Gwenfro Community Primary School

Gweithiodd uwch arweinwyr yr ysgol gyda’r holl staff i werthuso safonau ysgrifennu yn yr ysgol a chymryd cyfrifoldeb am sicrhau’r gwelliant angenrheidiol. Defnyddiwyd eu medrau a’u gwybodaeth broffesiynol i fodelu’r ansawdd addysgu a dysgu disgwyliedig i staff eraill. Yna, buont yn gweithio ochr yn ochr â staff i’w hyfforddi i roi strategaethau ar waith, fel ysgrifennu wedi’i fodelu ac ysgrifennu ar y cyd. Mae’r gwaith hwn wedi cael effaith uniongyrchol ar addysgu ac wedi helpu disgyblion i wneud cynnydd cyflymach yn eu datblygiad fel ysgrifenwyr. Mae’r diwylliant o hyfforddi a chydweithio wedi ymledu ar draws yr ysgol ac mae athrawon yn ymgysylltu’n rheolaidd ag ymchwil, yn rhoi cynnig ar strategaethau ac yn rhannu’r hyn y maent wedi’i ddysgu â chydweithwyr. Mae hyn yn aml yn arwain at welliannau mewn arfer broffesiynol, er enghraifft yn ansawdd holi athrawon yn ystod gwersi.

Senior school leaders worked with all staff to evaluate standards of writing at the school and took responsibility for bringing about the required improvement. They used their skills and professional knowledge to model the expected quality of teaching and learning for other staff. They then worked alongside staff to coach them to implement strategies such as modelled and shared writing. This work has had a direct impact on teaching and supported accelerated progress for pupils in their development as writers. The coaching and collaborative culture has spread throughout the school and teachers regularly engage with research, try strategies out and share their learning with colleagues. This often brings about improvements to professional practice, such as to the quality of teachers’ questioning during lessons.

Arrangements to distribute leadership responsibilities are highly effective. Clear roles, responsibilities and lines of accountability match the challenging needs of the school exceptionally well. Leaders know their roles well and work together with the constant aim of providing all pupils with the best chance in life and the best educational experiences possible. Within designated areas of responsibility, leaders use monitoring and improvement processes well to ensure a good balance of focusing on improving teaching and learning and meeting pupils’ well-being and nurture needs.