Adapt provision according to individual requirements in ‘Canolfan y Bont’
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Information about the school
Ysgol Bro Pedr is a bilingual school that takes pride in the fact that it was one of the first 3-19 schools in Wales and that it is breaking new ground in terms of providing all-through education. Although a number of pupils start at the school at 3 years old, many come from other partner primary schools in Ceredigion and Carmarthenshire. There are 960 pupils on the school roll – 321 pupils from nursery to Year 6, and 639 pupils from Years 7-13 (which include 79 pupils in Year 12 and 55 pupils in Year 13).
Sixty-nine point four per cent (69.4%) of pupils come from non-Welsh-speaking homes. Pupils are streamed linguistically, with Welsh-medium and Welsh second language classes in Years 3-13. All foundation learning pupils are educated solely through the medium of Welsh. Currently, 24.5% of pupils receive free school meals (20.97% of secondary age pupils and 31.7% of primary age pupils). There are currently 15 pupils who are in care and 16 who are young carers. Ten point one per cent (10.1%) of pupils speak English as an additional language, which is higher than the national average.
Canolfan y Bont, which is the county’s resource for secondary age pupils with various needs (ASD, SLD, PMLD, MSI), is located on the school’s site. The centre plays a full part within the school and the pupils are on roll at Ysgol Bro Pedr. A Life Skills unit has also been established, which caters for pupils with fairly profound educational needs and vulnerable behavioural pupils and it provides continuity and progression for some pupils from Canolfan y Bont, where relevant and practical. Currently, 11 pupils attend Canolfan y Bont and 21 pupils attend the Life Skills resource.
Context and background to the effective or innovative practice
Canolfan y Bont is a specialist resource base that caters for pupils between 11 and 19 years old with severe, complex, and profound and multiple learning difficulties. The centre provides support for pupils in Ceredigion and is situated at Ysgol Bro Pedr in Lampeter.
It provides a purposeful, broad and balanced curriculum in a caring environment. Central to the philosophy is that each child is unique and special, with the potential to make progress and succeed.
Following the COVID pandemic, a Recovery Curriculum was implemented. The emphasis on well-being encouraged the school to reflect on its practice and develop a person-centred approach further. Afterall, pupils learn differently, so we believe they should be taught differently.
Description of nature of strategy or activity
Following significant research, a decision was made to divide the pupils into three cohorts, due to the diversity of their needs. These are based on pupils’ individual learning styles and their communication, medical, sensory and physical diagnoses, rather than their chronological age.
Together with the LEA, a ‘Provision Map’ was produced, which outlines clearly the inclusive, additional and specialist provision available to each cohort.
The Adventurers
These pupils have severe learning difficulties (SLD) and follow a semi-formal curriculum. They have access to a curriculum which focuses on life skills, which develops independence and function. They need plenty of repetition to embed their learning.
The Discoverers
These pupils have complex learning difficulties (CLD). They follow an informal curriculum, which is a method that supports communication and engagement. In addition to their learning difficulties, they may also face other obstacles to learning, such as physical difficulties, medical conditions, sensory processing disorders, visual or hearing impairments, communication problems or ASD.
Our informal learners are still in the very early stages of their learning and development and learn best when the curriculum is linked to their own experiences and when they are given opportunities for repeat activities and overlearn. The aim for these pupils is to develop ‘choice and voice’.
The Explorers
These pupils have profound and multiple learning difficulties (PMLD). They follow a pre-formal curriculum. They engage during the earliest stages of learning and follow a personal learning approach which places relevance at the heart of their sensory curriculum. Pupils’ healthcare plans are integrated seamlessly into their daily routine and run alongside their educational programmes.
What impact has this work had on provision and learners’ standards?
This method has enabled us to place well-being at the heart of our curriculum. All pupils have succeeded in forming trusting and secure relationships with members of our core staff team, which is essential for developing communication, cognition, emotional and social skills.
The Adventurers
These pupils have access to a purposeful timetable, which has enabled them to develop their literacy, numeracy and digital competence skills. Pupils have independent access to their AAC devices to communicate. They are all able to generalise their skills, for example they use the self-service till confidently in the supermarket.
Several pupils in the cohort have had difficulty regulating their social and emotional needs. They are now proficient in identifying their emotions, using the Zones of Regulation, and understand that strategies can be accessed to enable them to self-regulate.
The Discoverers
The informal curriculum has enabled our non-verbal communicators, who have complex learning needs, to develop their communication skills, explore their environment and make independent choices. They are able to initiate interactions with familiar staff and their peers.
The Explorers
Pupils in this cohort follow a different path and are assessed through Learning Pathways. They have established strong relationships with their core staff. They take part in intensive interaction sessions and have developed their understanding of cause and effect.
In conclusion, the changes to our curriculum have enabled us to facilitate effective, purposeful learning experiences for all pupils and to share this information with their parents.
From the inspection report:
Canolfan y Bont provides an exceptionally inclusive and responsive learning environment for pupils aged 11-19 with profound and complex needs. Teaching is based on personal and holistic principles, and takes into account the physical, cognitive and emotional needs of each individual. As a result, nearly all pupils make good progress from their starting points.
How have you shared your good practice?
We share pupils’ daily activities with parents through an online app. Parents also have access to their child’s formative assessments through a QR code. Parents are invited to attend regular ‘Coffee and Chat’ meetings at the school, to discuss their child’s progress.
Colleagues from the local education authority visit the centre to observe aspects of good practice and this is shared during our specialist resource base network meetings.