Troedyrhiw Community Primary School has achieved the Inclusive School Award with Centre of Excellence status.
Very Best Learning Experience For Every Child
Troedyrhiw Community Primary School is a 1 form entry school, including a Nursery, located in an area of rich heritage on the outskirts of Merthyr Tydfil in South Wales. Its catchment area includes a large estate of social housing and in the village as a whole, a large proportion of families are on very low incomes and/or zero contracts. The demographic of the area has changed during recent years and continues to do so, presenting new, yet valuable, challenges to the school in meeting the needs of a gradually increasingly diverse cohort. Pupils with Additional Learning Needs (ALN) in receipt of either an Individual Education Plan or an Individual Development Plan (depending on when needs were formally assessed according to official protocol) form 18% of a cohort of 227 pupils, including the Nursery. There are also pupils with a range of vulnerabilities which the school identifies as FSM6, Refugee and ALN. The team at Troedyrhiw, led by an “inspirational”, experienced and highly respected Headteacher, is determined to provide the very best learning experience for every child in its care and to be at the centre of building aspiration, understanding and empowerment in the local community.
The sense of ‘family’ and mutual care and concern is almost palpable at Troedyrhiw and this permeates and drives the ethos of the school at all levels. The inclusion of all stakeholders in decision making and in practical everyday school activities, from the Chair of Governors, to grandparents, pupils, staff and members of the local community has resulted in “inclusion running through the school like a stick of rock”, as described by a Local Authority Officer.
Holistic, Child-Centred Approach
In adopting recent mandatory changes to the ‘Curriculum for Wales’ (2022), the school’s leadership is determined that a holistic, child-centred approach to learning is embedded at Troedyrhiw and that equity in accessing the curriculum is created, supported and sustained. Its offer is broad and in line with the prescribed 6 Areas of Learning and Experience. Staff are using this opportunity to make appropriate cross curricular links and ensure that topics and resources reflect and support local and global diversity. There is a determination that pupils’ learning and lives should be deepened and enhanced through a wide range of enrichment activities which complement and broaden the curriculum experience. Troedyrhiw is working collaboratively with other schools in a cluster to build the best possible blueprint for pupils.
Clear systems and structures to identify every child’s strengths, interests and needs are fully understood and embedded. Pupils are very much involved in driving their learning journeys under the navigation of their teachers. This allows there to be a focus on motivation, engagement and appropriate challenge in order that learning targets for individual pupils can be set, reviewed and met. Support from enhanced, skilled staffing and appropriate pedagogical practice provide the scaffold which facilitates progress, as the emphasis is on enjoyment of learning and progression for all.
Although there are no requirements to sit SATS, Leadership has been selective in the testing which it uses to elicit a Summative Assessment of pupils’ knowledge and skills, ensuring that it is appropriate for all pupils. This data then informs pedagogy which is led by research and training in a wide range of strategies, in order that all pupils can access the curriculum and make appropriate progress. Planning and teaching are led by a range of Assessment for Learning techniques.
Pupil Voice is a Major Strength
Pupil Voice is a major strength at Troedyrhiw. It is well-organised, treated very seriously by pupils and staff and involves carefully planned, practical activities which have a positive impact on the school, local communities and charitable organisations. Furthermore, it is so comprehensive in its focus that pupils feel a strong sense of ‘ownership’ of their school. This has a knock-on effect on their behaviour towards others, their approach to their own learning, general attitudes and personal development. A Year 3 pupil told our Assessor that she “likes including everyone and helping other families” whilst her friend believed that inclusion means “thinking of everyone… people from different countries, different colours, religions and accents”. A Year 6 boy was proud to have been involved in interviews for the new caretaker and considered it to be normal practice.
Fitness to learn and to work underpins Troedyrhiw’s provision as an inclusive school, both within its curricular content and systems and framework for practical support. It goes above and beyond in its comprehensive and individualised approach to supporting pupils, parents/carers and staff. There is rapid response to any unexpected need and a willingness to seek expert external advice, both strategic and operational, from a range of agencies, when required. The Troedyrhiw ‘family’ does not hesitate to come together in collective support.
Sharing of Experiences
Partnership work with parents is hugely impressive. It includes sharing of experiences, reciprocation of skills, consultation and, most importantly, a focus on the wellbeing and learning of pupils, to maximise their progress and enable them to have choices in the future, irrespective of any barriers they might have. Leadership has been very active in providing important practical support for families through its introduction of ‘Container Shops’, whilst always respecting their dignity and opinions.
The holistic approach which Troedyrhiw has taken to its role as a centre within a socially and economically deprived, large village and the service it provides has earned the trust of parents, pupils and residents. As the ALN Officer for the Local Authority endorsed, “Many children enter the school at a very low base line but make excellent progress…if I were a parent of a child I would very much welcome the approach of Troedyrhiw …Everyone is different!”
The school’s approach to curriculum, pedagogy, support strategies and community relationships clearly reflects its values, which have been developed and are strongly embedded. ‘Every child is unique…equally important…we’ll fight for each and every one of them’ are examples of heart-felt beliefs and statements which I witnessed throughout my visit in a variety of contexts.
The Leadership Team plans to continue driving the school’s development as the area and community evolves. It is seeking to have even greater impact on pupils’ learning within a global context, whilst responding effectively to existing needs and any new challenges with which they might be presented with. Our Assessor has no doubt that their energy, imagination and commitment will further enhance current excellent practice.
Find out more about the IQM Inclusive School Award
If your school is interested in obtaining the IQM Inclusive School Award or you wish to talk to a member of the IQM team please telephone:
028 7127 7857 (9.00 am to 5.00 pm)
or email: [email protected] for further details.
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