Nurturing independence amongst pupils
Information about the school
Ysgol y Faenol is situated in Penrhosgarnedd in the city of Bangor. The school is under the voluntary control of the Church in Wales and is maintained by Gwynedd local authority. Welsh is the main medium of the school’s life and work. There are 212 pupils between 3 and 11 years old on roll, including 20 part-time nursery age pupils. The school has eight single age classes.
Over the last three years, around 5% of pupils have been eligible for free school meals. This is significantly lower than the national percentage (18%). Approximately 10% of pupils come from Welsh-speaking homes. Around 22% of pupils are from ethnic minority backgrounds. Very few receive support to learn English as an additional language. The school has identified around 14% of pupils as having additional learning needs, which is lower than the national percentage of 21%.
The headteacher was appointed to the post in September 2017.
Context and background to the effective or innovative practice
Through the monitoring and quality assurance systems, leaders identified the need to improve short‑term planning and provision for the learning areas, in order to develop pupils’ independence and confidence as they overcome challenges. The school decided to invest in resources and specialist training in this area for all foundation phase staff.
Following the training, staff have researched, adapted and experimented with many different areas and learning systems over a period of time. This has led to developing consistent, gradual and innovative systems that nurture an excellent level of independence among pupils from nursery to Year 2.
Description of nature of strategy or activity
As a result of training, short-term planning has been adapted to include previous learning experiences, next steps and the pupil’s voice.
A rationale was created for enhanced and continuous provision, which focussed on teaching procedures in order to ensure consistency across the department in the foundation phase. Two focus groups were established: one working under the guidance of a member of staff and one moving group working in the learning areas, practising and reinforcing skills that pupils have already learned. Time was invested at the beginning to model and nurture pupils’ independence while they work in the learning areas. Imaginative themes were planned across the curriculum, in addition to interesting work programmes, and pupils played a key part in planning through ‘Pupil’s Voice’ sessions. Teachers planned challenges that were linked to the curriculum levels, in order to enhance the learning areas by using the character of ‘Deio y Dinosor Dysgu’ (Deio the Learning Dinosaur). The character’s aim is to introduce the success criteria to pupils in the learning areas. By using this character, pupils become more independent and take more responsibility for their learning.
What impact has this work had on provision and learners’ standards?
The principles of the foundation phase have been established particularly well in the school. Through effective co-operation and clear guidance, teachers ensure that there are opportunities for all pupils to receive a range of practical, stimulating and rich learning experiences across the phase. As a result of this provision, pupils show an excellent level of independence and show resilience when facing new challenges.
Pupils are keen to complete activities in the areas, and take pride in, and ownership of, their work because they have contributed to its planning. They enjoy challenges and gain a sense of success, because they review skills that are presented to them in various contexts.
As a result of using the character of ‘Deio y Dinosor Dysgu’ in the areas, pupils learn independently and, from an early age, have a good understanding of how to improve their work.
How have you shared your good practice?
The principles of the foundation phase have been shared with the school’s key stage 2 classes. The school shares its practices with governors and parents through specific meetings.