Secondary


At Y Pant Comprehensive School, teaching and learning has improved through an emphasis on reflective practice. The school has implemented a number of mechanisms for colleagues to share and reflect on what they do well. Number of learners: 1,271 Age range: 11-18 Date of inspection: January 2017 Information about the […]

Estyn: Improving Teaching through an Emphasis on Professional Learning –



Area(s) of focus: Improve school governance; Improve the quality/ consistency of leadership. School(s) or partnership name: Cyfarthfa High School Name of lead person: Carolyn Meade Role of lead person:  Headteacher Lead person e-mail address: meadec@cyfarthfahigh.merthyr.sch.uk  Local Authority(ies): Merthyr Tydfil Phase(s): Secondary   Context and background of case study For many years the governing body at Cyfarthfa […]

Effective Governing Body Structures to Enhance School Leadership – Cyfarthfa High School   Recently added!



Name of contact: Catrin Evans Role of contact: Assistant headteacher Contact details: catrin.evans@yggllangynwyd.cymru / 01656 815700   Context and background of case study In light of the introduction of the Welsh Baccalaureate Skills Challenge Certificate, there was a need to consider adjusting the key stage 4 curriculum, including looking for opportunities to develop a Community […]

Ysgol Gyfun Gymraeg Llangynwyd and Llangynwyd Primary School – Using the Welsh Baccalaureate to Improve Community Links



At KS2 our students experience topic based lessons every day that enable them to use and apply key Literacy and Numeracy skills in a variety of contexts. At KS3 we should take advantage of this and give our pupils the chance to build on the successes they have had in […]

Bryn Celynnog Comprehensive School – ‘LINKS’ Thematic Curriculum



Context and background   Analysis of end of key stage 3 outcomes in history in 2015 confirmed the view that boys, particularly eFSM, tended to underachieve against target levels and in comparison with their peers. This was also evident in Year 8 outcomes. Additionally, Welsh National Tests outcomes showed a significant […]

Fitzalan High School – History Boys



Context and background  Our key stage 3 year groups included a high number of boys, with 59% of our Year 9 learners eligible for Free School Meals. Barriers such as a lack of engagement and poor motivation meant boys were not participating in lessons and largely deselecting to engage with the learning process and […]

Cynffig Comprehensive School – Co-construction: ‘Teaching Teachers to Learn and Learners to Teach’



Context and background Historically, our benchmarking data at key stage 3 historically illustrated that Writing is our students’ weakest attainment target. While this is consistent across all groups of learners (69% of students achieved Level 5 compared to 81% 2015 nationally). It is particularly pertinent to our male learners where the differential is characteristically notable. […]

Cynffig Comprehensive School – Mastery



Context and background The school had already been doing a ‘literacy in form time’ slot which was proving popular with pupils and teachers. The aim was to measure the impact of these 15 minute sessions and improve their impact by differentiating their content using a ‘workstations’ style approach. Nature of strategy/activity Initially, literacy in […]

Bishop Hedley Catholic High School – The Impact of Literacy Mastery Learning Sessions on eFSM Pupils using Digital Workstations



Context and background  Despite good outcomes and a strong trend of work in literacy across the curriculum, the school still recognised the need to further narrow the attainment gap for vulnerable groups. In addressing the implementation of the LNF, the assistant headteacher responsible saw the potential for the introduction of success criteria rubrics to help to improve both […]

Bryntirion Comprehensive School – Using Success Criteria Rubrics to Close the Attainment Gap for eFSM Learners in Literacy



Context and background Staff were concerned that pupils weren’t engaging with feedback, which was primarily directive. The new literacy co-ordinator was familiar with the practice of question-based feedback, which had been shown through research to have greater impact on learning. The department felt that it was necessary for pupils to engage with the […]

Bryn Hafren Comprehensive School – Effective Marking and Feedback to Raise Attainment of eFSM Pupils



Context and background Due to the national priorities of closing the gap for eFSM and non-FSM pupils and the publicised success of our school in this area, it was decided that we would focus on empowering learners via development of their academic language. In turn, this would support the pupils in accessing texts and more challenging activities. […]

Pencoed Comprehensive School – Words Give Us Power!



Context and Background In keeping with the national trend, for groups of our learners (eFSM and boys) there is an inconsistency in outcomes which is reflected in their participation in lessons. Barriers such as a lack of engagement and poor motivation result in underperformance and a decrease in aspiration. Potentially this leads to students deselecting to engage in […]

Cynffig Comprehensive School – Immersion (Learning Styles)



Context and Background Nationally, the gap between non-FSM and eFSM pupils achieving 5 A*-C grades including English and mathematics is just below 28% (2015). This has been a fairly consistent figure in recent years and it explains why closing this gap has become a national priority. Although the number of […]

Cardiff High School – Pedagogical Approaches to Close the eFSM Gap



Name of lead person: Mrs Sarah Parry (Headteacher) and Dr Vince Browne (Partner Headteacher) Lead person e-mail address: sparry@llanishen.cardiff.sch.uk Lead person telephone number: 029 20680800 Local Authority/Authorities: Cardiff and Vale of Glamorgan Phase: Secondary   Context and background to case study: The rationale for establishing a formal partnership between Llanishen High School and Llantwit Major […]

Llanishen High School – Llanishen-Llantwit Partnership



Context Brynteg Comprehensive School is an 11-18 mixed comprehensive and is one of the largest secondary schools in Wales with 1,603 pupils on roll with 434 in the sixth form. Currently there are 30 children who are looked after. The majority of these are in key stage 3, with just […]

Estyn: Brynteg Comprehensive School – The Effective Use of Tracking to Monitor Progress and Improve Outcomes



Context Brynteg is an 11-18 mixed comprehensive and is one of the largest secondary schools in Wales with 1,603 pupils on roll, with 434 in the sixth form. Currently there are 30 children who are looked after in the school. The majority of these are in key stage 3, with […]

Estyn: Brynteg Comprehensive School – Using the Pupil Deprivation Grant for Looked After Children



Context Tonyrefail Comprehensive School is a secondary school for pupils aged 11-18 and has 931 pupils on roll. Around a quarter of pupils are eligible to free school meals. This is slightly higher than the national average. Across the school, there are 14 children who are looked after. Strategy The […]

Estyn: Tonyrefail Comprehensive School – Additional support for children who are looked after to improve their confidence and successes in literacy and numeracy



Context Ysgol Gyfun Gymraeg Plasmawr is a Welsh-medium school that is maintained by Cardiff local authority, for boys and girls aged between 11 and 18 years. There are 1,081 pupils on roll. Just under 6% of pupils are eligible for free school meals, which is much lower than the national average. Seventeen per […]

Estyn: Ysgol Gyfun Gymraeg Plasmawr – Using Learning in Drama to Foster Wellbeing, Diversity and Citizenship.



Fitzalan High School has adapted the provision in music to engage pupils who are new to English. Context Fitzalan High School is an 11-19 mixed, community school maintained by Cardiff local authority. The school serves some areas which are economically disadvantaged. There are currently 1,648 pupils on roll. Just over […]

Estyn: Fitzalan High School – Adapting Provision in Music to Engage Pupils Who Are New to English



Bryn Hafren Comprehensive School is an English-medium school for 11 to 18-year-old pupils in Vale of Glamorgan local authority. The percentage of pupils eligible for free school meals is around 28.9%, which is well above the average of 17.4% for Wales. The school has 28.2% of pupils on the special […]

Estyn – Bryn Hafren Comprehensive School: Sequencing activities to enable pupils to build their skills in modern foreign languages incrementally



Bishop Hedley High School is an English-medium school for 11 to 16-year-old pupils in Merthyr local authority. The percentage of pupils eligible for free school meals is around 22.5%, which is above the average of 17.4% for Wales. The school has 29.7% of pupils on the special education needs register, […]

Estyn – Bishop Hedley High School: Moving from Mimicry to Mastery of a Modern Foreign Language



St Cyres School is an English-medium school for 11 to 18-year-old pupils in Vale of Glamorgan local authority. The percentage of pupils eligible for free school meals is around 17.3% which is in line with the average of 17.4% for Wales. The school has 29.9% of pupils on the special […]

Estyn – St Cyres School: Effective use of software to engage pupils and enhance their learning



Porth County Community School is an English-medium school for 11 to 18-year-old pupils in Rhondda Cynon Taf local authority. The percentage of pupils eligible for free school meals is around 27%, which is well above the average of 17.4% for Wales. The school has 32.6% of pupils on the special […]

Estyn – Porth County Community School: Effective Use of Internet and Social Media to Promote Language Learning



Area(s) of focus: Improve Attendance School(s) or partnership name: Bryntirion Comprehensive School Name of lead person: Christine Jenkins Role of lead person: Deputy Headteacher Lead person e-mail address: Christine.Jenkins2@bridgend.gov.uk Local Authority(ies): Bridgend Phase(s): Secondary Context and background to case study: Bryntirion Comprehensive School have a culture of prevention which is strengthened […]

Bryntirion Comprehensive School – Prevention



Area(s) of focus: Improve attendance School(s) or partnership name: Ysgol Gyfun Cymer Rhondda Name of lead person: Mrs Emma Harris Role of lead person: Attendance Lead and Key Stage 3 Progress Manager Lead person e-mail address: eharris@ysgolcymer.co.uk Lead person telephone number: 01443 680800 Local Authority(ies): Rhondda Cynon Taf Phase(s): Secondary […]

Ysgol Gyfun Cymer Rhondda – Improving Attendance Initiative



Context and background to case study Our school had the lowest attendance figures in RCT and sat in Q3 when compared to similar schools. The data reflected significant improvement over 4 years (87% - 91%) but there was a cohort of students for whom existing strategies had little effect. The eFSM […]

Ferndale Community School & Maerdy Primary School – Attendance Cirlces



School context and key issues Pencoed is a secondary school of circa 900 pupils. The school is situated in a semi-rural area with a lot of access to local amenities. There are very few EAL pupils (only two on roll at time of visit) and there is a 15% rate […]

Ipsos MORI – Closing the Gap: Pencoed Comprehensive



School context and key issues Maesteg secondary school provides an education for 1200 pupils aged 11- 18. Some 27% of pupils are eligible for free school meals1 (e-FSM) and 17 are looked after (LAC). Currently there is a 20% attainment gap between eFSM and non-FSM children. The relatively high proportion […]

Ipsos MORI – Closing the Gap: Maesteg Comprehensive School (English only)



School context and key issues Ferndale is the smallest comprehensive secondary school in Rhondda Cynon Taff, (RCT) with 670 pupils. The school is situated in a valley with high levels of unemployment, following the closure of three mines in the area. Some 38% of pupils are eligible for free school […]

Ipsos MORI – Closing the Gap: Ferndale Community School



Bryntirion school comprises 1040 pupils from ages 11-18. Of these pupils, 22% receive free school meals (FSM) and there are 9 looked after children. Currently, there is an attainment gap of 20%. Attendance is not as much of an issue here than in other schools, with attendance the highest in […]

Ipsos MORI – Closing the Gap: Bryntirion Secondary School



Twilight maths classes and specialist coaching in learners’ areas of weakness form part of an ambitious teaching strategy that is ensuring higher grades across the board. View the full Welsh Government case study here

Welsh Government – Best practice video case study – Michaelston Community College



Motivating students by showcasing their work on YouTube.To motivate their music students, Willows School got them to make their own video tutorial, using windows MovieMaker and posted it on Youtube where it received 70,000 hits and widespread favourable comment. Teachers have noticed greater enthusiasm for the subject and improved attendance […]

Welsh Government – Best practice video case study – Willows High School







Schools participating: Bridgend: Cynffig Comprehensive School Cardiff: Bryn y Deryn, Cardiff High School, Fitzalan High School Merthyr: Pen y Dre High RCT: Mountain Ash Comprehensive School Focus: The SIG is operating in eleven smaller groups known as SIGLETS, each with a different area of responsibility:   SIG steering group Quality […]

Secondary School Improvement Group 2 – SIGLETS



Context Between 2007 and 2011, secondary school attendance in Cardiff was consistently below the Wales average and one of the worst in Wales. Cardiff’s previous attendance strategy had a limited impact on the rates of attendance in secondary schools. An Estyn inspection in 2008 judged that the authority’s strategy to […]

The impact of delegation and implementation of a five-step framework in a secondary high school and its primary school cluster in Cardiff – Fitzalan High School



Context Cathays High School is a multi-cultural 11-19 secondary school, close to Cardiff city centre. Thirty-seven per cent of pupils are eligible for free school meals and 38% of pupils have special educational needs. Over 50 languages are spoken within the community, often as the first language at home. Around […]

Addressing the needs of pupils from the Czech and Slovak Roma community in Cathays High School



Title of case study:  Principality staff providing literacy support for our year 8 pupils Area(s) of focus: Improve pupil outcomes in L2 Improve pupil outcomes in L1 Reduce the FSM gap Reduce the gap – vulnerable pupils Reduce FTE Improve attendance Reduce NEETs School(s) or partnership name: Llanishen High School […]

Llanishen High School – Principality staff providing literacy support for our year 8 pupils



Ely Caerau Federation Schools are situated on the West side of Cardiff. A large proportion of the community falls into the top 10% most deprived areas in Wales. Ely and Caerau are Welsh Government Communities First designated areas. A survey undertaken by Estyn in 2013 showed that 20% of Federation […]

Wales Centre for Equity in Education: Ely Caerau Federation Schools – Reducing the impact of poverty



Pupils of all abilities attend the school and all staff firmly believe in the following core values, which have been embedded in everyday practice: Pupils First Learning Time is Paramount Mutual Respect Working Together Consistently Celebrate the Best Challenge the Rest This case study focuses on the effective use of […]

Wales Centre for Equity in Education: Pencoed Comprehensive School – Reducing the Impact of Poverty



Title of case study: Improving pupil outcomes in L2+ Area(s) of focus: Improve pupil outcomes in L2+ School(s) or partnership name: Archbishop McGrath Catholic Comprehensive School Name of lead person: Angela Keller Role of lead person: Headteacher Lead person e-mail address: angela.keller@bridgend.gov.uk Lead person telephone number: 01656 815 500 Local authority(ies): […]

Archbishop McGrath Catholic Comprehensive School – Improving pupil outcomes in L2+



Teitl yr astudiaeth achos: Codi safonau ar gyfer disgyblion PYDd ar lefel 2 gan gynnwys Saesneg a mathemateg Meysydd ffocws: Cau’r bwlch PYDd Gwella deilliannau ar lefel 2+ ar gyfer disgyblion PYDd Enw’r ysgol neu bartneriaeth: Ysgol Uwchradd Cathays Enw’r person arweiniol: Stuart Davies Rôl y person arweiniol: Pennaeth Cynorthwyol […]

Ysgol Uwchradd Cathays: Codi safonau ar gyfer disgyblion PYDd ar lefel 2 gan gynnwys Saesneg a mathemateg



Title of case study: Transition Fortnight Area(s) of focus: Improve pupil outcomes in KS2 Improve pupil outcomes in KS3 Reduce the gap – vulnerable pupils School(s) or partnership name: Ferndale Community School (Tylorstown, Maerdy, Darran Park & Penrhys Primary). Name of lead person: Heather Nicholas & Nicole Jones Role of […]

Ferndale Community School: Transition Fortnight



Title of case study: Raising Standards in English and Maths Area(s) of focus: Improve pupil outcomes in KS3 Improve pupil outcomes in L2+ School(s) or partnership name: Ferndale Community School Name of lead person: Richard Owen Role of lead person: Assistant Head – line Manager Maths/ English Lead person e-mail […]

Ferndale Community School: Raising Standards in English and Maths



Title of case study: Effective pupil voice - leading from the centre Area(s) of focus: Improve pupil outcomes in KS3 Improve pupil outcomes in L2+ Improve pupil outcomes in literacy Improve pupil outcomes in numeracy Improve pupil outcomes in ICT Improve pupil outcomes in Welsh Improve pupil outcomes in the […]

Bryn Celynnog Comprehensive School: Effective pupil voice – leading from the centre



Treorchy Comprehensive School fast-tracks learners’ progress in subjects such as French, Mathematics and Welsh second language provision. The school’s flexible and balanced curriculum ensures it meets the needs of all learners, including identifying, on entry, more able and talented pupils. The fast-track opportunities have made a significant contribution to outstanding […]

Estyn: Treorchy Comprehensive School – The fast-track to success



Treorchy Comprehensive School works closely with its feeder primary schools to ensure pupils’ transition between key stage 2 and key stage 3 is consistent, including development Welsh language skills. Staff from the comprehensive school teach Welsh lessons to Year 6 pupils in their cluster primary schools and prepare resources and […]

Estyn: Treorchy Comprehensive School – Pride in the Welsh language brings success



Nature of strategy or activity identified as sector-leading practice: The school started to re-think teacher support by defining coaching: Coaching is the development of teachers’ skills and knowledge so that their job performances and enjoyment of their roles improves. It involves a sharing partnership in which professionals support each other. […]

Estyn: Cardiff High School – Teacher coaching programme underpins excellence



Strategy: Mary Immaculate Catholic High School includes pupils’ development in skills in its teaching and learning policy. The school has rigorous monitoring procedures that challenge all pupils to meet their potential in all areas of their learning. The senior management team regularly undertake lesson observations, book reviews and pupil surveys […]

Estyn: Mary Immaculate Catholic High School – Monitoring provision for skills



Strategy: Subject teachers use the Essential Skills Wales curriculum to plan opportunities to develop pupils’ skills. The school provides pupils with a booklet in which they track their own progress in each of the skill areas. Action: Each subject department has a ‘skills champion’ who ensures that schemes of work […]

Estyn: Pen Y Dre High School – Involving pupils in their own progress in skills



Activity: Excellent transition arrangements from key stage 2 to key stage 3 include: transfer of attainment data, which is used well by the secondary school identification of pupils who are more able and/or talented by Year 6 teachers parents of pupils in Year 6 given the opportunity to identify areas […]

Estyn: Ysgol Gyfun Bro Morgannwg – Transition arrangements and identification of more able and talented pupils



Activity: The school employs two Welsh teachers who work in the local, English-medium primary schools. These teachers identify approximately 40 Year 6 pupils each year who are more able in Welsh as well as other areas of the curriculum. These pupils follow the ‘cwrs carlam’, a fast track system in […]

Estyn: Treorchy Comprehensive School – Accelerated provision in Welsh for more able and talented pupils



Activity: in 2006-2007, a group of Year 7 more able and talented pupils were identified and withdrawn for one hour a fortnight for mathematics, English and science in 2007-2008, the school set up a successful more able and talented working party to work alongside the school’s teaching and learning forums […]

Estyn: Y Pant Comprehensive School – Identification, assessment, tracking and improving provision for a group of Year 7 more able and talented pupils from 2006 to 2011



Strategy: A key priority of the school is to embed the development of pupils’ skills into the school’s curriculum framework. Recognising that literacy is central to the success of every pupil, the school’s strategy is to provide a rich variety of literacy experiences across all subjects, so that pupils can […]

Estyn: Cynffig Comprehensive School – Statutory INSET in schools



Strategy: Senior managers place a very strong emphasis on the professional development of all staff. They ensure that staff have access to a wide range of training opportunities, including INSET, external courses, peer observation and departmental review. As a result, there are very good opportunities for staff to develop their […]

Estyn: Y Pant Comprehensive School – Statutory INSET in schools



This case study shows how teachers in a boys’ secondary school used continuing professional development funding to improve their knowledge of innovative approaches to promoting learners’ critical thinking skills. The teachers attended a leading-edge conference on innovative learning. The teachers benefitted from first-hand experience of discussing with colleagues their whole-school […]

Estyn: Aberdare High School – Monitoring the development of learners’ critical thinking skills



Maesteg School in Bridgend recognises that there are barriers that impact on progress for a majority of pupils. The school provides an extensive range of intervention strategies, including individual mentoring, alternative pathways providing personalised programmes, highly specialised additional learning support and partnerships with other agencies. The impact of any intervention […]

Estyn: Maesteg School – Strategies to reduce barriers to progress and ensure support for every pupil



Porthcawl Comprehensive School ensures that support programmes are put in place to help pupils with the transition from primary to secondary school. Questionnaires are used to identify children that have particular concerns and these pupils are then invited to join the ‘Helping Hands’ group. The school arranges extra visits for any […]

Estyn: Porthcawl Comprehensive School – Effective transition from primary to secondary school



Strategy: Part of the school’s strategic planning is to create stronger links with parents and the local community, so as to ensure that disadvantaged learners are well supported. The school has focused attention on learners’ transition from key stage 2 to key stage 3 and monitors carefully learners’ progress and […]

Estyn: Cathays High School – Creating stronger links with parents and the local community to ensure that disadvantaged learners are well-supported



Strategy: A task and finish group consisting of headteachers and local authority officers developed the framework to provide a systematic and rigorous approach to managing attendance. The five steps in the strategy are as follows: Step 1 – School-based intervention such as demonstrating a clear attendance ethos, interventions of form […]

Estyn: Fitzalan High School – The impact of delegation and implementation of a five-step framework in a secondary high school and its primary school cluster in Cardiff



Strategy: The main areas of focus for the strategy are to: improve the school's engagement with the parents from the Czech and Slovak community reduce issues related to bullying and discrimination against pupils from the Czech and Slovak Roma community improve the self-esteem of pupils from this community through engaging […]

Estyn: Cathays High School – Addressing the needs of pupils from the Czech and Slovak Roma community



Nature of strategy or activity identified as sector-leading practice: Through the schools' information management system, every teacher, head of department, head of year and senior management link receives information on pupils' social background and prior attainment. This has led to detailed planning for progression for every pupil, including vulnerable groups […]

Estyn: Cathays High School – Supporting vulnerable groups of pupils



Strategy The school took a whole-family approach to tackling disadvantage. Senior managers developed a strategy that included: establishing multi-agency partnerships; a training programme for staff; and a plan for family support and learning A key part of this strategy was to use Canopi to coordinate multi-agency working to support disadvantaged […]

Estyn: Treorchy Primary School – Multi-agency work



Strategy The school’s strategy has been to use the findings from self-evaluation to update and improve their provision for numeracy across the school and hence drive up pupils’ standards in numeracy. Action To prepare for the implementation of the National Literacy and Numeracy Framework, work was carried out in the […]

Estyn: St Richard Gwyn Catholic High School – A digital, whole-school numeracy map with planning, lesson and best practice resources



Strategy To develop a whole-school approach to numeracy, including the introduction of transitional units of work and targeted intervention schemes to improve pupils’ numeracy. Action Almost one-quarter of pupils entering the school at key stage 3 were below the expected level in National Curriculum assessments in mathematics (level 4). The […]

Estyn: St Richard Gwyn Catholic High School – Improving numeracy through transitional work



Reading Buddies highlights the important role of young sport leaders in developing the reading competencies of younger boys. Peer mentors used sport-themed literature to improve the reading levels and self-confidence of their buddies. This case study highlights how schools can use sport and PE as a vehicle to address the priorities of the […]

Central South Consortium Physical Literacy Team: Llantwit Major Comprehensive School – Reading Buddies



Five secondary schools, one from each local authority within Central South Consortium Joint Education Service, were invited to take part in the pilot. The selected schools were: Brynteg Comprehensive School – Bridgend Bryn Hafren Comprehensive School - Vale of Glamorgan Eastern High School – Cardiff Pen Y Dre High School – Merthyr […]

Central South Consortium Physical Literacy Team: Learner Voice



Deeper learning maps the progress of learners applying numeracy and ICT skills in the physical environment to improve their academic attainment in multiple subject areas. Engaging subject leads in cross-departmental work effectively provided learners with the opportunity to apply and enhance other subject knowledge in PE practical sessions. This case study highlights how physical […]

Central South Consortium Physical Literacy Team: Maesteg Comprehensive School – Applying knowledge in the physical environment



Key Points: ‘Closing the Gap’ tracks the progress of boys from Herbert Thompson Primary and Michaelston Community College engaged in an innovative initiative to support physical, academic, social and personal development. With training and support from teachers and a PESS trainer, young leaders were able to provide a bespoke, child-centred and innovative initiative, […]

Central South Consortium Physical Literacy Team: Herbert Thompson Primary School and Michaelston Community College – ‘Aqua Dragons’ Tackling poverty and disadvantage in boys through physical literacy



Pontypridd High School’s construction department began life as an after-school construction club, launched with the hope of offering a knowledge and skills base that would appeal to future employers, in order to address the construction industry’s skill gap. Since its creation, the department has been supported by a number of […]

Pontypridd High School Construction Department Partnership Working



Ferndale Community School has been working in partnership with local garages, after identifying a local need for students to become skilled in motor vehicle maintenance, as one of the very few employment opportunities in the Rhondda Fach. They liaised with local garages to identify the qualification required for employment within […]

Ferndale Community School – Partnership Working with Local Garages



Bishop Hedley Catholic High School have been working with Welsh Water through the Business in the Community ‘Business Class’ programme. Business Class provides a systematic and proven framework for businesses to support young people facing social disadvantage, by forming long-term partnerships with the schools these young people attend. Welsh Water […]

Bishop Hedley Catholic High School – Partnership Working with Welsh Water