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Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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Information about the school

Haberdashers’ Monmouth School for Boys is an independent day and boarding school situated in the Wye Valley, with a rich history extending over 400 years. There are currently 472 pupils on roll, which includes 126 boarders and 171 in its co-ed Sixth Form. A number of scholarships and bursaries are available for pupils joining in Years 7, 9 and 12, and applications are open to all candidates, whether boarders or day pupils.

Context and background to the effective or innovative practice

The Monmouth School for Boys library comprises a large, dedicated, friendly, inclusive and popular resource space, staffed with trained librarians. The library blends the latest resource provision research and thinking with the historic values of the school, to create a welcoming and multi-functional academic resource area and well-being haven. The library’s aims include promoting, encouraging and inspiring reading, literacy, study, research, relaxation and well-being for the school community, whilst also supporting wider academic and pastoral needs, school community activities and initiatives.

The library offers a welcoming, comfortable space with dedicated areas for study, teaching, relaxation, well-being, IT based research and discussion areas for pupils and the school community. Space and furniture have been thoughtfully designed to be as flexible as possible, and usable for larger events as required. An ‘open to all’ policy, together with good relationships with academic departments ensures fiction and non-fiction resources match the curriculum and are promoted to the school community. The use of the library for activities, lessons and events by departments and the wider school community ensures that even ‘non-readers’ are engaged in the library on a regular basis and benefit from its stock and resources, enabling it to support and reach the whole school community.

Description of nature of strategy or activity

A few of the library initiatives provide are listed below:

Reading Challenges, Inspiration and Dedicated Library Lessons:

The library promotes literacy, reading for pleasure, research, well-being and academic support through reading schemes including:

  • Book Breakout – (formerly SpineCrackers) is a challenge encouraging reading without restricting pupil choice. Focusing on themes rather than set titles helps retain interest and engagement, whilst also enhancing well-being, self-improvement, personal achievement, critical thinking, empathy, resilience etc.

  • Maths Reading Challenge – (example of specific reading challenges run with academic departments) Pupils choose, read and review books with a maths related theme. Reviews are then displayed in the department and library for all pupils to interact with.

  • Wild About Reading Challenge – new Year 7s receive an introductory library session in Year 6 where they are challenged to borrow a book to read and review in a ‘wild’ place – encouraging reading and literacy whilst relaxing for wellbeing.
  • Dedicated Library Lessons – weekly timetabled ‘reading for pleasure’ lessons for English pupils in Years 7 – 9, hosted in the library. The library also teaches research skills through timetabled Year 7 programme, as well as popular bespoke research lessons for subject classes and Sixth Form on request and as part of extended project qualification (EPQ).
  • Inspirational Displays on timely events or literary themes (e.g. COP28 and National Storytelling Week) encourage a love of reading, learning and knowledge. Regular Library newsletters – both printed and interactive online versions, are also enjoyed.

  • Diverse reading materials – such as ‘Quick Picks’, ‘Dyslexia friendly’ and graphic novels, different language resources etc., including e-versions, are available to maximise inclusion.

‘Shelf Help’, ‘Breakout Interact Understand’ and Happy Café:

  • ‘Shelf Help’ is a dedicated wellbeing resource collection and area, which includes printed lists of non-fiction wellbeing resources including ‘Anti-Bullying’, ‘Friendship’, ‘Confidence’, ‘Diversity’ etc. Interactive online versions are also available – students ‘click’ on a book to open the catalogue, view details or reserve it.

  • ‘Breakout Interact Understand’ is a companion booklet to ‘Shelf Help’ (printed and online), featuring fiction wellbeing resources, promoting empathy, resilience and greater understanding.
  • Happy Café, situated alongside ‘Shelf Help’, enables immediate access to well-being resources and a relaxation area for pupils if they are struggling or upset. It also acts as a pastoral meeting point for pupils, mentors or staff. A fridge is available to store drinks and library staff can offer support if needed.

Other events:

  • Buddy Breakfasts are run by the head of wellbeing and hosted in the library. Form groups enjoy pastries and hot chocolate, meet Sixth-Form mentors, peruse ‘Shelf Help’ and library resources or simply relax.
  • Staff Book Breaks enable staff to browse and borrow resources and catch up with colleagues over coffee and cake.
  • Other events – the Harry Potter party night for Year 7 includes science demonstrations for ‘potion-making’, literacy with a literary quiz, sport with ‘Quidditch’, and ‘helpers’ from different year groups. The library also hosts author visits, many departmental events, including geography and history talks, debates, school and public performances among others.

               

Offering a welcoming pastoral space to support students and staff:

  • In addition to formal study space, six comfortable sofas enable pupils to curl up and read or relax. The ‘open to all’ policy means that anyone from the ‘walking wounded’ to pupils struggling academically or emotionally feels able to find a safe haven in the library.

Providing information-rich, easily accessible online Library resources:

  • E-Library provision ensures easy access to online reading (audio and e-books). Multi-language functions enable English as an additional language (EAL) pupils to ‘toggle’ between their home language and English to aid their understanding and vocabulary.
  • Oodles – the online library database of journals and websites is accessible 24/7. It includes an online library catalogue, e-book library, reading lists and research/study tips and tutorials.

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

Reading schemes have been very popular with Key Stage 3 pupils. This has boosted literacy, reading for pleasure and interest in library resources, both fiction and non-fiction. More than 30 awards for completing the bronze, silver or gold challenges have been given so far and hundreds more reviews for multiple books read have been submitted. As a result, teachers have seen a positive impact on quality of creative writing and improvements to vocabulary and accuracy.

Since 2021, when these reading schemes were introduced, borrowing has more than trebled. The boys are borrowing almost as many books from the shared multi-site collection as girls at the sister school, bucking the national trend where the gender gap in reading enjoyment has “increased threefold between 2020 and 2022” (National Literacy Trust, 2022).

Hosting and providing events and activities for the whole school community, including lessons and support for academic and other events, has helped the school more effectively to highlight everything the library has to offer – both academically and in general life. This enables pupils to expand their knowledge, research more thoroughly, and spend more time in the library studying or taking part in work related activities.

By providing well-being events, resources and a safe space, the Library is known as a friendly and safe space, open to all who need it. Regular verbal feedback on initiatives from all areas of the school community also highlights the positive impact the library is having on pupils’ standards and pastoral support.

How have you shared your good practice?

The Shelf Help booklets and initiative have been previously highlighted in an Estyn ‘good practice’ publication and staff attend professional group meetings to share good practice and ideas with other school librarians. The Head of Libraries was featured in the honours list for the School Librarian of the Year Award 2023, with various publicity surrounding the school library practices.

Improvement Resource Type: Effective Practice

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Information about the school

Cwmaman Primary School is an English-medium primary school situated in the village of Cwmaman, near Aberdare, in the Rhondda Cynon Taf local authority. The school has 214 pupils from the ages of 3 to 11 organised into 8 classes. The school provides part-time nursery provision from the term following the child’s third birthday. Approximately 22.6% are identified as having additional learning needs and all pupils use English as their first language. 35.2% per cent of pupils are eligible to receive free school meals. Cwmaman Ward is recognised as an area of significant deprivation and is placed at 288 out of 1,909 local areas in Wales. It is in the 11%-20% most deprived areas in Wales (Welsh Index of Multiple Deprivation 2019). Housing, unemployment and poor health contribute significantly to its deprivation.

Context and background to the effective or innovative practice

Cwmaman is an area with a significant portion of its population living below the poverty line and it has high unemployment rates. Leaders at Cwmaman Primary School recognise the complex nature of poverty its possible impact on pupils. The school works worked closely with Child Poverty Action Group (CPAG) with the aim of removing any financial barriers to learning and well-being for pupils from low-income households. The school fosters and maintains strong community partnerships and elicits collaboration among local government agencies, non-profit organisations, businesses, educational settings, and community members. These partnerships strengthen the school’s aim to empower families living in poverty, developing their skills, providing access to resources, and identifying opportunities for economic mobility.

Description of nature of strategy or activity

The school builds purposeful links with parents and the community to ensure that no child in the school is hungry and that every child is able to make food choices that enable them to thrive. The resulting Big Box Bwyd initiative provides children and families with food at ‘pay as you feel’ prices. The initiative also enables pupils to learn to grow food and cook meals. 

The school’s senior leader for community involvement leads on the strategy, which is focused on: 

  • Big Box Boyd – a ‘pay as you feel’ shop for donations of food and household goods. 
  • Access to a uniform swap and free hygiene products. 
  • Creating a charity, ‘Cwm Unity’ run by community and school members. 
  • Senior leaders and members of the community working closely with Big Box Bwyd providers to manage and improve the shop. 
  • Successfully securing grants to ensure supplies are always available 
  • Partnering with organisations who support families to access white goods, beds, mattresses, and energy vouchers (over one hundred families were successful). 
  • The school’s pupil leadership groups collaborating with Cwm-Unity to organise uniform swaps, Christmas Jumpers swaps, hygiene bags, and reduced cost meal packs. 
  • Pupils involvement through building raised beds for growing vegetables for the shop. 
  • Providing weekly cooking lessons for families using the reduced cost meal packs. 
  • Holding intergenerational coffee mornings, where members of the community can access free products such as blankets, hot water bottles, gloves, hats, and so on. 
  • Arranging low-cost community events such as breakfast with Santa and fish and chip suppers. 
  • Setting up and funding a Mums and Tots group in the locality. This is the only group of its kind in the village.

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

  • This case study highlights the transformative power of strong community partnerships in reducing the impact of poverty. By bringing together stakeholders from different sectors, and empowering residents to take ownership of their futures, the initiative demonstrates how collective action can create positive change and build more equitable and resilient communities. 
  • Supporting families with the cost-of-living crisis and meeting their basic needs relieves the pressure on families and enables pupils to fully participate in all aspects of school life regardless of financial, social and economic circumstances. 
  • Pupils are increasingly engaged in their learning and all make good progress in developing their knowledge and skills across the curriculum. They demonstrate respectful behaviour and develop well-being. 
  • Relationships with parents, the local community and professional agencies are a strength.

How have you shared your good practice?

The school’s approach to reducing inequalities caused by poverty through strong community partnerships has been shared with local schools and schools in the Big Bocs Bwyd community. Senior leaders have visited the school to see the approach in practice. The strategy has been shared with the school community and governors through presentations led by pupil leadership groups and more widely through social media.

Improvement Resource Type: Effective Practice

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Information about the school/provider

Gower College Swansea works in partnership with seven subcontractors to deliver apprenticeship programmes at levels 2 to 5 across Wales. Approximately 85% of its apprenticeship provision is delivered directly by the college with the remaining 15% delivered through its subcontractor network. Apprenticeship provision has grown substantially since 2016, from around 250 learners to approximately 3,000 in 2022-2023. Delivering 82 different apprenticeship routes/levels to over 1,200 employers, the college also works in partnership with Swansea University and Cardiff University to co-deliver degree apprenticeships.

Context and background to the effective or innovative practice

In 2017, Gower College Swansea created a strategy to enhance collaboration with employers. To stay ahead of constantly evolving skills needs and to ensure that employer demands were understood, the college created eight employer boards – resulting in the co-creation of provision.

Description of nature of strategy or activity

The first employer board focussed on digital specialisms. As companies were increasing their investment in technologies, a growing digital skills gap was emerging. Representatives from prestigious local and national companies joined the board. The board’s aim was to review the college’s existing provision offer, discuss what else was needed, and forecast future skills requirements. “Gower College Swansea is working with experts in the IT industry and at the cutting edge of emerging technology innovation to develop and deliver apprenticeships that work for today and future proof the workforce of tomorrow.” Board member and CEO of a tech startup and scale up business. 

New employer boards were subsequently developed in other key sectors such as creative industries. “Made up of over 30 employers from across South Wales, the board seeks to actively combine industry experience with a forward-thinking curriculum which can really help to shape the creative talent of the future.” Board chair and founder of a digital design agency. 

In 2021, the college launched Sketty Hall Business School. This led to the creation of its advisory board, which is made up of key industry figures from local, regional and international organisations. A key aim of this board is to develop employer approved provision to support economic development. Importantly, this board has individual representation across every regional and national key sector.

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

The digital board quickly led to the creation of six new apprenticeship frameworks including cyber security & data analytics, which were not all previously available in the region. “These programmes have been developed in collaboration with the college’s employer advisory board to ensure their currency and relevance, providing learners with significant employment and progression opportunities.” Board chair. Since the board’s inception, the college has supported 592 digital apprentices and 273 employers. 

The creative industries board led to a partnership with an award-winning Welsh animation company leading to the creation of a specialist animation academy. Individuals can undertake a Level 4/5 higher apprenticeship in screen and creative media, then go on work placements in one of Wales’ leading studios. This initiative is the world’s first apprenticeship centred on Blender (an open-source 3D computer graphics software tool).

How have you shared your good practice?

Gower College Swansea has secured eight UK apprenticeship awards in the past five years, which has enabled the sharing of best practice with other work-based learning providers and practitioners across the UK. Locally, due to the success of their digital employer board, at the request of the regional learning and skills partnership (RSLP), the board was merged with the RLSP’s tech cluster, enabling a better understanding of industry requirements across the south west region.

Improvement Resource Type: Effective Practice

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Information about the school/provider

Gower College Swansea works in partnership with seven subcontractors to deliver apprenticeship programmes at levels 2 to 5 across Wales. The college directly delivers approximately 85% of its apprenticeship provision, with subcontractors delivering 15%. Apprenticeship provision has grown substantially since 2016, from around 250 learners to approximately 3,000 in 2022-2023. The provider offers a broad range of apprenticeships across sectors, routes, and levels, working with over 1,200 employers.

Context and background to the effective or innovative practice

Government reports consistently highlight employment disparity for individuals with disabilities. In 2022, 49% of individuals with a disability were employed, compared to 82 % of non-disabled individuals (Welsh Government, 2023). This is even more pronounced for people with learning difficulties. Reports also reflect disabled individuals’ employment rates were disproportionately affected by the COVID-19 pandemic (Welsh Government, 2021). This emphasised the need to make apprenticeships more accessible.

Description of nature of strategy or activity

Gower College Swansea reviewed and improved their approach to identifying and supporting apprentices with disabilities and those presenting with potential Additional Learning Needs (ALN); promoting the extensive support available to learners with disabilities, sensory impairments, ALN, and work/life-limiting health conditions. Many individuals have faced learning and work challenges without formal diagnosis or support until embarking on their apprenticeships. 

In 2018, the college introduced their ‘Apprenticeships for All’ initiative. Across internal and external delivery partners, they developed an inclusive ‘team around the apprentice’ approach including: 

  • Restructuring their neurodiversity department to integrate dedicated specialists within the WBL team; with regular operational and managerial case-conference meetings between WBL and ALN teams 
  • Using internal and external specialists for diagnostic assessments 
  • Developing resources to enhance specialist diagnostics and support 
  • Revising apprenticeship admissions processes, for earlier identification of potential disability/ALN 
  • Implementing an apprenticeship progression pathway for ILS students through the Project Search internship programme; this provides valuable work experience in sectors of interest to support progression onto paid, long-term employment through a supported apprenticeship 
  • Implementing an awareness-raising and CPD programme for apprenticeship delivery staff and managers 
  • Liaising with employers to raise awareness of ALN and extend support and adjustments to the workplace 
  • Utilising Welsh Government mental health and well-being funding for mental health first aid training and developing an online toolkit for apprentices, delivery staff and employers 

The College’s ALN/Neurodiversity support process is below.

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

This initiative has had a substantial impact in recent years (2020-2021 to 2022-2023). The resulting cultural change is substantially enhancing parity: 

  • Recruitment of apprentices with disabilities increased from 1.6% of apprenticeship starts in 2015 to 10% in 2022/2023 
  • 375 learners with ALN or disabilities embarked on an apprenticeship journey 
  • Through the administration of 62 external diagnostic assessments, a comprehensive understanding of learners’ needs was acquired, enabling the provision of bespoke support strategies for learning, work and life 
  • 44 internal diagnostic assessments were conducted, enabling early identification to inform access arrangements 
  • Celebrating achievement, 165 apprentices with ALN or a disability have successfully completed their apprenticeship framework 
  • Currently there are 295 individuals with ALN or a disability on level 2 to level 5 apprenticeships who are on track to succeed 
  • Increased skills, knowledge and confidence for delivery staff to identify and discuss potential ALN with learners and their employers to access support 
  • Continued year-on-year improvement trends for apprentices with ALN or disabilities: for example, attainment has increased from 49% to 70%; retention has increased from 68% to 84%; with rates almost equal or exceeding those of apprentices without additional learning needs

How have you shared your good practice?

The college has delivered professional learning programmes for all internal and external (sub-contracted) delivery partners and created resources and training for relevant employers. They have given presentations to employer boards and shared case studies through National Training Federation for Wales and Colegau Cymru for the work-based learning provider network. Finally, the college has secured UK awards for this practice, creating case studies and news articles to share good practice.

Improvement Resource Type: Effective Practice

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Information about the school or provider

Adamsdown Primary School is situated in the inner-city area of Adamsdown in Cardiff. The vast majority of the catchment area falls within the 10% most deprived areas in Wales. Many children have barriers to learning in the form of English as an additional language (72%) additional learning needs (9%), being in receipt of free school meals (65%) child protection issues, poor housing, health issues and poor attendance

Context and background to the effective or innovative practice

In 2015, after being placed in an Estyn category of ‘requiring significant improvement’ and following the publication of Donaldson’s ‘Successful Futures’, the school embarked on a journey to design a robust curriculum offer fit for purpose at the school. All stakeholders were involved in a process of evaluation, innovation, and reflection to create a vision for an engaging the curriculum that accurately reflects the diverse needs of pupils. 

To begin, the school reflected upon its current context, curriculum and pupils’ needs. With four purposes at the heart, they focused on four key elements: 

  1. Well-being
  2.  Teaching and learning (adapting pedagogy) 
  3. Engaging and meaningful experiences 
  4. Language and communication 

With this information, the school was able to embark on the next stage of curriculum design and structure.

Description of nature of strategy or activity

The school concluded that the classic structure of year group classes did not match their vision for effective teaching and learning. The school formulated a ‘cluster class system’ to enable them to adapt pedagogy and the learning environment to support effective learning for all. All staff engaged in professional learning, collaboration, inquiry and sharing of good practice to develop a strong understanding of effective pedagogy. 

Based on research, the school devised an annual structure over a two-year cycle to deliver authentic, engaging contexts and offer meaningful experiences for pupils to apply their knowledge and skills purposefully. The contexts ensure opportunities to develop pupils’ skills progressively through increasingly sophisticated contexts. 

Staff designed a four-part structure to deliver their major contexts: 

  1. Inception phase – a planned experience to immerse pupils, spark interest, gather prior knowledge and to inform pupils of the purpose for learning. 
  2. Acquisition phase – the teaching of skills, concepts and knowledge relevant for the next stage. 
  3. The application phase – enables pupils to combine and apply the skills and knowledge they have learned in a purposeful and meaningful way. 
  4. Contemplation phase – deepens understanding about their own learning and gives opportunity to reflect on learning, successes and next steps. 

Pupils are fully involved in creating and evaluating their learning experiences at every stage. ‘Globie’, a character designed by pupils to represent and support learners in pursuit of the four purposes, is prominent at each stage of learning and reflection. Staff complement the annual cycle with mini contexts, a calendar of events, enrichment opportunities and community links.

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

The school has implemented an innovative new system for teaching and learning whilst also successfully creating a curriculum offer for learners that ensures nearly all pupils make good progress from their starting point. 

Pupils learn through a range of meaningful experiences, enabling them to apply the skills learned purposefully. The progressive nature of the curriculum enables pupils to build on prior learning in all areas of learning, including their literacy, numeracy and digital skills.

How have you shared your good practice?

Sharing with local consortia and cluster schools.

Improvement Resource Type: Effective Practice

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Llanhari Primary School is an English medium primary school situated in the village of Llanhari, in Rhondda Cynon Taf. Under the latest Welsh Index of Multiple Deprivation (WIMD) Llanharry is ranked 257 out of 1909, which places it amongst the 10-20% most deprived areas in Wales. 

There are currently 178 pupils on roll, taught in 7 classes with a full-time nursery provision. Around 34% of pupils are eligible for free school meals. Approximately 15% of pupils have additional learning needs and 6% of pupils speak English as an additional language. All pupils are taught through the medium of English, with Welsh taught as a second language.

Context and background to the effective or innovative practice

Following the school’s involvement in an Education Development Trust (EDT) action research project in 2017 the school adopted a research informed approach for staff as part of performance management. Staff took ownership of these activities and brought ideas for their action research to the initial performance management meetings, giving them ownership and autonomy over their targets. At the end of the performance management cycle, they wrote detailed evaluations that followed the format provided by the Education Workforce Council (EWC). 

In September 2022 the Schools as Learning Organisations (SLO) survey showed that post pandemic, the school needed to develop its collaboration within school and with the external environment. The head teacher had also researched the work of Chris Moyes looking at effective and continuous professional growth. A number of simple amendments were made.

Description of nature of strategy or activity

All staff, including support staff undertake a Professional Growth Plan prior to initial Performance Development meetings. This highlights the needs of the pupils in their class, the staff’s development needs and the initial ideas for action research. This was more detailed, and more pupil focused than our original plans. Staff were encouraged to collaborate in groups to undertake their research projects. For example, the intervention teacher and Year 6 teacher both looked at strategies for dyslexia, having control groups, target groups, sharing training and research opportunities. Support staff were included in this process and teamed up with class teachers or with one another to undertake their own research. 

One of the key learnings from the research was the timing and frequency of the performance development cycle. Instead of running over 2 academic years (traditionally October – October) it now runs from September to July, allowing staff to complete the performance development cycle in the same academic year. Staff’s action research also became a regular focus of staff meetings. Staff are encouraged to talk about where they are with their research and share findings to date. This includes discussing baselines, training opportunities, visits to other schools etc. This keeps it relevant and at the forefront of professional development. 

Another key change to the performance development process was the introduction of ‘purpose and audience’. Staff still complete the same action research evaluation based on the EWC format, but they now also present their findings at our stakeholder self-evaluation day. This is an opportunity to share practice with colleagues and governors, celebrating the work they have undertaken, and the difference made to our learners. 

A key learning from the research showed that staff having small step achievable targets led to accelerated improvement. Staff take ownership of their professional development and actively seek out a wealth of opportunities. These have included international visits, for example our foundation phase leader visited Reggio in Italy to look at early years practice.

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

This work has developed a collaborative culture in school. Staff regularly collaborate on professional learning, curriculum development and sharing of classroom practice through coaching. 

It has had an impact on all staff’s attitude to professional learning and professional development. This includes learning from the external environment, an openness to international visits, requests for coaching support or team-teaching opportunities.

 The professional growth plans ensure that professional development is aligned with school improvement priorities, leading to measurable improvements in pupil outcomes. The timings of the performance management cycle ensure that the needs of the current pupils are at the forefront of professional development.

How have you shared your good practice?

Through leading small working groups with other head teachers in the region. 

Through presentations to the regional consortium.

Improvement Resource Type: Effective Practice

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Grangetown Nursery School was established shortly after the Second World War. The current building was completed in the late 1980’s and extended in 2011. The school offers part-time places for 160 children between the ages of 3 and 4, 80 in the morning and 80 in the afternoon. 

The school is well maintained, well resourced and in good condition with open-plan, carefully considered learning environments, both indoors and outdoors. The underlying aim of the school is to provide a happy, caring, secure environment in which the youngest members of the community thrive and develop intellectually, emotionally, physically, spiritually and morally. 

The school celebrates the diversity of the community, carefully considering and respecting the variety of cultures, backgrounds, individual needs and gender. It ensures that the environment reflects the multi-lingual nature of Grangetown. All children are given opportunities to access learning taking into account their individual stage of development. The school views parents and carers as the first and most important educators of their children.  It aims to develop positive working relationships with families, taking into account their needs, as they support each child in their first steps beyond the home. The school has developed an integrated approach, making links with the wider community, forging genuine relationships with other professionals and outside agencies. The school works closely with neighbouring schools in order to make the transition from nursery to primary a happy and positive experience. The school provides a safe and secure environment that’s exciting and stimulating. Grangetown Nursery School is a place where children flourish and become genuinely engaged in their learning, resulting in happy, independent, confident, individual learners.

Context and background to the effective or innovative practice

Provision at the school has always been delivered in a holistic way, therefore the implementation of Curriculum for Wales was something the school celebrated. Staff target learning at the starting point of the child and address their individual developmental needs. They see children as having an innate curiosity and as innovative learners. They aim to hone in on the children’s fascinations to ensure that learning experiences are relevant and authentic. Curriculum for Wales supported their provision and elevated it further.

Description of nature of strategy or activity

Responsive teaching and learning is embedded within the school and is at the core of the curriculum. Tuning in to learners and the role of the enabling adult is imperative within the bespoke curriculum. The schools values are intrinsic and represented within every interaction and learning experience on offer. The school’s collaborations with outside agencies and their key influences, such as Reggio, Froebel and Ferre Leavers, have been integral to the school’s development. Their planning is reflective of the community and the children they teach. It encompasses the whole child and takes account of prior experiences and their individual stage of development. The curriculum has core elements and key experiences, such as authentic food literacy, real life seed to plate, with our Big Bocs Bwyd and community allotment. Children have the opportunity to revisit, recall and embed their skills. All delivered through effective and carefully planned provision indoors and outdoors with practitioners being responsive to the observations and actions of learners. Daily professional dialogues and reflections ensure that the provision is meaningful, authentic and progressive. Enhancing learning through responsive teaching, ensures high levels of engagement and involvement, sustained shared thinking and an organic flow of teaching and learning.

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

The impact has been instrumental on the developmental needs of learners. The curriculum offer is tailored to the cohort of children, differing provision even from morning to afternoon. Relationships with children and parents are a strength of the school and the impact of these relationships alongside the curriculum is palpable.

How have you shared your good practice?

The school has shared their practice through the local cluster of schools and professional learning community work, as well as by welcoming visitors to the school.

Improvement Resource Type: Effective Practice

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Cefn Mawr County Primary School is located in the close knit community of Cefn Mawr in a semi-rural area of Wrexham. The school provides education for 195 pupils from 3 to 11 years old. It offers nursery provision during the morning session, an on-site morning playgroup, called ‘Bright Stars’ and wrap around care for all pupils. Around 23% of pupils are eligible for free school meals. The school aims to help pupils realise that there is a world of opportunity available to them and places inclusion at its core.

Context and background to the effective or innovative practice

As part of developing a more child centred curriculum to support the four purposes of Curriculum for Wales, staff researched the use of loose parts, provocations and the work of Carl Rogers. The reception class teacher studied for a level 4 qualification in person centred counselling and began to aim towards using these theories in her classroom. Over the past few years, the school has kept the effectiveness of the approach under review and constantly adapted to the needs of the children.

Description of nature of strategy or activity

A child centred approach argues against a prescribed curriculum that may have little meaning to children in favour of significant, experiential learning which proceeds at a rapid pace, has a quality of personal involvement, is self-initiated, makes a difference to the learner and is evaluated by them. The aim is to help children to prize themselves, build their confidence, self-esteem and excitement in discovery as they become aware that this comes from within. This is achieved through a climate of trust to facilitate children’s independence, allows them to build goals they want to achieve, sets them free to learn what they wish and be who they are. Rogers challenges teachers to ask, ‘What does it feel like to be a student in my classroom?’ He notes that the qualities needed by teachers are realness, deep empathic understanding and a warm, loving acceptance of the child as they are. 

Provocations, presented to draw the children in, and loose parts have been the key to the school facilitating this approach, as they are an open-ended invitation to the children to explore, express, investigate, learn, represent and create. The school sees its children as capable and creative, so the teacher investigates alongside them and helps them to uncover their thinking and make the learning visible. Staff aim towards more open possibilities rather than limited choices or specific tasks. They recognise that there is a developmental process to the use of loose parts and children access resources at their own level. Longer amounts of time were needed for children to reach deep play and resources built up slowly with clear boundaries around their use. The school aims to further expand this approach, allowing children to have a greater voice in developing a meaningful curriculum for themselves. 

For example, following a morning of research on castles, the children were provided with a range of Loose Parts to show what they had learnt and deepen their understanding, within and across areas of learning, make connections, transfer their learning into a new context and develop the sophistication of their vocabulary. Some chose to explore their learning in the role play area and were provided with a range of flat pack boxes to create their own structures, others used different construction kits, tubes, material and tins. Some preferred to be outside and divided themselves into ‘builders’ and ‘attackers’. The ‘builders’ moved our tough tray to the best spot to see any attack coming and organised themselves to move mud for a hill, water for a moat and loose parts for the castle. The ‘attackers’ used large loose parts to create camps and tried to find any weak spots in the castles. Castle designs were then improved after the feedback and they were offered different ways to record such as clip boards, pavement chalk, digital cameras and ipads to allow for independence and a range of outcomes. These were used as ‘what a good one looks like’ to inspire others.

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

This self-directed approach in an atmosphere that is stimulating, relaxed and happy has improved initiative, self-responsibility and encouraged cooperation. Creativity, resilience and collaborative skills have been greatly enhanced and deep, positive relationships with peers and adults have developed.

How have you shared your good practice?

Practice has been shared within the school and a tutor from the Person Centred Counselling course worked alongside staff. The school regularly shares its practice with its cluster group of schools and have led several workshops across North Wales for the local regional consortium. Several professionals have visited the school.

Improvement Resource Type: Effective Practice

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Information about the setting

Corwen Day Nursery is a small bilingual nursery in rural North Wales. It delivers high quality care in an environment that allows children to be curious and confident in their play. It inspires children to investigate and make discoveries in its happy, safe, nurturing, and healthy setting. Practitioners look after about 58 children in total, and an average of 30 each day aged between 6 months and 4 years. The setting provides Early Education to a handful of children for two terms, and delivers regular forest school sessions at the local woods and nearby river. It brings curiosity into the children’s lives by providing opportunities for them to play with natural resources. It sets up daily invitations to learn and ‘provocations’ designed to excite and stimulate children’s curiosity to learn about the world about them. Practitioners engage in a range of professional learning opportunities, which help to develop their approach.

Context and background to the effective or innovative practice

Practitioners firmly believe that outdoor play offers new and exciting learning opportunities for children. Many are able to manage their behaviour and emotions far better outdoors as their immune system is also being boosted by being in the fresh air. Practitioners encourage the children to challenge themselves and experience the world around them. They allow the children to get muddy, and take appropriate risks as they climb, develop creativity and build with a range of resources. Being outdoors allows the children to move more freely. They develop an awareness of controlling risks and a better sense of spatial awareness as well as increased self-confidence, independence and self-esteem. The children have well-developed gross motor skills due to opportunities to create their own assault courses where they need to climb and maintain their balance. They love spending lengthy periods playing on the balance bikes and trikes.

Description of nature of strategy or activity

Practitioners began investing in the outdoor areas in 2015 when a colleague from a support organisation advised how they could develop them. She felt that the setting had a great outdoor space but that practitioners weren’t making the most effective use of it. 

The three play rooms now have direct access to their own outdoor areas, and children spend more time outdoors than indoors. In 2018 the setting bought a small parcel of land next to the nursery because none of the outdoor areas had grass and practitioners wanted to provide a totally different experience for the children. All children have all in ones and wellies and these are washed daily. By having the appropriate clothing, the setting is able to embrace the outdoors in all weathers. Staff are aware that most of their day will be spent outdoors so they know to dress appropriately.

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

Children are given the opportunity to create their own assault courses on the field and large plastic pipes are used as slides. A real canoe allows the children to use their imagination and there is a mud kitchen, and a homemade tee pee, which is highly effective in stimulating role play. There are plenty of opportunities for digging in the mud and playing with bark and different stones. To access this particular area the children have to climb up over obstacles that they have to put in a position to allow them to climb safely. The climbing frame is also popular, as is the tuff tray pouring activity.

How have you shared your good practice?

Practitioners educate new staff and parents on why outdoor play is so important and the outdoor play provision offers all children the opportunity to freely interact with or experience the following: 

  • Other children 
  • The natural world – mud, water, bugs, worms 
  • Loose parts – sticks, stones, cardboard boxes, crates, cable reels etc. 
  • The elements 
  • Challenge and uncertainty 
  • Movement 
  • Rough and tumble 
  • The senses, listening to the birds and tasting the rain

Improvement Resource Type: Effective Practice

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Information about the partnership

The Rhondda Cynon Taf (RCT) Adult Community Learning (ACL) Partnership, which was established in 2010, is led by RCT County Borough Council. The council works alongside Adult Learning Wales (ALW) to deliver most of the adult community learning provision across the county. The partnership has strong links with Menter Iaith Rhondda Cynon Taf, who deliver a range of adult learning programmes through the medium of Welsh. RCT Work and Skills (employment support) are also integral to the partnership, providing referrals and supporting learning. Multiply provision also forms part of the offer.

Context and background to the effective or innovative practice

Digital Friday sessions provide learners of all skill levels, including beginners, with the opportunity to book one-on-one appointments with a tutor for guidance on using various IT devices such as smartphones, tablets, and laptops. These sessions are held in libraries and public venues throughout the county borough, offering convenient access. Digital Friday drop-ins also provide staff with an opportunity to assess the future learning needs of the participants. A progression route has been established across the partnership, enabling learners to engage in both accredited and non-accredited training. The partnership has created a pathway that supports learners from non-accredited learning all the way to degree-level education.

Description of nature of strategy or activity and impact has this work had on provision and learners’ standards.

Digital Fridays are designed for learners who need support with digital issues as well as for those who want to develop their existing skills, or access further relevant learning opportunities. Whether a learner is navigating the internet for the first time or needs assistance with their computer, tablet or phone, Digital Friday sessions are available for drop-in support. These sessions help community members use platforms like Zoom or Teams and provide guidance on staying safe online. Staff are committed to addressing all digital queries effectively. 

Participants are not required to bring their own devices, as equipment is provided free of charge at the venue. However, those who have personal devices are encouraged to bring them. Learning on a personal device is often easier, and tutors will show learners how to connect to the venue’s free Wi-Fi service.

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

Digital Fridays was initially designed as an entry point for learners but has increasingly become a valuable resource for tutors as well. Tutors often refer their learners to these sessions for additional support, particularly for technical issues such as adjusting settings or recovering forgotten passwords as addressing these issues during regular classes can be time-consuming and disruptive. 

These sessions not only help in troubleshooting but also boost learners’ confidence and encourage them to take greater ownership of their learning. As learners discuss their device issues with others, they often discover that they know more than they initially thought and can better understand technical conversations. This newfound confidence leads them to share their experiences with their peers, fostering a collaborative learning environment. Tutors have observed that learners are more inclined to experiment and solve problems independently, rather than relying solely on teacher assistance. 

Digital Fridays also serve as a steppingstone to more advanced training and learning opportunities, including adult learning in the community programmes that focus on digital skills. The social impact of these programmes is overwhelmingly positive, enhancing learner engagement and enjoyment. One tutor noted the significant increase in male participation, highlighting how these men support and interact with each other, enriching the learning experience for everyone involved.

How have you shared your good practice?

Good practice is shared at strategic and operational levels across the partnership. In addition, partners promote the offer on their websites and social media channels. Community members are made aware of the service through promotional material and attendance at events in the county borough.