Effective Practice Archives - Page 8 of 64 - Estyn

Improvement Resource Type: Effective Practice

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.

Improvement Resource Type: Effective Practice

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Information about the school

Cefn Hengoed Community School is an English-medium 11-16 school maintained by Swansea local authority. The school is based in the Eastside of Swansea. There are 918 pupils on roll. Around 33% of pupils are eligible for free school meals. Around 10% of pupils are learning English as an additional language. The school has a specialist teaching facility (STF) for pupils with severe to moderate learning difficulties. The capacity of the STF is 20 pupils.

The percentage of pupils with additional learning needs (ALN) is around 47.4% of the overall school population. The proportion of pupils who have a statutory plan of additional learning needs (Statement/EHCP/IDP) is approximately 6% (including the STF).

The senior leadership team consists of the headteacher (appointed in 2017), the deputy headteacher, two assistant headteachers and two senior teachers.

Context and background to the effective or innovative practice

Cefn Hengoed Community School prioritises supporting those families from the school community that are affected by the impact of poverty. Over 33% of pupils are eligible for free school meals, rising to 44% when transitional protection to Universal Credit is considered, with many families struggling to manage financially. The school receives around £319K of Pupil Development Grant funding each year. In addition, 37.3% of pupils live in the 20% most deprived areas of Wales, according to the Welsh Index of Multiple Deprivation. Consequently, tackling the impact of poverty has been a long standing school priority, with the main focus being the development of the school as a focal point for the community. The school designs all aspects of its well-being provision to ensure that every pupil in the school is able to access all areas of school life, positively impacting on attendance, attitudes to learning and outcomes. A key priority for the school is to raise pupils’ aspirations and encourage them to make positive progress in their learning. There is a notable focus on improving pupil attendance and a clear understanding that tackling the impact of poverty is a key factor in enabling this.

Description of nature of strategy or activity

At Cefn Hengoed Community School, leaders and pastoral staff plan strategically to effectively support those families in most need. Strategies are informed by research and best practice, but also through leaders and staff having extensive local knowledge of the school community. As a result of this work, vulnerable pupils, including those who are eligible for free school meals make strong progress from their starting points and generally engage positively in school.

The pastoral team has secured strong community engagement. Excellent home to school links underpin the school community, with positive relationships key to the success of building trust and engagement. The school employs three Pastoral Support Officers (PSOs), whose main focus is to develop positive relationships with pupils and their families. This helps the school to secure improvements in attendance, well-being and attainment. The team works successfully with pupils to limit any barriers to their learning. The PSOs are in contact with families through regular phone calls, text messages, and meetings. When required, PSOs undertake home visits and are instrumental in identifying poverty as a barrier to learning. The PSOs work closely with the Key Stage 3 School Manager, Year 9 Learning Manager and Key Stage 4 School Manager, all of whom have a light teaching load to enable them to support pupils and families on the ground.

The school also employs a Wellbeing Manager who has extensive links with the community and with external agencies. They work closely with the school’s most vulnerable learners and their families. Pivotal to the pastoral team’s success is their local knowledge of the community and its families. This helps them to identify and signpost those families struggling with poverty at an early stage, allowing for effective support and intervention.

Cefn Hengoed collaborates well with its cluster primary schools and together they effectively utilise the Looked After Children (LAC) Pupil Development Grant funding to employ a Cluster LAC Support Officer. The LAC Support Officer works closely with children looked after by the local authority across all seven schools, removing barriers to pupil well-being and learning, as well as supporting with transition.

The school has established a school well-being fund. Contributions are made to this fund by staff, local businesses and a small number of financially successful ex-pupils. This, along with regular fund raising events, is used to provide food hampers at key times during the year, as well as fuel vouchers. The school also supports those families and pupils who suffer from significant hardship due to bereavement, personal tragedy or physical injury. The Wellbeing Manager has close links with the local Eastside food bank and St Thomas Church’s after school meal service. All pupils are issued with fortnightly ‘Wellbeing Slips’ during Personal and Social Education (PSE) lessons. This provides learners with a confidential opportunity to share their worries and concerns with pastoral staff who are then able to identify issues not only relating to poverty, but also other aspects of well-being. This strategy has been invaluable in identifying pupils and families in need of the most support and is key to enabling the child to fully engage with school life. For example, the support offered includes the purchasing of uniform, PE kit, school equipment and, in some cases, extends to the provision of homeware such as bedding and furniture.

The school works tirelessly with the local community in an effort to address any barriers to learning, particularly as an impact of poverty. A large number of children live just inside the 3 mile radius, meaning that they miss out on free transport and walking to school is a notable challenge. To support with this, the school works successfully with important community partners, such as local community councillors and with local and national transport providers to provide a bus service at less than half the cost of public transport. This has helped improve pupils’ attendance and punctuality as well as reducing the cost of the school day.

The school continues to run successful breakfast clubs for all age groups. Year 7 receive a bespoke breakfast service through the school’s partnership with the local authority catering service, whilst Years 8 to 11 have access to the school-based breakfast provision. This is a cost neutral affordable breakfast offer, allowing pupils to benefit from the advantages that a nutritious breakfast delivers. This has also supported the school to improve punctuality at the beginning of the school day.

The school offers an extensive out of hours revision service for both Key Stage 3 and Key Stage 4 pupils. These are well attended by pupils. Key Stage 4 pupils benefit from daily after school revision offers from both core and foundation subjects. Key Stage 3 pupils benefit from a range of after school homework clubs as well as workshops aimed at supporting specific needs such as dyslexia. Staff at the school coordinate holiday revision sessions regularly throughout the academic year. This is predominantly for Key Stage 4 pupils and impacts positively on their well-being and outcomes. There are also a number of additional extra-curricular clubs that are well attended by all groups of pupils.

The school’s successful uniform Swap Shop provides high quality recycled school uniform and essentials such as coats, shoes and school bags. The Swap Shop is successfully promoted at key times during the academic year through social media, and is well supported by local community groups. Positive working relationships between the school and its local community have meant that significant steps have been taken to remove the stigma associated with the recycling of uniform and instead promotes the Swap Shop as a positive initiative to reducing waste and unnecessary family expenditure.

The school supports digitally excluded learners through the provision of an innovative Laptop Library donated by a local organisation. Seventy five devices are available to pupils from all age groups for loan periods of up to half a term. Engagement has been high, with many pupils benefiting from improved access to digital technology. This has had a positive impact on pupil engagement, and in improving their digital skills.

The school is a hub of the community and as such hosts a broad range of events. These include the Key Stage 4 GCSE Information Evening, the Year 7 and 8 Help Your Child Revise Evening and an effective programme of Key Stage 2 to Key Stage 3 transition events. During the pandemic, the school developed an innovative series of virtual community events. These included informative and educational sessions exploring topics such as mental health, staying safe online, and sexual harassment and coercion. These were well valued by the community and have continued to be offered following the pandemic.

School leaders have made effective use of the School Health Research Network (SHRN) report to plan and target appropriate provision for pupils and their families. This has led to the introduction of Community Safeguarding Evenings which educate pupils and their families about important aspects such as substance abuse, healthy food and physical activity, sleep, and screen time and sexting. In addition, the school has run successful workshops for parents and carers demonstrating how to provide healthy meals on a budget. To support these events, the school has worked with a wide range of external partners and agencies, such as Barod, YMCA, CAMHS, and its school nurse and local community police officer. The events are interactive and held in the school’s community use areas, but are also recorded and available digitally to allow access to a wider audience. The school recognises that parental involvement in all aspects of their child’s education has a powerful impact on their attainment and well-being.

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

The school has taken a measured yet proactive approach to developing the range of interventions to tackle poverty. It has utilised pupil views, for example through the SHRN report, and responded appropriately, whilst also using external agencies and involving the whole school community in the development of the provision.

The school has broadened its support for pupils and families struggling with the cost of living through targeted provision such as the Laptop Library and Swap Shop. Initiatives such as the fortnightly Wellbeing Slips allow pupils confidential access to support and guidance. This enhances the already strong pastoral provision.

The collective impact of the range of measures employed by the school continues to have a positive impact on the aspirations and outcomes of the pupils. Alleviating poverty, whilst developing community links, breaks down barriers to learning, improves well-being and develops a positive attitude to learning. Pupils at Cefn Hengoed are motivated and resilient learners.

Pupils are increasingly able to demonstrate awareness of healthy eating and are able to reflect on their physical and mental health. Learners engage in the wide range of extra-curricular opportunities, including those held during and after school. They take advantage of the additional academic support on offer. This has contributed to consistently strong outcomes.

Pupil attendance, including the attendance of vulnerable groups and those pupils eligible for free school meals, has improved notably and pupils who are eligible for free school meals make effective progress and attain well as the progress through the school. Pupils are respectful of the school’s high standards and this is demonstrated through their positive attitudes to learning. The rate of fixed term exclusions remains low and compares favourably to pre-pandemic levels.

How have you shared your good practice?

The school has shared this practice through a range of professional networks both within and outside of the local authority.

Improvement Resource Type: Effective Practice

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Information about the school

Heronsbridge is a residential special school maintained by Bridgend local authority. The school provides education for pupils aged 4 to 19 years. Nearly all pupils attend on a day basis. There are currently 266 pupils on on roll with 240 members of staff. Many pupils have either a statement of special needs or a local authority individual development plan (IDP). Pupils at the school have a range of needs, including profound and multiple difficulties (PMLD), severe learning difficulties (SLD) and autistic spectrum disorder (ASD). The school is organised into departments, primary, secondary, post-16, and a centre for pupils across the age range that have a primary diagnosis of autism and complex needs. Forty-one per cent of pupils receive free school meals. Attendance rates are around 91%.

The school has a well established vision, ‘We give them wings, our Herons will fly’ and strong values, which are shared by all staff and stakeholders. These firmly place the pupils at the core of all that happens at the school. ‘Together we can’ is deeply embedded in everything that occurs across the school. The school is a Rights Respecting School, an Investors in People Platinum school and Investors in Families Diamond school. As a result, all staff have high expectations and aspirations for all pupils.

Context and background to the effective or innovative practice

Heronsbridge actively engaged in curriculum reform as a pioneer school for curriculum and professional learning, and as a pilot school for the new, ‘Professional Standards for Teaching and Leadership’, ‘Professional Standards for Assisting Teaching’ and ‘The Schools as Learning Organisation model’ (SLO). This addressed the Welsh Government’s focus on preparing the workforce for transformational change: to develop a highly trained education workforce committed to continuous learning for all, with an emphasis on professional learning to realise the ambition for all learners in Wales.

As a pioneer school, Heronsbridge was encouraged to rethink its pedagogy, be innovative in approaches and facilitate teacher agency in exploration and understanding of Curriculum for Wales. The SLO model and new professional standards were the vehicles used for this. The SLO model enabled the school to create the right learning climate, culture and structures to adapt to change. The professional standards helped to set high expectations alongside developing reflective practitioners taking responsibility for their own and collaborative professional development needs.

Description of nature of strategy or activity

The school’s vision: ‘We give them wings, our Herons will fly’, is the purpose and SLO model underpins all school improvement processes. The annual survey informs the school of where it is and where it wants to be. It is vital for all staff to have a voice in school improvement and the starting point for this is the SLO survey, rating the performance of the school in the seven action-orientated dimensions; highlighting the aspirational goals and processes to transform a school into a learning organisation. Results from the survey are the seeds from which the school improvement plan grows. Additionally, all staff are given opportunities to reflect on their practice using the professional standards and their ‘Professional Learning Journey’ folders, as a catalyst to promote personal awareness alongside collective discussions on professional learning across the school.

By responding to SLO survey results, the senior leadership team are able facilitate a programme of professional learning opportunities, which addresses the needs of the school and empowers staff to take ownership of their learning journey. This work ensures that the school: meets the individual learning needs of pupils, supports curriculum delivery, supports pupil learning experiences and proactively manages the learning environment to ensure nurturing relationships with pupils.

Grants are used effectively to allow staff to access training and support from a bespoke Heronsbridge directory alongside access to external opportunities.

Examples include:

  • Comprehensive induction/probation package, including mandatory training and E-learning.
  • Termly Twilights – entitlement for all – with a heavy focus on well-being and readiness to learn skills – supported by the health team, pupil support team and communication/digital team.
  • Heronsbridge Development Programme: to sustain progression and standards across the school.
  • Opportunities for professional discussion on pedagogy through peer coaching, video analysis and reflections, learning walks and booklooks – calendar of meetings and their purposes.
  • Qualification and Credit Framework (QCF) training and links with external training providers to support accredited learning routes.
  • Global involvement in sharing practice through British Council funded project BOTAWA (link to schools in Botswana, Tanzania and Wales)
  • Many staff being trained as accredited trainers, ensuring that skills and knowledge are sustainably delivered.
  • Subscription to E-learning providers to allow a flexible approach to learning, the staff area on the website offering further direction to learning opportunities.
  • A ‘Directory’ of training to guide staff in their learning journey.

This is not an exhaustive list but illustrates the school’s investment into the best professional learning offer for staff, to support the success of all learners.

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

An extensive professional learning offer – linked to school values, performance management and school improvement targets – fulfils the professional learning needs of all staff. This is integral to improvement planning, with an extensive evaluation of impact on learners and learning by leaders. Impact is measured through attendance, behaviour ratings, attitudes to learning, engagement, well-being and progress in learning and personal achievement.

‘As a result, the school has a highly trained work force who are skilled in managing the needs of pupils across the school extremely well.’ (Estyn 2023)

How have you shared your good practice?

  • Systemic opportunity through central south consortium’s networks, the National Professional Enquiry Programme (NPEP), Teaching Assistant Learning Pathway (TALP) and special school collaboration groups.
  • Key staff regularly deliver training through central south consortium – e.g. Teachers New to ALN & Future Leaders (Special Schools).
  • Staff trained by the National Autistic Society (NAS) to provide training to parents, with additional training provided by our family engagement team.
  • Heronsbridge’s professional learning systems have been shared with other leaders of special schools across the South Wales Association of Special School Headteachers and South West Association of Leaders of Special Schools networks at both meetings and conferences.
  • The school’s professional learing playlist is shared on Hwb: Staff development and learning opportunities: Heronsbridge School – Hwb (gov.wales)

Improvement Resource Type: Effective Practice

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Information about the school

Heronsbridge is a residential special school maintained by Bridgend local authority. The school provides education for pupils aged 3 to 19 years. Nearly all pupils attend on a day basis. There are currently 266 pupils on on roll with 240 members of staff. Many pupils have either a statement of special needs or a local authority individual development plan (IDP). Pupils at the school have a range of needs, including profound and multiple difficulties (PMLD), severe learning difficulties (SLD) and autistic spectrum disorder (ASD). The school is organised into departments, primary, secondary, post-16, and a centre for pupils across the age range that have a primary diagnosis of autism and complex needs. Forty-one per cent of pupils receive free school meals. Attendance rates are around 91%.

The school has a well-established vision, ‘We give them wings, our Herons will fly’, and strong values, which are shared by all staff and stakeholders. These firmly place the pupils at the core of all that happens at the school. ‘Together we can’ is deeply embedded in everything that occurs across the school. The school is a Rights Respecting School, an Investors in People Platinum school and Investors in Families Diamond school. As a result, all staff have high expectations and aspirations for all pupils.

Context and background to the effective or innovative practice

Since 2016 the school was a curriculum pioneer rand has subsequently both trialled and refined its curriculum reform journey. It has done this by embedding model of enquiry, reflecting on the needs of pupils and making reference to and aligning its work with Welsh Government guidance and legislation, including the aspirations in Our National Mission: high standards and aspirations for all.

It all began with translating the four purposes into what they look like for pupils, ensuring that they were at the heart of everything the school does.

Description of nature of strategy or activity

The school’s curriculum design started by creating an enquiry group tasked with the question “How do we embed the 4 purposes in Heronsbridge?” Heron avatars were created, embodying the four purposes and the vision for the curriculum. Pupils helped to develop a pupil-friendly version, used in lessons to embed their understanding.

The school developed a four year cycle of topics that had enough scope and excitement to span the whole school (4-19). Pupil curriculum workshops finely tuned this topic plan, as pupils said what they would like to learn. Feedback from parent and governor workshops informed the school that they approved of the proposals and had “trust in the school improvement processes”.

Each termly topic was mapped, ensuring breadth and coverage of AOLEs, What matters statements and cross curricular skills. Mapping progression within the topics ensured that each topic sustains high levels of motivation and engagement of learners as they progress through the school.

Working across the four departments, AOLE teacher groups meet termly to produce topic advice for the whole school. Learners benefit from an experience, skills and knowledge model of progression, which recognises that the richness of the learning experience is crucial for engagement in learning. This is an ongoing process and one which continues to evolve, with the desired outcome to create planning that is developmental across experience, skills and knowledge and also meeting learner profiles. Cross curricular themed enquiry groups were created to develop these themes and teachers meet termly to provide advice.

Individual pupil progress is mapped via learning journeys, which are drawn from summative assessment and person centred planning meetings. Teachers evidence termly progress against each of the five action plan targets to compile an individual learning journey, where appropriate, pupils self-assess.

The schools as learning organisations model underpins all of the school improvement processes. The school’s rich enquiry ethos drives its curriculum, creating buy in and subsidiarity. Professional learning runs succinctly with the school improvement plan, ensuring that staff are well equipped to fully meet the various needs of learners.

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

Through tracking, the school is able to demonstrate that pupils continue to make strong progress, not only from their starting points, but also compared to historical learning profile norms. The school uses a ‘Brilliant Blue and On The Way Orange’ marking and assessment in learning strategy, which supports pupils to become aware of their progress. Where they are able, some pupils self-assess and a few peer assess. The pupils are happy, have a positive outlook on learning and are well prepared for their next steps in life.

How have you shared your good practice?

Research, collaboration and co-construction have played a crucial part of the curriculum journey and have informed design at every step. Teachers and the senior leadership team work with staff from cluster schools to develop progression maps and interdisciplinary ways of working. The school has found network meetings particularly helpful and informative. Senior leaders are members of the of the All-Wales Special School Progression and Assessment Network, where cross-consortia work on progression and assessment in special schools is being developed. Senior leaders have have participated in designing a progression map programme to support practitioners across the central south consortium region.

Improvement Resource Type: Effective Practice

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Information about the setting

Derw Bach is a preschool playgroup attached to Ysgol Calon y Dderwen Primary. It is situated in the centre of Newtown and serves an area of deprivation.

Derw Bach is registered for up to 32 three to four-year-olds offering three plus education hours and the childcare offer. It is an English medium setting but strives to use and encourage the use of the Welsh language.

Derw Bach provides a diverse, friendly and safe environment where children are actively encouraged and supported to become kind, respectful and independent individuals.

At present Derw Bach has families from Poland, Turkey and Ukraine. It strives to communicate in a family’s own language through greetings and the use of key words

Context and background to the effective or innovative practice

Evaluation practise identified that there were low attendance figures during the previous term, and this had led to children not making as much progress as they could. Practitioners decided to focus on further improving and building relationships with parents to improve attendance. They felt that this was an opportunity for children to make greater progress, and raise attainment in children facing elements of disadvantage. There was also an opportunity for parents to develop a better understanding of how their child learns and to feel empowered about how to support their child’s learning. Derw Bach decided to promote healthy eating, improve parents understanding of how children learn and to strengthen setting-home links.

Description of nature of strategy or activity

A number of strategies and activities were put in place using the early years grants available at the time. The healthy preschool policy was reviewed initially as the setting felt that it had to get a healthy eating message across to parents about lunch boxes. Strategies put in place included, ‘healthy eater’ stickers, lunch box ideas on social media, offering warm lunches to those who needed it, free lunch boxes, visits to the local food share, and simple cooking activities with the children. Grants were used to provide an extra member of staff to enable many children to stay an extra two hours and have lunch at the setting.

The setting provided each child with a home time pack to keep, which included activity ideas, recipes, Makaton signs, reading tips and yoga activities as well as a set of Numicon and a wordless book. The setting held open days for parents and grandparents and outings were arranged with children and families.

Each child received a personalised report at the end of their initial six weeks at the setting, to inform parents of what their child had achieved and how parents could help further at home. A useful app is also used, with each child having weekly photos shared with the home, including ideas about how parents can support the child’s learning.

Poor mental health is also on the rise in the area with increasing numbers of families struggling with day-to-day routines and with providing the stability and routine that their children need. Derw Bach recognises the struggles faced and provides for each individual need, whether this is simply by providing a place for a chat or offering encouragement and support to bring their children in regularly. Derw Bach often sends messages to parents who do not turn up and offers flexible times to arrive and depart. Parents are always welcomed to “stay and play” if they need to settle children. Derw Bach offers extra hours for children to enable parents to attend hospital appointments or during challenging times. It also offers free books, milk and lunches.

During transition days to school, the setting supports parents to send children. Some children are taken to the school by staff when parents are working, and others are met at the door of the school to support parents through this difficult, emotional time.

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

The setting has already seen an improvement in the quality of meals provided in lunch boxes. There is now lots of fruit and vegetables present. Children confidently tell the staff about the healthy food they have brought for their lunch. The extra hours offered over lunch time have increased attendance figures. Children’s confidence and independence have also grown.

Contacting parents when children are absent and offering support has made a difference to the confidence of parents and therefore children turn up even if they are late. Many more parents contact the setting to inform of absences as there are a number of ways to get in touch.

As a result of the home time packs, children have shown an increased level of skill with the Numicon shapes, and many are familiar with the story shared in the pack and are able to comment appropriately. Parents have commented how children are keen to take part in the activities and have grown in confidence since the packs were introduced. Children love to count with the Numicon shapes.

Practitioners are confident that this work will continue to have an impact on the children’s well-being. It has become obvious that parents are taking note of the activity suggestions sent home as children’s skills increase. Many parents have shared photos of their child taking part in suggested activities through the app. Children show pride when they demonstrate the skills learnt. Parents are now socialising and feeling more confident to attend as the setting has opened up the foyer for parents in the mornings. They are now more able to access the free books, leaflets, information and free milk available to them.

All September school starters settled quickly and confidently into school.

How have you shared your good practice?

Good practice has been shared with other early years settings.

Improvement Resource Type: Effective Practice

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Information about the setting

Derw Bach is a preschool playgroup attached to Ysgol Calon y Dderwen Primary School. It is situated in the centre of Newtown and serves a flying start area. The setting is registered for up to 32 three to four-year-olds offering three plus education hours and the childcare offer.

It is an English medium setting but strives to use and encourage the use of the Welsh language. Derw Bach provides a diverse, friendly, and safe environment where children are actively encouraged and supported to become kind, respectful and independent individuals.

At present, Derw Bach has families from Poland, Turkey, and Ukraine. It strives to communicate in a family’s own language through greetings and the use of key words.

Context and background to the effective or innovative practice

Leaders and practitioners at Derw Bach always consider the impact of provision on the children’s learning and well-being. Consistency builds teamwork and trust between practitioners and maintaining high standards ensures high quality provision for children.

Description of nature of strategy or activity

Practitioners continually reflect on their practise and the provision. Children’s individual play is closely observed and planning of activities and provision is amended based on children’s interests and needs. All practitioners have the same approach to this process. Regular staff meetings and effective communication ensure a consistent approach. Practitioners regularly reflect on the ongoing improvements at the setting including the impact of any training attended and how it has been implemented.

The setting development plan, which is drawn up annually, connects with any early years grant spending. This ensures that funds are targeted at current priorities with the interest of the child in mind. Supervisions are held regularly and include discussion about how best to improve the provision. Practitioners are always encouraged in their personal development and opportunities to reflect on their practice emphasise how well they are doing. For example, all practitioners undertook Autism Wales award training to gain a better understanding and to provide effective and consistent support for children with emerging needs.

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

Children make good progress in learning by following their own interests. Practitioners know each child well, provide for continual learning during play and have a consistent approach to behaviour management. As a result, children have a strong sense of well-being and belonging.

Children with emerging needs made great progress with communication skills after practitioners had trained through Autism Wales. Makaton signs are used in appropriate ways and the environment has been adapted to suit children’s needs, ensuring a calmer environment and therefore calmer children.

How have you shared your good practice?

Good practice is shared with other settings.