Improve pupil outcomes in literacy


School(s) or partnership name: Ton-yr-Ywen Primary School Name of lead person: Mrs Sarah Mizen and Mrs Vera Richards Role of lead person: Class teacher and History Subject Leader Lead person e-mail address: smizen@tonyrywen.co.uk Lead person telephone number: 02920 754633 Local Authority(ies): Cardiff Phase(s): Primary   Context and background to case […]

Ton-yr-Ywen Primary School – Welsh Heritage Schools Initiative Project: ‘Exploring Scott’







Context of Research The schools collaborated with a focus on developing leadership structures and responsibilities to raise standards, specifically on literacy and numeracy. Ffaldau Primary was supported by Tondu Primary. Standards/ Outcomes Tondu: L4+ performance rose in 2016. Results were similar in all three core subjects and all were above […]

Developing Leadership to Raise Standards – Tondu Primary and Ffaldau Primary



Context of Research Staff at St Francis supported staff from St Patrick’s RC Primary School. The main focus was literacy based, specifically developing writing through Talk 4 Writing. The collaborative work included lesson observations, feedback, discussion and planning time and sharing good practice. Work was undertaken in Reception and Years […]

Improving Standards in Writing – St Patrick’s Primary and St Francis Primary



Context of Research St Illtyd’s RC Primary was supported by St Mary’s RC Primary. From the outset of the collaborative work, clear support was provided with a focus on raising the quality of Foundation Phase provision in the 3 core areas (languages, literacy and communication, mathematical development and personal and […]

Improving Foundation Phase Provision of Core Subjects – St Illtyd’s RC Primary (Merthyr Tydfil) St Mary’s RC Primary (Merthyr Tydfil)



Context of Research Glan-yr-Afon was supported by Meadowlane. Staff worked in pairs within their phase (Foundation Phase, KS2a, KS2b) to visit each school. The focus of this was examples of marking and assessment for learning (AfL) and extended writing. Teachers in the supported school were able to see how marking […]

Improving Extended Writing – Meadowlane Primary and Glan-yr-Afon Primary



At St Mellon’s C.I.W Primary, pupils work with partner organisations like Welsh National Opera to raise pupils’ skills, wellbeing and aspirations. Number of pupils: 116 Age range: 4-11 Date of inspection: 3-6 October 2016 Context and background to sector-leading practice St Mellons Church in Wales Primary School places a focus […]

Estyn: St Mellon’s CiW Primary School – Working with External Partners to Develop Pupils’ Skills and Talents



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



Ysgol Cynwyd Sant plans exciting creative learning activities to develop pupils’ literacy skills. As a holder of Creative School status they cooperate with the Arts Council in their planning. Number of learners: 306 Age range: 3-11 Date of inspection: October 2016 Information about the school Ysgol Cynwyd Sant is situated […]

Estyn: Ysgol Cynwyd Sant – Improve Literacy Through Creative Learning



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



Key Question   Can the explicit development of emotional literacy have a direct impact on closing the gap between closing the gap between Free School Meal and Non Free School Meal pupils at the end of Key Stage 2?    Summary  The purpose of this action research project is to […]

Llanharan Primary School – Closing the Gap Action Research Project



Context and Purpose In contemporary education the idea of a growth mind set is perceived to be essential in order for young learners to utilise more profound learning strategies, attain higher levels in different subjects and achieve a positive self-insight (Grant & Dweck, 2003; Blackwell et al., 2007; Yeager & […]

St Aloysius Primary School – ‘Closing the Gap’ Action Research Project



Introduction                                                                                               Whitchurch Primary School is situated in North Cardiff. There are currently 708 pupils on roll aged from 3 to 11 years old. Of these pupils, 78 attend part-time in the nursery. The school opened in September 2012 following the closure of two local schools, Eglwys Wen Primary School and […]

Whitchurch Primary School – ‘Closing the Gap’ – Llwyddiant i Bawb



Area of Focus: Improve the link between the school and the local community Name of Lead Person: Wendy Owen / Jan Jones Role of Lead Person: Y5 Class Teacher / Headteacher Lead person e-mail address: ysgolgwaelodygarth@cardiff.gov.uk Lead person telephone number: 02920810489 Local Authority: Cardiff Phase: Primary Context and background to case study:  […]

The ‘Lan’ English and History Project – Ysgol Gwaelod y Garth







Context Maerdy Community Primary School caters for children aged three to eleven and includes a local authority specialist class for pupils with special educational needs. There are currently 244 children in full-time education. Forty two per cent of pupils are eligible for free school meals. The area is recognised as […]

Estyn: Maerdy Community Primary School – After School Provision to Develop Pupils’ Skills



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



Information about the school St. Mary’s Catholic Primary School is in Bridgend.  It has 255 pupils, 80% of who are baptised Catholics.  The school has a wide catchment area and serves families from the full socio-economic range.  Currently, 41% of its pupils have English as an additional language (EAL) and […]

Estyn: St Mary RC Primary – Building Pupils’ Learning Power



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



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 pupil outcomes in Welsh School(s) or partnership name: Radnor Primary School, Cardiff Name of lead person: Peter Roderick Lead person e-mail address: peterroderick@radnorprm.cardiff.sch.uk Lead person telephone number: 02920 387506 Local Authority: Cardiff Phase: Primary Context and background to case study: Estyn inspected the school in December 2014 and identified Welsh as an area […]

Radnor Primary School – Improving Standards of Welsh Second Language in a Primary School



Context and background of case study: Since September 2014 Bryn Deri has embarked on a digital journey. The school recognised the need to develop ‘Computational-Thinking’ to enhance digital confidence and competence. Through embedding computational-thinking into lessons across the school, the school knew that this area of learning would have a […]

Bryn Deri Primary School – Digital Competence: Computational Thinking to Support Literacy and Numeracy Skills Development



Context and Background to Case Study Since September 2014 Bryn Deri has embarked on a digital journey. The school recognised the need to develop ‘Computational-Thinking’ to enhance digital confidence and competence. Through embedding computational-thinking into lessons across the school, the school knew that this area of learning would have a […]

Digital Competence: Computational-Thinking to Support Literacy and Numeracy Skills Development



Ysgol Mynydd Bychan and Ysgol Gynradd Gymraeg Pen-y-Groes are Welsh-medium primary schools in Cardiff. Ysgol Mynydd Bychan has more than 200 learners on roll, much more than Ysgol Gynradd Gymraeg Pen-y-Groes which is still a growing school and is not yet catering for as many learners as Ysgol Mynydd Bychan, […]

Welsh Government – Developing and sharing practice: Ysgol Mynydd Bychan and Ysgol Gynradd Gymraeg Pen-y-Groes



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



Who was involved? HTs, Teachers HLTAs, LSAs, ARR leaders Convenor Rob Williams, St.Nicholas CIW Primary, Vale Focus Improve numeracy tracking. Impact of PDG on pupils’ progress. Improve literacy skills through Rapid Reading and Rapid Writing programmes. Actions SIG 21 identified three common improvement areas; the provision of numeracy rich tasks in order […]

School Improvement Group Twenty One – Improve numeracy tracking



Who was involved? Headteachers Deputy headteachers Numeracy leaders Teachers Convenor Caroline Wright, Oaklands Primary, RCT Focus Improve standards of teaching and learning in numeracy using Big and Little Maths, Rhifo Rhagorol (English and Welsh medium) Actions Developing numeracy was the SIG 19 focus. Big Maths methodology was the agreed vehicle […]

School Improvement Group Nineteen – Improve standards of teaching and learning in numeracy using Big and Little Maths, Rhifo Rhagorol (English and Welsh medium)



Who was involved? Headteachers Deputy Headteachers Curriculum leaders & teachers Convenor Tara Lloyd, Peterston Super Ely CIW Primary, Vale Focus Improve standards of teaching and learning in literacy and numeracy through the use of Big and Little Maths, Big Write and Talk for Writing. Moderation of end of KS2 Welsh […]

School Improvement Group Fifteen – Improve standards of teaching and learning in literacy and numeracy through the use of Big and Little Maths, Big Write and Talk for Writing.



Who was involved? Headteachers Teachers ALNCOs Convenor Neil Davies, Mynydd Cynffig Juniors, Bridgend Focus Improve standards of teaching and learning in literacy. Develop the role of SENCO and ALN provision Senior Leader development Actions Three improvement areas were identified by SIG 14, to facilitate this collaboration, triads were formed, focusing […]

School Improvement Group Fourteen – Improve standards of teaching and learning in literacy.



Who was involved? Headteachers Teachers & LSAs Convenor Claire Matthews Aberdare Town CIW Primary, RCT Focus Improve the quality of teaching and learning in literacy and numeracy using Continua. Actions SIG 13 agreed a focus of improving teaching and learning. To ensure a shared language and consistency of approach the […]

School Improvement Group Thirteen – Improve the quality of teaching and learning in literacy and numeracy using Continua.



Who was involved? Headteachers Deputy headteachers Family engagement / liaison officers Convenor Jonathan Bussy, Radyr Primary, Cardiff Focus Improve teaching and learning using Continua Improve attendance Raising attendance and develop parental engagement Implementing LNF Community Involvement MAT learners provision Foundation Phase provision. Actions SIG 10 set up ‘operational groups’ (Siglets) […]

School Improvement Group Ten – Improve teaching and learning using Continua



Who was involved? Headteachers Numeracy leaders Convenor Judith Davies Danescourt Primary, Cardiff Focus Improve standards of literacy through consistent teaching of phonics and the use of Read Write Inc. Improve numeracy reasoning provision and practice in the Foundation Phase. Actions SIG 5 began their work with literacy and numeracy learning walks across […]

School Improvement Group Five – Improve standards of literacy through consistent teaching of phonics and the use of Read Write Inc



Who was involved? Headteachers Literacy and numeracy leaders Convenor Sian Lewis, Fairfield Primary (Vale of Glamorgan) Focus Improve the quality of teaching and learning in literacy. Improve target setting and review pupil progress through tracking. Employ strategies to improve attendance and punctuality. Actions SIG 4 work began with learning walks across […]

School Improvement Group Four – Improve the quality of teaching and learning in literacy.



In this series of case studies you can find out how schools in Wales are using results from the National Reading and Numeracy Tests to provide targeted support to their learners and drive up standards of literacy and numeracy. View the full Welsh Government case study here

Welsh Government- Using results from the National Reading and Numeracy Tests





'Learning and Living Together’ is the school’s core purpose and this case study focuses on engaging the parents and families of young people to overcome cultural barriers and the challenges of being a learner with English as a second language. ‘At Mount Stuart Primary School we value the contribution of all […]

Wales Centre for Equity in Education: Mount Stuart Primary School – Reducing the impact of poverty







Description of nature of strategy or activity: The school opened its Assistive Technology Centre in September 2010. The Advisory Centre for Education describes Assistive Technology as ‘any equipment or system that is used to increase or improve functional capabilities of individuals with disabilities’. Four members of staff achieved professional qualifications […]

Estyn: Tŷ Gwyn Special School – Technology plays a significant role in helping pupils to achieve their potential



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: 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



The standards of pupils’ literacy at this large primary school in an urban setting were low. The headteacher and staff analysed why this might be. They found that a main cause was that many pupils experienced very little verbal interaction at home and, as a consequence, they were not exposed […]

Estyn: Greenway Primary School – Raising pupils’ standards of literacy



Trerobart Primary School, Rhondda Cynon Taff, provides many opportunities for pupils to develop their reading, writing and oracy skills. The school links studies of particular topics with genre such as science fiction, fantasy, historical novels and graphic novels to enhance reading skills and engage pupils’ interest. Over time, the school has […]

Estyn: Trerobart Primary School – Achieving results in literacy



Capcoch Primary School, Rhondda Cynon Taf, identified that there was a need to break down barriers between the school and families. The school developed a strategy to build relations and trust with parents. They offered courses such as healthy living, cooking and internet safety, which combined with a breakfast club, […]

Estyn: Capcoch Primary School – Parents play an important role in school life



Strategy: The school promotes its mission statement “Learning and Living Together” through building strong partnerships with its parents and the local community. During the past three years, as part of its drive to improve standards in literacy, the school has made increasing parental engagement a priority. The school’s strategy to […]

Estyn: Mount Stuart Primary School – Developing effective strategies to engage with parents and carers



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