Empowering all staff to be leaders

Information about the school

Ysgol Ffordd Dyffryn is a mainstream primary school set in the heart of the seaside town of Llandudno in the county of Conwy.

The school serves the neighbouring area, but a few pupils come from other areas of the town.  It provides education for 180 pupils from three to eleven years old, including 19 nursery children who attend in the afternoon only.  

The school hosts an on-site foundation phase Resource Base for pupils from across the local authority with social and emotional difficulties and a key stage 2 Resource Base for pupils across the local authority with autistic spectrum disorder.

The three year average for pupils eligible for free school meals is around 44%.  This is significantly higher than the Welsh average of 19%.  The school has identified about 23% of pupils as having additional learning needs, which is close to the average of 21% for primary schools in Wales.  

Context and background to the effective or innovative practice

The Ffordd Dyffryn ‘Leadership for All’ approach came about following the appointment of the new headteacher and deputy headteacher.  The new senior leadership team (SLT), including the governing body quickly identified the need to empower staff at all levels following the school being placed in special measures by Estyn in 2012.  A clearly defined leadership structure was established, the ambition for high standards were set, and through a coaching and modelling approach staff were supported with their continued professional development.

The senior leadership team have steered a highly effective improvement journey with the wellbeing of all pupils and staff at the heart of the process.  They identify strengths in individuals and encourage professional learning opportunities for all.  There is a collaborative working ethos amongst all staff where they feel their contribution and skills are valued.

The headteacher has a clear understanding of the strategic importance of building leadership capacity at all levels throughout the school.  Senior leaders have a strong commitment to their own personal development, and staff at all levels strive to enhance their own leadership practices.  All staff show a commitment and dedication to the ethos and vision of the school – ‘Inspire, Aspire, Make a Difference.’

Description of nature of strategy or activity

Empowering Staff – At Ysgol Ffordd Dyffryn the culture of empowering all staff to be leaders and to take on responsibilities has transformed the school.  There are clearly defined roles at all levels and staff work collaboratively, knowing their responsibilities within the school.  The headteacher values her staff and recognises their worth, making them feel appreciated and trusted. She is passionate about developing leaders to work collaboratively in order to raise standards.

Over a number of years the school has developed a consistent track record and a very strong commitment to building capacity.  There is a strong culture of distributive leadership and effective training is provided in order to support staff in developing their leadership roles.

Professional Learning – Professional learning opportunities provided to staff have developed teachers’ leadership potential and have subsequently resulted in a high quality pool of leaders who all improve the quality of the school and are involved in disseminating their good practice further afield.  A robust cycle of leadership development for teachers is in place.  In addition, support staff are offered a range of opportunities to further develop their leadership skills.  All of the highly trained teaching assistants take on a leadership role to deliver effective intervention programmes with a focus on nurture, wellbeing and standards.

• The deputy headteacher has completed the National Professional Qualification for Headship (NPQH) and is currently on secondment as an acting headteacher.
• Two members of the senior leadership team are part of the Aspiring Heads Leadership Development Programme.
• The assistant headteacher has completed the NPQH and is currently studying for a Master’s Degree in Special Education (Autism).
• One Higher level teaching assistant (HLTA) has completed the Graduate Teacher Programme (GTP) and is now a teacher at the school who delivers Teaching Assistants Learning Pathway (TALP) training for the consortium.
• The headteacher is an Associate of the NAEL, involved in endorsing national leadership programmes and is an NPQH coach for the consortium.
• Three members of the SLT are part of the Schools Partnership Programme (SPT) with the cluster.
• One member of the SLT is working collaboratively with the local University on a research-based project on Readiness for Learning.
• Professional learning for all staff involves working in triads on research-based projects to impact on teaching and learning.
• Five teachers have completed the Middle Leaders Development Programme (MLDP).
• A senior teacher is the cluster facilitator for the new Curriculum for Wales.
• One HLTA is an assessor in Child Care Learning Development (CCLD) who supports staff in gaining their qualifications.
• Five teaching assistants have completed their HLTA assessment and three are part of the current cohort.

Empowering Pupils – The school cares passionately about the wellbeing of all pupils, and the inclusive nature of the school permeates all aspects of its work.

There is a strong pupil voice, which is reflected through the work of pupil leadership groups.  For example, there are pupil-led policies such as an anti-bullying policy that has been devised by the pupils, which has helped to decrease tensions and improve behaviour across the school.  Working on a research-based project with the local University has influenced positively on pupils’ attitudes to learning.  Pupils have devised a whole-school reward system and a matrix of expectations of behaviour that is visible around the school.

All pupils show a caring and understanding approach to inclusiveness.  Autism Ambassadors are elected for each class and have created resource boxes in order to support pupils with autistic spectrum disorder (ASD) across the school.  The Autism Ambassadors show a passion for sharing awareness across the community, and have set up an entrepreneurial link with local businesses. The pupils have developed and produced a short film to be shared across the county to raise awareness of ASD.

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

A clear and robust provision for professional learning, along with clearly defined roles and the belief in all staff to be leaders, has had a positive impact on learners’ wellbeing and has impacted significantly on school improvement and teaching and learning.  

Effective intervention programmes led by highly trained support staff have had a positive impact on pupils’ progress.  For example, the provision for MAT pupils through an intervention programme has significantly raised standards in literacy and numeracy.

In the recent inspection, Estyn identified that pupils’ behaviour in classes and around the school is exemplary.  The positive attitude towards inclusion and equality is acknowledged as a notable strength of the school.  The strong culture of inclusiveness and nurturing provision has an extremely positive effect on pupils’ wellbeing and attitudes to learning.

How have you shared your good practice?

Ysgol Ffordd Dyffryn regularly share good practice through presentations on various aspects of its ‘Leadership for All’ approach across the county and consortium.

Senior teachers regularly support schools across the county in relation to their leadership responsibilities.

In addition, the school shares its good practice with a hands-on approach, supporting schools within its cluster and county by delivering training opportunities to support staff.