One assistant headteacher has overall responsibility for school planning. They play a key role in supporting other staff to fulfil the cross-curriculum responsibilities of teaching literacy, numeracy and digital competence. The leadership team comprises a headteacher and three assistant headteachers who have a good balance of departmental and whole school responsibilities. The school has changed its staffing structure to support curriculum development and improve teaching and learning. The school draws upon research and pupil requests to stock play boxes with suitable toys and resources. The school places a high priority on providing opportunities for pupils to play at key stage 2. Instead, they may choose to visit the gym and soft play areas, to play with resources on offer or continue with project work. For example, pupils do not have to go outside at break time. The learning zones are available to pupils at all times of day. Pupils also choose whether to carry out independent project work or to respond to challenges. Staff monitor pupils’ work carefully to ensure that they access a broad range of experiences and produce work of an appropriately high standard. Pupils generally choose which area they would like to work in, for example the mathematics or digital areas. Examples include Space, Adventurers and Explorers and Chocolate. This encourages pupils to consolidate their skills, knowledge and understanding in a wide range of contexts. They set out stimulating resources within these areas that match pupils’ needs and interests well so that activities reflect the topics covered currently or previously in class. Teachers at Heulfan plan purposeful activities that are carefully organised into areas of learning and experience (AoLE) that match those outlined in Successful Futures, (Donaldson, 2015). Stage 2: Planning and preparing for change – learning zones Further monitoring of teaching and learning identified high levels of pupil engagement, motivation and high standards of work in the learning zones, so leaders extended this provision to all key stage 2 classes.Įvaluating the current curriculum showed that effective foundation phase provision proved to be a key starting point to the evolution of the school’s pedagogy for teaching and learning. Initially this work was limited to a mixed Year 2 and Year 3 class. To continue to develop these learning behaviours and meet pupils’ needs, the school trialled learning zones. They were more independent and had a growing capacity to direct their own learning. Stage 1: Evaluating the current curriculum within wider self-evaluation arrangementsįollowing a thorough evaluation of the current curriculum, leaders concluded that, as a result of learning through foundation phase philosophy, pupils entering key stage 2 had different skills and learning habits from previous cohorts.
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A minority of pupils are eligible for free school meals and a very few speak Welsh at home. Most pupils are of white British ethnicity and speak English as their home language. A very few have a statement of special educational needs. There are 15 classes in the school, which includes a specialist resource base for pupils with additional learning needs.Ī minority of pupils have additional learning needs. Currently, there are 380 pupils, including 40 pupils who attend the nursery. Ysgol Heulfan is in Gwersyllt near Wrexham.
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