Effective Practice Archives - Page 7 of 63 - Estyn

Improvement Resource Type: Effective Practice

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.

Improvement Resource Type: Effective Practice

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Information about the school

St. Andrew’s Primary School was established in April 2014 following the amalgamation of St. Andrew’s Infant and Junior Schools. There are currently 744 pupils on roll. Approximately 35% of pupils are eligible for free school meals and 39% are identified as having additional learning needs. At St. Andrew’s Primary School, diversity is seen as a strength, something to be respected and celebrated by all those who learn, teach and visit there.

Context and background to the effective or innovative practice

Leaders, teachers and teaching assistants at St. Andrew’s aim to provide authentic and purposeful learning experiences for all pupils through the three enablers underpinning the non-maintained curriculum. Staff have been inspired by its focus on the importance of play, schema and Froebelian principles. Practitioners in the school’s early years classes highlight the importance of deep-level involvement and uninterrupted active play for pupils, rooted in real-life, authentic situations.

Description of nature of strategy or activity

Practitioners adopt the notice, analyse and respond approach to observing younger pupils engagement with learning experiences indoors and outdoors. Froebel’s “freedom with guidance” approach encourages staff to facilitate pupils’ learning, offering them open-ended responsibility. Staff use planned and spontaneous observation approaches. During the ‘notice’ stage they seek to find out what drives pupils’ interest or curiosity, as well as how pupils choose resources and use the space available to them. During the ‘analyse’ stage, practitioners interpret pupils’ skills and knowledge development, assess their progress and analyse a pupil’s preferred schema. For example, whilst exploring teleporting within the block area, pupils demonstrate enjoyment in making enclosures (enclosure schema) using the blocks. Finally, observations are used as a catalyst for planning future learning experiences. This may include staff making adaptations to the environment, planning opportunities for pupils to refine or consolidate a skill and enrich experiences further.

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

The effective use of adults within the planned environment has supported the school to create a more responsive and reflective process of planning. Staff understand pupils’ fascinations and what motivates them. They assess levels of engagement, and respond appropriately through planning. Planned and spontaneous observations enable practitioners to analyse what they see and hear, to support the school’s assessment practices and to respond in ways that will ensure progression. Practitioners identify opportunities to enable pupils to make relevant links in their learning, drawing on previous knowledge and experiences. Staff act as enablers, modelling and enhancing pupils’ independence, confidence and ownership of their learning environment. The school ensures it celebrates its diverse community through the environment. Staff ensure that play resources, images and books represent all pupils, their families and their experiences. This gives pupils a strong sense of belonging and encourages purposeful connections between pupils’ homes and the community. Overall, the effect of this ‘slow pedagogy’ approach enables pupils to revisit their ideas and supports their individual learning journey. Valuing children’s curiosity as “teachable moments” has resulted in many unexpected experiences offering opportunity for learning and pupils asking questions to deepen their understanding further.

                                    

How have you shared your good practice?

The school is currently in partnership with regional consortia for early years professional development. This work involves sharing examples of effective practice of early years pedagogy, hosting sharing practice events, research to inform the professional learning offer and contributing to early years network meetings. The school led a cluster research project based on how a Froebelian approach supports purposeful learning in the early years.

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Hen Felin is a maintained Rhondda Cynon Taf local authority special school for pupils with severe learning difficulties, autistic spectrum disorders, Profound and Multiple Learning difficulties and complex medical needs. 

The school is located in a residential area of Ystrad Rhondda. Nearly all pupils are based on the main site. The school has three classes based at a satellite provision in Coleg Y Cymoedd Rhondda Campus for pupils aged 16-19yrs. 

The school provides for 237 pupils aged from 3 to 19, nearly all with statements of special educational needs, individual development plans (IDPs) or equivalent. Pupils’ needs include, severe learning difficulties (SLD), profound and multiple learning difficulties (PMLD), autistic spectrum disorders (ASD) or visual impairment (VI). 

Pupils are taught in 22 classes. There are 22 full time teachers and 75 learning support assistants. 

The headteacher was appointed in January 2018. 

Ysgol Hen Felin is a school that encourages all pupils to believe in their ability to achieve. Their aim is to develop all pupils to their full potential, both educationally and socially in a safe and purposeful environment.

Context and background to the effective or innovative practice

The school has refined its self-evaluation and improvement planning process over several years. The school promotes a strong team ethos to lead and manage self-evaluation and improvement planning, with an emphasis on the involvement of all staff and a wide range of stakeholders in the process.

Description of nature of strategy or activity

The school has produced a self-evaluation framework that allows the leadership team to make effective observations on the current work of the school whilst considering input from a wide range of stakeholders. 

Distributed leadership is an approach to school improvement that emphasises shared responsibility and collaboration among all stakeholders. It recognises that effective leadership is not solely the domain of a single individual, but rather a collective effort involving members of the school community. In the context of our school this includes actively engaging with and involving all staff, pupils, the governing body, and a wider range of stakeholders, including parents, local authority, and regional consortia in improvement planning. 

The school effectively utilises inset twilight sessions to facilitate self-evaluation conversations between staff. This approach encourages teachers, teaching assistants and administrative staff to contribute their unique perspectives and expertise. 

Pupils’ involvement in the improvement process is crucial. They provide valuable insights into their educational experiences, helping identify areas for improvement and contributing to the development of effective strategies that cater to their diverse needs. The school has established a range of pupil voice groups that contribute directly to the self-evaluation and improvement planning process. 

Parents bring valuable insights into the needs and aspirations of pupils. The school collaborates with parents through forums, surveys, and regular communication using various media. This helps to create and maintain strong and effective partnerships with parents. 

The governing body plays a vital role in steering the school toward improvement. Its role extends beyond oversight to active participation in decision-making processes, strategic planning, and the establishment of policies that align with the school’s improvement goals. This collaborative approach ensures that the governing body is well informed about the school’s challenges and successes, allowing for more effective governance and support. 

The school works closely with the local authority and the regional school improvement service. The school benefits from access to resources, expertise, and best practice. This supports the school in the school improvement journey.

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

School improvement teams have been instrumental in driving the school improvement process. They facilitate communication, coordinate improvement activity, and ensure that the views of stakeholders and considered as part of the self-evaluation process. 

By involving a broad range of stakeholders, the school has created a collaborative culture that fosters innovation, responsiveness, and sustained improvement. As noted in the recent inspection, nearly all pupils make strong progress towards their individual targets during their time at the school. They gain relevant accreditation or qualifications and progress to appropriate placements when they leave the school. Nearly all pupils demonstrate positive behaviour and attitudes to their learning. Pupils are at the heart of school life.

How have you shared your good practice?

  • Leaders have delivered training via local authority and regional consortium to share best practice. 
  • The school self-evaluation and improvement plan is published on school website.

Improvement Resource Type: Effective Practice

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Information about the school

Ysgol Hen Felin is a maintained Rhondda Cynon Taf local authority special school for pupils with severe learning difficulties, autistic spectrum disorders, profound and multiple learning difficulties and complex medical needs. 

The school is located in a residential area of Ystrad Rhondda. Nearly all pupils are based on the main site. The school has three classes based at a satellite provision in Coleg Y Cymoedd Rhondda Campus for pupils aged 16-19yrs. 

The school provides for 237 pupils aged from 3 to 19, nearly all with statements of special educational needs, individual development plans (IDPs) or equivalent. Pupils’ needs include, severe learning difficulties (SLD), profound and multiple learning difficulties (PMLD), autistic spectrum disorders (ASD) or visual impairment (VI). 

Pupils are taught in 22 classes. There are 22 full time teachers and 75 learning support assistants. 

The headteacher was appointed in January 2018. 

Ysgol Hen Felin is a school that encourages all pupils to believe in their ability to achieve. Their aim is to develop all pupils to their full potential, both educationally and socially in a safe and purposeful environment.

Context and background to the effective or innovative practice

The school established a Well-being Centre on site in 2018 and subsequently appointed a full-time well-being officer to lead and manage the provision. Through rigorous self-evaluation, the school identified a number of priorities that could be addressed via the Well-being Centre. These included increasing parental engagement and skills, developing community links, and enhancing staff well-being.

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

The Well-being Centre has emerged as a crucial hub for enhancing community engagement and promoting overall well-being of pupils, parents and staff. Among its various initiatives, the ‘Little Rainbows’ pre-diagnosis parent and toddler group supports families with young children facing developmental challenges. This provides a vital space for parents to share experiences, gain insights, and access early intervention resources. 

Training and workshops organised by the Well-being Centre play an important role in equipping parents with the tools they need to navigate the complexities of raising children with specific or complex needs. These sessions cover a range of topics, from supporting pupils with sensory needs, toileting and sleep, and behaviour management. These sessions provide practical guidance with the aim of enhancing parental confidence and competence. 

The Well-being Centre also offers a range of educational opportunities for families, aiming to empower them with knowledge and skills. For example, sessions focus on developing reading, maths, numeracy and online learning. 

The Well-being Centre provides a range of support for current pupils, for example hairdressing sessions, after-school clubs and introducing emotional well-being initiatives. 

Parent coffee mornings provide a casual and valuable forum for parents to meet and share their experiences. The informality of these sessions fosters open communication and allows parents to discuss challenges they may face, thus building a strong sense of community. 

Staff well-being sessions are integral to maintaining a supportive and effective workforce, for example through Well-being Centre led social opportunities and celebration of staff achievements.

How have you shared your good practice?

  • The provision offered through the Well-being Centre is shared with new pupils and parents during admissions meetings, the school website, social media, school newsletters and via the school prospectus. 
  • External agencies are invited to deliver training via the Well-being Centre. 
  • Posters / flyers are shared with parents and the community inviting them to events.