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Improvement Resource Type: Effective Practice

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.

Improvement Resource Type: Effective Practice

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Information about the provider/partnership

Learn Welsh Cardiff was established in 2016 as a result of sectoral restructuring and establishing the National Centre for Learning Welsh. Learn Welsh Cardiff is one of 11 of the Centre’s providers and is responsible for providing Welsh for Adults courses in the City and County of Cardiff. Learn Welsh Cardiff is situated within the School of Welsh, Cardiff University and the Director of LWC is accountable to the Head of the School of Welsh. All of the provider’s staff are employed by the university.

The Director is responsible for producing and implementing the provider’s strategy and business plan and the Director leads a culture of continuous self-evaluation to ensure excellence.

Identify how the area of excellent practice/sector-leading practice identified during the inspection relates to a key question, quality indicator and/or a particular aspect

The vision and ambition of the leadership team are at the heart of all of the provision’s activity and success. There are high expectations of the whole team and a bold strategy is produced to reach goals, provide opportunities and secure jobs. Change is introduced in a positive manner and this change is managed effectively by assessing risk and seeking views and information. As a result, excellence and continuous improvement are ensured.

Context and background to the best practice/sector-leading practice

Following a significant restructuring of provision, quality needed to be ensured in all aspects of work. An Excellence Framework was implemented for Management and Monitoring, which focused on raising standards and changing mindset. This framework has now been embedded and the work has borne fruit. 

Rather than making arbitrary decisions, data is used purposefully. Feedback is analysed continuously to develop and grow and procedures are implemented for measuring improvement and progress. 

The principles of a specific methodology of working are followed within provision, namely operating in a continuous cycle of planning, checking, implementing and learning. To complement this method, the dashboards of another methodology are used, namely visual, proactive action which records all activity and, in particular, the progress of that activity. By using these dashboards, a functional workflow and effective teamwork are ensured which, in turn, lead to success and progress.

A description of the nature of the strategy or activity identified as excellent practice/sector-leading practice

In order to excel, a vision of changing culture and practices that hindered progress was key to the strategy. Establishing a culture that focused on continuous excellent performance was the priority. Providing experiences for learners that were completely positive and led to satisfaction and the continuation of their learning journey was at the heart of it all. 

The root of each problem was analysed following the ‘five whys’ method, seeing challenges or failures as opportunities to improve. Development and growth were supported and encouraged as a routine part of the work. Continuous sharing of best practice was facilitated, embracing diversity of opinion and experience. 

Priority was given to a mindset of taking risks and expanding provision. As a result, it was possible to provide a host of opportunities for staff to develop professionally and apply for full-time and senior posts. Throughout it all, attempts were made to ensure transformative and innovative leadership, in addition to a sustainable long-term vision.

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

When the new provider was established, there were challenges in relation to completion rates, lack of income and lack of a career path. 

Later in 2022/23: 

High enrolments – 117% of the target 

High completion rates – 94% (50%+) / 76% (85%+) 

Progression – 77% 

Meaningful progress – 95% 

50% increase in annual income 

As a result, a comprehensive service is offered that meets the needs of the community, in addition to national policy priorities such as Cymraeg 2050: A million Welsh speakers.

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Beca and Ysgol Bro Brynach have been in a federation since November 2022. Both schools are located in a rural area. The schools are category 3 schools and both schools are Welsh-medium. A majority of pupils come from English-speaking homes so are introduced to the Welsh language at school. 

There are 90 pupils aged 3-11 on roll at Ysgol Bro Brynach, with 8% eligible for free school meals and 4% of pupils on the Additional Learning Needs register. The school has 4 classes, namely a nursery and reception class, a Year 1 and 2 class, a Year 3 and 4 class and a Year 5 and 6 class. 

Ysgol Beca has 49 pupils on roll, with 16% eligible for free school meals and 6% on the Additional Learning Needs register. It is a two-class school, with a foundation learning class and a key stage 2 class.

Context and background to the effective or innovative practice

Through detailed planning, it was ensured that pupils’ skills that are taught in the classroom are transferred during the ‘Gwener Gwyllt’ and ‘Llun Llanast’ sessions.

Description of the nature of the strategy or activity

At the beginning of the term, pupils share ideas about what they would like to learn within the theme. This leads to additional research and preparation for teachers to inform the teaching and learning pathway while pursuing the interests of pupils within the ‘Gwener Gwyllt’ and ‘Llun Llanast’ sessions. The outdoor provision in the foundation learning classes is also accessible to pupils throughout the day. 

Pupils in key stage 2 are grouped according to their ability during ‘Gwener Gwyllt’ sessions. Purposeful challenges are set for pupils which focus on the six areas of learning and experience. Through this, opportunities are provided for them to develop literacy, numeracy and digital skills across the curriculum. For example, activities are provided such as: 

  • Launching a rocket and recording the height of the launch 
  • Mountain rescue, developing safety and lifesaving skills 
  • Using garden willow to make a shelter 

Pupils record their work in floor books in their groups, which are differentiated according to the stage of development of the group’s pupils. As a result, a cross-section of evidence is provided, for example graphs, explanations, oral presentations, reports etc. Pupils present their work by using different methods that are suitable for their stage of development.

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

There is now continuity and consistency in teaching in the schools across the federation. Provision is richer with purposeful co-operation and joint planning between teachers developing to become effective. 

In order to ensure consistent practice across the federation, we hold joint planning meetings and conduct learning walks across the federation to see good practice and share ideas. During book scrutiny sessions, we scrutinise the ‘Gwener Gwyllt’ and ‘Llun Llanast’ floor books to scrutinise the development of pupils’ skills in rich experiences across the curriculum. 

Pupils enjoy the outdoor sessions and are keen to complete challenges and tasks. They use their previous knowledge to complete challenges and then record their findings confidently individually and within a group. Various skills are developed and expanded through this method of teaching. 

Progress can be seen in pupils’ skills as they develop their skills and previous knowledge to complete tasks across the curriculum in the outdoor area. They apply their numeracy skills purposefully across the curriculum and use what they have learned previously to complete the challenges. They use digital resources purposefully to record information and carry out further research. Their creative skills are also embedded beneficially across the curriculum, for example as pupils use natural resources to emulate the work of an artist. This method of teaching has certainly introduced and developed pupils’ skills in applying their skills across the curriculum with increasing confidence. 

Pupils enjoy the sessions in the outdoor area and complete challenges enthusiastically. There is a buzz during these sessions, which shows pupils’ curiosity towards their learning. In the foundation learning phase, good practice can be seen in the use of the outdoor area throughout the day, with purposeful activities that spark the imagination and develop pupils’ basic skills successfully. Pupils are eager to go to the outdoor area on a daily basis.

How have you shared your good practice?

Members of staff at Ysgol Bro Brynach have already given a presentation to the county’s schools. The presentation focused on our method of teaching and delivering the curriculum, by focusing on the use of the outdoor area to enrich teaching and learning. They have also shown examples of the floor books across the federation, with staff at Ysgol Beca also adopting the floor books. 

Pictures of the activities that take place regularly at school are shared on the schools’ social media platforms.

Improvement Resource Type: Effective Practice

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Information about the School

Ysgol Beca and Ysgol Bro Brynach have been in a federation since November 2022. Both schools are located in a rural area. The schools are category 3 schools and both schools are Welsh-medium. A majority of pupils come from English-speaking homes so are introduced to the Welsh language at school. 

There are 90 pupils aged 3-11 on roll at Ysgol Bro Brynach, with 8% eligible for free school meals and 4% of pupils on the Additional Learning Needs register. The school has 4 classes, namely a nursery and reception class, a Year 1 and 2 class, a Year 3 and 4 class and a Year 5 and 6 class. 

Ysgol Beca has 49 pupils on roll, with 16% eligible for free school meals and 6% on the Additional Learning Needs register. It is a two-class school, with a foundation learning class and a key stage 2 class.

Context and background to the effective or innovative practice

Through detailed planning, it was ensured that pupils’ skills that are taught in the classroom are transferred during the ‘Gwener Gwyllt’ and ‘Llun Llanast’ sessions.

Description of the nature of the strategy or activity

At the beginning of the term, pupils share ideas about what they would like to learn within the theme. This leads to additional research and preparation for teachers to inform the teaching and learning pathway while pursuing the interests of pupils within the ‘Gwener Gwyllt’ and ‘Llun Llanast’ sessions. The outdoor provision in the foundation learning classes is also accessible to pupils throughout the day. 

Pupils in key stage 2 are grouped according to their ability during ‘Gwener Gwyllt’ sessions. Purposeful challenges are set for pupils which focus on the six areas of learning and experience. Through this, opportunities are provided for them to develop literacy, numeracy and digital skills across the curriculum. For example, activities are provided such as: 

  • Launching a rocket and recording the height of the launch 
  • Mountain rescue, developing safety and lifesaving skills 
  • Using garden willow to make a shelter 

Pupils record their work in floor books in their groups, which are differentiated according to the stage of development of the group’s pupils. As a result, a cross-section of evidence is provided, for example graphs, explanations, oral presentations, reports etc. Pupils present their work by using different methods that are suitable for their stage of development.

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

There is now continuity and consistency in teaching in the schools across the federation. Provision is richer with purposeful co-operation and joint planning between teachers developing to become effective. 

In order to ensure consistent practice across the federation, we hold joint planning meetings and conduct learning walks across the federation to see good practice and share ideas. During book scrutiny sessions, we scrutinise the ‘Gwener Gwyllt’ and ‘Llun Llanast’ floor books to scrutinise the development of pupils’ skills in rich experiences across the curriculum. 

Pupils enjoy the outdoor sessions and are keen to complete challenges and tasks. They use their previous knowledge to complete challenges and then record their findings confidently individually and within a group. Various skills are developed and expanded through this method of teaching. 

Progress can be seen in pupils’ skills as they develop their skills and previous knowledge to complete tasks across the curriculum in the outdoor area. They apply their numeracy skills purposefully across the curriculum and use what they have learned previously to complete the challenges. They use digital resources purposefully to record information and carry out further research. Their creative skills are also embedded beneficially across the curriculum, for example as pupils use natural resources to emulate the work of an artist. This method of teaching has certainly introduced and developed pupils’ skills in applying their skills across the curriculum with increasing confidence. 

Pupils enjoy the sessions in the outdoor area and complete challenges enthusiastically. There is a buzz during these sessions, which shows pupils’ curiosity towards their learning. In the foundation learning phase, good practice can be seen in the use of the outdoor area throughout the day, with purposeful activities that spark the imagination and develop pupils’ basic skills successfully. Pupils are eager to go to the outdoor area on a daily basis.

How have you shared your good practice?

Members of staff at Ysgol Bro Brynach have already given a presentation to the county’s schools. The presentation focused on our method of teaching and delivering the curriculum, by focusing on the use of the outdoor area to enrich teaching and learning. They have also shown examples of the floor books across the federation, with staff at Ysgol Beca also adopting the floor books. 

Pictures of the activities that take place regularly at school are shared on the schools’ social media platforms.

Improvement Resource Type: Effective Practice

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Information about the school

Plasmarl Primary School is situated approximately two miles east of Swansea City Centre. There are 230 pupils on roll, including 47 nursery pupils. 25% of pupils speak English as an additional language (EAL). Around 42% of pupils qualify for free school meals and 25% have additional learning needs (ALN).

Context and background to the effective or innovative practice

The COVID-19 pandemic had a significant impact on attendance and pupils’ well-being. Lockdown periods adversely affected engagement with the community and halted the usual pattern of events. It was important to re-establish strong connections to inform school improvement. 

The school’s priority was to strengthen its well-being and inclusion provision to reduce barriers to learning. The school created two enhanced alternative provisions to respond to the growing needs of pupils and to give them the access to the education they need. 

The school recognised that a different approach was needed to support the progress of vulnerable pupils and that a research-based trauma informed approach would allow staff to better understand how trauma may be a barrier to learning.

Description of nature of strategy or activity

Well-being Team 

A dedicated well-being team was created, which included a member of our senior leadership team, and a new attendance officer. Daily check-ins with pupils who were reluctant or who needed additional support to attend school were implemented by the team. 

Trauma informed practice 

Following an evaluation of provision, staff undertook professional learning focused on using trauma informed approaches and strategies intended to regulate and calm pupils. Staff awareness was raised around the importance of being emotionally available to pupils whenever required. The school trained two staff as trauma informed practitioners and Plasmarl Primary was awarded ‘Trauma and Mentally Healthy School’ status in 2022. 

Enhanced alternative provision 

The school’s Rainbow Room was created to provide a space for the most vulnerable pupils to access well-being support and intervention. The school identifies pupils most in need of help through family requests and using a range of well-being assessment tools. The ‘dark’ sensory room provides a safe and calming space for pupils to self-regulate. 

The trauma informed practice used in the ‘Rainbow Room’ has three strands: 

  • Nurture 
  • 1:1 bespoke intervention 
  • Working with parents 

An intervention group was established for pupils requiring additional provision as stated in their IDPs. The ‘Gwdihw’ group, for example, has a high staff to pupil ratio, enabling pupils to access the support they require and to work on their individual targets in a quieter and more structured environment. 

Staff use sensory circuits daily. These are a series of activities that support the sensory needs of pupils and enable an inclusive learning environment. 

A soft play area has been developed for pupils with Developmental Coordination Disorder (DCD). Use of this area encourages pupils’ development of fine and gross motor skills. 

Family engagement 

The school’s work with parents includes weekly themed coffee mornings where parents can meet and share experiences. Staff provide support focusing on topics such as attendance, budgeting and toileting. Parents benefit from a range of support networks such as monthly meetings for parents of children with ALN. As a result, parents are suitably informed about school procedures and how they can support their child at home.

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

  • The trauma informed approaches have enabled staff to embed strategies holistically to support all pupils to feel safe at school. 
  • The school is a calm environment where pupils are ready to learn and able to achieve their potential. 
  • The enhanced alternative provision enables the most vulnerable pupils to access the curriculum. 
  • The school’s nurture group supports the social and emotional needs of pupils and provides the help that is needed to remove barriers to learning. As a result, pupils develop confidence, resilience and a positive attitude to learning. 
  • The high levels of care and support for vulnerable pupils and their families have impacted significantly on pupil attendance and parental engagement. 
  • Attendance has risen from 87.9% in July 2022 to 94.9% in December 2023.

How have you shared your good practice?

  • The school has shared its effective practice with other schools in the local cluster and across the local authority, including presentations to ALNCos (additional learning needs coordinators) and headteachers. 
  • The school has welcomed staff from local schools and the local authority to observe practice.

Improvement Resource Type: Effective Practice

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Information about the setting

Little Acorns at Christ the Word is operated by Denbighshire County Council and was established in September 2019 working in partnership with Little Acorns at the Oak Tree Integrated Children’s Centre in Rhyl. It cares for up to 69 children at any one time and offers parents and their families quality, affordable childcare within the school’s faith ethos. It provides care for children from the age of 2 to 12 years and in some circumstances beyond – providing consistency and stability up to and throughout their school years.

Context and background to the effective or innovative practice

Little Acorns at Christ the Word believes that nurturing independence and resilience from a young age is crucial for children’s growth and development. By implementing strategies consistently and purposefully, it has seen the youngest children blossom into independent and resilient individuals, ready to face the challenges that come their way. The setting is dedicated to continuing to foster these qualities in the children, knowing that it will set them up for success in the future. Practitioners want all the children to be able to fulfil their learning potential and they work hard to create a safe, warm, and welcoming environment where children can make friends and learn successfully through play. Practitioners believe that children’s well-being is supported by their ability to be independent and resilient. This gives them a feeling of self-control and develops their self-esteem and confidence.

Description of nature of strategy or activity

Some of the key strategies that foster independence and resilience in the children: 

  • Encouraging decision-making: Practitioners provide opportunities for children to make their own choices throughout the day, whether it’s choosing an activity, selecting a snack, or deciding where to play. By empowering them to make these decisions, practitioners help them build confidence in their abilities and learn to take ownership of their choices.
  • Promoting Problem-Solving Skills: Practitioners create a supportive and effective environment where children feel safe to explore and experiment. When they encounter challenges or obstacles, practitioners encourage them to think of solutions independently or with their peers. This not only teaches them to be resilient in the face of difficulties but also develops their problem-solving skills. 
  • Building Self-Help Skills: Practitioners encourage children to put on their own coats, wipe their own noses, wash their hands carefully, pour their own drink at snack time and tidy away after themselves. They actively encourage children to take on age-appropriate tasks independently. By developing these self-help skills, children gain a sense of accomplishment and learn that they are capable of taking care of themselves. 
  • Celebrating Effort and Persistence: Staff praise the children for their efforts and perseverance, rather than just concentrating on the end result. By recognising their hard work and determination, they help instil a growth mind-set in the children, teaching them that mistakes are opportunities to learn and grow.

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

The impact of these strategies has been significant. Practitioners see the children demonstrating consistent independence and developing self-help skills without much adult intervention. They observe children working collaboratively with their peers and supporting each other, demonstrating their newfound confidence and abilities. 

How have you shared your good practice?

Practitioners share good practices with other childcare providers within the local authority through setting visits, meetings and training. They aim to inspire and support other childcare settings to nurture independence and resilience in their youngest children.