Context

Ysgol Cae Top, which is under the control of the Church in Wales, is situated in Bangor.  There are 234 pupils on roll, which includes 28 nursery-aged children.  There are eight single aged classes at the school.

A very few pupils come from Welsh-speaking homes.  About 25% of pupils come from ethnic minority or mixed backgrounds and speak 16 different languages.  About 24% of pupils are learning English as an additional language.

Twelve per cent of pupils are eligible for free school meals.  Thirteen per cent are on the school’s additional learning needs register.  Very few pupils have a statement of additional learning needs.

Stage 1:  Evaluating the current curriculum within wider self-evaluation arrangements

The senior leadership team has established a common understanding across the school regarding their vision to develop a curriculum that is based on real, first hand experiences for pupils that cannot be acquired in the classroom.  Over the past three years, staff have planned purposeful activities and experiences that expand pupils’ knowledge and understanding and strengthen the level of engagement in their work.

Following the publication of Successful Futures, the school focused on developing the four purposes outlined in the report.

Leaders conducted an audit to judge the curriculum’s current strengths and how the current provision should be adapted and changed.  Staff carried out a range of self evaluation activities that focused on the four purposes.  These activities involved:

• observing lessons – the headteacher observed all teachers alongside another member of staff, focusing on one or more of the purposes
• scrutinising pupils’ work – involving all members of staff and governors
• questioning pupils on their understanding of the four purposes
• scrutinising schemes of work and evaluating how well teachers planned to develop the four purposes

Following a series of staff meetings to analyse outcomes, these aspects were identified as essential for an exciting and innovative curriculum:

• pupil participation in curriculum developments
• ensuring that pupils benefit and gain enjoyment from their work
• ensuring that provision for raising standards of literacy, numeracy and information and communication technology (ICT) is of a high quality
• ensuring robust challenge for all pupils by teachers having high expectations
• ensuring that a Welsh ethos is an integral part of provision

Teachers identified the importance of keeping pupils central to all decisions and activities as key to a successful curriculum. 

The school held a number of evaluation meetings for teachers to scrutinise pupils’ work and their own planning.  Members of the senior leadership team facilitated these activities and shared outcomes with the rest of the staff.  A particularly effective group activity involved all teachers placing post-it notes on a large chart, which focused on current themes and the areas of learning and experiences (AoLE) to indicate what the school was already delivering well.  Staff placed a blue post-it note if they judged the provision as ‘good’, and a yellow sticker if it believed that provision needed to be improved.  Staff wrote ‘action comments’ on the yellow stickers and used these to develop priorities in the school development plan.  Over time, following ongoing evaluation of progress, the yellow coloured post-it notes are exchanged for blue ones.  Staff find this clear and simple visual method of monitoring changes and improvements very effective.

During this early stage of curriculum development, leaders included parents in evaluating the current provision and created a ‘Parents’ Curriculum Forum’ to discuss proposed changes and to prepare parents for the changes.  Members of the senior leadership team met with parent representatives to discuss their ideas and aspirations for a vibrant and strong curriculum.  The outcomes of this include:

• more homework based on humanities, and health and wellbeing
• more relevant opportunities for pupils to use their literacy and numeracy skills outside the classroom
• further opportunities to take part in creative arts projects
• increased opportunities to develop pupils’ Welsh identity

Governors meet each half-term to discuss developments.  The school has identified a governor with responsibility for curriculum development who visits the school regularly to consider the way in which the school plans to develop pupils’ digital competence across the curriculum.  Governors are conscious of the pedagogy required to ensure learning experiences and achievement are consistent across the school and that clear and visible progression can be observed. 

The school evaluates its planning by using learning triads.  Teachers work with staff from two other schools to observe lessons, plan, scrutinise pupils’ work and give feedback.  This has a significant effect on raising standards in the Foundation phase, particularly at outcome 6.

Following this audit, the headteacher arranged training to ensure that teachers improved their skills to enable them to teach specialist aspects of the curriculum, or aspects in which they were not confident. 

Stage 2:  Planning and preparing for change

The school quickly established a staff forum to discuss aspirations, expectations, worries, and doubts.  The headteacher ensured that all staff had regular opportunities to air their opinions so that meetings focused closely on pedagogy.  Teachers were initially concerned that lack of training meant that they would not be able to plan effectively to implement the four purposes.  Staff also felt unsure about how they would assess pupils’ achievement and were worried about not following a structured curriculum that consisted of agreed and nationally recognised levels and outcomes.  In order to diminish these worries, the headteacher decided that the school would continue to assess pupils’ attainment in core subjects using an electronic assessment recording tool.   

Leaders were keen to ensure that all staff changed their approach to planning by considering the four purposes carefully in all theme activities.  Learning activities all start with an ‘experience’, which is related to a particular subject or topic.  This is followed by a series of discrete lessons to master specific skills, before pupils address a challenge where they apply the skills.  The school believes that it is within the challenges that the four purposes will be developed to a deeper level, when pupils lead the learning.  Following the school’s self-evaluation of these challenges, teachers have modified and created new challenges, to ensure that pupils have worthwhile opportunities to develop their understanding of the four purposes as they lead the learning to apply skills.  This pedagogy is consistent with foundation phase philosophy. 

The headteacher believes that a change of approach or teaching method is easier if all members of the team change together and share successes and failures.  The school’s approach to curriculum development consisted of enabling all staff to focus on the needs of the curriculum.  They set aside personal aspirations and, during this period of reform, training arrangements were based entirely on Donaldson’s four purposes.

Worthwhile training ensured that all members of staff led on different aspects of the four purposes and focused on developing effective pedagogy.  Leaders have developed a robust structure of training and staff induction that offers effective support to inexperienced teachers to plan jointly and observe experienced teachers teaching.  This ensures that they respond well to curriculum reform.

In all interviews for new staff, school leaders ask specific questions about curriculum development.  Asking candidates, and current members of staff “What will children remember about their time at Cae Top?” ensures that teachers plan practical experiences that allow pupils to apply their skills. 

Teachers are encouraged to take measured risks and regularly trial different approaches to pedagogy.  Leaders accepted that planning to develop AoLE would not be perfect from the outset.  This has led to a climate in which teachers feel comfortable discussing the things that have been unsuccessful.  The headteacher encourages staff to be innovative to ensure that pupils’ literacy, numeracy and ICT skills develop effectively through experiences and activities across the curriculum.
All along the school’s curriculum development journey, leaders continue to evaluate provision and reflect on their work termly in order to consider what has been successful and what needs to be changed. 

In preparing for this change, all staff provide pupils with first-hand experiences through well-planned, discrete learning that challenges them effectively.  Teachers have identified the importance of beginning each unit of work with a visit or by inviting a visitor to the school. 

Context

Stage 1:  Evaluating the current curriculum within wider self-evaluation arrangements

• a thematic approach to curriculum planning and delivery
• the effective use of pupil voice in planning learning experiences
• provision to develop pupils’ thinking and collaborative learning skills
• the successful use of assessment for learning strategies

Stage 2:  Planning and preparing for change

Stage 3:  Realising change

Stage 4:  Evaluating change

Context

Undy Primary School is in the village of Undy, between Newport and Caldicot.  There are 320 pupils on roll, including 45 part-time nursery pupils.  There are six single-age and four mixed-age classes.

A very few of the pupils are eligible for free school meals.  Nearly all pupils are white British and come from English-speaking homes; no pupils speak Welsh at home.  Very few pupils speak English as an additional language.

The school identifies a few of its pupils as having additional learning needs and a very few pupils have a statement of additional learning needs.

Stage 1: Evaluating the current curriculum within wider self-evaluation arrangements – curriculum content and assessment

Senior leaders and staff identified that improving pupils’ engagement with the curriculum was a priority.  They recognised that their provision did not develop pupils’ independent learning skills enough or give pupils the chance to decide what and how they learned.  In addition, the school felt that the introduction of a skills based curriculum required a new approach to planning and delivery.

Senior leaders involve all staff in leading and evaluating change.  All teachers work in curriculum teams according to the year groups they teach.  In the first year of change, senior leaders allocated three consecutive non-contact days to each team to evaluate the school’s curriculum and develop a more skills-based approach.  The outcome was a strategic curriculum map that outlined the development of pupils’ skills over a two-year cycle. 

In Year 2, senior leaders released teachers in their curriculum teams for a further two days.  At the end of this period, the school had a systematic and progressive plan for developing pupils’ skills through thematic contexts in all subjects and areas of learning.

Stage 2:  Planning and preparing for change

Prompted by the introduction of a skills-based curriculum, staff enabled pupils to take more control of their own learning.  Senior leaders and upper key stage 2 teachers visited a local primary school to observe how teachers had adapted their learning environment to encourage pupil independence.  Following the visit, they refined the ideas to suit their environment and then planned the renovation of a shared Year 5 and Year 6 area to create a ‘learning plaza’.

The learning plaza gives older pupils the opportunity to complete activities independently and away from the main classroom.  These activities build on the skills taught during English, mathematics and science sessions.  The plaza is organised into five different zones: literacy, numeracy, science, Welsh and media.  The nature and focus of these zones are under constant review by teachers and pupils.  They work together to plan five colour-coded levels of challenge for each activity, with teachers encouraging pupils to choose the level suitable for them.  Teachers introduce each plaza activity at the start of a fortnight so pupils understand what to do and the standards expected of them.  As a result, nearly all pupils develop high standards of independent and collaborative learning and levels of pupil engagement have risen.

When making changes to the curriculum, senior leaders provide teachers with appropriate non-contact release time to drive change forward and create a culture of self-reflection and mutual trust.  They oversee the work of the curriculum teams to ensure consistency of approach and assist them in meeting agreed timescales.  To facilitate this, governors reduced the deputy headteacher’s teaching commitment to enable her to oversee the development of the new curriculum and support teachers’ planning.  This role was crucial in ensuring the rapid and effective progress of curriculum change.

Senior leaders encourage all staff to experiment, to learn from existing good practice within the school and beyond, and to take responsibility for reflecting on and improving their own professional practice.  There is a clear understanding among all staff that changes to teaching techniques and the learning environment must result in improved outcomes for pupils. 

Senior leaders ensure that all staff engage in robust whole school self-evaluation activities and see themselves as part of the process.  Senior leaders focus monitoring activities on the principle of ‘equity, rather than equality’.  Areas of provision in most need of development receive the highest levels of monitoring and support.  As part of a climate of professional trust and an ethos of reflection and improvement, this approach is effective in driving change and improving provision.  All staff are proficient in the use of data and self-evaluation techniques, such as listening to pupils, lesson observations, learning walks and pupil work scrutiny. 

Stage 3:  Realising change

Senior leaders align elements of the school improvement plan carefully with the requirements of Successful Futures, (Donaldson, 2015).  For example, the plan outlines specific actions to increase pupils’ independence, enrich their learning experiences and develop their creativity.  This is already having a significant impact on the way pupils learn.  For example, pupils talk with confidence about how they are developing their creativity, such as when using drama to explore characters in a story.

The work of the school’s curriculum teams focuses on adapting provision further.  For example foundation phase teachers map skills to allow pupils to plan their own enhanced and topic activities using the class skills planning boards.  This helps pupils to lead aspects of their own learning and develop their skills as independent learners.  In key stage 2, teachers are extending the use of differentiated independent challenges into Year 3 and Year 4.  Although these classes do not have access to a shared physical space, the curriculum team has worked imaginatively to adapt the approach to suit the available learning environment.  This takes the form of independent, differentiated science, mathematics and literacy activities situated in the space outside their classrooms. 

Context

Ysgol Gynradd Gymraeg Lôn Las is in the village of Llansamlet near Swansea.  There are 520 pupils on roll.  A very few pupils are eligible for free school meals.  The school has identified that a few pupils have additional learning needs and a very few have a statement of additional learning needs.  A few come from homes where they speak Welsh.  Very few pupils come from ethnic minority or mixed backgrounds. 

Stage 1:  Evaluating the current curriculum within wider self-evaluation arrangements

Following the publication of Successful Futures, (Donaldson, 2015), leaders focused on developing the four purposes as staff needed to familiarise themselves with these aspects as the main considerations when developing an innovative curriculum.  In order to commence the work, members of the senior leadership team conducted a whole-school audit of the requirements of the four purposes.  Staff worked in year group teams to evaluate what they were already doing well and considered aspects that needed to develop further.  They scrutinised first hand evidence thoroughly to support the evaluation and decided to develop aspects that were not already being targeted in the school’s current improvement plan.

In order to gather evidence and to monitor which elements of the four purposes were already embedded in the school’s current curriculum, leaders focused initially on pupils’ books.  Pupils present their work in thematic experience books, which provide worthwhile opportunities for them to acquire skills across the curriculum.  These books provided staff with valuable evidence that enabled them to evaluate their current provision.  Leaders also considered the views of pupils and staff.  Pupils evaluated the themes they had studied every half term and consider the extent to which they had engaged with the work and whether or not the themes offered them opportunities to develop skills that related to the four purposes.  Staff were also asked to consider the success of the themes.  They discussed which ones allowed them the opportunities to plan and develop skills relevant to the four purposes.  Pupils identified the skills they developed in class and associated them with the different strands of the four purposes.  They also identified the aspects that they felt they had not already had opportunities to develop. 

At the end of each half term, pupils take their thematic books home to discuss their work with their parents.  This ensures that parents are fully aware of the learning opportunities that the school provides for their children.  They have an open discussion with their children about their achievements, next steps and targets in their learning.  Parents complete a form in response to pupils’ work, which the school uses to gather parental opinion on the school’s provision.  Leaders also considered the school’s self-evaluation document and performance data in order to establish important areas for development.  These areas included the following:

• The school recognised that their current approach to curriculum planning in key stage 2 was well embedded, and supported Successful Futures. 
• Leaders recognised the need to introduce the four purposes into their planning and decided to restructure their planning to ensure that the four purposes became the key focus for all activities planned.
• Leaders mapped skills from the nursery class to Year 6 to ensure a clear continuum for the skills taught.
• Classroom teachers trialled new themes to engage pupils fully and to target the four purposes.
• Parents fully appreciated the opportunity to engage with their child’s workbooks and the responses received were very positive and supportive.

Stage 2:  Planning for change

The Headteacher held meetings to share self-evaluation findings with the whole staff and governors so that the school could plan its next steps.  Members of staff attended meetings with a cluster of local schools to gather ideas and reconsider planning for half-termly themes.  Staff were keen to create new themes that would spark pupils’ imagination, ones that would enable pupils to plan for investigative, enterprising, creative and ambitious activities.  Staff ensured that the themes placed more emphasis on developing the Cwricwlwm Cymreig.  Although leaders believe that this is a fundamental element of a new Curriculum for Wales, they also wanted to ensure that pupils developed a sound understanding of the world.  As a result, each class studies a different country as one of their themes in order to develop their understanding of internationalism, cultural diversity and global citizenship.

Leaders decided to restructure their planning in order to incorporate the four purposes and to give staff an opportunity to trial various strategies, such as ‘thematic enriched tasks’; ‘entrepreneur activities’; digital activities such as using green screen technology and Lego coding; and daily numeracy and oracy sessions.  When planning activities, teachers focused firmly on providing meaningful opportunities to develop pupils’ understanding of the four purposes.

As a result of the initial audit, leaders realised that pedagogy in key stage 2 broadly corresponded with the principles and ideology of Successful Futures, (Donaldson, 2015).  The school has adapted on integrated approach to teaching and learning based on The Leonardo Effect.  This has become embedded and has been developed over a period of 10 years.  The school’s approach to planning and pedagogy encourages pupils to research, observe, record, experiment, develop ideas, imagine and be creative.  The approach goes beyond the conventional concept of cross-curricular teaching.  Pupils plan for their own learning as leaders believe that primary pupils do not put learning into boxes, or ‘subjects’.  The school’s approach to planning and pedagogy offers a creative method of teaching that engages all pupils and teachers.

As a result of their current practice, leaders felt that there was no need for the school to change for the sake of change.  They decided to continue to develop this pedagogical approach in key stage 2 and incorporate a few aspects at the end of the foundation phase in order support transition. 

School leaders organised a presentation for the governors in order to inform them of the ongoing changes.  This included a question and answer evening, and there was a positive response to the exciting changes.  Following this, governors carried out learning walks so that they could observe lessons and activities.  This was something new that the school introduced following the success of the school’s ‘Bring a parent to school week’.  The learning walks focused on:

• pupils’ engagement with their learning
• the interaction between pupils and teachers
• school and class ethos
• the variety of activities introduced within each year group
• pupil voice
• pedagogy

The learning walks provided the governing body with an insight into the school’s ongoing changes and how the whole school is embracing Donaldson’s vision for the future.

In order to manage and prepare fully for change, leaders decided to restructure the staff’s responsibilities and, rather than having subject co-ordinators, the school organised area working groups with representatives from all departments.  This is an effective way of monitoring across the school, by scrutinising planning and pupils’ work, as well as observing lessons.  This ensures that school leaders collaborate with all teachers to plan activities.  They also monitor teaching and moderate pupil Assessment, and track their attainment carefully to ensure a high standard of provision across the curriculum.

Leaders continue to consider the pupil voice when providing opportunities to plan activities and lines of enquiry for themes.  This leads to pupils offering ideas for educational visits that support and stimulate their learning.

Before the start of each half term, teachers consider pupils’ plans.  Within the departments, they plan jointly for possible activities.  Teachers adapt them each week, by considering new emerging lines of enquiry as well as current developments and news items from around the world around them.

A key factor in implementing change and responding to self-evaluation outcomes is that leaders allow sufficient time to trial any new plans and teaching methodology.  Nothing is changed until all stakeholders understand why it needs to be change.

Context

Penllergaer Primary School is in the village of Penllergaer, in Swansea.  There are currently 386 pupils on roll.  There are two single-age and nine mixed-age classes, plus two part-time nursery classes and two specialist teaching facilities for pupils with profound and multiple learning difficulties from across the local authority.

A few pupils are eligible for free school meals and a minority have additional learning needs.  Very few pupils have a statement of additional learning needs, are from an ethnic minority background or receive support in English as an additional language.  Very few pupils speak Welsh as a first language.

Stage 1:  Evaluating the current curriculum within wider self-evaluation arrangements

In September 2015, the school responded to the recommendations of Successful Futures, (Donaldson, 2015) by asking parents a simple and straightforward question “What do you want our school to do for your children?”  The headteacher facilitated a series of workshops with parents to seek their ideas and views at different times of the day and evening.  The theme of the meetings, “The Curriculum is changing” was quickly established and parents were encouraged to talk openly about what type of school they wanted for their children.  In doing so, they considered what they felt was good about the school.  Parents were divided into groups and given a large sheet of paper on which to brainstorm their views and opinions.  Each group contemplated the following questions:

• What type of school would you like Penllergaer Primary to be?
• What type of teachers do you want for your child?
• What type of pupils do you want your child to mix with?

The outcomes of these meetings focused firmly on developing a curriculum that would:

• enable their children to be creative and not be afraid of making mistakes
• allow their children to make informed choices about their health
• give them good opportunities to develop their life skills

Immediately after the parent workshops, the headteacher engaged with pupils.  She introduced the proposed areas of learning and experiences (AoLE) as well as the four purposes and the three cross curricular skills before asking them “How is this different from what we are doing already?”  Nearly all agreed that they wanted to be in a school that promoted:

• children’s rights
• health and fitness
• good citizenship
• responsible individuals who look after the environment and planet
• pride in the Welsh language and culture
• respect, tolerance and understanding of other cultures and religions
• skills and knowledge 
• preparation for a job in the future

Following these meetings, the headteacher and senior leaders met with the governing body to present the main messages outlined by both the pupils and parents.  Governors agreed with these principles and were of the opinion that there was ‘no need to panic’.  However agreed to a whole school curriculum appraisal, from the foundation phase through to key stage 2.  Leaders felt that this was necessary before any possible changes were implemented to both curriculum planning and pedagogy.  They firmly believed that they needed to consider evaluation outcomes before developing any future plans.

What followed was a thorough, 360 degree evaluation that involved all members of staff and pupils.  Leaders used a range of evidence to inform their evaluation of current practice, which focused firmly on the effect of teaching on pupils’ ability to learn and develop their skills.  The focus was always on how well teachers provided opportunities for pupils to ensure that all activities were relevant and fun, and that they enabled pupils to learn new skills and build on ones already introduced.  Evaluating pedagogy and developing an agreed understanding of teaching methods were key to developing a strong curriculum.

The school’s stakeholders wished to develop a broad, balanced, relevant, multi sensory approach to teaching and learning.  During the evaluation period, staff were encouraged to take risks and to be creative with topics.  They were reassured that they would not be judged for taking risks, and that, if something did not work out, they would find out why and plan to improve delivery next time.  Lesson Studies and triad working supported building capacity and establishing effective pedagogy.
Staff placed an emphasis on moving away from subject based learning and decided not to follow the commercial planning package that they had been using successfully for several years.  They replaced these well-established and detailed lesson plans, which focused more on curriculum coverage, with rich tasks that provided worthwhile opportunities for pupils to develop their skills. 

The school defines a ‘rich task’ as an activity that connects different subjects and involves a variety of teaching and learning methods.  It sparks interest, relates to real issues and experiences and helps pupils to develop lifelong skills.  These tasks promote active learning and encourage pupils to engage in their work.  During well planned, differentiated rich task activities, pupil use their own initiatives and explore the topic in depth.
During the evaluation period, staff worked in groups known as ‘Trust Trios’.  This involved three teachers planning together before observing each other teach.  Leaders wanted to build on the creativity that already existed among the staff so that new and inexperienced staff could develop their imagination in relation to their teaching. 

Stage 2:  Planning and preparing for change

Following initial findings, the senior management team evaluated that planning was far too detailed.  Concerns were raised about ‘work/life’ balance, and many teachers were working long hours planning detailed medium-term plans and often writing individual lesson plans.  As a result, the school decided to focus on planning rich tasks that outlined clearly the activity, resources and experiences provided to develop pupils’ skills.

Enhanced tasks were introduced in key stage 2, which focused on providing effective challenge, especially for boys and middle achievers.  These tasks are open ended challenges and allow pupils to lead their own learning by utilising and applying skills they have learned.  They encourage pupils to use their thinking skills and be creative.  They are extended tasks that pupils return to at different times.  This aspect of teaching was included as a whole school objective and was a target for every teacher’s performance management.

Leaders concluded that the pace of most lessons were too fast.  Pupils were not given opportunities to think and to establish what they already know.  As a result, they did not plan well enough for what they needed learn.  Leaders were keen to eliminate the weekly catch-up known in the schools as ‘Friday chaos’ that resulted from over ambitious planning.

Following the evaluation, leaders questioned the effectiveness providing ‘two stars and a wish’ and whether or not this contributed to raising standards and improving pupils’ work.  Although nearly all pupils make good progress from their baselines, the leaders believed that this was not the result of teachers’ marking.  They limited written feedback, when needed, to a very few key words, which were documented during verbal feedback in the presence of the pupil.  Targets are not recorded in writing, but are known and understood by the pupil with far greater thoroughness than before.

Following the evaluation, the school decided that the main focus for change was pedagogy.  All staff signed up to the notion that ‘good teaching leads to good learning’.  Following their involvement as Trust Trios, they understood the importance of planning against the four purposes. 

The school keeps curriculum coverage and quality under review through well and leaders regularly monitor and evaluate progress.  The governors changed the staffing structure by organising staff into AoLE teams.  These teams are given time in the staff meeting calendar to review current practice and implement improvements.  There is no immediate urgency to change theme titles or sudden changes in curriculum content.  The focus is on changing the way that teachers teach through measured evaluation of pedagogy against pupil engagement and outcomes.  Purposeful feedback through the senior leadership group ensures that all AoLE leads know what is happening and identify excellent opportunities for joint working. 
The school has very little barriers to change and has developed a very healthy attitude towards reform by working closely with each other and with other schools in local and national clusters.  Any uncertainty is addressed within a culture of openness and integrity.

Context

Monnow Primary School is in Bettws, Newport.  The school has approximately 400 pupils on roll including 45 who attend the part-time nursery class.

The school has 17 classes, including two nursery classes, seven mixed-age classes, eight single-age classes and two classes for pupils with additional learning needs. 

A minority of pupils are eligible for free school meals.  A few pupils come from ethnic minority backgrounds and have English as an additional language.  The school has identified a majority of pupils as having additional learning needs.  Very few pupils have a statement of additional learning needs.  No pupils speak Welsh as their first language.

Stage 1:  Evaluating the current curriculum within wider self-evaluation arrangements

Following a thorough self-evaluation of the curriculum in 2012, which involved all stakeholders, senior leaders identified high levels of pupil disaffection and low levels of attendance as significant concerns.  Leaders evaluated that teaching, learning, and the curriculum were not engaging pupils enough or meeting their needs fully.  They concluded that:

• most teachers organised the learning environment to support whole class teaching with little or no flexibility, classroom displays were computer generated from websites and rooms were overcrowded
• teaching was generally a process of transferring knowledge to pupils, which involved pupils observing practical activities rather than experiencing them first hand 
• teachers differentiated largely by outcome rather than ability
• marking of pupils’ work had little impact on improving standards
• lengthy learning objectives and success criteria failed to move the learning forward
• teachers delivered the curriculum through fixed timetables and most teachers reused the same subject specific lesson plans year after year
• opportunities to develop pupils’ thinking skills and independence were limited

The school has since addressed these issues and developed a vibrant and innovative skills based curriculum by valuing pupil voice and its role in curriculum design.  The school encourages risk taking and innovation by staff to improve outcomes for pupils. 

Stage 2:  Planning and preparing for change – developing a thematic, child led approach to teaching

In September 2012, the school introduced thematic planning, which initially focused on literacy.  Teachers gave pupils responsibility for selecting a novel or text and then planned cross-curricular activities from these. 

The school placed pupil voice at the centre of all planning and learning.  Experiences became largely pupil led through regular board meetings, involving class teachers and pupils.  Prior to the meetings, teachers identified the skills that the class needed to cover, and then both parties negotiated the content of forthcoming lessons.  This provided pupils with high levels of control over their learning and resulted in greater engagement.

Staff developed thematic planning further to include ‘authentic learning experiences’ with pupils initiating areas of study based on real life events.  For example, pupils regularly watch children’s news programmes together and use this to decide what they would like to explore next in their learning.  Teachers plan a skills based curriculum through the AoLE with a focus on the four purposes.

Scaffolds to support independent learning

Teachers use a range of strategies to develop pupils’ thinking skills across the curriculum, for example by using thinking hats, thinking maps and thinking keys.  The school also develop pupils’ awareness of themselves as learners through their own approach, based around a series of characters from ‘Planet Thunk’.

Staff plan collaboratively to improve the learning environment to ensure that activities provide good opportunities to develop the four purposes effectively.
For example:

• The school has replaced square desks with round tables to encourage and facilitate collaborative learning.  This has had a positive effect on developing pupils’ ability to participate fully in their work. 
• Each classroom has a designated area for exploration and discovery through creative opportunities.  Pupils generate an authentic learning problem to research, action plan, create and test against a set of success criteria.  For example, pupils designed an emergency geodesic shelter for refugees, as well as kites that fly in extreme weather conditions for a measurable amount of time.
• Teachers plan for the daily use of ‘independent learning zones’ to develop Very Independent Pupils, known as VIPs, in both foundation phase and key stage 2.  These provide pupils with the opportunity to work independently and collaboratively in a self-managed environment.  The zones enable pupils to consolidate and practise taught skills and transfer knowledge, for example by using thinking tools as a scaffold to extend and evaluate their work.
• Well-planned VIP MAD Time (Make a Difference) activities allow pupils to develop a mind-set of responsibility towards their own specific learning goals.
• Teachers produce outstanding displays to encourage pupil aspiration, through celebrating their work and scaffolding their learning.

The curriculum focuses on skills based learning without schemes of work, and pupils decide what and how they learn.  This ensures that learning remains authentic to the experiences of the pupil and changes according to their interests. 

Stage 3: Realising change – embedding the four purposes

The school’s teaching and learning policy has a clear focus on preparing pupils to be active, flexible learners and confident critical thinkers who work effectively to solve real life problems.  This useful document provides all new members of staff with clear guidance on how leaders expect them to approach teaching in the school.

Pedagogy at the school is key to developing the four purposes.  Teachers frequently provide pupils with the opportunity to learn from experts such as accountants and engineers, who take them beyond the confines of the immediate school environment.  This allows pupils to develop the necessary skills to be ethical, informed citizens of Wales and the world. 

Teachers organise well-planned differentiated activities around small groups who change regularly to reflect the progress and needs of individual pupils.  This method of teaching motivates and engages pupils, promotes challenge and ensures positive learning experiences.  Learning intentions and success criteria are clear, and pupils are encouraged to relate these to the four purposes.  Staff provide helpful feedback to scaffold pupils’ learning and challenge them to evaluate the extent to which they have met the four purposes. 

Teachers encourage independence using the learning zones.  Activities allow pupils to consolidate knowledge and develop strategies for problem solving.  These develop a growth mind-set and reduce pupils’ fear of failure through collaborative approaches to discovery and investigative learning.  The learning zones contribute effectively to developing enterprising and confident pupils.

Teachers plan frequent opportunities for the development of pupils’ creative and entrepreneurial skills.  Half-termly ‘Headteacher Challenges’ encourage pupils to embed these skills through critical thinking and the development of an end product  The school has developed its outdoor environment well and pupils have access to an extensive Forest School area and garden.  This supports pupils to engage in outdoor learning and helps them to understand the importance of contributing to the making of a sustainable world. 

All pupils and staff encourage each other to converse in Welsh.  The school actively promotes Welsh heritage and culture, which has a firm place across the curriculum. Science, Technology, Engineering and Mathematics (STEM) projects are routed in examples of Welsh architects, scientists, engineers and structures.  Local Welsh STEM ambassadors visit school regularly to inspire pupils.

The school’s dedicated digital learning room (Digi-Den) provides pupils with access to a range of laptops, tablets and other digital technologies that pupils use to develop their skills independently.  As part of the Lead Creative Schools project, STEM ambassadors work alongside other pupils to develop the use of simple robotics.  As a result, the school is preparing pupils well by developing lifelong, independent learning skills that they take forward into their next stage of education and the workplace.