Provision to improve pupils’ Welsh language skills
Quick links:
Information about the school
Ysgol Gymunedol Peniel is located in a small village near Carmarthen, and comes under Carmarthenshire education authority.
The school provides education for 123 pupils aged 4-11 years. There are 5 classes, comprising 3 mixed-age classes and two single-age classes. Very few pupils speak English as an additional language and the majority speak Welsh at home.
The three-year average for pupils eligible for free school meals is around 3%. Approximately 6% of pupils have additional learning needs.
Context and background to the effective or innovative practice
The school’s motto, ‘One team, one family – succeeding together’ is implemented successfully. The school has a strategic ambition to improve and raise standards continuously, placing a strong focus on the Welsh language. The school community is passionate about nurturing Welsh citizens who are proud of their language and identity. Raising and maintaining Welsh language standards was a whole-school priority during 2021 – 2022.
Initially, to identify the school’s needs and areas for improvement, provision was evaluated by examining pupils’ use of verbs in communication, accuracy with mutations, and the syntax of sentences in general, together with staff’s language pedagogy and their willingness to challenge pupils. There was evidence of a lack of consistency in provision in terms of opportunities for pupils to develop their Welsh language skills and practice their oracy skills.
As a result, sufficient opportunities were ensured to upskill staff by examining good practices and attending training based on development of pupils’ language. Actions were decided as a team with a clear focus on consistency, high expectations, language drills, and planning specific opportunities for pupils to practice a specific oracy skill.
Description of nature of strategy or activity
The school has very effective strategies for developing pupils’ Welsh language oracy skills in a natural way, such as planning clear language drills to develop their extended spoken language. This method promotes their understanding and use of linguistic elements such as mutations and verbs and it has been embedded and implemented across the school. The teaching team are strong and effective linguistic role models and all members focus on developing pupils’ oracy skills for a specific period each day. Support staff are also very strong linguistic role models, reinforcing oral linguistic patterns and focuses that are drilled in the classroom from day to day.
Language drill sessions build coherently on pupils’ existing knowledge, understanding and skills to ensure progression as they move through the school. Among the minority of pupils from non-Welsh-speaking homes who begin school, the use of singing and repeating rhymes has been essential in learning linguistic patterns. Subsequently, provision has been developed purposefully and constructively for a different age range.
Through the delivery of this regular provision, we develop pupils who are confident communicators with sound Welsh language oracy skills by the end of their journey in the school.
What impact has this work had on provision and learners’ standards?
The school community’s commitment and dedication to ensuring that the Welsh language thrives has had a significant impact on pupils’ oracy skills and willingness to use the Welsh language naturally and fluently. Purposeful planning ensures a continuum across the school, building on linguistic depth, linguistic breadth, and understanding of language. Pupils are now much more prepared to converse in Welsh, and they do so proficiently in both formal and informal situations. Undoubtedly, opportunities and purposeful planning are at the heart of progress and development in Welsh language oracy skills.
How have you shared your good practice?
The school has shared its good practice with local authority staff and the authority’s schools. Leaders and staff have welcomed visits by other schools.