Effective Practice Archives - Page 52 of 66 - Estyn

Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol y Preseli is a designated bilingual community comprehensive school for pupils between 11 and 18 years old in the Pembrokeshire local authority.  There are around 900 pupils on roll.  Around 5% of pupils are eligible for free school meals and around 20% have additional learning needs.  Forty‑one per cent of pupils come from Welsh-speaking homes, and most pupils speak Welsh fluently. 

Context and background to the effective practice

In 2013, leaders identified that, while the school had a clear definition of more able and talented pupils, practices for challenging and nurturing their progress varied too much by department and were not consistent. 

The school refocused its interpretation of more able pupils and updated its practices to ensure that it considered pupils’ individual needs.  It identified that it needed to improve the proportion of pupils who achieve level 7 or above at the end of key stage 3 and the proportion who achieve 5A* to A grades at GCSE. 

Description of activity/strategy

Since 2013, leaders have ensured a consistent focus on more able pupils within improvement plans.  The school’s initial action was to set up a specific leadership role and identify a leader who would have responsibility for more able and talented pupils. 

The school’s leader for more able and talented pupils began to work with all staff using guidance from the NACE to audit and evaluate the school’s provision and practices.  Leaders recognised that, while this work may lead to the successful attainment of the NACE award, the real strength of this process lay in helping to identify areas for improvement that would have a positive impact on provision and pupil outcomes.

Following this, the leader for more able and talented pupils led staff training sessions to help teachers consider and develop a clear, shared understanding of what more able and talented means in their school.  As a result, staff are more confident in their ability to identify these pupils and place them on the school’s register for more able and talented pupils.  This supports other teachers to challenge these pupils effectively in lessons. 

Using the NACE framework, leaders undertook an audit of provision for more able and talented pupils across all departments and identified improvement actions, for example mentoring individual pupils and improving the transition from key stage 2 to key stage 3 to ensure that teachers build progressively upon pupils’ prior skills and knowledge.  The school continues to use the NACE auditing tool to evaluate its practices and plan for improvement.  Subsequent actions have been to develop schemes of work with more challenging content and enrichment tasks for more able and talented pupils. 

As part of the school’s ethos of supporting and enabling all pupils to fulfil their potential, leaders and staff work diligently to allow more able pupils to undertake extra GCSEs where they wish.  This means supporting these pupils’ learning outside of the normal school timetable.  For example, where a pupil asks to study one more GCSE than the timetable allows, teachers work with more able pupils to ensure that this can happen.  Teachers provide pupils with course work and relevant study books and often work with pupils at lunchtime or after school.  Pupils work conscientiously to complete coursework in their own time and teachers provide individual support when necessary.  The school’s work in this area allows more able pupils to study a wider range of subjects than is usual and, in nearly all cases, pupils completing these extra GCSEs achieve high grades. 

As well as providing rigorous challenge in the classroom, leaders have developed a mentoring strategy for more able pupils in key stage 3.  They recognise that, while these pupils are more able academically, they might need support with settling into secondary school or with issues of wellbeing.   For example, leaders identify those pupils who feel pressure to perform consistently at a level above their peers or whose progress is slowing.  Teachers also identify those more able pupils whom they consider may need mentoring support.  The lead teacher meets with those identified regularly.  This allows her to discuss their individual needs and identify how the school can support or accommodate them.  She is then able to communicate with other teachers, to ensure that they meet pupils’ needs.  For example, a pupil identified as more able was performing highly across the curriculum but causing concern in one particular subject area.  Teachers identified this quickly and provided mentoring.  As a result, the pupil’s engagement in lessons and progress in learning improved in this subject. 

From the mentoring system, leaders identified that many more able pupils in Year 7 wanted extra challenge, both in and out of class.  To facilitate this they developed a challenge booklet.  Heads of departments of different subject areas helped to develop tasks to include in this.  Pupils complete these challenges if they have time during the school day or work through them at home.  The booklet contains a self-assessment tool linked to pupils’ wellbeing that allows these pupils to identify and share their feelings.  As a result, the booklets provide academic challenge while forming the basis for identifying issues linked to pupils’ wellbeing, which are discussed during individual mentoring sessions.

Impact on provision and standards

As a result of effective self-evaluation, the school’s work on improving provision and practices to support more able and talented pupils has had a strong impact on outcomes over the last four years.

The proportion of pupils achieving five A*-A at GCSE or equivalent has improved consistently during this period, rising from 23% in 2015 to 31% in 2017 (Welsh Government, 2017c).

Nearly all pupils who receive mentoring respond positively to the support and appreciate having an individual with whom they can discuss any concerns.

Improvement Resource Type: Effective Practice

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Information about the school

Evenlode Primary School is a community school in the western suburb of Penarth in the Vale of Glamorgan.  It has around 450 pupils between the ages of four and eleven years.  Very few pupils are eligible to receive free school meals.  English is the predominant language of the pupils.

Context and background to the effective practice

The school caters for many able pupils across all year groups.  Over the last few years, it has been a priority to improve the writing of more able pupils throughout the school.  Working in partnership with an ex-parent of the school, who has experience as a specialist language teacher, has enabled many older pupils to succeed in developing their extended writing skills.

Description of activity/strategy

The school implemented a strategy to extend the writing skills of more able pupils in Year 6.  This strategy required pupils to attend a weekly half-day session with an ex-parent, who is a specialist language teacher.  Working with the local comprehensive school’s Year 8 pupils, the school’s more able Year 6 pupils were required to read a specific novel and use its structure as a narrative framework to help them write their own extended story over the course of a year.  The process involved innovative homework, highly effective and unique classroom teaching strategies and parental support through weekly contact and termly meetings.

The specialist worked successfully with pupils on a wide variety of effective strategies and techniques to improve their creative writing.  He based his creative writing and literacy programme on vocabulary acquisition and simple writing techniques used by professional authors.

Liaison with the local comprehensive school’s English department enabled Year 6 and Year 8 pupils to participate in peer mentoring and editing which, in turn, led to the Year 6 pupils acting as peer mentors to Year 5 and Year 4 pupils.  This increased their confidence and improved their wellbeing.

The pupils taking part in the programme have a confidence and flair for creative and non-fiction writing that is infectious, and all pupils produced their own novels of between 12 and 16 thousand words.  Many of those pupils have a reading age of between 13 and 14 years.

Impact on provision and standards

Many pupils who took part in the programme produced work in oracy, writing and reading at level 6 in English.  As a result of the success of the initiative, a second cohort of pupils are currently working on the programme. 

The Year 5 pupils who were mentored during the first phase of the programme were very keen to participate demonstrating a passion for writing. 

Improvement Resource Type: Effective Practice

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Information about the school

Langstone Primary School is in the village of Langstone to the east of Newport.  The school serves the local and surrounding area.  There are around 300 full-time pupils on roll from the ages of four to eleven.

Just over 2% of pupils are eligible for free school meals.  This is considerably below both local and national averages.  The school has identified about 11% of pupils as having additional learning needs. 

Context and background to the effective practice

The school has a very strong track record of high performance of more able pupils.  Langstone Primary is a professional learning pioneer school.

In response to curriculum reform in Wales, the school has reviewed its approach to how it meets the needs of more able and talented pupils. Instead of talking about ‘how to teach more able pupils’, staff have focused on developing a pedagogy that works for all children driven by the four ‘core purposes’.  For this reason, the school has moved away from identifying more able and talented pupils as a distinct group and keeping a formal register.  The school now considers its provision for more able and talented pupils to be part of its inclusive philosophy of having high expectations of all pupils and providing the appropriate support and challenge to meet every pupil’s needs.

Description of activity/strategy

The school uses a combination of class topics and a whole-school project approach to deliver its curriculum.  It provides pupils with a careful balance of breadth of opportunity and time to study aspects of topics in depth to develop, consolidate and embed their knowledge and skills progressively across the school.  For example, the ‘Pages through the ages’ project ensures that all pupils, including the more able and talented, receive many stimulating opportunities to apply their literacy and numeracy skills successfully in a wide range of contexts and to develop their subject‑specific knowledge and skills effectively across areas of learning and experience underpinned by the four core purposes. 

The school places significant emphasis on developing pupils’ skills for learning.  It embeds strategies that have proven to be effective over time.  For example, from the reception class to Year 6, pupils use a common set of ‘tools’ to help them plan their thinking and scaffold their learning independently.  This means that, from a very young age, pupils make choices over how to present their work.  This approach has been embedded over many years and this has had a strong and sustained impact on developing more able pupils’ planning, recording and decision‑making skills.

The school uses a film throughout the year, as the context for its whole‑school focus on developing pupils’ lifelong learning skills. Leaders had identified that pupils do not always have the resilience to cope when they find something difficult or get something wrong in their work.  They chose the film ‘Eddie the Eagle’ as the vehicle for planning curriculum work to introduce more able and talented pupils to the concept of the ‘power of yet’.  They arranged for Eddie ‘the Eagle’ Edwards to visit the school to talk to pupils about his challenges in reaching and participating in the Olympic games, and the importance of self-belief.  This inspiring real-life experience has had a powerful impact on helping more able pupils and those with sporting or creative talents to develop better resilience and to persevere in their learning. 

Impact on provision and standards

In the school’s last inspection in 2014, Estyn identified that:

  • there is a consistent record over time of high performance of more able pupils
  • teaching of very good quality ensures that nearly all pupils receive a high level of challenge in their work
  • teachers develop pupils’ skills for learning exceptionally well

More able and talented pupils talk confidently about there being a ‘sticking point’ when tackling more challenging concepts or skills, or applying their knowledge and skills in a new situation.  They explain confidently the strategies they use to overcome this to strive towards their learning goals.  They demonstrate resilience and a high degree of independence as learners.

Improvement Resource Type: Effective Practice

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Context and background to the effective or innovative practice

The selection of candidates for long-term teaching roles is arguably the most important decision a school can make.  The school believes that the processes for appointment selection are fairly standardised across the sector; however, the processes for what happens after the appointment are far less considered and often vary dramatically.  

In 2016, a teaching post at the school was awarded to a newly-qualified teacher (NQT).  The challenge the leadership team faced was how best to induct the relatively inexperienced teacher in order to ensure that the highest possible outcomes in standards could be achieved and sustained as quickly as possible.  Leaders agreed that, in order to accelerate the new teacher’s development, a bespoke development programme – that would operate across the whole year – would be created and implemented.  This programme needed to ensure that both the pupils’ and the teacher’s learning needs would be appropriately met in order to assure success.  The assistant headteacher had the responsibility for designing and carrying out this ambitious professional development project.

Description of nature of strategy or activity

A year-long intensive NQT induction and support programme was carefully outlined with the aim of ‘moulding’ the mentee into a highly competent professional at the school, developing key skills in classroom management, pedagogy and creating appropriate provision.  Training for these aspects was provided initially, with a greater subsequent focus on refining and enhancing practice and standards as the months progressed.  Two respective classes were also to be ‘mirrored’ so that the core learning experiences for pupils were the same at both schools in the federation and could therefore be quality assured. 

Weekly release time for one-to-one coaching sessions was organised between the assistant headteacher and the NQT.  During these sessions, the teachers discussed planning processes and teaching strategies, and studied examples of pupils’ learning from current and previous years to support teaching and enhance consistency.  A strong, trusting relationship developed between the two teachers, allowing for the free flow of feedback.  The NQT adopted a positive mindset and worked hard to refine and improve areas for development identified by internal and external mentors.

The NQT received structured professional learning activities to facilitate the progressive development of knowledge and skills.  Particular emphasis was placed on classroom management, the development of relationships and the fostering of a supportive, hard-working culture in which pupils thrive. 

Opportunities for the NQT to observe his mentor teaching were arranged, and these lessons were then conducted by the NQT at a later date in his own setting and reflected upon.  Numerous staff meetings were organised, focusing on the sharing of innovative and high-level practice across the federation, which provided additional opportunities for the NQT to learn from other experienced professionals. 

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

Following a half term of support and guidance, the NQT had proven himself ready to take on a greater range of responsibilities and tasks, such as the creation of innovative planning units and the resourcing of engaging learning experiences.  These projects were then refined with the mentor and used in both classrooms.  As a result, best practice was shared effectively, with provision being created and used by the NQT and the mentor.  This highlights the reciprocal benefits and impact that this method of bespoke induction has for both parties involved. 

Importantly, this approach to NQT induction has had a positive impact on the wellbeing of the newly qualified teacher.  He reported feeling valued and cared for, and he appreciated the investment in his professional development.  The supported teacher learned from the outset that the culture of the school promoted collaboration and the sharing of practice.  He has since gone on to support other staff to improve, whilst enhancing the culture further for the benefit of all stakeholders.

Of greatest visible impact in this initiative were the remarkable standards achieved in terms of classroom practice and outcomes by the NQT in that first year.  These outcomes have been formally recognised as excellent by a range of agencies, and this mentoring programme has proven what is possible when young teachers are afforded the guidance and support that they need in order to excel.

In conclusion, the training of newly qualified teachers is given high priority in the school in order to facilitate an effective and sustained process of professional development.

How have you shared your good practice?

  • through Estyn thematic surveys: ‘Primary School Improvement Journeys’ and conference at Principality Stadium

  • the ERW consortium Professional Learning Schools project

  • learning visits from schools across Pembrokeshire and Carmarthenshire

 
 

Improvement Resource Type: Effective Practice

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Information about the school

Treorchy Comprehensive School is an 11 to 18 mixed, community school in Rhondda Cynon Taf.  It is an English medium school with significant Welsh provision.  The school enables pupils from Welsh language primary schools to continue to study around half of their subjects through the medium of Welsh at key stage 3.  There are around 1,680 pupils on roll. 

Around 21% of pupils are eligible for free school meals and around 20% of pupils have additional learning needs.  Ninety-six per cent of pupils are from a white British background.  Around 10% of pupils are fluent in Welsh and around 40% can speak Welsh, but not fluently.  Seven per cent of pupils speak Welsh at home. 

Context and background to the effective practice

In 2007, Treorchy Comprehensive School became the first school in Wales to achieve the National Association for Able Pupils in Education (NACE) challenge award.  Since his appointment in 2011, the headteacher has focused the school’s work on recognising all pupils as individuals and on ensuring that high standards are at the core of the school’s philosophy.  All leaders maintain a robust focus on ensuring that they support and challenge those pupils who are more able and talented through a range of effective strategies and provision. 

Description of activity/strategy

Leaders have developed highly creative provision to ensure that more able pupils develop extensive Welsh language skills.  This fits well with local and national priorities, and the community in which the school sits.  For example, leaders’ analysis shows that at least 80% of pupils who attend university remain in Wales, most of whom then continue to work and live in Wales.  As a result, the school targets the development of Welsh language skills for more able pupils beneficially. 

Staff from the secondary school teach Welsh in the primary feeder schools each week, beginning with pupils in Year 5.  After two years of working with these pupils, they are able to identify effectively those who are more able.  Liaising with primary leaders and parents, the school places these pupils in a fast-track Welsh programme, Cwrs Carlam.  The same teachers work with these more able pupils through their first years in secondary school and pupils progress quickly through the Welsh curriculum.  To support this work, teachers in other foundation subjects use an increasing amount of Welsh as the language of instruction in lessons and expect pupils to use their Welsh language skills when writing.  As a result, these more able pupils develop their Welsh language skills very well and sit their GCSE examination at the end of Year 9.  Results show that nearly all pupils achieve a high grade consistently. 

As part of its drive to improve provision and outcomes for more able pupils, leaders listen to and act upon the views of these pupils conscientiously.  The school has a strong pupil-voice forum called the more able and talented school council.  This council of two pupils from each year-group meets regularly and provides leaders with a beneficial perspective on the school’s provision from a student’s point of view.  Pupils are able to bring issues that they consider significant to the attention of school leaders and the school asks their opinion on important issues that may affect more able and talented pupils.  For example, leaders ask pupils for feedback on the level of challenge they receive in different lessons and how they think the school could improve.  As a result, leaders have made changes in classes and enriched provision in line with the group’s ideas when appropriate.  For example, pupils now have more enhanced activities outside of school, such as a visit to a university where more able pupils learn about philosophy and a language day for more able pupils at another secondary school.  

Impact on provision and standards

Outcomes in Welsh for more able pupils following the Cwrs Calam programme are consistently high.  In 2016, almost two thirds of these pupils achieved an A* or A grade, while 95% secured A* to B grades.  In 2017, 85% pupils achieved A* or A grades and 100% of pupils achieved A* to B grades (Welsh Government, 2017c).

Over the last four years, the proportion of pupils achieving five A*-A GSCE (or equivalent) grades is consistently above the average for the family of schools (Welsh Government, 2017c).

Estyn judged that the school provides outstanding learning experiences that meet the needs of all pupils.  The school’s Cwrs Carlam provision enables more able and talented pupils to make rapid progress in the development of their Welsh language skills.

More able and talented pupils have very positive attitudes to education and have high expectations of themselves, identifying prestigious universities that they would like to attend and challenging careers to which they aspire.

Improvement Resource Type: Effective Practice

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Information about the school

Llandrillo yn Rhos Primary School is on the outskirts of Colwyn Bay.  There are currently around 440 full-time and 30 part-time pupils on roll, aged from three to eleven.  Approximately 15% of pupils are eligible for free school meals and around the same proportion have additional learning needs. 

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

Context and background to the effective practice

Improving provision and outcomes for more able and talented pupils has been a priority within the school’s improvement plan for the past two years.  The school has a specialist secondary-trained art teacher who leads the school’s participation in the Lead Creative Schools Scheme.  In 2016-2017, the school used funding from the scheme to improve pupils’ skills in procedural maths, with a particular focus upon challenging more able and talented pupils within a creative learning context.

Description of activity/strategy

Over an eight-week period, 60 Year 5 pupils took part in a creative project for five hours per week led by four Creative Practitioners, the school’s art teacher and Year 5 class teachers.  The project’s aims were:

  • to develop pupils’ creative skills by providing opportunities for them to explore independently the five creative habits of mind: imagination, inquisitiveness, persistence, collaboration and discipline
  • to progress pupils’ number, measuring and data skills
  • to support non-specialist staff to improve their understanding of effective pedagogies in creative subjects

Leaders were also keen to ensure that the project gave pupils the opportunity to work independently, to self-direct their learning and to challenge those more able and talented pupils with more advanced artistic and mathematical skills. 

At the start of the project, a group of more able and talented pupils wrote questions and interviewed two visual artists and two musicians to ensure that they would help them to achieve the project’s goals.  Together, the Creative Practitioners and teachers planned four taster workshops based on the practitioners’ art and music specialisms around the theme of ‘pattern detectives’.  In the sessions, pupils developed their knowledge of radius, diameter and circumference as they investigated patterns in the natural world, for example through water and sound.  They made their own observational drawings of a cross-section of a cabbage, using charcoal and oil pastels to explore line, pattern and texture.  The Creative Practitioners used Leonardo da Vinci’s anatomical drawings of the ‘Vitruvian Man’ (1490) to introduce pupils to the mathematical concept of ratio and proportion, which they investigated using their bodies to create large-scale drawings.  This was particularly successful in engaging and challenging more able pupils, who went on to explore da Vinci’s belief that the proportions of the human body were an analogy for the workings of the universe.  This stimulated their thinking very effectively, prompting them to ask high-level questions and carry out independent research at home.

Following a review of the taster sessions, the Creative Practitioners and staff agreed that pupils should be given the opportunity to follow their individual creative interests and have free choice over the subject, techniques and tools they would explore within the ‘pattern detectives’ theme for the rest of the project.  Together, they planned a careful balance of creative exploration and numeracy skill development, pitched at an appropriate level to meet individual pupils’ needs, including the more able and talented.  The specialists worked successfully with pupils individually and in small groups to develop their skills, for example using tablet applications to create musical compositions and industrial materials such as metal piping to create a marble run following their investigations of ‘flow’. 

Every week, pupils, teachers and the Creative Practitioners reflected upon the project together, giving feedback to each other and reviewing progress.  Over the eight weeks, staff noticed significant improvements in pupils’ ability to work in diverse teams, negotiate roles and make decisions such as how to organise each session and whom to work with.  Teachers observed that more able and talented pupils often chose to work with pupils with additional learning needs, as they recognised that they had qualities, such as resilience and persistence, which were of great benefit when taking risks and solving problems.  Similarly, less able pupils welcomed the support from their peers, for example to work out the angles required to create an effective marble run over a long distance in the playground. 

At the end of the project, the school held a sharing event for all classes, parents and governors.  The pupils chose to showcase their learning through a carousel market stall approach, where they shared their work and provided short creative activities for each group of guests.

Impact on provision and standards

Teachers asked all pupils to complete a ‘creative habits of mind’ wheel at the beginning and end of the project.  Together, staff and pupils used the spider graph to talk about pupils’ progress in developing imagination, persistence, collaboration, discipline and inquisitiveness during the project.  For example, more able boys spoke animatedly about how the session on ratio and proportion led them to investigate the relationship between ratios in the human body and those in the universe, which fascinated them.  More able and talented pupils benefited greatly from engaging in learning conversations with specialists who challenged their creative and mathematical thinking.

The opportunity to present and explain their work to other pupils, for example in the nursery class, and to parents developed the Year 5 pupils’ ability to adapt their talk for different audiences exceptionally well.  For instance, they worked together successfully to choose different examples to illustrate their explanations and descriptions of their creative work, depending on the age of the listener.

Teachers assessed pupils’ understanding of mathematical concepts, which had been a focus in the project, as part of the school’s normal practice of half-termly assessments, before the start of the project and at the end of the eight weeks.  Teachers identified a strong improvement in most Year 5 pupils’ attainment in problem-solving, measuring, calculating area and perimeter, angles and interpreting bar charts and graphs.  More able pupils developed their understanding of ratio and proportion to a high level.  Overall, the project had a positive impact on improving pupils’ engagement in mathematics lessons as they could see a direct link to their creative project work and the relevance of applying their numeracy skills in a practical context.

More able pupils appreciated the autonomy, opportunity for creative risk‑taking and breadth of stimulating experiences the project provided.  Non-specialist staff benefited from working alongside the Creative Practitioners and the school’s art teacher.  For example, they have adopted more creative approaches in their teaching and feel more confident in allowing pupils to lead their own learning in subjects across the curriculum.

Improvement Resource Type: Effective Practice

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Context and background to the effective or innovative practice

Children’s participation, or the ‘Pupil’s Voice’, has been an integral part of the life of Ysgol Pen-y-bryn for many years.  The procedures and opportunities for pupils are developed and improved continuously.

In 2009, the school was part of the ‘Effectiveness Group’ pilot group, which was a national priority.  As a result, different groups from the usual school council and eco committee were established, namely the ‘Plant Pesda’ groups, in order to give pupils a voice and have an effect on learning and teaching.

One key decision was funding a specific timetable for group meetings.  As a senior management team and co-ordinators, it was very soon realised that pupils provided probing and accurate comments when monitoring and evaluating a number of areas in order to develop improvements.

Pupil participation is a core part of the school’s vision.  All pupils recognise that they have a right to ask questions and share ideas, and that these are implemented for the benefit of everyone at the school.  The groups report back on their work regularly to pupils and to the governors and parents.  An annual meeting is organised where parents receive presentations from the groups to explain their work in developing priorities.  A hall full of parents attends each year.  This is where important messages about online safety, changes to the curriculum, improving attendance, the importance of eating healthily, recycling, national priorities, the Welsh language charter and any current school priorities are shared.  Questionnaires are distributed during these evenings, through which useful information is gained from parents.

Description of nature of strategy or activity

The different groups are responsible for specific areas effectively.

Each group has its role and all pupils understand the responsibilities of each group.  Each group is different with specific priorities to be implemented in order to improve purposeful areas.  Everyone receives up-to-date information through presentations, sharing pamphlets, policies that have been paraphrased into child-friendly language, prominent displays that explain actions and results, or classroom visits to teach about a specific priority area.

When the ‘Plant Pesda’ effectiveness group was founded in 2009, members of the group were chosen by the senior management team and teachers.  Representatives are now chosen by pupils from Year 6 after producing criteria. 

This group is responsible for implementing changes in the classroom, namely provision, teaching and learning.  After producing a questionnaire and analysing the responses, they are responsible for planning comprehension tasks in the format of the national tests and presenting them to each class.  They are also part of a project to create ‘ap y Ddraig’ (Dragon app) with similar schools, and work with schools in the catchment area on linked tasks through tablet computers.  As a result, they teach their fellow pupils successfully how to use tablet computers and the useful software that is available.  They have created various mental mathematics tasks and created cross-curricular resources for teachers to use.  They have created a pamphlet for parents to explain the new curriculum and produced up-to-date policies, such as the ‘e-safety Policy’.  They produce these specifically in language that is easy to understand and present them in the classes.  At time, members are given an opportunity to observe lessons and express their views when new members of staff need to be appointed.

Another way in which pupils share information about the school’s strategic development is through the school council.  Members of the school council are elected after writing a speech, which is part of the language scheme.  Here, they familiarise themselves with the priorities in the current school development plan and express an opinion by explaining why they should be elected to the post.  Following the first meeting in September 2017, the school council decided to implement a priority to improve attendance.  Members arranged a whole-school competition to design a poster, and composed poems and a rap to promote attendance.  In terms of another priority, they led and implemented the Welsh language charter by planning new playground games and going to teach in each class.  They analysed data and information from questionnaires about the Welsh language charter and chose actions, and went into classes to explain these actions and their expectations.  Another example is the council receiving recommendations from fellow pupils about improvements to the outdoor environment.  This group has led to the school receiving Step 5 of the Healthy Schools Scheme.

Members of the Eco Group are elected by their fellow pupils.  This group is responsible for ensuring that the school continues to be as ‘green’ as possible by suggesting improvements to save energy.  It gives each class responsibilities, monitors actions, and recycles and improves the use of the small area of green land the school has.  It also organises and holds fair trade activities by presenting tasks to each class.

Members of the sports council are elected by pupils in Years 5 and 6 and the physical education co-ordinator, and pupils who are more able and talented in this area are nominated.  The council promotes fitness and holds after-school activities for each class in turn, and supports the work of the healthy schools scheme.  It is usual for some members to transfer to the sports council at Ysgol Uwchradd Dyffryn Ogwen.

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

Through the work of the various groups, pupils’ literacy, numeracy and ICT skills are developed well or better.  All pupils have an obvious sense of ownership of their learning.  They are part of an inclusive ethos that has a very positive effect on their commitment to succeed and their enjoyment of being at school.  Continuous improvements to provision have a positive effect on all pupils’ achievement.  Internal data shows that nearly all pupils make very good progress.  The school’s strategies have an obvious effect, including pupil participation, which gives extended real-life experiences to members of the various groups.

How have you shared your good practice?

  • The school welcomes other schools to discuss with the groups regularly, some from the other side of the country in Swansea, and others from across the authority and beyond.

  • Members of the group are invited to give a presentation on their work and its effect, for example about reading strategies, at a GwE conference.

  • The co-ordinators, deputy headteacher and headteacher are invited to give presentations in training on literacy, numeracy, assessment for learning, the healthy schools scheme and the effect of children’s participation in these areas.

  • Ensure regular information on the school’s website.

Improvement Resource Type: Effective Practice

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Context and background to the effective or innovative practice

The school is recognised as a foundation phase school and its procedures are based firmly on the philosophy and principles of that phase.  Standards are consistently high, in particular the number of pupils who attain the higher outcome (outcome 6).  A strong priority is given to each learner’s welfare and wellbeing.

The start of the process was that the result of self-evaluation activities identified the need to develop challenging tasks in the outdoor areas, and incorporate cross-curricular skills in the continuous provision areas.  This has been a priority in the school development plan for some years.

The physical area, both inside and outside the classrooms, has now been planned purposefully.  This provides rich experiences for active and experiential learning in areas, which promotes working independently. 

The aim is to provide a level of challenge that is as high as in the focus tasks.  The same detailed attention is given to planning challenging tasks in the continuous provision, with a focus on cross-curricular tasks in order to nurture pupils’ literacy, numeracy and ICT skills.  The school aims to develop confident and comfortable learners in all aspects, for example by showing ‘real-life’ opportunities to use literacy, numeracy and ICT together, rather than in separate situations.

By acting on priorities and information that derives from monitoring and various self-evaluation activities, staff work together to ensure consistency in a number of factors that have an effect on provision and standards.  At the heart of each change is a desire and passion to create a whole-school mindset.  Therefore, making sure that the robust principles of the foundation phase in the nursery and reception class are developed further in Years 1 and 2 is an important starting point.  With the appointment of new members of staff, ensuring that all staff have a sound understanding of the foundation phase principles was vital, and various training was organised in order to develop the early years teaching mindset.  There was also a firm focus on developing staff to respond to the expectations of the outcomes of the foundation phase framework’s programmes of study in Years 1 and 2.

Description of nature of strategy or activity

Some practices that affect independence and numeracy skills in particular are:

  • Teachers and staff plan themes jointly in regular meetings in order to outline skills and clear learning objectives, and respond to them by planning interesting and rich tasks that correspond to the expectations of the highest outcomes.

  • Planning jointly to ensure that there is no repetition of tasks with a low level of challenge.

  • Teachers in all classes keep the profile of one higher-level child for each outcome.All tasks in the profiles have been assessed in line with expected outcomes for oracy, reading, writing and mathematics.This enables staff to refine and adapt plans in order to provide opportunities for learners to attain the high outcomes consistently.

  • Demanding consistency from one class to the next, for example by using the ‘Sali Seren’ method for setting criteria and assessment for learning from the nursery class onwards, and using the same strategies to teach mathematical concepts in each class.Also, refining the methods and timing of teaching mental mathematics by sharing good practice within the school.

  • Ensuring that staff use the same phraseology during assessment for learning.Modelling pedagogical language, ‘How do you learn best?’, ‘How do we improve the work?’, ‘Why don’t we assess the work together?’, ‘How can you make Sali Seren happy?’

  • While planning the areas, practices were refined by providing cross-curricular tasks to be implemented and problem-solving opportunities, which included applying numeracy in all areas, including the outdoor area.The challenges are as challenging and cross-curricular in the outdoor areas as they are in focus tasks.

  • Conducting regular learning walks.Numeracy walks, in particular, provide opportunities for teachers to explain the purpose of each area and which skills are developed in them, which leads to discussions and sharing good practice.It identifies strengths and areas for development.

  • Tasks provide regular opportunities for active and experiential learning.

  • Adapting areas regularly in order to apply challenging mathematical concepts, which are differentiated at an appropriate level to stretch all ability levels.

  • A team of dedicated assistants have been trained and included in strategies, and challenges/tasks are set in all areas and are visible to all, for example as pictures and symbols in the nursery and reception class in order for learners to be able to work independently in the areas.

  • Placing value on opportunities for each child to have strong voice in their learning, which leads to a positive attitude and perseverance as they succeed.

  • Provision for each child’s wellbeing provides the best possible opportunity for them to learn to the best of their ability as they are happy and safe at school.

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

Following lesson observations with a focus on numeracy, here are some comments from the process:

  • ‘Collaborative work is very effective in nearly all lessons, and notable practices show very effective pair and group work by many children.Excellent practice was seen by pairs helping each other to improve and correct their work regularly, and this is obviously a natural part of the learning procedure and ethos.’

  • ‘Nearly all pupils are full of enthusiasm when working on tasks.’

  • ‘Most were given an opportunity to improve their work.In the best practices, opportunities to reinforce and improve learning happen regularly throughout the lesson against the success criteria.’

  • ‘Imaginative development of numeracy, literacy, physical and ICT skills was seen in the outdoor area – the effect of acting on the priority to “develop the outdoor area” in the school development plan.’

  • ‘In the best practice, opportunities and planning specifically for self-evaluation and judging success have a great effect on standards.In nearly all lessons, pupils were given good opportunities for self-assessment.’

  • ‘Opportunities to reflect are part of lesson plans, and this is good practice.’

  • ‘There were good and very good opportunities for nearly everyone to work independently – at their best, tasks promoted varied and challenging independent work.Promoting independent working is an extremely strong feature in nearly all lessons.’

  • ‘Most pupils are able to explain tasks very well.’

How have you shared your good practice?

Sharing good practice:

  • During 2016-2017, over 30 staff were welcomed from different schools in the north region to receive numeracy training on the school grounds.There was a presentation and learning walks to the classrooms to see pupils working in the areas.

  • Book scrutiny sessions were organised with a number of schools, including the GwE challenge group schools, in order to share ideas on how to plan challenging, stretching tasks.

  • Staff from schools within the authority were welcomed to discuss the systems for planning each class’s higher-level profile and their use to monitor challenging cross-curricular tasks and show high expectations.

  • Samples of Year 2 profiles and books are usually used in GwE training.

Improvement Resource Type: Effective Practice

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Context and background to the effective or innovative practice

Gladstone Primary School is creating a ‘wrap around’ nurture programme for all pupils, especially to support pupils from deprived backgrounds.

The nurture leader is well qualified and has completed training with the Nurture Network Group.  She is also currently training as a counsellor, which shows the school’s commitment to continue with the emphasis of listening to the pupils.

A designated room, called ‘The Cwtch’, is the centre to the school’s nurture provision.  The school describes this as ‘very much a home from home’ with soft furnishings, gentle lighting, a spiced apple scent, ornaments and a collection of teapots.  Staff have tried to create ‘Granny’s house’ for pupils.  A safe place.  They have been developing this room since 2012 in recognition of pupils that struggle to learn because of their physical or emotional wellbeing.

Description of nature of strategy or activity

The nurture provision begins at 8.45am when carefully selected ‘breakfast’ pupils arrive.  They start every morning with a different timetabled activity, including colouring and stories.  The pupils then wash their hands, lay the breakfast table and prepare a basic breakfast of toast, jam and tea or water.  These pupils are selected according to attendance, any teacher concerns or parental request for support if pupils are reluctant to come into school.

Whilst the pupils eat between 9am and 9.30am, Cwtch has a ‘check in’ system where all pupils can request to ‘pop in for a chat’.  This is an opportunity to listen to pupils, settle disputes, and provide a calm and comforting period if needed, or to contact parents if necessary.  Some pupils may, for example, be worried about a sick family member, others may have argued with a friend.  Their voice is heard or their silence welcomed.  All pupils are welcome.

The Cwtch changes its use at playtimes and becomes a place of reflection for pupils who have hurt another child the previous day or that morning.  The school refuses to accept any form of physical abuse and any child that hurts another person within the school is required to complete a restorative form, which reminds pupils of the values they hold and why their actions weren’t helpful, kind or friendly.

The school runs daily student assistance programme (SAP) circles.  These are for pupils selected by teachers, who carefully consider their current circumstances.  A SAP circle runs for 12 weeks and includes a series of talking circles covering subjects from anger to getting along with adults.  Pupils have a safe, confidential space where they can reflect upon, discuss and review their relationships and behaviours.

At lunch time, two adults dine with a small group of vulnerable pupils who may find it difficult to cope in a large dining area.  Staff lay the table and eat as a family would at home, encouraging table manners, eating etiquette and a natural, relaxed eating atmosphere.

In the afternoons, the Cwtch becomes a nurture unit for pupils carefully selected using a resource for the assessment of children and young people’s social, emotional and behavioural development.  The school has sound a structure for planning for pupils’ emotional wellbeing.  This includes facilitating weekly local trips, and opportunities to sing songs, cook, tell stories, paint, create and play.

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

The standards of behaviour across the school have improved, with the school reporting a 4% increase so far this year in the number pupils feeling that other pupils behave well across the school.  There has been a 7% increase in the number of pupils feeling that the school deals well with any bullying issues.

Other analysis notes that the school is significantly better than the average for schools in its local authority.  In particular, pupils’ self-esteem levels are very high and anger levels are very low.  All pupils are very motivated and apply themselves well during lessons.

The school also notes that it has seen a 25% decrease in the number of letters sent home to parents as a consequence of its whole-school behaviour strategy.  The rate of exclusions has reduced and the number of ‘X strikes’ for physical violence has also reduced.

How have you shared your good practice?

Other schools within the local authority have visited to look at the provision and the practice is also shared within local authority nurture forum meetings.

Improvement Resource Type: Effective Practice

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Context and background to the effective or innovative practice

Following a review of provision for pupils who have additional learning needs across the school, it was decided to build on the excellent practice in the resourced provision.  The review coincided with an evaluation of the school’s staffing structure, which enabled one member of the senior leadership team to be responsible for uniting provision for pupil wellbeing, behaviour and additional learning needs.

Description of nature of strategy or activity

Pupils who have additional learning needs attend group sessions where they share ideas with the teacher about what they would like to learn and how.  At the start of a block of work, a ‘Learning Project’ is agreed.  This may be:

  • to plan a journey to Wrexham

  • to visit a local café for dinner

  • to buy items of food and drink for a party

  • to organise different aspects of a wedding

Learning tasks are practical and cross-curricular in approach.  They encourage pupils who have additional learning needs to develop their real life skills, for example; to book a taxi, to check a receipt, to pay for items; and to check change.  There is always a focus on developing thinking, communication, ICT and number skills.  Specific targets for each learner are agreed at the start of the Learning Project and these are also shared with parents.  Learning walls are used to record the learning process, which is shared with parents.  Family and community engagement projects are regularly organised and delivered across the school.  A particularly successful project involved parents and their children learning sign language together, delivered by school staff.  Another successful example involved parents of pupils who have profound and multiple learning difficulties learning alongside their children and class staff.  A multi-sensory cooking project was particularly effective in engaging parents with their child’s learning.

The revised approaches regarding the teaching of pupils who have additional learning needs now involves a more collaborative style of learning, with no pre-prepared and confining worksheets involved.  The pupils have the opportunity to talk, to plan, to brainstorm and to research.  They develop their personal and social skills throughout.  In a recent project, the group decided to plan a trip to Wrexham.  They brainstormed their ideas to indicate the different ways of travelling and considered the ‘pros and cons’ of each mode of transport.  They went on to walk to the local train station to view timetables and learned how to read and understand them.  Two pupils telephoned the local taxi rank to price a taxi journey correctly; one pupil did the talking and another one recorded the conversation using a tablet computer confidently.  Other members of the group used the internet successfully to find out about bus departures.  There was an extensive amount of opportunities to develop pupils’ literacy and numeracy skills throughout.  The project culminated in a trip to Wrexham using the agreed mode of transport.

Another successful project involved learners experiencing the sound of an air raid siren and hiding under their tables.  The group went on to write a shared poem about their experience and their feelings.  The final piece of this literacy work was impressive and their poem was a clear indication of how engrossed the pupils were with their learning.

To ensure that parents are kept fully informed regarding the school’s new approaches, the school’s annual review process has also been updated to reflect the excellent practice already evident in the resourced provision.  Each annual review is centred on the pupil, with their views and opinions at the heart of the process.  One-page-profiles provide the starting point and are enhanced with videos and photographs of the pupil at school.  The annual review is a celebration of what has been achieved during the past year.

Ysgol Heulfan is fortunate to have a large team of experienced staff working across the school and in the additional learning needs resourced provision.  The school continuously strives to ensure that all pupils, regardless of ability, have relevant, real life and meaningful learning opportunities to ensure that ‘they can be the best they can be’.

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

  • Monitoring of individual development plans shows that all pupils achieve their targets.

  • Having one person responsible for pupil wellbeing, behaviour and additional learning needs has resulted in clarity for staff, pupils and parents. This key person is very knowledgeable about different interventions and is trusted and respected by all.

  • Person-centred reviews show that pupils and parents are confident and happy with the support they receive in school and with the progress that is made.

  • Sharing forums within the school enable continuous dissemination of skills, which positively impact on pupils’ learning and skills and on staff personal development.

How have you shared your good practice?

The school has shared its approaches for pupils with additional learning needs with schools within their cluster of schools and with the local authority.  It has also shared its work with individual schools on request.