School’s culture is focused on children’s rights

Information about the school

Ysgol Gynradd Gymraeg Llwynderw is located in the west of the city of Swansea.  The school’s catchment area extends from Rhossili on the Gower peninsula to Derwen Fawr in Sketty.

There are 355 pupils between 3 and 11 years old on roll, including 51 part-time nursery age pupils.  Pupils are divided into 13 classes, including nine mixed-age classes, two reception classes and two nursery classes.

Over a three-year period, approximately 3% of pupils have been eligible for free school meals.  This is significantly lower than the national percentage (18%).  Approximately 28% of pupils come from Welsh-speaking homes.  Very few are from ethnic minority backgrounds.  Welsh is the main medium of teaching and learning in the foundation phase, and the aim is to ensure that all pupils are bilingual by the end of key stage 2.  The school has identified 12% of its pupils as having additional learning needs, which is lower than the national percentage of 21%.

Context and background to the effective or innovative practice

The school has been giving priority to the development of children’s rights since 2013.  This has been done in response to a strong sense of injustice, unfairness and favouring certain groups of children among pupils, and there were a number of complaints from parents who were concerned about standards, pupils’ wellbeing and a lack of support for children with additional learning needs.  Parent and child questionnaires showed that fewer than 50% felt safe at school.  The situation required an immediate response.

The headteacher, staff, governors, parents and pupils worked together to create an agreed vision that made pupils’ wellbeing central to all decisions.  Through further research and discussions, it was decided that we could achieve our goal through the promotion and implementation of the principles of ‘children’s rights’.  The United Nations Convention on the Rights of the Child identifies a list of 42 rights to which all children and young people are entitled, wherever they are in the world, regardless of who they are, or what they believe.  The rights on this list are things that children and young people need in order to ensure that they are safe, that they have the things that they need to survive and develop, and that they have their say on decisions affecting their lives.  Training was arranged for staff and Year 6 pupils, along with information-sharing sessions with parents.

Description of nature of strategy or activity

Representatives from Year 2 to Year 6 were elected as Children’s Rights Ambassadors with a voice on the school council committee.  Ambassadors worked with the leader to choose 10 main rights from among the 42 which are most relevant to them in order to create an annual calendar of rights with a particular right associated with each month, to be used in weekly plans and daily assemblies.  The headteacher worked with the ambassadors to re-write the behaviour policy, including a ‘no shouting’ policy for pupils and staff.  As a result, staff use creative ways to attract pupils’ attention, for example by singing or tapping a rhythm rather than raising their voice.

At the beginning of each academic year, pupils work with their teachers to create a class charter covering some of the main children’s rights.  The implementation of this charter ensures that children’s rights are a real and meaningful part of daily life for each pupil.  Daily assessments of pupils’ emotional wellbeing are conducted through morning ‘registration’, enabling staff to monitor vulnerable children and to offer nurturing sessions on a daily basis.

‘Voice from the floor’ discussions, learning walks, questionnaires and school council committees enable pupils to have regular opportunities to voice their opinions on school life, for example from designing the ‘Llwynderw Curriculum’, the provision of extra-curricular clubs and supporting charities to appointing staff.  Pupils have regular input into their learning during the year and their progress is recorded in their end-of-year reports.

One of the most effective strategies in dealing with the right to be treated fairly is the use of ‘restorative practice’ as a whole-school approach to resolving any conflicts.  Restorative approaches enable those who have been harmed to convey the effect of that harm to those responsible, and for those responsible to acknowledge this effect and to take conciliatory action.

Outside the school, ambassadors take part in ‘The Big Democracy Conversation’ within the County, and they work with the authority to help review policies and express opinions on decisions that affect them personally.  The school has developed a partnership with a school in Siavonga in Zambia so that pupils learn about life in a contrasting country. Three staff members from that school have visited Ysgol Llwynderw over the past 3 years, and pupils keep in touch by writing letters to each other each year.  This experience has enabled pupils to learn that all children have rights, regardless of the country in which they live.

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

This work has contributed extensively to raising pupils’ standards of wellbeing.  The attendance percentage has increased over the past 5 years and children’s rights are now embedded in the school’s caring and inclusive ethos.  The pupil’s voice provides input into the school’s regular self-evaluation procedures and contributes to the school improvement plan.  As a result, pupils have a sense of ownership of their school and contribute to its improvement.

The ‘no shouting’ policy supports the relationship of respect between staff and pupils.  The use of ‘restorative practice’ has improved pupils’ behaviour and diligence across the school.  Behaviour is excellent and the level of pupils’ commitment to their learning has improved.

To date, 100% of parents feel that their children are safe in school.  Parents praise the caring ethos within the school among both staff and pupils.

The class charter and ‘daily’ registration are very effective ways of expressing opinions and listening to others in a positive environment.  They enable pupils to learn about respect, fairness, diligence, safety and empathy.  This raises pupils’ confidence and makes them feel happy and safe, and as a result, their standards of wellbeing are improved.  This work has gained a gold award (Level 2) in Children’s Rights, and this is the first Welsh-medium school in Wales to receive this award.

How have you shared your good practice?

The school shares good practice by organising open evenings for parents and presentations for governors.  The local and global community can access information via the website and a Twitter account.  After receiving a Gold award for Children’s Rights, a number of schools within the ERW region have visited the school to learn about its practices.  The Children’s Rights leader has invited the school to work as an assessor for UNICEF in its assessment of Welsh-medium schools working at Levels 1 and 2.