How St. Gwladys Bargoed School develops pupils’ independence in the early years and how this continues as pupils move through the school.
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Context and background to sector-leading practice
Situated at the north end of the town of Bargoed in Caerphilly County Borough, St. Gwladys Bargoed School serves pupils in a Community First area. There are 433 pupils on roll with 79 children in Nursery. The majority of pupils are of white ethnic background and the remainder of mixed ethnic groups. Twenty-seven point four per cent of pupils are eligible for free school meals and 8.8% are identified as having additional learning needs (ALN). Three per cent of pupils have English as an additional language and no pupils speak Welsh as a first language.
Pupils generally enter Nursery well below expected outcomes in all areas of learning. As a result, the school places high importance on Early Years provision. The aspirations they have for all pupils, irrespective of age, ensure that they achieve the highest standards from the outset.
Staff understand the importance of promoting the principles, approaches and values expected from an early age and as pupils progress through the school. As a result, every effort is made to encourage pupils’ engagement and enjoyment of learning, while at the same time fostering their independence. From a pupil’s first day, the school delivers a consistent message that they come to school to learn, and that learning is enjoyable and fun. This establishes the mindset pupils carry with them throughout their time in the school.
The school establishes daily routines that engender pupils’ sense of well-being and security. Ensuring that pupils come into a calm and happy environment is essential if they are to learn effectively. The school includes regular opportunities for pupils to sing as it enhances positive feelings of well-being within the setting.
Nature of strategy or activity identified as sector-leading practice
The school places importance on its link-up sessions. These sessions take place before pupils enter Nursery, building relationships with parents and carers and allowing them to become familiar with their new environment. A system of phased entry also contributes to pupils’ developing sense of well-being, not only enabling them to build relationships but also to acquire an increasing confidence. The school establishes early independence as pupils transition between classes and move from pre-Nursery to Nursery and Nursery to Reception. The school ensures that pupils who need additional support, benefit from an enhanced period of transition that enables them to settle happily in their new environment.
Pupil voice is recognised as essential to the development of independent learning. Staff value what pupils want from their learning environment and invest time in discussing this with them. It is this sense of ownership that promotes the pupils’ respect for the environment: the values and rules the children want are created in conjunction with those of the school.
The school’s Early Years department has adopted the curriculum for funded non-maintained settings, with all staff receiving training on Enabling Learning guidance. As a result, staff have acquired a sound understanding of their role in developing pupils’ skills and independence through effective observation. Staff use the observation cycle ‘notice, analyse and respond’, which places the child at the centre of developing their independence. Staff value the role of the Enabling Adult and use teachable moments to enable pupils to become increasingly independent in an Effective Environment. Through modelling, they support pupils in using the areas they choose to learn in effectively. Staff include pupils’ interests in planning engaging experiences. They ensure that pupils have enough time to develop skills in a risk-free environment.
The school uses a published resource to develop thinking and to foster pupil resilience and confidence. The school uses assessment for learning practice effectively, ensuring that pupils know their achievements are valued, and, crucially, encouraging pupils to reflect on and assess their own learning.
The school’s indoor and outdoor environments allow pupils to access areas easily, further developing their confidence as independent learners.
Impact on learners’ provision and standards
From their early years onwards, most pupils demonstrate a high level of independence, accessing the different provisions with confidence. They select areas where they would like to engage, playing well together, sharing, and taking turns. As a result, pupils achieve high standards of learning as they move through the school.
Introduced in the school’s early years classes, group work helps to reinforce pupils’ concept of themselves as successful learners. They see moments where they seem to be going wrong as an opportunity to re-think the situation and they recognise this as an essential part of learning.
Teachers model problem-solving strategies and provide mentoring opportunities for older pupils. They encourage pupils to use their own thought processes to arrive at solutions, become increasingly confident in articulating their choices, justifying their results, and reflecting on their learning. They develop an ability to select tasks that extend their individual skills.
In line with the school’s mission statement, staff encourage pupils to think creatively through drama, practical mathematics, creative writing, philosophy and elements of the Expressive Arts area of learning and experience, all of which extend skills, deepen thinking and enhance the pupils’ identity as independent learners. The high expectations of all staff drive the mindset of the pupils from Nursery through to Year 6.
Teachers plan opportunities for pupils to work independently, as well as collaboratively, developing confidence and enhancing learning at every level. They select texts that engage pupils and enable them to develop a range of skills across the curriculum, providing authentic contexts and real meaning, all the time promoting the confidence required of independent learners.
From their very first day in St. Gwladys, self-esteem is recognised as the primary element in developing confident, successful, and independent learners. The success of this approach is borne out by the very high standards achieved by the end of their time at school, despite the levels of disadvantage in the community.