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Affective strategies improve behaviour and wellbeing

Affective strategies improve behaviour and wellbeing

Ysgol Gyfun Gymraeg Bryn Tawe, Swansea, has worked hard to improve pupils’ standards, attitudes, behaviour, confidence and wellbeing. Staff including teachers, administrative staff, site staff, technicians and lunchtime staff were all trained to help pupils develop skills to problem solve and manage their own behaviour. Read more >

Teacher coaching programme underpins excellence

Teacher coaching programme underpins excellence

All teachers at Cardiff High School are part of a coaching programme giving them support, guidance and professional development. The school focuses relentlessly on improvement and encourages all teachers to become resilient lifelong learners. Read more >

Strategies to reduce barriers to progress and ensure support for every pupil

Strategies to reduce barriers to progress and ensure support for every pupil

Maesteg School, Bridgend, has implemented ways to ensure that pupils are able to overcome barriers that impact on their progress in education. A carefully designed system has ensured that tailored, in-depth and specialised support is provided for pupils and has resulted in an increase in wellbeing and standards. Read more >

Supporting vulnerable groups of pupils

Supporting vulnerable groups of pupils

Cathays High School, Cardiff, places great importance on tracking the progress and achievement of vulnerable groups of pupils such as those with English as an additional language. Over 63 different languages are spoken as a first language in pupils’ homes and 70% of pupils have English as an additional language. The school’s effective strategies to support all pupils’ achievement have had a clear impact on standards of education. Read more >

Growing leaders through middle leadership development and training

Growing leaders through middle leadership development and training

St. Joseph’s RC High School, Newport, is committed to developing leaders throughout the school. Leadership and management training has been rolled out to over 30 teachers in the past three years. The programme has also nurtured skills such as team development, coaching and mentoring. The quality of middle leadership in the school has led to high quality teaching and learning, high standards in all key stages and high levels of pupils’ wellbeing. Read more >

Effective partnerships help to break down language barriers

Effective partnerships help to break down language barriers

Leaders in St John Lloyd Catholic Comprehensive School in Carmarthenshire wanted to provide targeted support for an increase of pupils with English as an additional language. Taking the initiative by managing and developing partnerships along with other strong approaches has greatly enhanced the wellbeing and learning experiences of these pupils. Read more >

Teachers talking to teachers leads to improvement

Teachers talking to teachers leads to improvement

Ysgol Dyffryn Ogwen in Gwynedd has recently increased teachers’ involvement in the school’s self-evaluation process. This has led to staff joining the wider discussion on lesson planning as well as the ability to share good practice. They have also utilised an online learning platform for pupils to take more responsibility for their own work. As a result, teaching is more effective and has led to an increase in standards of achievement. Read more >

Ambitious targets improve pupil performance

Ambitious targets improve pupil performance

Cwmtawe Community School, Neath Port Talbot, has high expectations of its pupils. Using a range of assessment data, the school sets challenging target grades for all pupils in each subject and monitors closely pupils’ progress towards achieving these targets. A rigorous mentoring system supports pupils who are not making suitable progress and also ensures that more able and talented pupils are not allowed to perform below their ability. Read more >

Improving Welsh language provision

Improving Welsh language provision

Ysgol Dyffryn Aman in Camarthenshire has adopted an innovative and flexible approach to developing its curriculum by increasing the range of subjects and modules delivered through the medium of Welsh. This has provided pupils with more opportunities to learn through the medium of Welsh or English depending on their particular interests, needs and aspirations. These developments have increased the proportion of pupils speaking Welsh and improved standards of Welsh literacy. The Welsh language is now a prominent and inclusive feature of school life. Read more >

The positive impact of distributed leadership

The positive impact of distributed leadership

Flint High School, Flintshire, has successfully embraced a new vision and sense of direction. Greater emphasis on distributed leadership has empowered staff more effectively at all levels. The commitment of pupils and parents to this vision has helped raise aspirations, changed the school’s culture and contributed to a greater sense of pride in the school. As a result, pupil outcomes have improved significantly. The changed ethos is particularly evident in levels of respect, working relationships and pupils’ behaviour and engagement in learning. Read more >

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