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 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

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: Lead person telephone number: 01656 815 500 Local authority(ies): […]

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

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: 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