Effective Practice Archives - Page 6 of 64 - Estyn

Improvement Resource Type: Effective Practice

Improvement Resource Type: Effective Practice

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Information about the school/provider

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

Context and background to the effective or innovative practice

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

Description of nature of strategy or activity

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

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

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

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

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

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

How have you shared your good practice?

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

Improvement Resource Type: Effective Practice

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Information about the school/provider

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

Context and background to the effective or innovative practice

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

Description of nature of strategy or activity

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

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

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

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

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

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

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

How have you shared your good practice?

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

Improvement Resource Type: Effective Practice

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Information about the school or provider

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

Context and background to the effective or innovative practice

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

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

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

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

Description of nature of strategy or activity

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

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

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

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

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

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

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

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

How have you shared your good practice?

Sharing with local consortia and cluster schools.

Improvement Resource Type: Effective Practice

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Information about the school

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

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

Context and background to the effective or innovative practice

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

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

Description of nature of strategy or activity

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

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

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

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

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

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

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

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

How have you shared your good practice?

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

Through presentations to the regional consortium.

Improvement Resource Type: Effective Practice

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Information about the school

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

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

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

Context and background to the effective or innovative practice

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

Description of nature of strategy or activity

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

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

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

How have you shared your good practice?

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

Improvement Resource Type: Effective Practice

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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.