Effective practice |

Opportunities that are available for pupils to influence aspects of the school

Share this page

Provider
Ysgol Gyfun Gymraeg Bro Myrddin
Number of pupils
912
Age range
11-18
Date of Inspection
Information about the school
Context and background to the effective or innovative practice
Description of the nature of the strategy or activity
What impact has this work had on provision and learners’ standards?
How have you shared your good practice?

Information about the school

Ysgol Gyfun Bro Myrddin is a designated Welsh-medium mixed community school for pupils from 11-18 years old and is maintained by Carmarthenshire local authority. It is situated in Croesyceiliog, Carmarthenshire. There are 912 pupils on roll and 190 students in the sixth form. Four point two percent (4.2%) of the school’s pupils are eligible for free school meals. Many (around 70%) of pupils come from Welsh speaking homes but all are able to speak Welsh.
 

Context and background to the effective or innovative practice

In article 12 of the United Nations Convention on the Rights of the Child, it is stated that all children have the right to be heard in matters that affect them. The school wanted to ensure that all pupils feel that they are able to use their voice to drive improvements and whole-school plans. The school council was already involved in projects on behalf of pupils, is part of the school’s improvement plans, attends governing body meetings and contributes to appointing staff, but leaders were keen to include more pupils in decisions to ensure that everyone has a part to play in developing the ‘Bro Myrddin family’.

Description of the nature of the strategy or activity

In order to drive whole-school improvements, developing ‘Pupil Voice’ opportunities was set as a priority in the school development plan. The vision was implemented in various ways:

  • It was ensured that the voice of the school council and the humanitarian committee was disseminated across the school through relevant assemblies and various events.
  • Weekly meetings were held between the headteacher and the head prefects to hear the voice of young leaders.
  • Wellbeing forums were developed for each year at the request of the school council, under the leadership of Years 12/13, to expand the pupil’s voice and this meant setting an agenda for meetings and reporting back to the senior leadership team at the end of each meeting. Forum members were exchanged regularly to ensure a variety of views and fair and balanced representation across the school.
  •  A wellbeing post box was established, which is now used by many of the pupils so that individuals can express their worries or views directly.
  •  A specific link was placed on the school website for pupils to express their views and share their concerns confidentially with heads of year.
  •  Pupil forums were organised for each year to express their views to the senior leadership team and the pastoral heads of issues with responsibility for curriculum and wellbeing issues.
  •  Whole-school questionnaires were sent to learners seeking their views on a number of topics, including wellbeing, safety, healthy eating, online lessons and the effectiveness of curricular provision.
  • It was ensured that all departments placed the ‘pupil’s voice’ high on their agenda and pupils were given an opportunity to express their views on departments’ themes and teaching strategies.
  •  A conference by the Children’s Commissioner was attended to share good practice.
     

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

  • After ‘listening’ to the ‘pupil’s voice’, a number of ideas were acted upon:
  • Personal and social education plans were adapted
  • Additional wellbeing lessons were provided for Year 7 and 8 pupils and the content was led by pupils
  • The curriculum was adapted
  • The ‘sports’ lessons offer was adapted
  • More use of laptops was ensured, including a pilot 1:1 equipment scheme with Year 7 in September 2022
  • The school’s outdoor space was developed to be more pupils friendly and useful
  • The new ‘Blas tu Fas’ dining hub was developed
  • The canteen menus were adapted
  • A new study room was created for the sixth form
  • More activities were developed to raise money for causes that are relevant to pupils.

Pupils have a ‘voice’ in the school but, more importantly, the school hears the pupil’s voice and listens. This gives pupils a sense of ownership, which builds the community and environment of the whole school.

Leaders now feel, through the voice of groups, forums and specific committees, that the pupil’s voice has a prominent place at Ysgol Gyfun Gymraeg Bro Myrddin. This has all led to curricular changes and changes to the environment and daily organisation of the school. They feel that this has developed and deepened pupils’ knowledge, understanding and skills across the school and has added to their personal wellbeing. They hope that all pupils now feel part of the ‘Bro Myrddin family’.

How have you shared your good practice?

The school has raised awareness of practices through special assemblies, governors’ meetings, various social media websites and by communicating with parents. The school is also part of Welsh Government research on the pupil voice and the pandemic, which is an opportunity to share good practice.

Resource tags

Use the tags below to search for more improvement resources on the following topics
Pupil participationPupil voiceWellbeing and attitudes to learning

Other resources from this provider

Effective practice |

Promoting a strong Welsh culture

Following the lockdown periods, Bro Myrddin school noticed a decline in the social use of the Welsh language. ...Read more
Thematic report |

The teaching of Welsh history including Black, Asian and Minority Ethnic history, identity and culture

Estyn agreed with the Welsh Government to undertake a state of the nation thematic survey in response to two recommendations by the Culture, Welsh Language and Communications Committee on the teach ...Read more
Thematic report |

A level Welsh First Language

pdf, 1.18 MB Added 17/06/2020

The aim of this subject inspection is to provide Welsh Government with an overview of standards, learners’ attitudes, provision and leadership in terms of Welsh as a First Language A level subject. ...Read more
Thematic report |

Partnerships with employers in secondary and special schools

pdf, 1.04 MB Added 12/02/2020

The report examines the range of partnerships and links that secondary and special schools across Wales have with employers. ...Read more
Thematic report |

The professional learning continuum: mentoring in initial teacher education

pdf, 3.13 MB Added 15/10/2018

The report is intended for the Welsh Government, providers of initial teacher education (ITE), headteachers and staff in schools, local authorities and regional consortia. ...Read more
Effective practice |

Encouraging pupils to become involved in their community and the wider world

Ysgol Gyfun Bro Myrddin improves learners’ social and decision-making skills through engagement with the local community and involvement in projects across Europe. ...Read more
Thematic report |

Good practice in mathematics at key stage 4 - October 2013

pdf, 692.42 KB Added 01/10/2013

This report is published in response to a request for advice from the Welsh Government in the Minister’s annual remit to Estyn for 2012-2013. ...Read more
Thematic report |

Numeracy for 14 to 19-year-olds - July 2011

pdf, 586.93 KB Added 01/07/2011

In schools where provision for numeracy is good, there is strong leadership. ...Read more