Effective Practice Archives - Page 6 of 63 - Estyn

Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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Information about the school

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.

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Pont y Gof is situated on the Llŷn Peninsula in Gwynedd local authority. It is a rural area where the community is important to all the school’s stakeholders. 

There are 83 pupils on roll, with 12 nursery children. Seventy-seven point five per cent (77.5%) of the school’s pupils speak Welsh at home, 1.5% speak Welsh and English and 21% speak English.

Context and background to the effective or innovative practice

The work began in response to the challenge of creating, delivering and designing our new curriculum for the school, which responds to the principles and requirements of Curriculum for Wales. When creating the school’s vision, all the school’s stakeholders were given an opportunity to be part of it. 

While delivering at Ysgol Pont y Gof, it became clear that providing a rich range of experiences based on the features of the local area is of the utmost importance to develop each child fully and give them the skills to be a valuable part of their community and to succeed locally.

Description of the nature of the strategy or activity

Seeking the views of stakeholders 

In order to design our curriculum and devise our principles, we needed the input and views of all stakeholders who know the school, the community and the area well e.g. parents, pupils, governors, former governors, staff and members of the community. They were asked: 

‘What do they believe is important for the children of Ysgol Pont y Gof to know, learn and experience?’ 

Analysing and using the views of stakeholders purposefully 

A small group of governors was formed to analyse the questionnaires and summarise the responses that were identified as being important to us as a school. 

  • That the school is part of the community and that they are taught to appreciate their local area. 
  • That pupils are taught to be valuable members of their communities wherever they live. 
  • That pupils show pride in the local area. 
  • Raise awareness of farming and agriculture among pupils and being part of the rural community and continuing to keep old rural traditions going e.g. young farmers and that pupils are involved in local stories. 
  • That pupils are an integral part of the Welsh-speaking community and show pride in the Welsh language and culture. 
  • Enterprise and giving pupils experiences of working with local businesses and showing them a route at a young age on how to succeed locally. 

Planning our curriculum 

Incorporating the important principles and aspects raised by stakeholders who are an integral part of the school’s curriculum is essential. To achieve this successfully, staff were asked to work together closely to plan activities by using the principles that are important to the school. Incorporating this to meet the requirements of the four purposes and the six areas of learning and experience was also important and doing so in an interesting and contemporary manner to develop a wellrounded child.

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

As this work has been embedded successfully within the school, the school’s curriculum ensures that… 

  • High quality, deep experiences are delivered, which will guide pupils to make their own way in the future and give them an opportunity to succeed locally. 
  • Pupils develop the knowledge and skills they will need to move through life and to succeed in being happy, proud, confidence and independent individuals whatever their path in life, including locally. 
  • Teachers are passionate about encouraging pupils to be part of the community and learn about the economy of the rural community to develop the skills needed to succeed locally. 
  • Pupils acquire secure skills to be creative and willing to take risks, identifying opportunities to succeed locally through enterprise activities and creative projects. Pupils are given opportunities in the ‘Cwt Seiri’r Gof’ to develop the woodworking skills they need to use craft to succeed locally. 
  • Through the ‘Gorau Glas’ project, which teaches essential skills to succeed and improve e.g. co-operation, trying new things, perseverance, concentration, curiosity, improving their work, enjoying learning, creativity etc, pupils are given an opportunity to meet people from the community who have been successful to raise pupils’ awareness of the skills they need to succeed locally. 

The valuable opportunities that pupils are given to work closely with members of the community to raise pupils’ awareness of the ability and opportunities available locally are vital. Hopefully, this will take root in them and attract them to want to stay locally within our community and to do so successfully. Through this, we can ensure the future of our community and the Welsh language.

How have you shared your good practice?

  • The practice was shared with the governing body through presentations. 
  • The school has shared the model and strategy with the regional consortium. 
  • By sharing the work pupils have been doing with the community and on social media. 
  • By sharing the practice with schools that visit the school.

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Bryn y Môr is a Welsh-medium primary school in Swansea city centre. The school was established in 1976. There are 293 pupils on roll from 3 to 11 years old. Five point five per cent (5.5%) of pupils are eligible for free school meals and 3.4% of pupils are on the additional learning needs register.

Context and background to the effective or innovative practice

As a result of the Covid emergency and a change in leadership, very little engagement and preparation for moving towards Curriculum for Wales had taken place at the school. The headteacher, through her dedication and engagement, and her skilful and collaborative leadership methods, has now set a purposeful direction and a strategic scaffold for all of the school’s stakeholders. She has supported the teachers to gain a comprehensive understanding of all elements of the curriculum, to overcome challenges and has driven innovative changes to the design of the curriculum in a short period of time.

Description of the nature of the strategy or activity

Developing leadership across the school as part of the curriculum design process. 

When starting the process of moving to a new curriculum, it was necessary to ensure that the ethos and attitudes of all of the school’s staff were ready to embrace change. This part of the process was extremely important. Training was given to all members of staff to understand and develop positive attitudes to change. Different change management models were used, such as the Kulber Ross change curve. 

A strong focus was placed on developing the skills and knowledge of the senior leadership team. Their understanding of what is meant by ‘leadership’ was developed, in addition to their knowledge of Curriculum for Wales. Resources/training from different sources were used, along with guest speakers to present the attributes and responsibilities of an effective leader. 

As part of performance management and in setting the school’s strategic priorities, the responsibilities of senior and middle leaders were re-structured to focus on the requirements of national priorities and the curriculum. Teams of middle leaders were formed within the school, including the well-being team, additional learning needs and curriculum. 

Time was invested in ensuring that staff at all levels understand the requirements of Curriculum for Wales through professional reading work, research and working with experts. There was no rush to, nor an attempt to put curriculum structures in place to soon but, instead, there was a focus on developing the staff’s understanding of the curriculum design process and the importance of asking questions such as ‘What?’, ‘Why?’, ‘What learning?’ and ‘How?’ as an integral part of the process. 

Now, when starting to plan a new unit of learning, the school’s staff set a clear rationale for the ‘purpose’ and the ‘why’. When evaluating units of learning, staff often speak confidently about what worked or what they could improve and are willing to learn from mistakes, re-visit and re-draft plans and are even willing to start afresh. Staff were trusted and given time to experiment following research. 

Knowledge from this research was used to set statements and learning pathways for our units of learning. Staff have established an ethos of a school that learns consistently over time. 

Networks were formed across the cluster for leaders of areas of learning and experience to encourage middle leaders to take responsibility, to upskill and develop ownership of the content of the curriculum. For example, leaders identified the essence of the learning from the statements of what matters and then created a continuum for this learning from 3 to 16 based on the principles of progression. 

Current arrangements for the school’s curriculum design 

Through the work of the school’s leaders, curriculum design includes: 

  • units of learning (or medium-term plans) that reflect the requirements of Curriculum for Wales in full in a completely new format that is unique to the school. They include a rationale for the unit of learning that reflects clearly the expectations of the four purposes, an overview of core learning, learning that develops holistic skills and progress in learning for the areas of learning and experience.
  • the design of a long-term plan which ensures that the concept of schema is part of it. This plan ensures progress by linking units of learning with each and opportunities for pupils to build on previous learning and experiences. Long-term planning also ensures a balance between the areas of learning and experience. 
  • visual symbols for the holistic skills for pupils to identify and understand the skills and their relationship with the four purposes. 
  • the pupil’s voice is part of all units of learning so that pupils also feel that they have ownership of their learning. 
  • the process of choosing assessment methods that will ‘capture the learning’ before planning experiences and activities.

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

  • The curriculum has engaged pupils’ curiosity, pride and enjoyment and they engage fully with their learning. 
  • Pupils also express their opinion about what they would like to learn and how they would like to present their work. They are proud of their input into the units of learning and speak with a strong understanding of what they have achieved and the progress they have made. 
  • As a result, the standards of most of the school’s pupils are very good in most areas of the curriculum.

Improvement Resource Type: Effective Practice

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Information about the School

Ysgol Gynradd Llanrug provides education in the Llanrug, Ceunant, Pontrug and Cwm y Glo area. Welsh is the main language medium of the school and the village. Twelve point one per cent (12.1%) of pupils are eligible for free school meals and 5.5% have additional learning needs. 

There was co-operation with all the school’s stakeholders to develop a shared vision for Curriculum for Wales. Leaders were appointed for all areas of learning and experience and meetings were established between the schools in the cluster and Ysgol Uwchradd Brynrefail to develop different aspects of Curriculum for Wales. Catchment area priorities were developed to ensure consistency within the areas of learning and experiences. Advantage was taken of the expertise of both secondary and primary school teachers. There was beneficial co-operation on cross-curricular transition units in Language, Literacy and Communication; Mathematics and Numeracy; and Digital Competence.

Context and background to the effective or innovative practice

The need to develop a catchment area priority which focused appropriately on developing a mutual understanding of the progression steps was agreed. 

  • It was ensured that schools plan in-service training days jointly to facilitate joint training arrangements. 
  • A decision was made to prioritise some areas of learning and experience to begin with, building on introducing the six areas of learning and experience logically as a number of primary leaders lead on more than one area of learning and experience. 
  • The need for leaders of areas of learning and experience to work together on these priorities was decided, in order to further develop a mutual understanding of progression steps 1-5 and create a catchment area plan. 
  • Two in-service training days were organised for the Brynrefail catchment area with a pedagogical researcher to scrutinise the progression steps. 
  • In the first training, staff developed a mutual understanding of the progression steps in Language, Literacy and Communication; and Mathematics and Numeracy. 
  • A second day of catchment area training was organised and focused on the following areas of learning and experience: Science and Technology; Expressive Arts; Health and Wellbeing; and Humanities.

Description of the nature of the strategy or activity

  • Following detailed training and stimulating discussions focusing on shared expectations within the progression steps, there was a professional and beneficial dialogue within the six areas of learning and experience. As a result, consistency was built in terms of expectations across the catchment area between the primary schools and the secondary school.
  • Discussions between the primary schools and secondary school have been very beneficially for agreeing on the specific attainment of pupils by the end of Year 6, so that there is consistent action across the catchment area as pupils transfer to Ysgol Uwchradd Brynrefail. 
  • A more detailed and relevant overview was drawn up for the catchment area to develop a shared understanding of progress in specific areas, focusing on the areas of literacy, numeracy and well-being. The elements that were most important in the catchment area were prioritised to be developed first, such as developing pupils’ ability to use punctuation correctly when recording. 
  • Staff have shared practices and discussed activities that correspond to the descriptions of learning to be placed in the experience box to aim for the agreed expectations. This has led to supporting staff to better understand the learning continuum from 3 to 16. 
  • In the Language, Literacy and Communication area of learning and experience, the focus was on developing agreed development steps in terms of elements of grammar and punctuation, and cooperation and discussion. In the Health and Well-being area of learning experience, a physical development plan was completed, ensuring consistency across the catchment area. An annual timetable of physical activities was established to develop pupils’ skills systematically and ensure consistency in pupils’ learning experiences and well-being across the area’s schools. 
  • A decision was made to create a catchment area website for the six areas of learning and experiences as a means of sharing expertise and providing guidance for teachers for them to plan to meet the expectations of Curriculum for Wales. It was ensured that all teachers in the catchment area had access to the website so that they were able to access guidance on the six areas of learning and experience. 
  • The catchment area’s leaders of the areas of learning and experiences have worked together effectively to begin the journey of developing a mutual understanding of the progression steps. 
  • We will continue with the work, focusing on each description of learning in the areas in turn. We will also revisit continuously to plan, implement, review and adapt.

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

  • The school’s staff have benefitted greatly from this effective and productive co-operation. They discuss pupils’ standards, progress and attainment within the progression steps with increasing confidence, which has led to a mutual understanding of expectations. Teachers and leaders of the areas of learning and experience were seen to be working together effectively and developed confidence in assessing against the progression steps. Staff’s awareness of the content has ensured further planning opportunities that correspond to the need and drive standards. This has led to ensuring consistency in standards and provision at the school. 
  • Catchment area co-operation on the progression steps has had a positive effect on the understanding of leaders of the areas of learning and experience to lead their area across the school. 
  • Mutual understanding of the progression steps at cluster level has led to ensuring consistency in learners’ expectations and achievement across the catchment area. 
  • This has a positive effect on pupils in the catchment area’s schools and leads to cross-catchment consistency as our learners transfer from Year 6 to Ysgol Uwchradd Brynrefail. 
  • Easy access to the specific plans supports the process of a smooth transition for Year 6 pupils and ensures consistency in developing learners’ skills extremely successfully.

Improvement Resource Type: Effective Practice

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Information about the school/provider

Ysgol Santes Tudful opened in 1972 with 18 children. It is now a school with more than 400 children on a relatively new site in Twynyrhodyn, Merthyr Tydfil, with a seedling school having been established at the Gurnos site. The school works towards the same objective, which is to create a happy, supportive and thriving environment for all pupils. There are high expectations in terms of standards and effort, but the same expectation in terms of compassion, consideration, kindness, honesty and respect is also at the heart of provision. All pupils have access to rich experiences in fun and inspiring ways, with opportunities organised for innovation, creativity and critical thinking. We want pupils to take advantage of opportunities, be ambitious and capable and to be ready to learn and contribute as citizens of the 21st century. Outdoor learning is now an integral part of the education of all pupils, where they are given an opportunity to foster independent learning skills, resilience and test their problem-solving skills regularly which, in turn, has a very positive effect on their well-being.

Context and background to the practice

Although it is in a disadvantaged area, the school is fortunate to be situated in a thriving outdoor area which is a haven for wildlife and natural life. The landscape provides learning options and opportunities to provide unique experiences for pupils. The school has developed the land over the years, but during the past five years, it has evolved to ensure regular opportunities for pupils. A full day of education is now provided outdoors for all pupils every fortnight. As a result, 60 pupils learn outdoors every day, every week. Following a huge ‘Welly Walk’ campaign to raise money to provide this, an investment was made in waterproof suits and shoes for all pupils and key resources were purchased to build hides, fire-lighting and cooking equipment. A community initiative has provided and built the two outdoor rooms, a resource shed and the nature area to develop outdoor experiences for pupils.

Description of the nature of the strategy or activity identified as effective or innovative practice

Fizzing curiosity, excitement and independent adventure drive experiences. Our imaginative use of our cynefin, or local area, ensures authentic experiences and the pupil’s voice guides learning, and the development of pupils’ skills is linked to the four purposes of Curriculum for Wales. Learning in the outdoor area enriches and reinforces the skills that take place in the classroom. In the outdoor area, pupils’ orienteering skills, compass work, problem-solving, wild art and craft work, planting and growing, cooking on the fire, scientific experiments and weather and landscape studies are developed. Learning focuses on local and national themes, with pupils guiding learning, for example by: 

  • recycling and creating a ‘Plastic Bottle House’ in response to global warming 
  • working with the Cyfarthfa Castle bee project to learn about the importance of bees and make the school’s honey 
  • planting fruit trees, which has led to making an apple pie 
  • practising their woodwork skills regularly to build bug hotels, bird feeders, mud kitchens and build a small library that provides free books for the school community 
  • cooking on an open fire and working with the Fire and Rescue Service to learn about the importance of safety when working outdoors 
  • leading entrepreneurship projects by using their cynefin or local area and natural resources to create resources and sell them to the school community 
  • working with the Forestry Commission to understand the problems of fly tipping

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

Regular opportunities are provided for pupils to learn, explore, create and socialise outdoors. This has certainly had an invaluable effect on their wellbeing and learning. Pupils feel comfortable spending a whole day outdoors under the excellent guidance of our experts. 

From the nursery class to Year 6, pupils are given regular opportunities to solve problems, take risks and persevere outdoors, which supports them to be independent learners. These valuable experiences also develop pupils’ growth mindset as they face new challenges and develop their ability to work with others to solve problems. 

By using natural materials from their cynefin or local area, pupils develop a sound appreciation of the world around us and the local environment. These learning opportunities have a positive effect on pupils’ confidence, as sessions provide them with new experiences. 

Our ethos at Ysgol Santes Tudful is to provide rich experiences for all pupils and for them to appreciate that learning happens regularly both in the classroom and outdoors.

Improvement Resource Type: Effective Practice

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Information about the school

Pen y Dre is an English-medium 11-16 school maintained by Merthyr Tydfil local authority. There are 942 pupils of statutory school age on roll. Around 31% of pupils are eligible for free school meals. The school serves a catchment area consisting of the large Gurnos estate, as well as a number of valley communities on the edge of Bannau Brycheiniog national park. Pupils come mainly from six partner primary schools. Nearly all pupils speak English as their first language and come from a white British background. The number of pupils with special educational needs is 221 (23.5%). The percentage of pupils with English as an additional language (EAL) is 5.8%. There are 23 Children Looked After (CLA) pupils on roll (2.4%). The senior leadership team consists of the headteacher, the deputy headteacher, three assistant headteachers, ALNco, business manager and a senior leader (on secondment).

Context and background to the effective or innovative practice

Pen y Dre High School has developed a strong culture and appreciation of Welsh language and heritage across the school community. The school has worked strategically to develop Welsh as part of everyday school life. This has been achieved through effective teaching and learning strategies to develop pupils’ skills and ensuring a sense of ‘cynefin’ towards the Welsh language and heritage. By skillfully involving the whole community, and in particular parents, the school has fostered an appetite for developing bilingualism for all.

Description of nature of strategy or activity

The school’s approach places Welsh naturally at the heart of school life. The overarching strategy reflects the national mission in making Welsh available for all, focussing on a deep sense of belonging through lifelong use of the language and promoting customs and traditions. Pupil voice is used effectively to develop the use of Welsh, Welsh history and heritage across the whole school community. The ‘Criw Cymraeg’ represents all year groups, backgrounds and abilities and a Welsh society ‘Cymdeithas Cymraeg Pen Y Dre’ has been set up for all staff and ex pupils to support their ‘cynefin’.

Real life contexts are skillfully used. These include:

  • Co-ordinating the cluster Eisteddfod, this involves current and past pupils at the school organising and running the day for the primary schools. Pen y Dre pupils can practise their Welsh speaking skills as they lead the day and primary pupils gain valuable opportunities to perform through the medium of Welsh.
  • Bi-weekly visits to the school by the local Urdd Officer, working with Year 7 and Year 11 groups. In addition, pupils complete termly projects focused on developing oracy skills with the local Menter Iaith Youth Development Officer and perform in Welsh at multiple locations across the borough on St David’s Day.
  • An established Eisteddfod Club with representation from all year groups. The group practise daily and compete in Local Eisteddfods on weekends across South Wales, as well as the annual Urdd National Eisteddfod.
    School children posing in front of a colourful work of art consisting of the word "CROESO" with each letter printed on a vibrant triangular block
  • Enjoying regular visits to important areas from Welsh history such as Senghenydd, Aberfan, Cilmeri, Bannau Brycheininog, Yr Ysgwrn, Eryri and Tryweryn in order to build upon their classroom learning of events associated with these places. The pupils make bilingual information films following the visits and these resources have been shared for use by all schools across Wales.
  • Using Welsh as a natural part of the school’s Duke of Edinburgh Award Scheme provision.
    Young people wearing "Pen Y Dre" hoodies and safety gear       Young people wearing wetsuits and lifejackets
  • Leading a weekly after school bilingual sports club for Year 4-6 pupils from across the Pen Y Dre partner primary schools, in collaboration with Chwaraeon Yr Urdd.
  • Whole school and community celebration of events including Welsh Music Day, St Dwynwen’s Day, St David’s Day, Owain Glyndŵr Day and Diwrnod Shwmae Su’mae.
  • Working with key external partners such as the Urdd, Menter Iaith and S4C.

An important aspect of the approach is the close relationship between the Welsh and expressive arts faculties. The expressive arts support pupils in preparing for Eisteddfodau and enabling them to compete in drama, recitation, musical and dance performances along with oracy, literacy, film making and arts and crafts work. Pupils’ enjoy the activities and have gained confidence, they regularly compete in Welsh first language as well as Welsh learner categories.The school creates Welsh-medium films and artwork along with Welsh medium public art exhibitions.

The school works with Welsh Government on strategies to support the 2050 one million Welsh speakers initiative across English medium education. They currently deliver two pilot schemes in collaboration with Welsh Government, the National Centre for Learning Welsh and the Say Something in Welsh company. The aims of both pilots are to change current provision and produce a far greater number of confident post 16 Welsh speakers from English medium settings.

Staff at Pen y Dre High School are happy to use incidental Welsh in their work, and actively seek out opportunities to develop Welsh language communication skills in both formal teaching activities and informal situations. There are weekly key words and phrases in Welsh to develop both pupil and staff competency in the use of Welsh, and several staff are learning Welsh via the ‘Eisiau Dysgu Cymraeg?’ course offered by the school.

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

The inclusive learning experiences have provided a strong whole-school community culture of appreciation and pride in the Welsh language and heritage. School staff ensure a daily working environment where the use of Welsh prospers. Pupils react favourably, taking pride in their contribution in building an inclusive bilingual school. This work has also impacted favourably on outcomes within Welsh second language at Key Stage 4, where attainment is consistently higher than modelled expectation and comparable averages.

How have you shared your good practice?

Pen y Dre High School was the first English-medium high school in Wales to be awarded the Siarter Iaith Gold Award, and the school is currently mentoring a number of schools across the central south region and other regions. The faculty leader has acted in an advisory role in collaboration with Swansea, Powys, Carmarthenshire and Gwynedd local authorities and led training for all schools across the Central South Consortium area, sharing good practice and resources.

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Gynradd Gymraeg Llwyncelyn is a Welsh-medium school that provides education for 335 pupils between 3 and 11 years old. The school is situated in Porth in the Rhondda valley. The percentage of pupils who are eligible for free school meals is 18% and the percentage of pupils with additional learning needs is 2.1%. Ninety-nine point four per cent (99.4%) of our pupils are from white British backgrounds. 

The headteacher and deputy were appointed in 2023. The school’s vision is summarised in the motto, ‘Acen. Atgofion. Cred’, and this permeates all aspects of the school’s work at all levels.

Context and background to the effective or innovative practice

Following discussions with Year 6 pupils on the different borders that exist in our world, questions were raised about borders than can divide groups of people in our community and beyond. It was concluded that our pupils were not aware enough of life in communities outside their local area. They were enthusiastic about learning about what was happening in different communities in Wales and how life could vary from one community to another. They were of the opinion that the starting point would be to expand their knowledge and understanding of the history of people and communities, customs and traditions, religions and different cultures. However, most importantly, they believed strongly that going out to visit communities and meet people would be the best education. 

So that is what we did – spent time with residents in the communities of Butetown, Grangetown and Cardiff Bay, among other communities. This project was one that broadened horizons, challenged prejudices and, without a doubt, broke down boundaries. 

The essence of this project has now permeated the school and all classes plan purposefully to promote the multicultural and moral development of our pupils.

Description of the nature of the strategy or activity

Learning about various people, communities, religions and traditions was the starting point. This meant leaving the classroom and travelling outside our community to other communities to meet people and children from different backgrounds. 

To begin the work of expanding horizons and teaching our pupils about the lives of others, a multi-sensory exhibition was organised in the school hall where children were given an opportunity to read, listen, watch and learn about the history and experiences of Welsh people from diverse backgrounds. Opportunities were provided for them to discuss big questions, such as ‘Who does Wales belong to?’ and ‘Are you more Welsh if you speak Welsh?’, and questionnaires were sent to parents to include them in these discussions. 

Inviting visitors to our school to talk about their experiences and their identity in modern day Wales was crucial so that our children could hear directly from them about their experiences and challenges. Being able to travel to different communities, such as Butetown and Cardiff Bay, was extremely valuable. Here, they were given a taste of life outside their local area and saw and heard a variety of languages, dress and foods, in addition to appreciating the different art that could be seen on the walls of buildings in Cardiff Bay. 

Pupils were given an opportunity to meet and spend several days in the company of children from a primary school in Cardiff Bay. This was, without a doubt, the highlight of this work as our children enjoyed and came to understand and appreciate the similarities and differences in their lives. They played, sang and performed a unique dance with a professional choreographer that celebrated the diversity, identity and traditions of each child. 

Following the success of this work, other teachers at the school were inspired to plan similar opportunities to teach the children in their classes about the lives of other communities. From an early age, our pupils learn about rights, the importance of equality and being moral citizens. Teachers’ plans place a strong emphasis on developing pupils’ knowledge and understanding of other cultures, beliefs and religions and we take advantage of every opportunity to ensure that there is a prominent place in our curriculum to learning about the contributions of notable people from all communities.

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

The impact of these experiences on our pupils is far-reaching. We are confident that our pupils develop into informed and intelligent citizens who treat others with empathy and respect. We believe strongly that the experiences our children receive outside the school are key to this. The school’s leaders are wholly committed to ensuring that the school and its whole community respect people from all walks of life as part of its journey to be an anti-racist school. 

There are regular opportunities for leaders and all of the school’s staff to attend courses and training to deepen their understanding of the importance of promoting our children’s multicultural and moral development further.

How have you shared your good practice?

The school is now recognised as a leader in promoting the multicultural and moral development of our children. Leaders have contributed to conferences across the regional consortium and hosted workshops and visits by other school. The school has also developed partnerships with schools across Wales to develop this area further.

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Gynradd Gymraeg Llwyncelyn is a Welsh-medium school that provides education for 335 pupils between 3 and 11 years old. The school is situated in Porth in the Rhondda valley. The percentage of pupils who are eligible for free school meals is 18% and the percentage of pupils with additional learning needs is 2.1%. 

The headteacher and deputy were appointed in 2023. The school’s vision, ‘Acen. Atgofion. Cred’, is embedded in the school’s daily life as pupils take pride in their identity, their Welshness and their local area, while enjoying the wide and exciting range of stimulating learning experiences that expand their horizons beyond their local area.

Context and background to the effective or innovative practice

The strong sense of Welshness and pupils’ understanding of Welsh heritage and culture are a strong feature of school life. Fostering Welsh people who are proud of their language, history and culture is something about which the whole school community is passionate. 

Since the school was established, this vision has informed educational efforts and continues to be central as the school develops and grows. Pupils are immersed in the Welsh language and the culture of their nation as staff plan and work together to provide a wide range of valuable experiences that foster a sense of pride in their county and their Welshness among our pupils both inside and outside the classroom. 

We believe that pride and a variety of opportunities to use the Welsh language are at the heart of the positive development in terms of our pupils’ oracy skills. Our children speak Welsh completely naturally from day to day and do so with pride and enjoyment. Our language drilling scheme also ensures that there is purposeful development in pupils’ syntax and vocabulary as they move through the school. All of this contributes to ensuring confident and skilful Welsh speakers.

Description of the nature of the strategy or activity

Planning and teaching 

In order to develop our pupils’ Welsh oracy skills skilfully, a clear language drilling scheme has been embedded and is in place across the school. Together, the school community has agreed on the unconditional elements in terms of syntax and vocabulary that should be introduced and drilled in all classes on a daily basis to ensure clear progression and development as our pupils move through the school. These are displayed in the classrooms, in the corridors and in public places to reinforce what is learned in the classrooms. Teachers are excellent language models and take advantage of every opportunity to correct pupils’ linguistic errors in a sensitive and fun manner. 

Learning about the history of Wales, its people, its legends and traditions are at the heart of our curriculum. This develops our children’s sound awareness of their country’s culture and deepens their understanding of their identity. 

Experiences 

We provide a rich range of extra-curricular experiences for our pupils and we believe fully that these experiences play a key part in the development of their oral skills and have a positive influence on their motivation to use the Welsh language naturally and confidently. 

Pupils are given numerous opportunities to use the Welsh language in a variety of contexts and locations both inside and outside the school. Every year, they travel to different parts of Wales and meet people and children at festivals and events across the country. The focal point of the school’s annual calendar is the Cerdd Dant Festival, the Urdd Eisteddfod, Llangollen International Musical Eisteddfod, the Hay Festival and opportunities to perform and compete at musical, sports and literary events that promote the Welsh language. 

Celebrating our Welshness as we travel beyond Wales is also a source of great pride for us and our pupils. As Year 6 pupils travel to Amsterdam, for example, hearing our pupils speaking Welsh so naturally while socialising and having fun gives the school’s staff and local residents great pleasure. They are always keen to teach a little Welsh to anyone who cannot speak it and their pride in achieving that is clear. 

We take advantage of every opportunity to work with partnerships, such as Menter Iaith Rhondda Cynon Taf, to promote new learners and boost the confidence of members of the local community who want to speak Welsh. With so many opportunities for pupils to use the Welsh language outside the school, our pupils’ oracy skills develop naturally as they gain confidence by speaking in different formal and informal situations, both socially and publicly. 

By providing varied and extensive opportunities such as this, we develop pupils who are confident communicators who have strong Welsh oracy skills by the end of their time at the school.

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

The commitment of the whole school community to ensuring that the Welsh language is a living and relevant language for our pupils has a significant impact on their oral skills and their desire and enthusiasm to use the language completely naturally in all aspects of their everyday lives. Without a doubt, experience, opportunities and careful and purposeful planning are at the heart of the positive developing in our pupils’ oral skills, along with the conviction of the headteacher and staff that this is one of the school’s main necessities. 

By working together closely to ensure experiences and opportunities for our pupils, the relationship between the community, parents and the school’s families is strong as they share the same vision. We have now seen an increase in the number of our parents who use the Welsh language with their children, with many attending local Welsh classes themselves to support their children on their journey through Welsh-medium education.

How have you shared your good practice?

The school is now recognised as a leader in promoting the development of pupils’ oral Welsh skills. The school acts as a lead school that supports other schools on their journey towards receiving the Welsh Language Charter gold award. 

Leaders have hosted workshops and visits from other schools. The school has also developed partnerships with schools all over Wales to develop this area further.