by the Local Authority’s Support Teacher reporting back to other settings.

Improvement Resource Type: Effective Practice

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Context and background to the effective or innovative practice

Ysgol Cefn Coch has planned a curriculum that encompasses art, drama, music, film and digital media in order to improve pupils’ outcomes and wellbeing, by engaging their interest and enabling them to succeed.  The school has ensured that the work is relevant to the needs of today and develops competencies that will enable pupils to face challenges confidently in their future lives.  They are active in order to ensure that the work is ambitious and interesting, which promotes enjoyment of learning and satisfaction by mastering challenging content.

Description of nature of strategy or activity

In response to the Successful Futures report, the school’s teachers have worked together to provide rich artistic experiences to develop pupils’ information technology skills creatively, in order to equip them to be members of the qualified technical workforce of the future.

Regular opportunities are provided for learners to create weekly radio programmes, in addition to television programmes and films on the school’s channel.  The learners’ voice is at the heart of all activity, and pupils are responsible for planning the programmes, interviewing, scripting, recording, acting, directing, filming, creating effects and editing the final product.  This activity has been embedded in the school for a number of years, and pupils have been successful in digital competitions, for example by winning the Digital Project Award Wales.

In the collection of films that the pupils have created, a wide range of disciplines can be seen.  Pupils work together as a team to share the different responsibilities that are associated with creating a film.  In this context, the expressive arts provide opportunities for pupils to research, refine and convey ideas by using the mind, imagination and the senses creatively.  Pupils also show their technological ability to plan tasks in detail for specific purposes and audiences.

In the programme ‘Siot’, pupils have created a piece that promotes a growth mindset and focuses on two learning powers, namely commitment and perseverance.  As a result of hours of practice and perseverance, these pupils show their artistic skills effectively.  When broadcasting this programme to the rest of the school, pupils encourage their peers to implement the principles of a growth mindset in their day-to-day lives.

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

The school believes that by engaging in the expressive arts, pupils must show commitment, perseverance and attention to detail, and these are abilities that are beneficial for overall learning.  The school’s pupils can be seen to be developing these aspects successfully in their work.  The use of technology also develops pupils’ communication skills, in addition to the ability to express their ideas and emotions through different digital media.

The rich experiences that the school’s expressive and creative curriculum provides encourage pupils to nurture their appreciation, talents and artistic and performing skills.  They also contribute towards achieving each of the four purposes of the new curriculum.  Pupils develop ambitiously by being encouraged to research new and extensive areas of experience.  Through the work, they strive to refine their skills and improve their work successfully.  They develop as enterprising and creative contributors, as they nurture their creativity in various forms.  This medium also develops pupils as principled and knowledgeable citizens, and enables them to understand their own cultural identity.  The creative and digital platform that is provided by the school helps pupils to foster stability and feel more confident while gaining personal satisfaction from creative expression.  This contributes directly towards improving their self-image and motivation, and enriches their quality of life.  The ‘Sphero’ videos that pupils have prepared to teach and mentor their fellow pupils develop them as enterprising contributors.  They nurture their skills and attributes to succeed in their work and take part in teamwork, and mentor and support others.  They do this highly successfully.

The effect of this work is that it inspires and stimulates pupils, as it exposes them to creative processes, performances and other people’s productions, and stimulates them to experiment and create themselves.  The expressive arts in the school are a starting point for lifelong participation, and this contributes towards pupils’ mental wellbeing by developing confidence, robustness, resilience and empathy.  

The school recognises the significance and potential of the expressive and creative arts, and believes that they have had a positive effect on the wellbeing and outcomes of pupils at Ysgol Cefn Coch.

Improvement Resource Type: Effective Practice

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Context and background to the effective or innovative practice

Rhydypenau Primary is a Pioneer School where music is given a high priority.  The school has identified its teacher planning, preparation and assessment time as a means to deliver excellence in music provision.  In terms of budget, funds are allocated to employ an experienced teacher who is a music specialist.  The subject has its own classroom, which is well-resourced with a wide range of instruments.  This allows for consistency and progression week in and week out, enabling pupils to make effective links between music, literacy and numeracy.  Extra-curricular choirs and songwriting clubs further add to the musical opportunities available to all.  The school’s orchestra is one of the largest of any primary school in Wales.

Description of nature of strategy or activity

The school sees music as a vital part in a child’s development.  A detailed scheme of work focuses on the four main strands (singing, playing, composing and appraising).  Pupils regularly explore a range of instruments, such as learning to play ukuleles and guitars, and link their composing with the digital competency framework through music composition software.  Pupils benefit in terms of their wellbeing, team work and resilience and, with careful planning, music is also used in Rhydypenau to deliver high standards in literacy.

Pupils have experience of linking their writing skills to the music curriculum, such as by creating ‘raps’ associated with Fairtrade, composing Blues verses and original songs for assemblies. Music is used effectively to develop oracy skills; pupils listen to compositions and speak for a specific purpose, appraising what they have heard using technical musical vocabulary.

Every term the school holds a community concert, taking pupils to perform at venues such as the Royal Welsh College of Music & Drama.  These performances provide a valuable focus for class lessons and clubs.  Regular visits to the local care home and library give further opportunities for pupils to share their talents, developing their confidence and strengthening community links.  Visits from former pupils and members of ‘Goldies Cymru’ also serve to inspire learners in their work.

Staff work closely as an Expressive Arts team, with a recent collaboration enabling a group of Year 6 pupils to create a poem about Martin Luther King.  This poem was turned into a song.  The song was passed to the school choir and their performance was recorded.  This recording was then used by dance club to choreograph a dance – all developed from the initial piece of creative writing with teachers and pupils working together.

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

The quality of children’s writing has been acknowleged through awards won in national competitions such as Show Racism the Red Card Wales, and invitations to perform at prestigious venues such as The Senedd.  The wide range of musical experiences allows many opportunities for pupils to become engaged in their learning.  Showcasing original compositions during community concerts provides challenge for more able learners as they know quality work created in class can be performed on stage in front of parents and peers.  This clear link also pushes more able musicians during composing tasks, where they are encouraged to lead and support others, reaching their potential by often creating sophisticated solo pieces within ensemble work.

How have you shared your good practice?

The music teacher is an ‘Arts Champion’ for the region and regularly goes into schools throughout South Wales to provide workshops linking literacy and music.  Pupils’ work is regularly shared via Twitter (#rpsmusic2018).  A network of neighbouring music co-ordinators has been set up, aimed at sharing resources and ideas, and supporting non-specialist professionals.  The school would welcome interest from anyone wishing to attend.

 

Improvement Resource Type: Effective Practice

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Context and background to the effective or innovative practice

Providing early intervention that meets pupils’ needs is a priority at Ysgol Bro Gwydir.  Over recent years, the school has developed a thorough progress-tracking system, which tracks pupils’ standards of achievement and emotional development.  The senior management team, additional learning needs co-ordinator and teachers use these assessments to provide interventions to address the increasing variety of pupils’ needs.  There is a wide range of highly effective programmes that are aimed at improving pupils’ wellbeing and standards of attainment, and a skilled team of teaching assistants deliver many of these interventions.  The school also welcomes parents and the local community as partners in order to enrich pupils’ wellbeing. 

Description of nature of strategy or activity

The school has developed robust systems in order to track pupils’ progress, and these are monitored thoroughly.  A variety of schemes and interventions has had a significant effect on pupils’ standards of wellbeing and attainment.  They are delivered by highly skilled and dedicated staff.  These include:

  • a raising confidence club that provides rich experiences to nurture pupils’ self-image and self‑confidence

  • a half hour after-school club that is held by an assistant in order to target pupils’ standards of attainment within a specific area

  • a big adventure club, which is a partnership with a local outdoor activity centre and provides an opportunity for parents and pupils to work together to organise a big adventure, with the aim of nurturing confidence and a positive self-image among the pupils

  • growth mindset activities that are held throughout the school in order to increase pupils’ confidence and resilience

  • pupil focus groups and numerous intervention programmes, which have a significant effect on pupils’ standards of wellbeing and attainment

  • a close partnership with Llanrwst Family Centre, which provides various opportunities for parents and their children to work together

  • engagement mornings, which nurture pupils’ understanding of the learning methods that are used, for example in numeracy and reading

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

  • Teachers’ assessments, national test results and standardised test data show that pupils who received support have made very good progress.

  • Pupils with additional learning needs perform very well, and most achieve level 4 or above by the end of key stage 2.

  • Test results show that pupils’ self-awareness, self-image and attitudes towards work have improved.

  • Parents participate more and feel more positive in supporting their children.

How have you shared your good practice?

The school has shared good practice within the catchment area and the region, and has welcomed a large number of visitors to observe good practice.  The school has shared success in terms of the growth mindset in the local consortium’s good practice conference.  The school has shared effective co-operation practices in the Conwy County Family Centres’ conference.

Improvement Resource Type: Effective Practice

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Context and background to the effective or innovative practice

As a result of the school’s self-evaluation processes, a need was identified to develop the principles of the foundation phase within key stage 2.  A decision was made to make it a priority in the school improvement plan.  In the meantime, staff were given opportunities to observe and work for periods in the foundation phase, and decide on specific aspects for development.  For example, the need was identified to develop and rotate tasks within the areas, develop the pupil’s voice in order to develop their motivation towards learning, and foster independence.

There was an opportunity in the classroom to ask pupils about their work, in addition to holding meeting to discuss planning methods.  The higher-level teaching assistant in the foundation phase was also given an opportunity to share experiences and practices with the key stage 2 assistants.  Specific areas were decided on to be used to develop pupils’ skills and independence.

Description of nature of strategy or activity

In a mixed class of four age ranges, it was decided to divide pupils into five groups in line with their ability.  The groups were placed in specific areas to work for the afternoon.  The groups rotate through different tasks throughout the week, which reinforces the context, along with one focus group.  At the end of each week, the groups assess their understanding and suggest ideas for the following week’s tasks.  This engages their interest, develops their skills and enthusiasm towards learning skilfully, and strengthens their commitment to their work.

In order to strengthen the pupil’s voice further and apply their skills, pupils are given opportunities to organise and lead projects and film them in the form of a ‘vlog’.  This reinforces pupils’ learning and creativity, in addition to their independence.  An example of this can be seen as pupils in Years 3 and 4 try to answer the question, ‘How can we teach the children of Wales about the copper industry here at Parys Mountain?’

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

There is a mature relationship between staff and pupils, which creates an enthusiastic learning environment in all classes for pupils of all abilities.  This has ensured that nearly all pupils apply themselves fully to the tasks with motivation, and concentrate independently for extended periods.  This development has ensured that the school develops and works towards the new curriculum for Wales, and that the four aims are at the heart of all provision. 

How have you shared your good practice?

Practices have been shared with nearby schools through joint working and holding open evenings at the school.  The school is already part of the GwE consortium’s creative planning development project, which will be shared and will co-ordinate the successful futures curriculum within the catchment area.

Improvement Resource Type: Effective Practice

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Context and background to the effective or innovative practice

Various groups have been established for learners to lead within the school, in order for them to express their views and have an opportunity to change threads within the school, for example through the school council, the eco committee, ‘Mêts Grêt’, ‘Ffrindiau Ffreutur’, ‘E-Cadets’, ‘Dewiniaid Digidol’ (Digital Wizards), ‘Heartstart Crew’, Welsh Language Ambassadors and ‘Chwaraewyr Da’ (Good Players).  The school council contacted the Children’s Commissioner’s office in order to work with the ‘Super Ambassadors’ project.  Because the school council and ‘e-Cadets’ already review some key policies for the governing body, it was felt that a ‘learners’ voice cabinet’ needed to be formed in order to bring representatives from all groups together each half term.  The purpose of this was to ensure a better system for sharing information between the groups and pupils within the school.  The Cabinet has been a great success.  It is run wholly by pupils, and there are purposeful minutes and effective action targets for each term.

Description of nature of strategy or activity

The various groups within Ysgol Gwenffrwd continue to meet and target their areas of responsibility; however, through the Cabinet’s activity, projects can be co-ordinated better to ensure that there is no overlap and that there are no periods that are too ‘heavy’ in terms of extra-curricular activities – through effective timing, and sharing ideas and resources.

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

The most prominent effect has been on pupils’ independence.  They are able to prepare and record meetings wholly independently, ‘push’ agreed targets and report back to their initial groups.  After doing so, this confidence often permeates their work in the classroom, outside the usual curriculum and when communicating with others, including visitors to the school.  As a result, the ‘learners’ voice’ is very prominent in all of Gwenffrwd’s successes.

How have you shared your good practice?

Visitors to the school are guided by pupils and, if there is a discussion on policy, the discussion is held with pupils.  The Cabinet holds a meeting each half term, and the door is open for anyone to sit and observe.  Representatives from the Cabinet (or sub-groups) work with governors, the parent-teacher group or the senior leadership team to discuss, adapt or make policies and procedures.

The school and pupils have worked together in this way to create the equality policy and the ‘Healthy Living’ Food and Fitness Diary, which they share with other interested pupils.

Once pupils at Ysgol Gwenffrwd have worked on policies and presentations, for example when working on the 7 Threads of the Healthy Schools National Quality Mark, they are shared with Flintshire officers – to motivate and support schools who will be ready to apply for the Quality Mark in the future.

 

Improvement Resource Type: Effective Practice

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Context and background to the effective or innovative practice

In 2014, when looking objectively at provision and standards at the school, it was evident to leaders that although the school’s standards were high, there was a tendency to nurture pupils who worked particularly well within the limited constraints of lessons; lessons that, to a degree, expected pupils to respond in a particular way.  The school reversed the planning system, by placing more of a focus on the educational journey rather than the finished work.  Also, the national reasoning tests showed that pupils did not have the resilience to persevere with specific tasks.

Description of nature of strategy or activity

Developing independent pupils at the school starts in the nursery class.  There, careful and purposeful planning, in addition to high expectations, ensure that pupils are given opportunities to develop skills and practice in specific areas with adult intervention.  Training staff to take a step back and allow pupils to proceed has been an integral part of developing independence in the early years.

This independence is developed and deepened in the reception class, where teachers and assistants plan challenging and stimulating activities, and ensure that opportunities for pupils to work independently are a constant priority.  The outdoor area is a core part, where providing freedom and breadth creates an environment that nurtures pupils’ independence.  The staff’s willingness to encourage and motivate, rather than take too much of a leading role, develops pupils who have the confidence to venture.

In Years 1 and 2, pupils are developed further by increasing the level of challenge so that success creates a sense of pride, but more importantly raises the question of what next.  On the other hand, failure is considered to be a route towards success.  By planning work at different levels of challenge and nurturing pupils’ maturity to choose an appropriate level of challenge, this sets a firm foundation for the rest of the school.  Pupils develop the willingness to choose challenging tasks, which is key to developing their independence.  More confident pupils move freely from one level of challenge to another.  Pupils will often use the same level of challenge to practice their skills and remind themselves of the skills necessary for the task before attempting a more difficult level of challenge, in order to build towards success.

In key stage 2, procedures such as ‘fi bia’r dewis’ (the choice is mine) and ‘dewis doeth’ (sensible choice) extend pupils’ independence.  In a ‘dewis doeth’ task, pupils have the freedom to choose how to respond to a specific topic, comment or aim.  The response method is open-ended and gives pupils the freedom to respond in whatever way they choose.  Pupils often choose to respond in pairs, groups or individually.  Teachers monitor them carefully, particularly in the first years of key stage 2, in order to ensure that pupils vary their response methods.  ‘Fi bia’r dewis’ sessions give pupils time to practice particular skills and abilities in a variety of tasks.  There is a wealth of tasks in which pupils are expected to challenge themselves, and they realise quickly that one of the main objectives of the tasks is perseverance.

At the top of the school, ‘Awr Athrylith’ (Genius Hour) sessions provide free time each week for pupils to work on a personal project.  This is based on the procedures of a well-known company that gives employees 10% of their time to work on their own projects and, from the 10%, a large number of the company’s most famous developments have grown.  The golden rule of the ‘Awr Athrylith’ is that they work on a project for an audience.  Work of a very high standard has been produced during these periods, such as a handbook on learning to swim and a project to teach animation to foundation phase pupils.

Nurturing independence can be seen most prominently as pupils at the top of the school follow their own learning pathways.  At the start of a unit of work, the teacher introduces the climax of the unit to pupils, namely what the extended writing task will be, and pupils plan their pathway towards that task, with a large number of pupils succeeding in identifying which skills and personal targets they will target during the unit.  This gives pupils full ownership of whole units of work.

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

There is an obvious impact on the school’s pupils.  Standards have remained high, but pupils’ resilience and perseverance when working on a task and checking their own work and that of their peers, while preparing them to respond positively to all challenges that they face, show the effect of provision clearly.  It has also had a positive effect on pupils’ creativity, by creating an ethos of celebrating and respecting originality.

How have you shared your good practice?

GwE support advisers have identified the strength of this aspect of the school.  Practice has been disseminated widely among schools in Gwynedd and Anglesey, and a number of schools have come to observe different aspects of the school’s planning and organisation.