ADRODDIAD BLYNYDDOL BWRDD Y LLYWODRAETHWYR I RIENI
	2007-2008
	YN OL I'R DUDALEN FLAEN

The use of IT to bridge communication barriers in bi-lingual education and facilitate shared family learning

Commentary by the Awarding Body

• Ysgol Treganna is a popular Welsh medium, inner city, primary school in Cardiff . The school intake is neither advantaged nor disadvantaged and FSM is currently less than 1%. The 150 capacity building houses 190 pupils and continued demand has required that a second reception class be opened on a separate site.
  
• Much of this work may be viewed via the internet. A hyperlinked copy of this application evidence base can be accessed at http://ysgoltreganna.cardiff.sch.uk/~treganna/leadingaspect.htm
  
• All education in Key Stage 1 is completed through the medium of Welsh. Key Stage 2 pupils are taught bilingually. About 80% of parents are non-welsh speakers.

Summary:

• In 2003 Treganna set out to establish an educational collaborative relationship with parents. This process is complicated because most of the parents do not speak Welsh. Treganna designed and implemented an innovative web site to facilitate this project. The school is able to maintain the best immersive language learning environment whilst allowing parents and guardians an unprecedented level of access.
  
• Photographic and video journals keep parents abreast of activities and weekly homework is accompanied by detailed parents help pages. These offer an explanation of the work and, where appropriate, parent led extension and remedial work activities.

The Aim:

• This aspect has been central to the school‘s SIP for the last 4 years.  Following consultation in 2003, the school recognised the role of parent and pupil as central to this vision.  The early stages required substantial investment, staff training and raising awareness across a range of partners.
  
• By now the scheme is well embedded and pupils, staff and parents take confident ownership of powerful communication tools to share teaching and learning experiences.
  
• The website is a reflection of a carefully evolved relationship with pupils and parents that is evident in all aspects of policy and the school environment.

What do you see in the school?

• The school is committed to transparency in all aspects of its dealings with stakeholders. This is confirmed by teachers, governors and parents.
  
• All stakeholders are consulted regularly and their views are carefully considered. They state that the school responds positively and promptly to their suggestions.
  
• The school is particularly anxious to give pupils a voice.
  
• Pupils have a strong sense of inclusive membership;
  
• Opportunities for dialogue and support for those who find learning a struggle.
  
• The school sets itself the highest standards and aims to make all pupils thoroughly bilingual by the time they leave school at eleven years of age.
  
• It has adopted accelerated learning strategies to help it achieve its goals.
  
• Teachers receive regular feedback from pupils to better understand how pupils feel about their learning.
  
• The school is committed to breaking down communication barriers, linguistic, social and educational, including barriers between children and their own learning.
  
• In order to offer information and support to parents, particularly non Welsh-speaking parents, the school embarked four years ago upon the creation of a web-site. This contains information about the school calendar, but also guidance in English to enable parents to support their children with homework through the medium of Welsh. 
  
• The head teacher has significant expertise in ICT and was inspired to follow this path during a secondment to the National Assembly of Wales.
  
• All items on the website are available in both Welsh and English. All school correspondence is produced bilingually in accordance with its policy.
  
• All staff are involved in creating and updating the web site.
  
• All staff and pupils have appropriate access to IT hardware and software.
  
• All teachers make regular and effective use of ICT both in the classroom and to communicate with parents.
  
• Pupils, staff and parents (also grandparents and family who live considerable distances away) particularly appreciate the class Gallery where pictures and videos are posted of pupils at their work or on educational visits.
  
• Good tracking systems are in place from the moment pupils enter school.
  
• English is introduced in Y3 and by the end of Y6, between 96% and 100% of pupils have achieved Level 4+ in both Welsh and English over the past four years.
  
• Pupils are monitored on a daily basis. Any pupils who have not had access to a computer and the links suggested by the teacher to support heir work are provided with access during school time.
  
• The school ensures that no one is disadvantaged by providing essential documents in hard copy.
  
• Governors are linked with classes and visit once each half term to monitor the work in each class.   
  
• The LEA has requested the school to make presentations to other schools in the authority on its approaches to learning and, in particular, E Learning.
  
• The web site is available to anyone who wishes to access it and publicises the work of the school in a very effective manner.
  
• The school has a comprehensive and well-established system of self-evaluation involving all curriculum leaders. Strengths and areas for development are identified and good practice shared.
  
• Weekly feedback by the head teacher at staff meetings on issues such as homework set, relationships with parents, the school image and the tone of correspondence results in positive discussions and the sharing of views. 
  
• As indicated above, the school has shared it's philosophy and it's approaches with other schools in the LEA.

What difference does it make?

• The school's SATs results over the past four years have been consistently high and are in the first (top) quartile in each subject in Key Stage 2. This confirms that the school is highly successful in its stated aim of making every pupil bilingual by the age of eleven.
  
• The impact of the school's approach to breaking down communication barriers through the use of IT is positive. Parents commend it highly and all state that they feel more involved with the school.
  
• They testify that they also feel more involved with their children's work. They say that it does create a climate of shared family learning.
  
• Non Welsh-speaking parents, including some who have moved to the area from England , declare themselves to be delighted with the bilingual education provided by the school.
  
• The Estyn report of 2006 commends the ‘outstanding' use made of ICT.

From where is evidence collected to prove the Leading Aspect?

• A wide range of evidence was gathered from the comprehensive school website
• Bilingual presentation to compliment open evenings
• Consultation with stakeholders
• Estyn Report
• Good practice film
• Governor visits
• Homework help for parents
• INSET for partner schools
• INSET records
• Lesson observations
• List of films/ DVDs
• Minutes of GB meetings
• Minutes of HT weekly feedback to staff
• Minutes of School Council meetings
• Minutes of staff meetings
• Negotiated learning policy
• Parental involvement policy
• Parents' visits to school/ lessons
• Participation in LEA and national events
• Reports of LEA adviser
• Results/ analysis of parental questionnaires
• Revised aims of school
• SATs results
• Self-evaluation documents
• Targeted support of non Welsh-speaking parents
• Targets for staff in IT/ communication
• Teachers' evaluations
• Tracking systems for pupils, particularly those from non-Welsh speaking homes/ progress in Welsh

The Verifiers Comment

• The transparency of the partnership between school and home which is promoted through the comprehensive, high quality information provided on the school's web site.
  
• The quality of support and guidance given to all parents in both Welsh and English in order that they feel confident to support their children's learning which occurs mainly through the medium of Welsh.
  
• The school's commitment to fully involve its stakeholders in it's life and work.
  
• The respect which is given to the pupils' voice.