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Thematic Reports

• A Review of Healthy Relationships Education - Training materials
• A level Welsh First Language
• A level Welsh First Language - training materials
• A levels in sixth forms and further education colleges
• A review of healthy relationships education
• A review of the current 16-19 curriculum in Wales
• A review of the junior apprenticeship programme in Wales
• A review of the work of the National Centre for Learning Welsh
• A review of the work of the National Centre for Learning Welsh - Training materials
• Active and experiential learning - Effective foundation phase practice in delivering literacy and numeracy in Year 1 and Year 2
• Additional Learning Needs in Further Education Colleges
• Adult Community Learning in Wales
• Adult Community Learning in Wales - Training materials
• All-age schools in Wales - A report on the challenges and successes of establishing all-age schools
• Apprenticeships - early feedback on delivery under the new contracts
• Business and social studies subjects at A level
• Business and social studies subjects at A level - training materials
• Careers - The implementation of the careers and world of work framework in secondary schools
• Careers - The implementation of the careers and world of work framework in secondary schools - Training materials
• Celebrating diversity and promoting inclusion - Good practice in supporting lesbian, gay, bisexual and transgender (LGBT) learners in schools and colleges
• Celebrating diversity and promoting inclusion - training materials
• Community schools - training materials
• Community schools: families and communities at the heart of school life
• Curriculum innovation in primary schools
• Delivery of Essential Skills Wales qualifications in apprenticeship programmes
• Developing pupils’ English reading skills from 10-14 years of age
• Developing pupils’ English reading skills from 10-14 years of age - training materials
• Developments in remote and blended learning practice
• Digital and online learning in further education colleges - autumn 2022 insights
• Educational visits in further education colleges - autumn 2022 insights
• Effective approaches to assessment that improve teaching and learning
• Effective management of school workforce attendance in primary schools
• Effective management of school workforce attendance in primary schools - Training materials
• Effective school support for disadvantaged and vulnerable pupils - training materials
• Effective school support for disadvantaged and vulnerable pupils – case studies of good practice
• Engagement work: Further education and adult learning in the community sectors update – autumn 2021
• Engagement work: Non-maintained sector update Autumn term 2021
• English language and literacy in settings and primary schools
• English language and literacy in settings and primary schools - training materials
• Equity of curriculum experiences for pupils who are educated other than at school (EOTAS)
• Equity of curriculum experiences for pupils who are educated other than at school (EOTAS) - training materials
• Evolving approaches to blended learning in independent schools
• Federated schools - Common features of effective federation
• Federated schools - Common features of effective federation - training materials
• Good practice in the humanities
• Good practice in the humanities - Training materials
• Healthy and happy - training materials
• Healthy and happy – school impact on pupils’ health and wellbeing
• Higher Apprenticeships in work-based learning
• How schools and colleges used the RRRS and catch-up grants for post-16 learners
• Impartial careers advice and guidance to young people aged 14-16 years provided by Careers Wales advisers
• Improving attendance in secondary schools
• Improving attendance in secondary schools - training materials
• Improving teaching
• Improving teaching
• Initial Teacher Education reform in Wales - emerging strengths and areas for consideration
• Initial teacher education in the post-compulsory education and training sectors
• Insights into how independent schools and specialist colleges have responded during the COVID-19 pandemic
• Involving parents - Communication between schools and parents of school-aged children
• Involving parents - Communication between schools and parents of school-aged children - Training materials
• Jobs Growth Wales+ youth programme: Autumn 2023 insights
• Knowing Your Children - Support for pupils with Adverse Childhood Experiences - training materials
• Knowing your children – supporting pupils with adverse childhood experiences (ACES)
• Leadership and primary school improvement
• Leadership development – case studies of professional learning for school leadership
• Learner progress and destinations in independent living skills learning areas in further education colleges
• Learner progress and destinations in independent living skills learning areas in further education colleges - Training materials
• Learner resilience - building resilience in primary schools, secondary schools and pupil referral units
• Learner resilience - building resilience in primary schools, secondary schools and pupil referral units - training materials
• Local authority Welsh in Education Strategic Plans
• Local authority Welsh in Education Strategic Plans - Training materials
• Local authority and regional consortia support for schools and PRUs in response to COVID-19
• Managed moves: Effective use of managed moves by local authorities and schools
• Managed moves: Effective use of managed moves by local authorities and schools - Training materials
• Managing money: Financial education in primary and secondary schools in Wales
• Managing money: Financial education in primary and secondary schools in Wales - Training materials
• Moderation of teacher assessment at key stage 2 and key stage 3: a review of accuracy and consistency
• Moderation of teacher assessment at key stage 2 and key stage 3: a review of accuracy and consistency - Training materials
• New qualifications
• Partnerships with employers in secondary and special schools
• Partnerships with employers in secondary and special schools - training materials
• Peer-on-peer sexual harassment among 16 to 18-year-old learners in further education
• Post-16 partnerships - Shared planning and provision between schools, and between schools and colleges
• Post-16 partnerships - training materials
• Preparing for the Curriculum for Wales – case studies and cameos from secondary, all-age and special schools
• Preparing for the Curriculum for Wales – training materials
• Preparing for the Digital Competence Framework (DCF)
• Prevent – how well maintained schools implement their duties under the Counter-Terrorism and Security Act 2015
• Prevent – how well maintained schools implement their duties under the Counter-Terrorism and Security Act 2015 - training materials
• Provision for secondary school-aged Gypsy, Roma and Traveller pupils
• Provision for secondary school-aged Gypsy, Roma and Traveller pupils - training materials
• Provision for young carers in secondary schools, further education colleges and pupil referral units across Wales
• Provision for young carers in secondary schools, further education colleges and pupil referral units across Wales - training materials
• Pupil Referral Unit management committees
• Pupil Referral Unit management committees training materials
• Pupil participation: a best practice guide
• Pupil participation: a best practice guide - Training materials
• Pupil registration practices
• Pupils with special educational needs in mainstream schools - A good practice report
• Pupils with special educational needs in mainstream schools - training materials
• Rapid review of child protection arrangements - Interim findings
• Readiness for additional learning needs reforms
• Religious education at key stage 2 and key stage 3
• Religious education at key stage 2 and key stage 3 - Training materials
• School Governors - Acting as critical friends and the impact of governor training
• School Governors - training materials
• School-to-school support and collaboration – a summary and discussion paper
• Science and design and technology at key stage 2
• Science and design technology at key stage 2 - Training materials
• Science at key stage 3 and key stage 4
• Science at key stage 3 and key stage 4 - Training materials
• Summary of engagement calls and visits to schools and PRUs – autumn 2021
• Summary of findings from our national thematic reviews 2016
• Summary of findings from our national thematic reviews 2017
• Summary of findings from our national thematic reviews 2018
• Summary of findings from our national thematic reviews 2019/2020
• Summary of findings from our national thematic reviews 2020/2021
• Support for Welsh in Initial Teacher Education: How initial teacher education partnerships support student teachers to improve their Welsh language skills, including teaching through the medium of Welsh
• Support for learners’ mental health and emotional wellbeing
• Supporting Resources: We don’t tell our teachers - Experiences of peer-on-peer sexual harassment among secondary school pupils in Wales
• Supporting more able and talented pupils - How best to challenge and nurture more able and talented pupils: Key stages 2 to 4
• Supporting more able and talented pupils - Training Materials
• Test thematic report
• The Curriculum for Wales - How are regional consortia and local authorities supporting schools?
• The Curriculum for Wales - how are regional consortia and local authorities supporting schools?
• The Value of Youth Work Training - A sustainable model for Wales
• The Value of Youth Work Training - training materials
• The impact of the Learning and Skills Measure on vulnerable learners
• The impact of the Learning and Skills Measure on vulnerable learners - Training materials
• The new Additional Learning Needs system
• The new additional learning needs system - training materials
• The professional learning continuum: mentoring in initial teacher education
• The quality of education and training for young people engaged with youth offending teams
• The teaching of Welsh history including Black, Asian and Minority Ethnic history, identity and culture
• Thematic Report: Developing pupils’ Welsh reading skills from 10-14 years of age
• Thematic Report: Impact of poverty on educational attainment, support, provision and transition for early education
• Thematic Report: Transition and pupil progression
• Thematic report - The additional learning needs system
• We don’t tell our teachers - Experiences of peer-on-peer sexual harassment among secondary school pupils in Wales
• We don’t tell our teachers, but schools need to know – a report for learners
• Welsh Immersion Education - Strategies and approaches to support 3 to 11-year-old learners
• Welsh in key stage 2 and key stage 3 in Welsh-medium or bilingual schools
• Welsh in key stage 2 and key stage 3 in Welsh-medium or bilingual schools - Training materials
• Welsh language acquisition - How Welsh-medium and bilingual settings and primary schools develop learners’ listening, speaking, reading and writing skills
• Welsh-medium and bilingual teaching and learning in further education
• Welsh-medium and bilingual teaching and learning in further education - Training materials
• Youth Engagement and Progression Lead Worker Review
• Youth Support Services in Wales
• Youth support services - Training materials
• ‘We don’t tell our teachers’– experiences of peer-on-peer sexual harassment among secondary school pupils in Wales

Effective Practices

• A Bespoke and Collaborative Curriculum Journey
• A Journey Towards an Anti-Racist Curriculum
• A caring school
• A collaborative approach to developing creative activities
• A collaborative approach to supporting positive behaviour
• A curriculum that engages all pupils
• A different approach to ALN
• A flexible curriculum that responds to the needs of individual learners
• A highly effective graduated response that promotes inclusion successfully
• A holistic approach to learner well-being, health & safety 
• A holistic approach to supporting college learners
• A knowledge-rich approach to Curriculum for Wales
• A philosophy of inclusion
• A preventative approach to support wellbeing
• A programme to help pupils in their ‘First 50’ days of secondary school
• A school environment that benefits pupil wellbeing
• A school farm that helps improve pupils’ numeracy and literacy skills
• A science, technology, engineering and mathematics enrichment program that drives curriculum development
• A skills-based curriculum with more local contexts
• A stimulating and enriching exterior that inspires children's curiosity as well as exceptional physical and creative experiences.
• A systematic approach to learning
• A whole school approach to well-being using a scientific model
• A whole school programme to raise reading standards
• A whole-school approach to developing pupils as effective writers
• A whole-school approach to securing high standards of teaching and learning
• Achieving high standards through pupil wellbeing
• Aligning attainment and wellbeing to track pupils’ progress
• All For One
• Ambition is the key to achievement
• An inclusive and nurturing environment for all children
• An inclusive ethos and culture promotes effective pupil participation
• An innovative Welsh programme to challenge more able pupils
• An innovative approach to support pupils from Occupational Traveller families
• An integrated approach to specialist provision
• Anticipating labour market developments and meeting the workforce needs of regional projects
• Application of skills in the outdoor environment
• Assessment for Learning and thinking skills
• Big Bocs Bwyd – a recipe for success!
• Broadening pupils’ horizons and developing a culture of belonging
• Building a rich learning environment
• Building an ethos based on mutual respect
• Building bridges: using employer boards to develop innovative apprenticeship provision.
• Building effective links with parents to support equity in pupil learning
• Building effective partnerships to improve learning outcomes and wellbeing
• Building partnerships to improve aspirations and outcomes in science and technology
• Building positive relationships with parents and families
• Business enterprise improving skills
• Celebrating diversity to support well-informed, responsible and tolerant pupils
• Challenging pupils’ learning, challenging outcomes
• Championing a new curriculum through a school cluster
• Championing a new curriculum through a school cluster
• Championing a new curriculum through a school cluster
• Changing the structure of the school council
• Children’s interests lead learning activities
• Clear purpose and direction = success
• Cluster co-operation when planning Curriculum for Wales in the catchment area of Ysgol Uwchradd Brynrefail
• Co-ordinated planning to develop pupils’ literacy, numeracy and digital competence skills
• Co-ordinated planning to develop pupils’ literacy, numeracy and digital competence skills
• Co-ordinated work to strengthen the Welsh language
• Cohesive work to safeguard and improve learners’ well-being.
• Coleg Cambria - building a new identity
• Collaboration across cluster schools
• College supports individual learning needs
• Communicating openly to help staff work more effectively with each other
• Connecting generations
• Consistent approach to continual improvement and how it involves all staff.
• Context and background to practice – Cohesive work to safeguard and improve learners’ well-being
• Creating a culture of belonging
• Creating a culture of improvement to ‘do even better’.  
• Creating a culture of professional reflection and learning
• Creating a digital platform for the Welsh for Adults sector
• Creating a learning plaza leads to positive changes in pupil engagement
• Creating a nurturing environment
• Creating a nurturing environment to promote children’s development
• Creating a nurturing school through an inclusive approach to wellbeing
• Creating a professional culture of consistently high expectations
• Creating a pupil support network
• Creating a rich and stimulating reading environment that instils a love of books amongst children.
• Creating a strategic framework
• Creating a strong culture and appreciation of Welsh language and heritage.
• Creating a vision for continuous improvement
• Creating an innovative curriculum using the expressive arts
• Creating dementia awareness through pupil interaction and community outreach
• Creating family links between home and school
• Creating links with the local community
• Creating strategies to develop pupils’ independence
• Creating strong foundations to support learners’ growth
• Creating the Conditions to Thrive - Creating a Culture of Professional Learning
• Creating the culture for achievement
• Creating the right atmosphere to talk about teaching
• Creating working relationships to support pupils’ needs
• Creative and stimulating activities through pupil immersion days
• Creative strategies that encourage thinking and high attainment
• Creativity in the recording of pupil assessment
• Cyngor Gwynedd’s work in developing Welsh medium resources for pupils with additional education needs and their families, and for language immersion.
• Designing a pupil-led curriculum
• Develop and promote the Welsh language across the school
• Develop and promote the Welsh language across the school
• Developing Welsh language skills for early years learning
• Developing a Creative Curriculum
• Developing a culture of a school as a self-improving organisation
• Developing a culture of self-evaluation and continuous professional learning at Blackwood Comprehensive School
• Developing a culture that supports staff well-being.
• Developing a curriculum that improves pupils' skills and enthusiasm for learning
• Developing a flexible curriculum
• Developing a programme to provide targeted support for vulnerable learners to improve their attendance, behaviour, attainment and well-being 
• Developing a rich and stimulating environment that promotes the curiosity and enthusiasm of the youngest pupils. 
• Developing a rich curriculum and effective teaching that meets the needs of all learners and promotes strong attitudes to learning
• Developing a rich curriculum and effective teaching that meets the needs of all learners and promotes strong attitudes to learning
• Developing a school community
• Developing a skills-based curriculum in primary school
• Developing a specialist language support programme for a local authority
• Developing a strategic vision for improving education
• Developing additional expertise within school to support pupils’ wellbeing
• Developing an effective culture for learning
• Developing an outdoor curriculum in preparation for Curriculum for Wales that develops pupils’ knowledge and skills as well as supporting their well-being
• Developing an outdoor education programme
• Developing and improving learners’ digital competence skills at Blackwood Comprehensive School
• Developing children's independence by supporting their well-being
• Developing children’s social and emotional skills through community links
• Developing creative and work skills in an online marketplace
• Developing creative and work skills in an online marketplace
• Developing early communication skills with predominantly pre verbal pupils.
• Developing effective partnerships with parents and the wider community to support pupils’ learning and raise their aspirations.
• Developing effective provision for learning languages  
• Developing good reading habits
• Developing independence at an early age through managed risk taking
• Developing leadership and supportive relationships to enhance staff wellbeing and children's outcomes
• Developing leadership at all levels to improve the quality of provision, pupil progress and well-being and to ensure resilience of leadership in the future
• Developing leadership skills
• Developing leaders’ capacity to improve teaching in a small school
• Developing learners' transferable skills
• Developing learners’ skills through real life experiences
• Developing links with schools and college councils
• Developing oracy through self-assessment and new teaching strategies
• Developing outdoor activities that focus on providing pupils with experiences of vocational careers. 
• Developing people and practice: beyond professional learning
• Developing people and processes to secure effective school improvement
• Developing principled, knowledgeable pupils
• Developing pupils as independent learners
• Developing pupils’ Welsh language oracy skills
• Developing pupils’ Welsh oracy skills
• Developing pupils’ digital skills
• Developing pupils’ financial skills makes economic sense
• Developing pupils’ independence and life skills
• Developing pupils’ skills across the curriculum
• Developing pupils’ skills and enthusiasm towards learning by creative planning and teaching
• Developing pupils’ skills through nurturing
• Developing pupils’ social and emotional skills
• Developing pupils’ understanding of the Welsh language and Welsh culture 
• Developing strong personal values at school
• Developing the Curriculum for Wales at Ysgol Penglais
• Developing the culture, ethos and language of Wales across the school
• Developing well-rounded, respectful Welsh citizens
• Developing whole school systems to bring about rapid improvement
• Digital Fridays, an initiative that refers learners into provision, supports existing learners, promotes independence, supports tutors, and allows ongoing learning and the development of skills
• Digital technology in primary school life
• Discussion sessions identify opportunities for radical reform
• Distributed leadership that supports school improvement
• Distributed leadership that supports school improvement
• Drama and Health Intervention Project
• Driving effective performance development through action research, collaboration and professional learning for all staff.
• Driving improvement through professional development
• ESOL Cancer Awareness - reducing barriers to healthcare for ESOL learners
• Early identification and support of learners at risk of disengaging
• Effective distribution of staff responsibilities to promote professional learning and shared responsibility
• Effective feedback to support independent learners
• Effective immersion: supporting learners to make swift progress when supporting them to learn about and appreciate Welsh history and culture.
• Effective leadership for seamless school amalgamation
• Effective partnership working between schools supports pupils’ transition between key stage 2 and key stage 3
• Effective partnerships that engage children and enrich the curriculum
• Effective planning across a federation
• Effective planning across a federation
• Effective planning across a federation
• Effective provision for pupils who have additional learning needs
• Effective strategies support the social and emotional wellbeing of pupils
• Effective strategies to support Gypsy Traveller pupils
• Effective support for pupils with English as an additional language
• Effective support helps learners become fluent Welsh speakers
• Effective use of PDG and support for vulnerable pupils
• Effective use of the outdoor areas to develop pupils’ skills across the curriculum
• Effective use of the outdoor areas to develop pupils’ skills across the curriculum
• Effective use of the outdoor environment to promote high quality well-being and learning
• Effectively engaging the school community
• Effectively supporting pupils with social, emotional and behavioural needs
• Embedding assessment processes into school life so that the feedback ensures that pupils make strong progress in their learning.
• Embedding links with the community/local area in the school’s new curriculum
• Embedding pupil voice into the school ethos
• Embedding targeted youth work within schools
• Embracing children’s interests to inspire mathematical development
• Empowering all staff to be leaders
• Empowering learners to contribute meaningfully to making decisions about how and what they learn, their well-being and how to keep themselves safe.
• Empowering students to explore different education pathways
• Empowering students to make a positive difference in the world
• Empowering tutor development through strong and collaborative partnership working
• Enabling parents to support their children’s learning
• Enabling pupils to become independent learners
• Encouraging creative and physical skills in children
• Encouraging independent and inquisitive learners in the Foundation Phase
• Encouraging independent learners
• Encouraging learners to achieve more than they expect of themselves
• Encouraging learning as a family
• Encouraging teachers to talk and learn from each other
• Engaging all pupils in the Welsh language
• Engaging and supporting parents and families
• Enhancing Apprenticeships – Meeting the needs of community and employers
• Enhancing curriculum experience through film skills
• Enhancing family engagement and learner well-being
• Enhancing literacy skills through partnership working and specialist teaching
• Enhancing pupils’ entrepreneurial skills and improving standards
• Ensuring consistency during change
• Ensuring effective support for vulnerable learners
• Ensuring high-quality Foundation Phase teaching
• Ensuring the best provision for pupils with additional learning needs
• Establishing a cohesive team for a successful federation
• Establishing a cohesive team for a successful federation
• Establishing a new adult learning in the community partnership in Wrexham and Flintshire
• Establishing a whole school approach to teaching
• Establishing behaviour groups
• Establishing behaviour management and reward methods, as a result of pupils’ responsibility.
• Establishing partnerships to help students with additional learning needs develop independent living skills
• Evolving foundation phase practices at key stage 2 generates a pioneering curriculum
• Expanding participation and ensuring that everyone in Wales has an opportunity to learn the language, whatever their background
• Family learning
• Formal and informal learning approaches that enable learners to assimilate into the Welsh-speaking community
• Fostering pupils’ pride in the Welsh language and deepening their knowledge of local history and national traditions while developing the Curriculum for Wales
• From special measures to success: an improvement journey
• GROWing through coaching
• Getting the climate right
• Getting to know you
• Giving pupils a say in improving their school
• Giving pupils a voice benefits attitudes to learning and helps school improvement
• Giving pupils ownership of their learning
• Giving pupils the power to learn
• Giving pupils, staff and stakeholders an equal voice in the formation of a new school
• Going for Gold!
• Governing body help strengthen school improvement
• Governor Improvement Groups- The impact on governors’ capacity to support senior leaders.
• Greenhill school’s approach to ensuring equity
• Growing leaders through middle leadership development and training
• Harnessing pupil enthusiasm
• Harnessing pupil voice to build effective anti-bullying strategies
• Helping learners with their Welsh language skills outside the classroom with additional provision
• Helping pupils achieve qualifications
• Helping young people to manage emotions and relationships
• High quality induction and professional development helps staff understand children’s needs
• High quality learning experiences
• High quality outdoor learning and experiences
• How Adamsdown Primary designed a curriculum to meet the needs of its learners.
• How Adamsdown Primary used distributed leadership to support successful self evaluation processes and implement whole-school changes
• How Llanishen High School works to ensure equitable access to learning experiences for all pupils
• How St. Gwladys Bargoed School develops pupils' independence in the early years and how this continues as pupils move through the school.
• How To Facilitate a Child Centred Approach Using Loose Parts To Enhance Creativity, Resilience And Collaborative Skills.
• How Ysgol Pont y Gof, in response to the community’s aspirations, plans learning experiences to reflect the nature, context and economy of the local area to encourage pupils to become full members of their community and succeed locally.
• How an inquiry based curriculum can support a diverse community school to prepare pupils for life as citizens in modern Wales.
• How compassionate leadership supports the learning and well-being of pupils and the wider school community
• How teaching and the curriculum develops creative skills
• How the Learn Welsh sector influences pedagogy and language acquisition in other sections in Wales and beyond
• How the school has developed an effective, responsive approach to teaching and learning
• How the school plans creative experiences to deepen pupils’ learning about the history and culture of their local community.
• How the school uses the wider outdoor environment and community (Cynefin) to enhance pupils’ learning experience
• How the setting develops independence and resilience in the younger children so effectively and successfully
• Identifying pupil needs
• Implementing a new leadership model
• Implementing a personalised curriculum
• Improving attendance - Why pupils want to attend Pontarddulais Comprehensive School.
• Improving family engagement to develop pupil wellbeing within the school community
• Improving learner retention and success through progress monitoring
• Improving learning outcomes through inspiring leadership
• Improving literacy through creative learning
• Improving marking and assessment through pupil participation
• Improving oracy skills using challenging texts
• Improving outcomes for pupils receiving free school meals
• Improving professional development
• Improving pupil outcomes and wellbeing through a creative curriculum
• Improving pupil outcomes through highly effective nurture provision
• Improving pupils’ emotional wellbeing
• Improving pupils’ wellbeing and attitudes to learning through curriculum enrichment
• Improving science skills and engagement through local partnerships
• Improving skills for young people with learning difficulties
• Improving staff and learner wellbeing
• Improving teaching and learning
• Improving teaching through an emphasis on professional learning
• Improving teaching through an emphasis on professional learning
• Improving the evaluation, planning and co ordination of provision for learners with special educational needs (SEN) and other pupils who may require extra support
• Improving the quality of teaching through professional learning
• Improving the safeguarding process
• Improving the skills of middle leaders to bring about improvements in teaching
• Improving the ‘iLearn’ curriculum through planning and evaluation
• Improving writing skills
• Including all staff in the self-evaluation process
• Incorporating information and communication technology seamlessly into all lessons
• Increasing the number of Welsh-speakers in the education workforce
• Individual learning programmes are tailored to support learners’ needs
• Individualised and tailored curriculum offers to remove barriers to learning and enable all pupils to achieve
• Innovation through teamwork
• Innovative approach to supporting more able and talented pupils
• Innovative interventions that lead to improvement in attainment
• International partnerships that broaden the curriculum and provide stimulating learning experiences
• Involving all stakeholders in identifying priorities for school improvement
• Involving parents in education
• Involving parents, pupils, and teachers to create a rich, innovative curriculum
• Junior Apprentices at Bridgend College
• Keeping pupils at the centre of teaching and learning
• Leaders and teachers set a good example
• Leaders strategically implementing an ambitious vision while aiming for excellence.
• Leading learners across Wales by example
• Leading professional learning across cluster schools to develop the bilingualism of pupils.
• Leading the way online
• Leading the way to new strategies
• Learn and develop through play
• Learner Voice in Pembrokeshire College
• Learning Support Assistants lead on intervention programmes
• Learning in the outdoors: providing a wide range of learning experiences.
• Learning through play in a real-life context
• Learning through play to support independent learning
• Living and Learning Together: Supporting and Learning from Families Seeking Sanctuary
• Local authority creates fully integrated Education and Children’s service
• Local community visits provide opportunities to enrich children’s learning experiences
• Local visits nurture pride in the community and an understanding of the world
• Maintaining a clear focus to improve the consistency of teaching
• Making all staff accountable for the quality of teaching
• Making better use of observations to support teachers
• Making learning experiential
• Matching the curriculum for Wales to school values and teacher aspirations
• Measuring small steps of progress through the achievement continuum
• Meet the emotional needs of pupils to ensure that they are in a good place to learn
• Meeting employer needs with a skills-focused curriculum
• Meeting pupils’ communication needs
• Meeting the needs of a diverse community 
• Meeting the needs of all children, especially those with additional learning needs
• Meeting the needs of the individual children whilst making them a part of the Cylch
• Money matters
• Monitoring learner experience
• Motivating pupils to speak Welsh
• Music therapy helps emotional and behavioural development
• New model for delivery of the Welsh BAC
• Nurturing Independence through Reggio-Inspired Environments at Homestead Nursery 
• Nurturing independence amongst pupils
• Nurturing pupils’ learning journeys drives resilience and celebrates originality
• Opportunities that are available for pupils to influence aspects of the school
• Our journey developing Curriculum for Wales
• Parent council helps to raise standards and attainment levels
• Parental engagement sessions promote continuity in children’s learning experiences
• Parental involvement placed at the heart of school life
• Partnership working is vital to learners’ success
• Partnership working provides wide range of learning opportunities
• Partnerships pay off for pupils with special educational needs
• Pathways of curiosity
• Physical well-being, nutritional well-being and holistic wellbeing lessons​
• Placing children at the centre of learning
• Placing the rights of the child at the heart of curriculum development
• Planning a more flexible and adaptable creative curriculum to engage pupils' interest
• Planning and listening to pupils’ needs improves standards
• Planning for improvement to ensure the best experiences for pupils
• Planning for improvement to ensure the best learning experiences for pupils
• Planning for improvement to ensure the best learning experiences for pupils
• Planning for the Curriculum for Wales
• Planning the curriculum to ensure creative experiences for pupils
• Planning to develop pupils’ multilingual skills
• Poverty Proofing the School Day
• Preparing students for their next step after college
• Preparing to implement the new curriculum through involving pupils
• Priority sector skills academies – enabling learners to gain employment in priority sectors
• Proactive approach to the identification and support for future school leaders, including sectors where recruitment is challenging
• Professional Learning
• Professional Learning and Sharing Good Practice in Work Based Learning
• Professional Learning at Heronsbridge School
• Professional learning enhances the quality of education and helps improve outcomes
• Professional learning opportunities that raise standards
• Promoting a strong Welsh culture
• Promoting enthusiasm for using Welsh language
• Promoting parents as partners supports school improvement
• Promoting pupils’ multicultural and moral development
• Promoting the use of the Welsh language
• Providing a whole-school approach and ethos to working in partnership with parents and carers.
• Providing an engaging learning environment for youngest learners
• Providing authentic and engaging experiences in the nursery provision to inspire children’s love of learning and develop their independent skills
• Providing effective support for apprentices with additional learning needs
• Providing enriched experiences to develop skills
• Providing opportunities for more able and talented learners
• Provision for pupils with Additional Learning Needs
• Provision of high-quality experiential play opportunities
• Provision to improve pupils’ Welsh language skills
• Pupil voice leads the way on evaluating a successful curriculum
• Pupil voice plays an important part planning a creative and exciting curriculum
• Pupil voice shapes the curriculum
• Pupils as learning coaches
• Pupils bringing history alive through school’s partnership with museum
• Pupils evaluate the quality of provision at their school
• Pupils help develop school strategic direction
• Pupils influence and improve the curriculum
• Pupils lead their own learning experience
• Pupils work with staff to influence what they learn
• Pupils’ Cabinet promotes independence and supports school life
• Pupils’ life skills develop from their community work
• Pupils’ voices matter
• Putting digital learning at the heart of the curriculum
• Putting outside play at the heart of learning
• Putting pupil voices at the centre of planning to develop independent learning
• Raising Welsh language standards
• Raising aspirations for Muslim girls’ education by removing perceived barriers
• Raising attainment through monitoring pupil progress
• Raising standards in literacy and numeracy
• Raising standards of wellbeing among pupils and staff
• Raising the attendance of vulnerable pupils through highly effective individual well-being support
• Rapid development of pupils’ oracy skills
• Rebuilding professional trust to improve the quality of teaching
• Recognising the rights of Young Carers
• Reducing anti-social behaviour in the community
• Reducing challenging behaviour through positive management strategy
• Reducing inequalities caused by poverty through strong community partnerships
• Reducing the impact of poverty on educational attainment
• Regular evaluation to drive change and raise standards
• Removing barriers to learning by providing pupils with the language and strategies to discuss their emotions
• Research that underpins teaching and learning strategies
• Reshaping the school vision
• Resources and assessments to support the development of pupils’ numeracy skills
• Responsive planning and ensuring children can lead play
• Review and reflect – the impact of self-evaluation
• Review and reflect – the impact of self-evaluation
• Reviewing approaches in meeting the needs of more able and talented pupils in response to curriculum reform in Wales
• Rising to the literacy challenge
• School Improvement - How an inclusive cycle of school improvement processes continually improves provision and pupil outcomes.
• School council developing pupils' welfare and setting a strategic direction
• School develops innovative learning experience for pupils
• School develops the pupil voice
• School encourages caring and inclusive learning environment
• School helps pupils develop independent IT skills
• School offers a flexible approach to learning
• School support for children with adverse childhood experiences
• School’s culture is focused on children’s rights
• Science initiative inspires pupils
• Sector Leading within Food Drink & Hospitality Sectors
• Securing effective collaboration across a federation of schools
• Securing high quality teaching through professional development
• Self-evaluation and Improvement planning securing a strong impact on provision and pupil progress
• Self-evaluation for improved pupil outcomes
• Setting leader supports staff to ensure consistently high standards
• Sharing excellence in teaching
• Sharing expertise with parents, carers and schools
• Skills building at snack time
• Skills for life
• Sport for all
• Strategies for increasing the use of Welsh language by learners at all levels
• Strengthening opportunities for pupil leadership
• Strengthening the pupil voice
• Striving for independent learning for all pupils
• Strong leadership and strategic plans for school improvement
• Strong leadership supports exciting early education
• Structured approach to communication helps promote an inclusive learning environment
• Success with online individual learning plans
• Successful behaviours through reward-based programme
• Successful transition to further education for pupils with additional learning needs
• Successfully addressing shortcomings in teaching
• Support for families
• Support for families in order to raise standards in learning.
• Support for wellbeing during transition from primary to secondary
• Support sessions help behaviour and learning
• Supported internships and work experience, leading to paid employment for young people with additional learning needs and disabilities.
• Supporting NQTs using mentoring and coaching by school staff
• Supporting families through the cost of living crisis
• Supporting governors to fulfil their role more effectively
• Supporting learners in pupil referral units to return to mainstream school
• Supporting learners to make informed choices for the future
• Supporting learners with additional learning needs
• Supporting parental engagement through workshops
• Supporting professional learning
• Supporting professional learning through action research
• Supporting pupil wellbeing
• Supporting pupils and families to develop positive financial literacy skills
• Supporting pupils with English as an additional language to help them integrate
• Supporting pupils with Speech, Language and Communication Needs to improve oracy and wellbeing
• Supporting pupils with additional needs through change
• Supporting pupils’ attitudes to learning and the sharing of curriculum and learning experiences through dissemination events
• Supporting pupils’ emotional wellbeing
• Supporting pupils’ individual learning needs
• Supporting the development of pupils’ learning and well-being through support from the Pastoral Hub and Learning Hub
• Supporting the learning of children and young people of asylum-seeking families and refugees
• Supporting the mental health of the school ‘community’
• Supporting the needs of pupils from the Gypsy, Roma and Traveller communities
• Supporting the well-being of pupils through self-referral to the school’s highly effective nurturing ‘Nest’ provision
• Supporting vulnerable groups of pupils
• Supporting vulnerable young people through integrated service working
• Supportive nurture programme increases levels of pupils’ self-esteem
• Sustaining excellence in teaching
• Swansea Secondment Project
• Tackling the impact of poverty on educational attainment, including the development of the community school
• Tailoring apprenticeship training to learner needs
• Taking teaching outdoors
• Talking and reflecting about teaching
• Targeted research helps develop innovative teaching practices
• Teacher observation and AoLE review stimulates a rich curriculum
• Teachers as Researchers
• Teachers work together to ensure strategies develop learners’ core skills
• Teachers’ knowledge and pupils’ learning opportunities improved by research projects
• Teaching communication skills
• Teaching in a challenging environment
• Technology plays a significant role in helping pupils to achieve their potential
• The Cardiff Commitment – Raising the aspirations, ambitions and outcomes for children and young people
• The Development of student teachers’ Welsh Language skills
• The Effects of Drama both on the Spoken and Written Language
• The Impact of Being Trauma Informed
• The Leadership Role of Sixth-form Pupil
• The development and use of an effective virtual learning environment.
• The development of future leaders in education through a strong professional learning offer and effective succession planning
• The digitally-enabled college
• The effect of distributed and specialised professional development on the quality of provision.
• The effect of leadership methods on the design of a masterful and innovative curriculum at Ysgol Gymraeg Bryn y Môr
• The effect of the wide provision of interventions to support the development of pupils’ literacy, numeracy, motor, personal, emotional and behavioural skills
• The effect of the wide provision of interventions to support the development of pupils’ literacy, numeracy, motor, personal, emotional and behavioural skills
• The fast-track to success
• The impact of cross directorate working on education services in the Vale of Glamorgan
• The impact of interventions on pupils’ communication, emotional and behavioural development
• The impact of professional development
• The impact of professional learning on improving the quality of teaching in Radyr Comprehensive School
• The impact of professional learning on teaching and learning, curriculum development, and leadership
• The impact of strong partnerships.
• The impact of the whole school approach to remove barriers to learning.
• The impact of the work of the Well-being Centre on pupils, staff and families.
• The impact of working in partnership to support children’s development and well-being.
• The leadership of effective school support for disadvantaged and vulnerable pupils
• The learning support screening process
• The planning and co-ordination for the progressive development of pupils’ skills
• The process of change management at St Christopher’s
• The progress of learners as a result of robust assessment strategies and monitoring of pupils’ achievements and next steps in learning.
• The provision of a broad and purposeful curriculum to meet the needs of all learners and its impact on pupil engagement and aspirations
• The range of opportunities that pupils receive in order to develop their leadership skills and get their voice heard.
• The rationale for and impact of the school’s provision and support panel
• The role of the enabling adult to support effective environments and engaging experiences
• The role of the research champions and their development as effective facilitators of research-informed practices in their contexts
• The schools use of outdoor learning to meet the complex and sensory needs of pupils.
• The school’s work in relation to provision to develop pupils as responsible and informed citizens
• The sound of success - using music to develop literacy skills
• The strength of working together
• The use of data across the local authority to inform planning, decision making and support for schools
• The use of the outdoor learning environment to support pupils learning and well-being
• The way in which the school ignites a sense of belonging to the school and how this influences the high levels of well-being and attendance.
• The work of the ‘prynhawniau prysur’ (‘busy afternoons’) and the four purpose groups in providing opportunities for develop independence and apply their skills in different interesting contexts
• The world is their Oyster
• The ‘Y Pant Way’
• Thorough planning and clearly defined roles improve quality
• Tracking progress to support pupils’ additional learning needs
• Tracking pupils’ progress to improve standards of wellbeing and attainment
• Tracking system helps pupils to achieve targets
• Transforming Cardiff and Vale Adult Community Learning Partnership
• Transforming lunchtime helps improve children’s behaviour and self-esteem
• Transforming youth work provision: young person led digital innovation
• Trusting staff to lead on improving pedagogy and practice
• Turning learners into users of the Welsh language
• Universal wrap-around support for apprentices
• Use of snack time to develop children’s skills and understanding
• Using Digital learning innovatively
• Using Person Centred Planning across the school
• Using a bespoke coaching and mentoring system to improve teaching
• Using a nurturing approach to manage conflicts
• Using activities to promote independence skills
• Using an enrichment programme to improve skills
• Using assessment for learning to close gaps in pupils’ learning
• Using distributed leadership for school improvement
• Using distributed leadership to drive improvement
• Using effective assessment strategies to improve pupils’ engagement, outcomes and understanding of how they learn.
• Using effective observations to inform planning to improve the impact on children’s learning and development
• Using enterprise activity to develop pupils’ as enterprising contributors
• Using evidence to refine self-evaluation
• Using evidence-based teacher led professional development sessions to improve teaching at a whole school level
• Using games to improve pupils’ literacy skills
• Using local employers for work-related education
• Using male role models to improve boys’ writing skills
• Using professional learning to raise standards of Welsh for pupils across the school
• Using pupil opinions in the classroom
• Using pupil voice to shape learning
• Using puppets to promote children’s emotional understanding
• Using real-life situations to develop children’s skills
• Using research findings and action research to improve teaching
• Using school programmes to support equality and diversity
• Using self-evaluation to challenge and nurture more able and talented pupils
• Using self-evaluation to drive improvement
• Using shared leadership to create an inclusive environment
• Using stimulating learning activities
• Using technology and developing pupils’ ICT skills
• Using the Lead creative Schools Scheme to extend mathematical and creative skills
• Using the Welsh language: purposeful and unique extra-curricular activities that support learners to speak Welsh increasingly spontaneously on the Nant site and in the local community
• Using the outdoor area to improve children’s skills
• Using the outdoors to develop important life skills
• Using the outdoors to develop pupils’ imagination and role play.
• Using the outdoors to develop pupils’ skills
• Using video technology for professional development
• Using wellbeing activities to nurture pupils
• Using yoga to raise standards of behaviour and improve concentration skills
• Valuing learner voice
• Video: Leadership – Active and experiential learning
• Video: Provision for literacy and numeracy – Active and experiential learning
• Video: Pupil voice and independence - Active and experiential learning
• Video: Standards in literacy and numeracy - Active and experiential learning
• Video: Teaching and assessment – Active and experiential learning
• We Give Them Wings, Our Herons Will Fly: Our Curriculum Reform Journey
• Welcoming families from overseas
• Wellbeing at Cylch Meithrin Hill Street
• Welsh for adults partnership plays key role in promoting bilingualism
• Welsh language opportunities for fluent Welsh speakers, learners, and the local community
• Whole school approach to self-evaluation
• Whole-school planning for developing pupils' skills across the curriculum
• Working collaboratively on school improvement
• Working in partnership to promote investment in skills and access to post-16 education
• Working in partnership to promote learning experiences and children's wellbeing.
• Working in partnership with a range of agencies to support families and promote pupils’ well-being
• Working in partnership with parents and the community
• Working in partnership with sectors to design and build new facilities
• Working together to improve wellbeing for work-based learning
• Working together to recognise strengths and plan an effective curriculum
• Working with external partners to develop pupils’ skills and talents
• Working with local businesses to enrich the Welsh Baccalaureate
• Working with pupils to plan a better curriculum
• Y Cartref: Beyond the doors of Tredegar Park Primary School – Developing Pupils’ Life Skills
• reducing the impact of poverty and disadvantage on pupils’ learning
• ‘Finding my element’, providing pupils with opportunities to engage in new and exciting activities to build resilience and self-confidence
• ‘Literally everything’ – realising the full potential of a school’s library.
• “Creating a culture of creativity” – sharing practice on how the school develops pupils’ creative skills through a worthwhile programme of professional learning and highly effective curriculum provision.

Additional Resources