As learners move through primary school, most continue to this is tooltip make sound or better progress in their language development from their different starting points, including those with special educational needsicon . Most learners from all linguistic backgrounds who attend Welsh-medium schools and Welsh streams in bilingual providers develop their skills successfully and have a sound grasp of the Welsh language by the end of their time in primary school.
In a minority of schools, learners who are more able do not achieve as well as they could. In general, in English-medium schools, boys do not attain as well as girls and learners from disadvantaged backgrounds do not make sufficient progress in developing their language and literacy skills. Despite improvements in aspects of speaking, reading and writing, standards of language and literacy in primary schools are broadly similar to those we reported five years ago.
Where standards of listening and speaking are strong, most learners interact well with practitioners and each other. They internalise, speak and apply language with increasing confidence to communicate effectively in a variety of contexts. In a few schools, a minority of key stage 2 learners do not develop their listening and speaking skills well enough.
By the end of the foundation phase, many learners achieve suitable fluency and expression in their reading. While many learners in key stage 2 use an increasing range of strategies to develop their comprehension when reading independently, they do not always develop a broad enough range of advanced reading skills. In Welsh-medium providers, a majority of learners do not discuss books and anthologies that were written in Welsh originally confidently enough. In general, in both Welsh and English-medium schools, learners’ enjoyment in reading declines during their time in primary school.
In schools where standards of listening, speaking and reading are strong, learners use these skills to influence their writing across the curriculum. They develop these skills in literacy-rich activities and apply them in all areas of learning. In many schools, writing remains the weakest of the four language skillsicon. In around a half of primary schools, learners’ independent learning skills, especially in writing, remain areas for development.
In most settings and schools, learners have positive attitudes to developing language and literacy skills. Learners in Welsh-medium schools and in Welsh streams in bilingual providers appreciate the benefits of being proficient in both Welsh and English. Learning and attitudes to learning
Cameo example
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Overall, providers report that they have heightened their focus on the wellbeing of learners and staff since the start of the pandemic. Many leaders describe how they have made a greater range of wellbeing resources available to learners and staff, especially through online platforms. These include information and activities on a wide range of mental health and emotional wellbeing issues such as coping with stress and anxiety, resilience, mindfulness, getting active, eating disorders, problems with sleep, alcohol and substance misuse and staying safe online.
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Cameo: Developing and implementing a whole organisation approach to mental health and emotional wellbeing
Bridgend College has developed a whole college approach to mental health and emotional wellbeing which is founded on the simple principle of'for us, by us'. Senior leaders have engaged extensively with learners, staff, trade union representatives and governors to identify specific gaps in existing support provision. This has enabled them to develop a clear and cohesive strategy which focuses on 'doing a small number of things, really well'.
The college brought together a cross-section of its key stakeholders in a mental health visioning day. By reflecting on what was working well as well as areas to improve, they identified six key strands. These include the value of parental or home engagement, and developing staff understanding of mental health issues, These strands were used as the starting point for developing a whole-college action plan. When describing their overall approach to emotional wellbeing, college leaders commented that fundamental to their approach is the view and belief 'that happy and well staff are much more likely to help learners be happy and well'.
Initiatives implemented so far include the introduction of learner
engagement leads to support all aspects of learner engagement, including learner voice, student ambassadors and student governors. In addition, the college has appointed an active wellbeing lead to encourage learners and staff to maintain and improve their mental health and emotional wellbeing through the benefits of physical activity. In February 2021, Bridgend College achieved a prestigious UK national award in recognition of its work on mental health and wellbeing.
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All further education colleges shared their wellbeing strategies with Welsh Government and these were evaluated as part of our work for this report. Most college strategies outline a whole college approach towards learner and staff wellbeing, explain how this is promoted, direct staff and learners to additional support and explain how the college apply and evaluate different support interventions. However, a minority of college wellbeing strategies do not address issues related to substance misuse or explain fully what training pathways are available to help staff improve their understanding of mental health and wellbeing issues
Case study example
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A few local authorities have implemented reorganisation involving partial consolidation of sixth form provision over recent years. Typically, this involves reducing the number of schools that have their own sixth forms and identifying or establishing a small number of centres where sixth form teaching will be hosted. Across Wales, 33% of secondary and all-age schools act as partner schools to such post-16 centres. Recent examples include partial consolidation of provision within Pembrokeshire, and consolidation of all English medium post-16 provision within the Torfaen local authority. In successful examples, arrangements have been put in place to limit the perceived negative impacts on the schools that lose their sixth forms. For example, school leaders and governors play an important and continuing role in helping to shape and quality assure the post-16 provision in the new centre to which their learners progress.
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Case study 1: School involvement in oversight at Campus 6, Pembrokeshire
Following a formal consultation process, two school sixth forms in the north of Pembrokeshire at Ysgol Bro Gwaun and Ysgol Dewi Sant (now Ysgol Penrhyn Dewi) were closed with provision being consolidated at the newly built Campus 6 building at Pembrokeshire College. Members of both school communities were anxious at the prospect of losing their school sixth forms. At an early stage in the process, the local authority, together with college and school senior leaders, identified an opportunity to support the new centre. They recognised that a forum through which both schools and their governing bodies retained the ability to monitor the progress and achievements of their former pupils would be advantageous to all parties.
They formed the A level Committee to provide a multi-stakeholder governance group to support and challenge the work of Campus 6. Membership of the group includes senior leaders and governors from both of the associated schools as well senior and middle leaders from the college. The group is chaired by the Director of Education of Pembrokeshire County Council, who is also a member of the college's corporation board.
Initially set up as a shadow committee during the final year of sixth form delivery at the two schools in 2017-2018, the committee is now firmly established and scrutinises the college's entire A level provision. The committee meets termly and has a wide remit encompassing: Learner progress and outcomes; curriculum offer and delivery; transition including advice and guidance; learner destinations; staffing and safeguarding.
The work of the committee has helped strengthen the relationship between the three providers involved, resulting in transparent and open dialogue that benefits the centre and its learners. Both schools maintain strong links with learners after they transition to Campus 6.
“The pupils and their parents/carers greatly appreciate the strong links that have developed between the school and Pembrokeshire College. The carefully planned collaborative transition process begins in Year 9 around option choice time and continues through to GCSE results day. The governing body appreciate the regular progress updates from college staff regarding their former pupils and they are very appreciative of the destination information they receive." Headteacher, Ysgol Penrhyn Dewi
"I found the transition between school and college very smooth. The school and college worked together by organising transition events in order to help all students. These events were very effective. When I left, the school said that we were all welcome back anytime in the future to visit." Former pupil at Ysgol Bro Gwaun and recent A level student and student governor at Pembrokeshire College.
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As an alternative to consolidation of sixth form provision, the majority of schools have established shared provision arrangements at post-16. In these cases, school sixth forms, and in a minority of cases the local college, come together to agree on a suite of courses that they can offer to each other's learners. Such arrangements can be driven by local authorities or the schools and colleges themselves.
Recommendations Exemple
R13
A few local authorities have implemented reorganisation involving partial consolidation of sixth form provision over recent years. Typically, this involves reducing the number of schools that have their own sixth forms and identifying or establishing a small number of centres where sixth form teaching will be hosted. Across Wales, 33% of secondary and all-age schools act as partner schools to such post-16 centres. Recent examples include partial consolidation of provision within Pembrokeshire, and consolidation of all English medium post-16 provision within the Torfaen local authority. In successful examples, arrangements have been put in place to limit the perceived negative impacts on the schools that lose their sixth forms. For example, school leaders and governors play an important and continuing role in helping to shape and quality assure the post-16 provision in the new centre to which their learners progress.
R14
As an alternative to consolidation of sixth form provision, the majority of schools have established shared provision arrangements at post-16. In these cases, school sixth forms, and in a minority of cases the local college, come together to agree on a suite of courses that they can offer to each other's learners. Such arrangements can he driven by local authorities or the schools and collenes themselves
Figure 1. Sample H5P bar chart for simple data
As learners move through primary school, most continue to make sound or better progress in their language development from their different starting points, including those with special educational needs. Most learners from all linguistic backgrounds who attend Welsh-medium schools and Welsh streams in bilingual providers develop their skills successfully and have a sound grasp of the Welsh language by the end of their time in primary school.
Figure 2. Sample H5P pie chart for simple data
As learners move through primary school, most continue to make sound or better progress in their language development from their different starting points, including those with special educational needs. Most learners from all linguistic backgrounds who attend Welsh-medium schools and Welsh streams in bilingual providers develop their skills successfully and have a sound grasp of the Welsh language by the end of their time in primary school.
Figure 3. Embedded Power BI chart sample
As learners move through primary school, most continue to make sound or better progress in their language development from their different starting points, including those with special educational needs. Most learners from all linguistic backgrounds who attend Welsh-medium schools and Welsh streams in bilingual providers develop their skills successfully and have a sound grasp of the Welsh language by the end of their time in primary school.
Figure 4. Chart as simple static image with long description including table
icon
Long descriptionicon
Data table for the chart above.
| Status | Value |
|---|---|
| No Sixth form at the school | 33% |
| Co-operation | 22% |
| Consortium | 22% |
| Collaboration | 14% |
| Independence | 8% |
| Confederation | 1% |
As learners move through primary school, most continue to make sound or better progress in their language development from their different starting points, including those with special educational needs. Most learners from all linguistic backgrounds who attend Welsh-medium schools and Welsh streams in bilingual providers develop their skills successfully and have a sound grasp of the Welsh language by the end of their time in primary school.
Figure 5.Graphic as static image with long description
Figure 5.Graphic as static image with long description
Long descriptionicon
Data table for the chart above.
| Status | Value |
|---|---|
| No Sixth form at the school | 33% |
| Co-operation | 22% |
| Consortium | 22% |
| Collaboration | 14% |
| Independence | 8% |
| Confederation | 1% |
As learners move through primary school, most continue to make sound or better progress in their language development from their different starting points, including those with special educational needs. Most learners from all linguistic backgrounds who attend Welsh-medium schools and Welsh streams in bilingual providers develop their skills successfully and have a sound grasp of the Welsh language by the end of their time in primary school.
