Tracking pupils’ progress to improve standards of wellbeing and attainment
Context and background to the effective or innovative practice
Providing early intervention that meets pupils’ needs is a priority at Ysgol Bro Gwydir. Over recent years, the school has developed a thorough progress-tracking system, which tracks pupils’ standards of achievement and emotional development. The senior management team, additional learning needs co-ordinator and teachers use these assessments to provide interventions to address the increasing variety of pupils’ needs. There is a wide range of highly effective programmes that are aimed at improving pupils’ wellbeing and standards of attainment, and a skilled team of teaching assistants deliver many of these interventions. The school also welcomes parents and the local community as partners in order to enrich pupils’ wellbeing.
Description of nature of strategy or activity
The school has developed robust systems in order to track pupils’ progress, and these are monitored thoroughly. A variety of schemes and interventions has had a significant effect on pupils’ standards of wellbeing and attainment. They are delivered by highly skilled and dedicated staff. These include:
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a raising confidence club that provides rich experiences to nurture pupils’ self-image and self‑confidence
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a half hour after-school club that is held by an assistant in order to target pupils’ standards of attainment within a specific area
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a big adventure club, which is a partnership with a local outdoor activity centre and provides an opportunity for parents and pupils to work together to organise a big adventure, with the aim of nurturing confidence and a positive self-image among the pupils
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growth mindset activities that are held throughout the school in order to increase pupils’ confidence and resilience
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pupil focus groups and numerous intervention programmes, which have a significant effect on pupils’ standards of wellbeing and attainment
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a close partnership with Llanrwst Family Centre, which provides various opportunities for parents and their children to work together
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engagement mornings, which nurture pupils’ understanding of the learning methods that are used, for example in numeracy and reading
What impact has this work had on provision and learners’ standards?
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Teachers’ assessments, national test results and standardised test data show that pupils who received support have made very good progress.
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Pupils with additional learning needs perform very well, and most achieve level 4 or above by the end of key stage 2.
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Test results show that pupils’ self-awareness, self-image and attitudes towards work have improved.
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Parents participate more and feel more positive in supporting their children.
How have you shared your good practice?
The school has shared good practice within the catchment area and the region, and has welcomed a large number of visitors to observe good practice. The school has shared success in terms of the growth mindset in the local consortium’s good practice conference. The school has shared effective co-operation practices in the Conwy County Family Centres’ conference.