Miss McCann is now leading our efforts on Welsh language development, with a clear focus on achieving the Siarter Iaith Silver award this summer term. At Ysgol Y Bryn, we are dedicated to embedding the Welsh language and culture into our daily school life, ensuring our learners gain confidence in using Welsh both inside and outside the classroom. This half-term, we have made significant progress in strengthening our provision and celebrating Welsh in meaningful ways.

Walking through our school, the visibility of Welsh is increasingly evident. Displays such as ‘Welsh Pattern of the Week,’ ‘Band of the Month,’ and ‘Seren Gymraeg yr Wythnos’ highlight achievements and motivate learners, fostering an environment where Welsh is valued and celebrated. These simple yet impactful initiatives are helping to cultivate a positive attitude toward speaking and using Welsh every day.

Our Criw Cymraeg assemblies have been a fantastic way to bring the whole school together to enjoy Welsh in a fun and engaging manner. Through games, songs, and interactive activities, learners are not only enhancing their understanding of Welsh but also building confidence and enthusiasm for using the language. This excitement continues in the classroom, where we are focusing on the development of oracy skills and finding ways to better support each learner's Welsh language journey.

To support continuous improvement, staff have been actively engaging in professional learning and development opportunities aimed at strengthening their Welsh skills and teaching methods. This has been particularly beneficial in the early years, where we are building solid foundations for language development. By providing targeted support and professional learning, we are ensuring that all staff feel confident and equipped to incorporate Welsh naturally throughout the school day.

Inside the classroom, we are refining our approach to Welsh teaching. The Talk for Writing process is now established, offering a structured and consistent approach to developing Welsh language skills across the school. We are planning a book look to assess progress and further refine our strategies. Additionally, bilingual displays throughout the school are reinforcing key vocabulary, ensuring that Welsh is present in all areas of learning.

Beyond the classroom, we are providing exciting opportunities for our learners to experience Welsh culture in action. A recent visit from the Urdd and Mr. Urdd was a brilliant way to inspire our learners, demonstrating how Welsh can be part of their everyday lives. Through extracurricular activities and wider cultural experiences, we are encouraging learners to engage with Welsh meaningfully. 

School residentials to Llain, Llangrannog and Cardiff Bay which are all promoted through the medium of Welsh will be another opportunity for us to expand on the language potential, giving further emersion in a different setting. 

Our progress in Welsh language development is an ongoing journey, and we are incredibly proud of the enthusiasm and commitment shown by both learners and staff. By continuing to build confidence, provide engaging opportunities, and celebrate achievements, we are ensuring that the Welsh language remains a strong and vibrant part of life at Ysgol Y Bryn.

This term has seen continued growth in leadership across Ysgol Y Bryn, with a strong emphasis on further embedding staff empowerment, refining monitoring processes, and enhancing pupil involvement in leadership. These efforts have contributed to a more cohesive, transparent, and collaborative approach to school development.

A key focus has been enhancing staff leadership, ensuring that everyone is clear about their roles and responsibilities while feeling supported in their growth. By recognising staff strengths and areas for development, leadership capacity has been thoughtfully expanded, enabling effective utilisation of expertise. The establishment of a clear staffing structure has fostered greater transparency, while coaching and mentoring initiatives for middle leaders have bolstered their confidence in leading their teams. Staff development in action planning and monitoring has supported this progress, helping to strengthen the alignment of initiatives with school priorities and improve their strategic impact.

To support effective monitoring and evaluation, a refined cycle and schedule have been introduced, ensuring all aspects of school improvement are regularly and thoroughly reviewed. Monitoring exercises now provide constructive feedback that guides staff in refining their practice and aligns development with clear direction. By linking performance development targets to the School Development Plan (SDP) priorities, there is now a more unified approach to both school-wide improvement and individual professional growth.

Strategic planning has further evolved, with subject leaders developing clearer action plans that outline objectives, success criteria, and timelines. This ensures that progress is monitored and that leaders remain accountable for their areas. Ongoing review of the SDP and action plans has kept our initiatives responsive to emerging needs, reinforcing a proactive and flexible approach to school development.

Pupil leadership continues to grow in importance, with newly appointed pupil group leaders taking an active role in shaping the SDP. Their involvement has deepened their sense of responsibility and ownership, while also reinforcing the value of student input in shaping school improvement. Regular meetings with pupil groups have ensured that their voices are heard, fostering a culture of collaboration and engagement among our learners.

Collaboration has remained at the heart of professional development, with staff engaging in training courses and cluster meetings that align with school priorities. Senior leadership has also continued to support staff in the preparation of monitoring and evaluation reports, maintaining a high standard of consistent improvement reporting.

The overall impact of these developments has been positive, with leadership across the school becoming more structured, transparent, and collaborative. Staff are empowered in their roles, and there is a shared sense of responsibility for school improvement. Monitoring and evaluation processes have created a focused and unified approach to progress, while pupil leadership has driven greater engagement and involvement. These initiatives have laid a solid foundation for continued development, ensuring that leadership at Ysgol Y Bryn remains dynamic and effective in driving sustained improvement.

There has been a strong focus on fostering independent learning and reflective thinking, with the goal of empowering pupils to take ownership of their learning and build confidence in their abilities. Across the school, structured opportunities have been introduced to encourage self-regulation, decision-making, and leadership, aligning with our vision of nurturing independent and resilient learners.

A key initiative in this journey has been the Cath Delve Independent Learner Course, which has played a pivotal role in shaping approaches to pupil independence, particularly in the Foundation Learning phase. In Early Years, staff have implemented rolling independent snack times and self-checking routines, giving younger learners greater responsibility and autonomy in managing their own needs. This shift towards independent learning has extended across the school, with regular POP time providing pupils with the chance to contribute to topic planning and structure their own learning tasks, promoting a sense of ownership over their learning.

Pupil councils have been established and are meeting regularly, fostering a culture of pupil leadership and providing learners with a voice in decision-making processes. Independent learning time, such as Pili-Pala and Amser Chili, has been integrated into classroom routines, offering structured opportunities for learners to engage in tasks at their own pace and make informed choices about their learning journey.

The implementation of Assessment for Learning (AfL) strategies has further supported the development of independence. Self and peer-assessment practices, such as self-assessment stickers and next-step questioning (NSQs), have become embedded across all classes. These strategies encourage pupils to reflect on their progress, identify areas for improvement, and collaborate with their peers to evaluate each other’s work, fostering critical thinking and reflective practice.

In Foundation Learning, classrooms are thoughtfully designed to promote independent learning. With clear structures, well-organised resources, and an environment conducive to exploration and problem-solving, pupils are confident in accessing materials and using them effectively to support their learning. Adults take on the role of facilitators, guiding rather than directing every task. In KS2, many learners are able to articulate their learning confidently, demonstrating an understanding of what they are doing and why. However, there remains opportunity for further development, particularly in creating environments that fully support independent learning, with elements such as WAGOLL (What A Good One Looks Like) examples, displayed vocabulary, bilingual labels, and accessible resources.

The impact of these efforts is evident: learners are becoming more independent, confident, and reflective in their approach to learning. By embedding opportunities for independence, encouraging self and peer-assessment, and creating environments that nurture autonomy, we are ensuring that pupils not only take ownership of their education but also develop vital skills for lifelong learning.

We are confident that we have made sufficient progress in this priority area, we will now review whether there is a need to contiue in the summer term. 

This year, there has been a strong emphasis on wellbeing, pupil voice, and safeguarding, ensuring that both pupils and staff feel supported, valued, and empowered. Through structured initiatives, data analysis, and targeted interventions, we are creating an environment where wellbeing is at the forefront, and everyone has the opportunity to thrive.

A key development has been the completion and analysis of the Pupil and Staff Surveys, as well as the PASS (Pupil Attitudes to Self and School) surveys. These have provided invaluable insights into how pupils and staff feel about different aspects of school life, allowing us to tailor support and address emerging needs. The results have informed our wellbeing initiatives, enabling us to refine our approach to emotional and mental health support across the school.

Pupil voice has been a powerful driving force in shaping school improvements. The School Council has taken an active role in developing strategies to enhance attendance, and pupils have contributed their ideas for rewards and incentives. Their action plan now includes initiatives related to attendance, restorative practice, and healthy eating, empowering them to lead positive changes across the school.

The continued emphasis on Jigsaw sessions has further strengthened the focus on health and wellbeing skills, with weekly sessions now embedded into classroom routines. These sessions provide a safe space for pupils to explore their emotions, relationships, and personal development, helping to build resilience and self-awareness. Jigsaw expectations have been shared with teaching staff, ensuring consistency across all classes.

Staff wellbeing has also been prioritised, with the staff survey offering an opportunity for staff to share their thoughts and contribute to wellbeing initiatives that support them in their roles. This open dialogue has been crucial in ensuring that both pupil and staff wellbeing remain central to our school culture.

The impact of these initiatives is clear:

• School Council meetings have strengthened pupil voice, enabling learners to actively contribute to school improvement.

• ELSA tracking and interventions are ensuring that pupils who need additional emotional support receive it in a structured and effective way.

• Weekly Jigsaw sessions are enhancing pupils’ emotional intelligence and wellbeing skills.

• Staff voice has influenced wellbeing initiatives, ensuring that support extends beyond the classroom.

By embedding these strategies into our daily school life, we are ensuring that wellbeing is not just a priority but a core part of how we work and learn together at Ysgol Y Bryn.