At Ysgol Y Bryn, we are committed to embedding the Welsh language and culture into daily school life, ensuring our learners develop confidence in using Welsh both inside and outside the classroom. This half-term, we have made great strides in strengthening our provision and celebrating Welsh in meaningful ways.

Walking through our school, the increased visibility of Welsh is clear to see. Our ‘Welsh Pattern of the Week,’ ‘Band of the Month,’ and ‘Seren Gymraeg yr Wythnos’ displays proudly showcase achievements, motivating learners and creating an environment where Welsh is valued and celebrated. These small but powerful additions are reinforcing positive attitudes towards speaking and using Welsh every day.

Our Criw Cymraeg assemblies have been a fantastic way of bringing the whole school together to enjoy the language in a fun and engaging way. Through games, songs, and interactive activities, learners are not only strengthening their understanding of Welsh but also building enthusiasm and confidence in using it. This enthusiasm extends into the classroom, where discussions and monitoring of oracy skills are helping us understand how best to support each learner in their Welsh journey.

To ensure we are always improving, staff have been actively engaging in training and development opportunities to strengthen their own Welsh skills and teaching strategies. This has been particularly beneficial in the early years, where we are embedding strong foundations for language development. Confidence in speaking Welsh varies among staff, and through professional learning and targeted support, we are making sure everyone feels equipped to incorporate Welsh naturally into the school day.

Inside the classroom, we continue to refine our approach to teaching Welsh. The Talk for Writing process is now in place, ensuring a structured and consistent way of developing Welsh language skills across the school. A book look is planned to reflect on progress and refine strategies further. Meanwhile, bilingual displays are reinforcing key vocabulary and ensuring that learners are surrounded by the language throughout the day.

Beyond the classroom, we are providing exciting opportunities to experience Welsh culture in action. A visit from the Urdd and Mr Urdd was a brilliant way to inspire our learners, showing them how Welsh can be part of their lives beyond school. Whether through extracurricular opportunities or wider cultural experiences, we are encouraging all learners to engage with Welsh in a meaningful way.

Our progress in Welsh 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 opportunities, and celebrate achievements, we are ensuring that the Welsh language remains a strong and vibrant part of Ysgol Y Bryn.

This term has seen significant growth in leadership across Ysgol Y Bryn, with a strong emphasis on empowering staff, strengthening monitoring processes, and fostering pupil engagement in leadership. These developments have created a more structured, transparent, and collaborative approach to school improvement.

A key priority has been empowering staff leadership, ensuring that everyone understands their roles and feels confident in their responsibilities. By identifying staff strengths and areas for development, leadership capacity has been strategically distributed, allowing expertise to be used effectively. A clear staffing structure has been established, bringing transparency and clarity, while coaching and mentoring for middle leaders has bolstered their confidence and ability to lead. Staff training in action planning and monitoring has further improved leadership effectiveness, ensuring all initiatives are well-structured, measurable, and aligned with whole-school priorities.

To enhance monitoring and evaluation, a comprehensive monitoring cycle and calendar have been introduced, ensuring that all aspects of school improvement are reviewed regularly and systematically. Monitoring exercises now provide constructive and actionable feedback, allowing staff to refine their practice with clear direction. A key shift has been aligning performance development targets with the School Development Plan (SDP) priorities, ensuring a shared focus on both school improvement and personal professional growth.

Strategic planning has been strengthened, with subject leaders developing clear action plans that set out objectives, success criteria, and timelines, ensuring accountability and measurable progress. Regular reviews of the SDP and action plans have kept initiatives relevant and responsive to emerging needs, reinforcing a proactive approach to school improvement.

Pupil leadership has also been a major focus, with newly elected pupil group leaders playing an active role in shaping the SDP. Their engagement has encouraged a sense of ownership and responsibility among learners, reinforcing the importance of their voice in school development. Regular pupil group meetings have provided valuable insights, ensuring that children are meaningfully involved in decision-making and have a platform to contribute.

Collaboration has remained central to professional development, with staff attending training courses and cluster meetings to enhance their expertise in line with school priorities. Senior leaders have also provided support for monitoring and evaluation writing, ensuring a consistent and high-quality approach to improvement reporting.

The overall impact of these developments has been strong. Leadership across the school is now more structured, transparent, and collaborative, with staff feeling empowered and confident in their roles. A systematic approach to monitoring and evaluation has created a shared focus on progress, ensuring that all staff contribute meaningfully to school improvement. Pupil leadership has enhanced engagement, fostering a culture of collaboration and responsibility. These steps have established a strong foundation for sustained progress, ensuring leadership at Ysgol Y Bryn continues to evolve and drive improvement.

Current School Attendance: 89.69%

At Ysgol Y Bryn, we are committed to ensuring that all pupils attend school regularly to make the most of their learning opportunities. We truly appreciate the efforts of parents and carers in supporting good attendance and punctuality—thank you for working with us to give your children the best start in life!

What’s in Place to Support Attendance?

• Regular Monitoring: We closely track attendance and punctuality, following up on any patterns of concern.

• Communication with Parents: If a child’s attendance falls below the expected level, parents may receive a letter highlighting this.

• Meetings & Support: Where attendance remains a concern, we may invite parents in for a discussion to offer support and explore ways to improve attendance.

• Positive Reinforcement: We celebrate good attendance through class rewards, certificates, and recognition in school assemblies.

Attendance Letters: What Do They Mean?

Some parents may have received an attendance letter this term. These letters are part of our school’s commitment to working with families to ensure every child benefits from full-time education. Here’s what to expect if you receive one:

• Letter 1: A gentle reminder that your child’s attendance is below the expected level and an opportunity to work together to improve it.

• Letter 2: If attendance continues to decline, we will invite you for a meeting to discuss any barriers and offer support.

• Letter 3: If concerns persist, we may refer to the Local Authority’s School Safeguarding and Attendance Team for further intervention.

The Role of the Local Authority

Our attendance policy is based on guidance from the Local Authority, which has a legal duty to oversee school attendance. They can remotely access our attendance data and work with us to discuss individual children where attendance is a concern. In some cases, they may contact you directly without informing us beforehand.

Thank You!

We know that mornings can sometimes be a challenge, and we are incredibly grateful to all parents who ensure their children arrive at school on time every day. Your dedication truly makes a difference to your child’s education and future success.

If you have any concerns about attendance or need support, please don’t hesitate to reach out—we are here to help.

There has been a strong focus on fostering independent learning and reflective thinking at Ysgol Y Bryn, ensuring that pupils take ownership of their learning and develop confidence in their abilities. Across the school, structured opportunities have been embedded to encourage self-regulation, decision-making, and leadership, supporting our vision of developing independent and resilient learners.

One of the key drivers in this journey has been the Cath Delve Independent Learner Course, which has helped shape approaches to pupil independence, particularly in the Foundation Learning phase. Early Years staff have introduced rolling independent snack times and self-checking routines, giving younger learners more responsibility and autonomy in managing their own needs.

Across the school, there has been a notable shift in classrooms towards providing time and space for independent learning. Regular POP time (Pupil Organised Planning) allows pupils to contribute to topic planning and structure their own learning tasks. This approach is promoting greater autonomy and encouraging pupils to take an active role in their learning journey.

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

The use of Assessment for Learning (AfL) strategies has also played a key role in developing independence. In all classes, self and peer-assessment have become embedded through approaches like self-assessment stickers and next-step questioning (NSQs), helping pupils reflect on their progress and identify areas for improvement. These strategies not only support independent learning but also encourage collaboration and critical thinking, as pupils learn to support and evaluate each other’s work.

In Foundation Learning, classrooms are now purposefully designed to facilitate independent learning, with clear structures, well-organised resources, and an environment that encourages exploration and problem-solving. Pupils in these classes are confident in accessing their areas and using resources effectively to support their learning, with adults facilitating and guiding rather than leading every task. In KS2, many learners are able to discuss their learning confidently, demonstrating an understanding of what they are doing and why. However, there is still room for development in some classrooms, particularly in creating learning environments that fully support independent learning, such as incorporating WAGOLL (What A Good One Looks Like) examples, displayed vocabulary, bilingual labels, and accessible resources.

The impact of these developments is clear: learners across the school are becoming more independent, confident, and reflective in their approach to learning. By embedding structured opportunities for independence, encouraging self and peer-assessment, and creating learning environments that promote autonomy, we are ensuring that pupils take ownership of their education and develop essential skills for lifelong learning.

This year, there has been a strong focus 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 prioritised, and every individual has the opportunity to thrive.

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

Pupil voice has been a driving force in shaping school improvements. The School Council has taken an active role in developing strategies to enhance attendance, ensuring that all pupils have the opportunity to contribute ideas for rewards and incentives. Their action plan now includes contributions to attendance, restorative practice, and healthy eating, reinforcing their role in leading positive change across the school.

To support emotional wellbeing, Speakr has been introduced from Year 2 to Year 6, providing a digital platform for pupils to express their feelings and concerns. For younger learners in Early Years and Year 1, Speakr emoji pictures have been implemented to track emotions and wellbeing, ensuring all pupils have a way to communicate how they feel. Alongside this, the ELSA (Emotional Literacy Support Assistant) tracker has been updated and analysed, helping to identify pupils who need targeted intervention. Intervention groups have been organised, and all pupils receiving ELSA support are now recorded on the whole-school tracker, ensuring a clear and consistent approach to emotional support.

A continued emphasis on Jigsaw sessions has 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 emotions, relationships, and personal development, helping to build resilience and self-awareness. Jigsaw expectations have been shared with teaching staff, ensuring consistency in delivery across all classes.

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

The Impact of These Initiatives:

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

• Speakr is now embedded as a tool for safeguarding, giving pupils a way to express their emotions and seek support when needed.

• 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 daily school life, we are ensuring that wellbeing is not just a priority but a core part of the way we work and learn together at Ysgol Y Bryn.

This year, there has been a strong focus 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 prioritised, and every individual has the opportunity to thrive.

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

Pupil voice has been a driving force in shaping school improvements. The School Council has taken an active role in developing strategies to enhance attendance, ensuring that all pupils have the opportunity to contribute ideas for rewards and incentives. Their action plan now includes contributions to attendance, restorative practice, and healthy eating, reinforcing their role in leading positive change across the school.

To support emotional wellbeing, Speakr has been introduced from Year 2 to Year 6, providing a digital platform for pupils to express their feelings and concerns. For younger learners in Early Years and Year 1, Speakr emoji pictures have been implemented to track emotions and wellbeing, ensuring all pupils have a way to communicate how they feel. Alongside this, the ELSA (Emotional Literacy Support Assistant) tracker has been updated and analysed, helping to identify pupils who need targeted intervention. Intervention groups have been organised, and all pupils receiving ELSA support are now recorded on the whole-school tracker, ensuring a clear and consistent approach to emotional support.

A continued emphasis on Jigsaw sessions has 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 emotions, relationships, and personal development, helping to build resilience and self-awareness. Jigsaw expectations have been shared with teaching staff, ensuring consistency in delivery across all classes.

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

The Impact of These Initiatives:

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

• Speakr is now embedded as a tool for safeguarding, giving pupils a way to express their emotions and seek support when needed.

• 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 daily school life, we are ensuring that wellbeing is not just a priority but a core part of the way we work and learn together at Ysgol Y Bryn.