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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 >

Effective professional dialogue

Effective professional dialogue

At Ysgol Bryngwyn School, Camarthenshire, teachers from different departments work together in ‘triads’ (groups of three) to help each other improve the quality of their teaching. Based on trust and open professional dialogue, the benefits brought about by these ‘triads’ have led to significant improvements in the quality of pupils’ learning. Read more >

Sixth form students reap the benefits of local partnership

Sixth form students reap the benefits of local partnership

The partnership working between Bishop Vaughan Catholic School and Morriston Comprehensive School, Swansea, provides sixth form students with a wide choice of subjects and vocational courses across the two sites. Through the well-designed strategies put in place to ensure the effectiveness of this partnership, there has been a positive impact on standards of education, the number of young people not in employment, education or training and the opportunities students have to fulfill their potential. Read more >

A holistic approach to improving attendance

A holistic approach to improving attendance

Ysgol Gymunedol Cefn Hengoed Community School, Swansea, has used a wide range of strategies that have significantly improved pupils’ attendance. A multi-agency approach that includes text messaging parents, targeting particular groups of pupils and setting up a breakfast club, has ensured improving attendance is a high priority and successful focus of the school’s work. Read more >

     Understanding children and identifying needs

Understanding children and identifying needs

St Winefride’s Playgroup, Flintshire, makes detailed observations of the children’s learning in order to identify their needs. Practitioners keep a record of the children’s development using voice recording and film. Records are then analysed to identify individual needs and plan for their future learning. The playgroup works in partnership with parents, who are provided with the relevant resources so that learning can continue at home. Practitioners’ committed approach to recording accurate observations has enabled St Winefride’s to have a clear understanding of children’s stages of learning. The staff have noticed an increase in children’s desire to learn and a boost in their self-esteem. Read more >

Developing a skills programme for all pupils

Developing a skills programme for all pupils

Ysgol Gymunedol Cefn Hengoed Community School, Swansea, appointed skills co-ordinators and introduced a range of strategies after identifying the need to improve pupils’ skills development. Working closely with partner primary schools, the school has adopted a holistic, cohesive approach to introducing a comprehensive skills development programme for pupils from key stage 1 through to key stage 4. Read more >

Getting to know you

Getting to know you

By integrating the school’s pastoral and academic work through a faculty system where each team focuses on the development of the ‘whole child’, Llangatwg Community School, Neath Port Talbot, provides outstanding care, support and guidance for its pupils. Pupils have the same faculty leader, staff and form tutors throughout their entire time at the school, which contributes significantly to the quality of professional relationships that develop, both within the team and between the team and the pupils. Read more >

The fast-track to success

The fast-track to success

Treorchy Comprehensive School, Rhondda Cynon Taff, was the first school in Wales to receive a national award for its achievement in supporting more able and talented children. The school’s success in developing fast-track provision for these pupils has led to outstanding results at GCSE and to particularly high numbers of pupils studying mathematics, modern foreign languages and Welsh second language at A level. Read more >

Pride in the Welsh language brings success

Pride in the Welsh language brings success

More than 300 pupils in Treorchy Comprehensive School, Rhondda Cynon Taff, have achieved the highest GCSE grades in Welsh second language two years early and the highest AS grades one year early. The whole-school approach to Welsh language development, high-quality provision and effective transition from primary to secondary school has helped pupils throughout the school develop their Welsh language skills particularly successfully. Read more >

Broadening horizons

Broadening horizons

Two Welsh-medium schools in Swansea, Ysgol Gyfun Gŵyr and Ysgol Gyfun Bryn Tawe, have given pupils aged 14-19 more choice about learning and a wider variety of experiences thanks to their partnership working and resource sharing. Read more >

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