The National Nurturing Schools Programme

Assessment Report

Establishment Ysgol Tŷ Ffynnon

Head teacher/Principal Mrs Nia Goldsmith

Mrs Bethan Donnelly, Mrs Nia Goldsmith
NNSP trained staf Mrs Wendy Stoneley, Mrs Claire Bow

Assessment date 21st February 2019

Assessors Wendy Roden

Trainers Yvonne Monaghan

Review date February 2022

1. Stakeholders
1a. Pupils
1a.1 The social and emotional needs of children is assessed and tracked. Attendance and exclusions are monitored
according to local and national guidance. Boxall Profile assessments are completed as part of Clwb Camau Bach
(nurturing group) intervention and when planning support for other children. PSHE is tracked using INCERTS for
all infant children.
1a.2 Nurture principles are defined and explained to children. Posters are displayed throughout the school explaining
nurture principles in child-friendly language. The school council discuss the principles on an annual basis.
Pupils are encouraged to develop responsibility for themselves and learn self-efficacy. Each pupil has a one

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1a.3 page profile which is regularly updated with the support of peers and family members to record their qualities,
what they like and how best to support them. Children are encouraged to develop responsiblity for themselves,
for example the MEEE programme is aimed at building resilience, embracing difference and encouraging
inclusion. Both the School Council and Eco Council meet regularly. During the assessment visit members of both
councils clearly articulated the vision for developments to benefit the children in the school and wider
community.

1b. Parents and Carers

1b.1 Parents and carers feel valued and welcomed in the establishment. Comments in the porfolio include:
“All staff at Ysgol Tŷ Ffynnon are 100% dedicated to teaching your child and keeping them in a secure and safe
environment where they can learn, play and be happy.”
“Ysgol Tŷ Ffynnon is a welcoming, safe environment for all children to develop into a whole being. The teachers
are friendly and approachable. Any concerns I have had as a parent, have been addressed quickly and to my
satisfaction. My child’s needs have been successfully adapted to meet all his needs.”
Communication is frequent and consistent, with a weekly newsletter avialable on the schools website, by email
or hard copy. The Ourschool App is also available. The school has invested in training for staff to deliver Family
Learning every Wednesday afternoon. Caf Ffynnon is available every Friday morning for any parent or carer who
may wish to discuss school issues, chat or access help and information. This is staffed by the same staff as Family
Learning and Clwb Camau Bach. Friends of Ysgol Tŷ Ffynnon formed by staff and parents has recently been re-
launched to support fund raising.
1b.2 Nurture principles are defined and explained to parents and carers. Nurture principles are explained to parents
and carers during both formal and informal meetings and events. They are displayed on the schools website and
promoted, articulated and modelled through school practice.
1b.3 Reports to parents and carers reflect pupils’ strengths and areas of need. Tracking data showing progress was
included in the evidence file. The Seesaw App is used to record and share information with parents and carers.
Both formal and informal parental meetings provide an opportunity to reflect upon children’s strengths and
needs.

1c. Staf
1c.1 There are systems and procedures to welcome, support and induct new staf and visitors. There is a warm and
welcoming atmosphere in the school. There are systems in place to welcome and support new staff or visitors.
The policies and documentation included within the portfolio clarify the roles and responsibilities of all staff.
1c.2 Nurture principles are defined and explained to all staf. Nurture principles have been discussed following the
intial trainig during an in service day. They are are promoted and modelled through school practice. Staf are
1c.3 given opportunities to discuss, develop and review shared values. Staff attend regular full staff and team
meetings, briefings, and INSET events. There are regular CPD opportunities matched to the School Development
Plan.

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 1c. Staf
1c.4 There are clear expectations of how all adults in school relate to children when in or out of class. Whilst
observing adults throughout the assessment visit, this was abundantly clear. All staff showed mutual respect
towards each other and the children in their care.
1c.5 Staf are actively involved in The National Nurturing Schools Programme. It is evident from the portfolio of
evidence and through the assessment visit that staff have and continue to be involved in the programme as part of
their everyday practice and ongoing developments.

1d. The Community

1d.1 The establishment works with stakeholders within the community.

Case Study One: The Family Learning Group has been running for four years. It is open to parents and family
members and carers of children who attend the school. Families are encouraged to work together in order to
support children’s learning at home. The activites include seasonal crafts, Forest School activites, gardening and
baking. Future plans include creating a specific group for nursery age children and their families and also sourcing
specific training training courses for parents and carers.
Case Study Two: A course of nutrition workshops were hosted by the school open to all parents, family members
and carers of children who attend the school. It ran for a term covering themes such as food labelling and the
contents of foods. Additional activities were organised and led by the staff from Flintshire County Council and
Sports and Leisure Department. Future plans include repeating this course and developing an exercise or keep fit
workshop.
1d.2 Nurture principles are defined and explained to stakeholders. Nurture principles are promoted and actively
communiciated through school practice.
1d.3 The establishment is used as a resource within the community. The school makes huge efforts to engage and
raise the profile of what the school does to support students in both the local and wider community.
1d.4 The community is included in development plans. The school is continually striving to work proactively within the
community. This has involved linking with local community initiatives and local businesses being invited into school
for Work Week. The school are a recognised Eco School and have an eco-club and eco-committee who consider
various issues. A recent Big Lottery grant will be used to develop an Eco reserve on the school site.

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 2 Delivery

2a Meeting Pupils Needs

2a. Nurture principles are incorporated in curriculum planning and delivery. Children work at their stage not age.
1 Staff track and monitor progress and differentiate accordingly. Forest School is a key part of the curriculum aimed at
building reslience, suporting wellbeing and encouraging the development of language and communication skills.
The social and emotional needs of pupils are addressed. Provision during the school day includes a wide range of
2a. whole school, year group and individual interventions aimed at supporting and addressing the needs of children. In
2 addition the Breakfast Club, Clwb Camau Bach and the Lunchtime Club offer additional targeted support. A wide
range of after-school clubs are provided including for example football, Eco-club and Welsh club.
Behaviour is dealt with consistently by all staf. The behaviour policy outlines the expectations of all staff, children
and parents. A variety of positive reinforcement strategies are employed including Celebration Assembly,
2a. Celebration Board and Class Dojos.
3 Pupils are involved in developing and evaluating their learning. Pupil voice is important throughout the school
with children being asked what they would like to learn before the start of any new topic. This approach offers the
children the opportunity to speak and be heard without fear of getting the answer wrong, thus encouraging children
2a. to value their views and the views of others.
4

2b Wellbeing: Pupils
2b.1 Provision and strategies promote pupil welfare and wellbeing. The school provides appropriate support for
children to develop their self-esteem, confidence, social collaboration and expression. Whole school approaches
included Circle Time, Forest School and Have You Filled My Bucket? Whole school workshops have included Zumba
and First Aid. Focused interventions include: Jamboree and Festival of Light activities for Year 2, ballet workshops
for Year 3, violin lessons for Year 4, dance and drama workshops including a performance for Years 4 and 6, The
Pyramid Club, MEEE Project and Red Card to Racism for Year 5.
2b.2 Pupils feel safe and secure. During the assessment visit it was evident that the children felt safe and secure in the
setting.
2b.3 Pupils feel valued, respected, included and listened to. In conversation with children during the visit and
through the evidence provided, there are ample opportunities, as mentioned above.
2b.4 Pupils are prepared for transitions in life. The school feel strongly that transition both within the school and
between schools is extremely important. The school have a Pupil Induction Policy which details the provision and
approaches for each year group and the responsibilities of all staff. Workshops and assemblies include the
opportunity to reflect upon key themes for life, e.g. Anti-bullying.

Wellbeing: Staf
2b.5 Provision and strategies promote staf welfare and well-being. The welfare and wellbeing of staff is taken
seriously. The Staff Shout Out Board in the staffroom and Hug in a Mug are an opportunities for staff to thank
others and make a positive comment. Staff have been encouraged to attend wellbeing training provided by the
local authority.
2b.6 Staf feel valued, respected, included and listened to. During discussions it became clear that all staff are proud
of their school, the children they care for and the relationships they have fostered within the school community.
2b.7 Relevant professional development for staf. There are opportunities for CPD and staff are encouraged and
supported to access training:
 Whole school training has included Behaviour Management and Autism Awareness.
 Additional training for specific staff has included First Aid, Unearthing Boxes, Family Signature and Pyramid
Club.
2b.8 There are opportunities for reflective collaborative problem solving for staf. There are several systems in place

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 to ensure that staff can reflect and communicate with each other, for example: an open door policy, whole staff,
year group and individual meetings.

2c. The Environment

2c.1 Nurture principles are reflected in the development of the environment. The school feels safe and the children
are confident and happy during leassons, transition periods and informal times throughout the day. The staff
model positive relationships and there is a sense that everyone genuinely cares for each other. Displays in the
classrooms, corridors and communal areas reflect and celebrate the children’s achievements.
2c.2 The setting has a welcoming and safe environment for all stakeholders. Safeguarding for the children, staff and
community is a priority. There is a variety of systems in place at entrances and exits and at transition times. Both
indoor and outdoor space is used creatively with areas for children and staff to work flexibly on individual, pair,
group or class activities.

3. Leadership and Management

3a. Policy
3a.1 Organisational and curriculum policies reflect and support nurture principles. There is a clear commitment and
passion to place the needs of the children at the heart of school practice. The ethos, organisation and policies and
promote a nurturing and inspiring ethos which promotes mutual respect and celebration of the diverse
community.
3a.2 Stakeholders are involved in the development and review of policies. A wide range of meetings for parents and
carers, school staff, governors and children inform plans and procedures.

3b. Partnership
3b.1 Partnership working reflects a nurturing rationale. The school has capitalised upon opportunities to work in
partnership, for example: Playful Futures-Playful Playtimes Project involved the evaluation of playtimes and
lunchtimes. With the support of a play consultant, changes have been made to the activities and resources
provided for children across all key stages. Loose parts (good quality junk) are allocated in a specific shed on both
playgrounds to enable pupils to use them in order to create imaginary play and construct dens etc. There are Play
Champions within the school that help to get the equipment out and to put it away.
Case Study One: Approximately 23% of the pupils have English as a second language. The school work closely
with the English Additional Language Service to ensure that pupils and their families are supported to be able to
communicate effectively feel safe and secure and cable to communicate effectively. D Butler the EAL teacher,
stated that, “This is a really inclusive school … all the children are happy … everybody works together.”
Case Study Two: The ALNCo attends half-termly group consultations to discuss and review cases. The group
consultation is led by the Educational Psychologist assigned to the school from Flintshire Children’s Services. The
actions agreed during the consultation forum are acted upon by the school. This can also include the Educational
Psychologist meeting parents and carers and observing children in school.

3c. Resources

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3c.1 Clear development priorities regarding nurturing principles and practice. There was an understanding of the
processess and commitment by the staff who attended the NNSP training and structures and systems have been
followed and adhered to during the two year period.
3c.2 Resources are deployed to develop nurturing principles and practice across the setting. Evidence throughout
the assessment visit and within the portfolio include interventions and strategies delivering improved mental
health and wellbeing for the children, staff and the community.

3d. Monitoring and Evaluation

3d.1 Monitoring and evaluation protocols include evidence of planning, reviewing and evaluating processes for The
National Nurturing Schools Programme. The evidence within the file and the understanding of the importance of
monitoring the impact that the programme is having on the whole school is ongoing. There are clear
communication systems in place as to how the programme is progressing, with reports to governors on a regular
basis.

Assessors Summary

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Ysgol Tŷ Ffynnon is in Shotton, in the Flintshire local authority. It formed in September 2014 when Shotton Infants School
merged with Taliesin Junior School in a new building. Around 25% of the school’s pupils are eligible for free school meals,
which is above the national average of 19%. The school identifies 26% of pupils as having additional learning needs,
which is higher than the national average of 21%.

The Estyn report, March (2018) states:

“The school provides an inclusive and nurturing learning environment for pupils, with a strong focus on meeting their
individual needs. Across the school, including in the resource classes, pupils enjoy their lessons and make good progress.
They develop their literacy and numeracy skills well, and acquire positive attitudes to learning. Teachers and support staff
work together successfully. They manage pupils’ behaviour sensitively and effectively and create a purposeful working
environment. The school provides many rich learning experiences that support pupils’ all-round development, helping
them develop into confident and capable learners. The headteacher has a clear and powerful vision for moving the school
forward. The school’s senior leaders provide effective support. Together, they create a dedicated and constructive ethos in
the school, which supports continuous improvement well.”

Additional awards:
Eco School: The school have been awarded the Green Flag status since 2008 and also the Platinum Award since Autumn
Term 2015.
Healthy School: Accreditation has been achieved for promoting pupils’ health and wellbeing.

This report cannot reflect the work that goes on at the school every day. Highlights of the assessment visit include:

Relationships:
There is a focus upon the quality of relationships. The staff were aware of the pupils’ needs. It was apparent that there is
a clear commitment to do the best for all pupils, staff, parents and carers and the wider community.
Parents and carers:
There is clear communication regarding students both internally and with partner agencies where appropriate. The
school and partner agencies are highly valued as part of the wider support network for the students and their families.
The Coummunity:
The school take every possible opportunity to work with and within the community, building and sustaining relationships.

The staff understand the importance of having a holistic approach towards the children in their care and within their
community. There is a clear vision for the future at Ysgol Tŷ Ffynnon,

Recommendation

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 We recommend Ysgol Tŷ Ffynnon for the National Nurturing Schools Award

Areas for development Timescale

Continue to monitor and evaluate the provision within your setting completing the
Ongoing
National Nurturing Schools self-assessment on an annual basis

Continue addressing the needs of all stakeholders: children, staff, parents and carers and
Ongoing
the community collating examples of practice and outcomes.

Continue to promote and embed nurture group principles throughout the provision for
Ongoing
students.

Continue to share practice with partners.

Ongoing

Consider training needs of staff to sustain and embed nurture practice in the school.
Ongoing

Engage with the re-accreditation process for the National Nurturing Schools Programme . 2021

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