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.

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.