Using pupil voice to shape learning

Information about the school

Ysgol Gymraeg Treganna is a Welsh-medium school in the west of Cardiff.  There are 680 pupils between 3 and 11 years old on roll, including 96 nursery age pupils.  Pupils are divided into 20 classes, including two nursery classes.

Around 53% of pupils come from Welsh-speaking homes and 8% are from ethnic minority backgrounds.  Very few speak English as an additional language.  The school has identified 10% of its pupils as having additional learning needs, which is much lower than the national percentage of 21%.

The senior leadership team includes the headteacher, the deputy headteacher, three assistant headteachers and the bursar.

Context and background to effective or innovative practice

We have been working with Albert C.P. School in order to develop a school structure that would promote the development of the new curriculum and build on the principles of assessment for learning by developing our vision for pupil participation.

Description of the nature of the strategy or activity

Each year holds a “Discovery Day” at the end of the term in order to establish a framework for the following term’s work.  Staff present a taster menu that is based on pupils’ interests and record pupils’ ideas and comments carefully during the day.  Teaching staff and leaders plan the curriculum based on pupils’ ideas and questions by using the framework, in order to ensure progression and development.  Pupils’ ideas ensure a broad, up-to-date curriculum that is relevant to the class and focuses on the six areas of learning and the literacy, numeracy and digital competence frameworks.

The school shares these early plans with parents on the class webpage, for example:

• Year 3                   
• Year 5                  

Pupils play a key part in teaching and learning.  For example, they provide staff with key guidance and feedback in order to help them refine plans and the weekly teaching and learning cycle.

In addition to adopting a planning method, classes undertake special projects within the theme in order to promote the application of skills, for example:

The End of the World (Year 5 Plan)      

Detective Doli and the oracy skills (Reception)   

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

There are regular opportunities to develop pupils’ skills within practical and interesting areas.  This has meant a significant change in the school’s culture and pupils’ self-confidence in many aspects.  They give presentations to the whole-school assembly regularly:

In addition to working with groups such as the digital leaders and sports coaches, the term’s work requires pupils to work regularly to teach the school’s younger years.

The pupil’s voice has grown into a particular strength in all aspects of the school’s life and work.  Across the school, pupils’ contribution in deciding on their tasks is a very strong feature of provision.

• They are given an opportunity to guide the content of the term’s work during the “Discovery Day”.
• Staff hold question-raising sessions in order to refine the learning direction of average pupils regularly during the term.
• Most themes include input from parents/guardians and every theme ends with an invitation for adults to join the class to celebrate learning.
• The literacy, numeracy and digital competence frameworks are used in order to structure pupils’ interests and learning direction.  The emphasis on pupil participation ensures that they engage very successfully in their work and show pride, enjoyment and a positive attitude to learning.
• Across the range of age and ability, pupils show resilience and perseverance when taking risks and experimenting with new learning strategies and procedures.  Pupils use their thinking skills successfully to solve problems and persevere very confidently with their activities.  They make sensible and wise choices about the level of their tasks and recognise the importance of selecting challenges that are suitable for them.

How have you shared your good practice?

The school works closely with the Ysgol Plasmawr cluster in order to share good practice, and there are regular visitors to lessons and training at the school.  The school releases staff to work with other schools and organisations in order to develop specific aspects of “Joint Planning” work and our 600+ primary school’s management structure.