Search

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 >

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 >

Pages