Ensuring consistency during change

Information about the school

Ysgol Dyffryn Cledlyn opened in September 2017 as a result of a merger between three local schools in the Drefach area.  Work took place over a number of years to align, co-operate and collaborate in the aim towards the single new setting.  The headteacher of the new school was appointed in April 2014 and was responsible for the three schools in the meantime, while integrating teaching, learning and leadership processes to ensure the wellbeing of pupils and staff during a period of change.  Provision now provides education for children aged 3 – 11 on one site and across the school’s five classes.

The school is situated in a rural area and is in the group 1 banding in terms of free school meals, for which 6% of pupils are eligible.

Twenty-seven per cent (27%) of pupils are on the additional learning needs register.

The school is very fortunate in terms of the number of pupils who come from Welsh-speaking homes, and this is reflected in most pupils’ enthusiasm and standard of language across the school, with 70% coming from Welsh-speaking homes.

Context and background to the effective or innovative practice

A neutral headteacher was appointed to the schools in 2014 in preparation for the new school.  The vision of arriving at the site as one with the same objectives was critical.  There was uncertainty in terms of a number of aspects.  The headteacher shared a timetable with the three schools so that everyone was aware of her location and to ensure consistency in terms of how much time was spent at each school.  Initial work had begun between the three schools, by attending the “Three School Scheme”, where key stage 2 pupils attended all three schools for specialist subjects with teachers every fortnight.  By listening to pupils, they felt that foundation phase pupils also needed to attend the “Three School Scheme”, as they were the school’s future.

Description of nature of strategy or activity

Consistency in all aspects across the three schools was invaluable.  Joint staff meetings were held weekly at a different location, in order to create an ethos of a united team.  This enabled the school to ensure consistency in marking methods, plan jointly, monitor books and standards, and review the way forward in order to ensure consistency in learning experiences.  The same themes were used across the school and educational trips were held jointly.  A joint school development plan was created between the three schools, and this gave all stakeholders a clear priority and direction.

There were four governing bodies – one each for the three schools and the new school.  Two schools were merged on one evening, beginning with one school’s body, what the two bodies had in common, and finishing with the other school at the end.  There was consistency between the settings, and also in the content of every report.

While the school was being built on the new site, pupils and staff visited the site every term to see developments in the construction.  There was also time to experience periods at the new school once the building was complete.  This enabled pupils to create their own rules and to ask what pupils would like to see at the school.  A lead creative school project was also in operation, and this enabled pupils to create a poem together – “Cau ac Agor” (Close and Open).  This can be seen at the school as an impressive mural on which the poem is written – every word on an individual piece of wood which came originally from the three schools.  As a result, the theme of “Belonging” was a basis for all work during the first term.

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

As a result, the school’s identity was established effectively.  Consistent steps had been taken previously to enable children to settle quickly and without fuss by listening to the pupil’s voice, and this was reflected in their standards.

How have you shared your good practice?

Good practice has not yet been shared with other schools.