Education Other Than At School: a good practice survey Addysg Heblaw yn yr Ysgol: arolwg arfer dda Education Other Than At School: a good practice survey

Cefndir Background Nod yr adroddiad yw nodi arfer dda mewn Addysg Heblaw yn yr Ysgol (EOTAS), yn cynnwys: strategaethau ymyrraeth gynnar mewn ysgolion, unedau cyfeirio disgyblion (UCDau), ac awdurdodau lleol, sy’n helpu lleihau nifer y disgyblion yn mynd i mewn i EOTAS enghreifftiau o arfer dda mewn UCDau mewn perthynas â chwricwla sy’n bodloni anghenion pob disgybl, strategaethau rheoli ymddygiad ac ailintegreiddio disgyblion mewn addysg brif ffrwd Bwriedir yr adroddiad ar gyfer Llywodraeth Cymru, staff mewn ysgolion ac UCDau, awdurdodau lleol a chonsortia rhanbarthol. Mae’r adroddiad wedi’i seilio ar ymweliadau ag UCDau, ysgolion ac awdurdodau lleol. The aim of the report is to identify good practice in EOTAS including: early intervention strategies in schools, pupil referral units (PRUs), and local authorities, which help reduce the number of pupils going into EOTAS examples of good practice in PRUs in relation to curricula that meet the needs of all pupils, behaviour management strategies and reintegration of pupils into mainstream education The report is intended for the Welsh Government, school and PRU staff, local authorities and regional consortia. The report is based on visits to PRUs, schools and local authorities.

Prif ganfyddiadau Main findings Mae darpariaeth ar gyfer disgyblion sydd mewn perygl o gael eu gwahardd neu o ymddieithrio yn fwyaf effeithiol:   lle mae awdurdodau lleol ac UCDau yn gweithio gyda’i gilydd i fodloni anghenion y disgyblion hyn ac i sicrhau eu bod yn aros mewn addysg amser llawn lle mae gan awdurdodau lleol strategaeth glir a chontinwwm darpariaeth i fodloni anghenion y disgyblion hyn lle mae gan UCDau brosesau cyfeirio sefydledig, a meini prawf mynediad ac ymadael clir lle mae gan randdeiliaid ddealltwriaeth glir o rôl UCDau Provision for pupils at risk of exclusion or disengagement is most effective where:   local authorities, schools and PRUs work together to meet the needs of these pupils and to ensure that they remain in full-time education local authorities have a clear strategy and a continuum of provision to meet these pupils’ needs PRUs have well-established referral processes and clear entry and exit criteria stakeholders have a clear understanding of the role of PRUs

Prif ganfyddiadau Main findings Pan fydd awdurdodau lleol yn cydnabod pwysigrwydd UCDau, maent yn sicrhau bod ganddynt adnoddau da o ran staffio, adeiladau ac offer. Yn yr UCDau mwyaf effeithiol, mae athrawon â gofal a phenaethiaid yn arweinwyr a rheolwyr medrus, ac mae staff yn meddu ar arbenigedd a phrofiad priodol mewn addysgu a dysgu yn ogystal â rheoli ymddygiad. Yn yr achosion gorau, mae’r UCD yn ganolfan rhagoriaeth ar gyfer addysgu disgyblion sydd ag ymddygiad heriol. Mae awdurdodau lleol yn defnyddio arbenigedd staff UCD i ddarparu cymorth i ddisgyblion unigol mewn ysgolion prif ffrwd, yn ogystal â chyngor a hyfforddiant ar gyfer staff y brif ffrwd. Where local authorities recognise the importance of PRUs, they ensure that they are well resourced in terms of staffing, accommodation and equipment. In the most effective PRUs, teachers-in-charge and headteachers are skilled leaders and managers, and staff have appropriate expertise and experience in teaching and learning as well as behaviour management. In the best cases, the PRU is a centre for excellence for educating pupils with challenging behaviour. Local authorities use the expertise of PRU staff to provide support for individual pupils in mainstream schools as well as advice and training for mainstream staff.

Prif ganfyddiadau Main findings Mae’r rhan fwyaf o’r UCDau yr ymwelwyd â nhw fel rhan o’r arolwg yn cymryd rhan mewn mentrau awdurdodau lleol ac yn manteisio ar y cyfleoedd datblygiad proffesiynol sydd ar gael i gydweithwyr ysgolion y brif ffrwd. Lle nad yw staff UCD yn cael y cyfleoedd hyn, maent yn teimlo ar eu pennau’u hunain ac yn ddi-gefnogaeth. Ar draws y consortia rhanbarthol, nid oes unrhyw drefniadau cyson i gynnwys UCDau mewn gweithgareddau cymorth a her. Most of the PRUs visited as part of the survey take part in local authority initiatives and access the professional development opportunities available to mainstream school colleagues. Where PRU staff do not have these opportunities, they feel isolated and unsupported. Across the regional consortia, there are no consistent arrangements to involve PRUs in support and challenge activities.

Prif ganfyddiadau Main findings Lle mae pwyllgorau rheoli UCDau yn effeithiol, mae cynrychiolaeth arnynt o ystod eang o randdeiliaid, sy’n meddu ar wybodaeth ac arbenigedd perthnasol. Yn y pwyllgorau hyn, mae dealltwriaeth glir gan aelodau o gryfderau’r UCD a’r meysydd i’w gwella, ac maent yn darparu cymorth a her gadarn. Where the management committees of PRUs are effective, they have representation from a broad range of stakeholders, with relevant knowledge and expertise. In these committees, members have a clear understanding of the strengths and areas for development of the PRU and provide robust support and challenge.

Prif ganfyddiadau Main findings Mae UCDau effeithiol yn gweithredu polisïau ymddygiad clir gyda ffocws ar ganmol a gwobrwyo ymddygiad da. Mae gan ddisgyblion ddealltwriaeth glir o bolisi’r UCD ar gyfer gwobrau a chosbau, ac mae pob un o’r staff yn cymhwyso’r polisi yn gyson Yng nghyfnodau allweddol 3 a 4, mae ystod y pynciau sy’n cael eu cynnig yn y cwricwlwm yn amrywio gryn dipyn rhwng UCDau. I gynyddu ystod yr opsiynau sydd ar gael, mae ychydig o UCDau yn cysylltu’n dda â darparwyr eraill, er enghraifft ysgolion, colegau addysg bellach a darparwyr hyfforddiant. Effective PRUs implement clear behaviour policies with a focus on praising and rewarding good behaviour. Pupils have a clear understanding of the PRU’s policy for rewards and sanctions and all staff apply the policy consistently At key stages 3 and 4, the range of subjects offered in the curriculum varies considerably between PRUs. To increase the range of options available, a few PRUs liaise well with other providers, for example schools, further education colleges and training providers.

Prif ganfyddiadau Main findings Yn yr UCDau lle mae disgyblion yn gwneud y cynnydd mwyaf, mae gan staff wybodaeth a dealltwriaeth drwyadl o lefelau llythrennedd a rhifedd disgyblion, a’u hanghenion dysgu ychwanegol. Yn yr UCDau hyn, mae staff yn cynllunio ymyriadau priodol sy’n gwella safonau disgyblion.   Yn yr achosion gorau, mae staff yn cael hyfforddiant rheolaidd o ansawdd uchel sy’n eu helpu i gynorthwyo disgyblion ag anawsterau lleferydd ac iaith, anhwylder y sbectrwm awtistig, dyslecsia ac anghenion dysgu eraill In the PRUs where pupils make most progress, staff have a thorough knowledge and understanding of the pupils’ literacy and numeracy levels and their additional learning needs. In these PRUs, staff plan appropriate interventions that improve pupils’ standards.   In the best cases, staff receive regular, high-quality training that helps them to support pupils with speech and language difficulties, autistic spectrum disorder, dyslexia and other learning needs

Prif ganfyddiadau Main findings Mae ysgolion yn defnyddio ystod o strategaethau gwahanol i leihau gwaharddiadau ac atal disgyblion rhag mynd i mewn i addysg heblaw yn yr ysgol. Mae pob un o’r ysgolion uwchradd yr ymwelwyd â nhw fel rhan o’r arolwg yn cydnabod pwysigrwydd datblygu cwricwlwm sy’n ennyn diddordeb disgyblion sydd mewn perygl o ymddieithrio. Mae’r ysgolion hyn yn datblygu rhaglenni i fodloni anghenion disgyblion unigol. Yn gyffredinol, mae’r rhaglenni hyn yn cynnwys ffocws ar opsiynau galwedigaethol a chymwysterau perthnasol sy’n paratoi disgyblion ar gyfer bywyd ar ôl ysgol. Schools use a range of different strategies to reduce exclusions and prevent pupils from going into EOTAS. All of the secondary schools visited as part of the survey recognise the importance of developing a curriculum that engages pupils at risk of disengagement. These schools develop programmes to meet the needs of individual pupils. These programmes generally include a focus on vocational options and relevant qualifications that prepare pupils for life after school.

Prif ganfyddiadau Main findings Yn genedlaethol, mae’r gyfradd gwaharddiadau wedi gostwng dros y 10 mlynedd diwethaf. Lle mae ysgolion yn fwyaf effeithiol o ran lleihau gwaharddiadau a mynd i’r afael ag anghenion disgyblion yn yr ysgol, maent yn mabwysiadu dull cyson ysgol gyfan i reoli ymddygiad disgyblion, er enghraifft, drwy ddefnyddio dulliau adferol. Nationally, the rate of exclusions has reduced over the past 10 years. Where schools are most effective at reducing exclusions and addressing the needs of pupils within school, they adopt a consistent whole-school approach to managing pupils’ behaviour, for example by using restorative approaches.

Prif ganfyddiadau Main findings Mae gan lawer o ddisgyblion nad ydynt yn gallu cynnal lleoliadau prif ffrwd ystod o anawsterau, gan gynnwys sefyllfaoedd teuluol heriol a materion personol. Mae gan ddisgyblion eraill fedrau llythrennedd a rhifedd sydd heb eu datblygu’n ddigonol neu anghenion dysgu ychwanegol eraill. Pan fydd gan ysgolion systemau effeithiol ar gyfer monitro ac olrhain cynnydd disgyblion, sy’n nodi disgyblion sydd mewn perygl o ymddieithrio yn gynnar, maent yn gallu rhoi ymyrraeth briodol ar waith sy’n cadw disgyblion yn y brif ffrwd. Mae gweithio agos rhwng ysgolion ac asiantaethau eraill, er enghraifft, gwasanaethau iechyd, cymdeithasol ac asiantaethau gwirfoddol, yn helpu sicrhau bod disgyblion sydd mewn perygl o ymddieithrio a’u teuluoedd yn cael cymorth amserol, priodol. Many pupils who are unable to maintain mainstream placements have a range of difficulties, including challenging family situations and personal issues. Others have underdeveloped literacy and numeracy skills or other additional learning needs. When schools have effective systems for monitoring and tracking pupil progress, which identify pupils who are at risk of disengagement at an early stage, they can put in place appropriate intervention that keeps pupils in the mainstream. Close working between schools and other agencies, for example health, social services and voluntary agencies, helps ensure that pupils at risk of disengagement and their families receive appropriate, timely support.

Argymhellion Recommendations Dylai awdurdodau lleol, ysgolion ac UCDau: A1 gael strategaeth wedi’i chytuno’n lleol i gynorthwyo’r holl ddisgyblion sy’n agored i niwed fel eu bod yn aros mewn addysg amser llawn A2 nodi disgyblion sydd mewn perygl o ymddieithrio’n gynnar a rhoi ymyriadau priodol, amserol ar waith A3 gweithio gyda’i gilydd i gynyddu’r ystod o opsiynau dysgu a phrofiadau sydd ar gael i ddisgyblion EOTAS Local authorities, schools and PRUs should: R1 have a locally agreed strategy to support all vulnerable pupils so that they remain in full-time education R2 identify pupils who are at risk of disengagement early and put in place appropriate, timely interventions R3 work together to increase the range of learning options and experiences available to EOTAS pupils

Argymhellion Recommendations Dylai awdurdodau lleol: A4 sicrhau bod dealltwriaeth glir gan yr holl randdeiliaid o rôl UCDau a mathau eraill o addysg heblaw yn yr ysgol o fewn continwwm o ddarpariaeth, a bod y darpariaethau hyn yn cynnwys meini prawf mynediad ac ymadael clir A5 penodi staff UCD sydd â phrofiad ac arbenigedd priodol mewn arweinyddiaeth, addysgu a dysgu yn ogystal â rheoli ymddygiad A6 sicrhau bod holl staff UCDau yn cael yr un cyfleoedd hyfforddi a datblygu â staff mewn ysgolion prif ffrwd A7 gweithio gyda chonsortia rhanbarthol i ddarparu cymorth a her gadarn ar gyfer rheolwyr a phwyllgorau rheoli UCD Local authorities should: R4 ensure that all stakeholders have a clear understanding of the role of PRUs and other forms of EOTAS within a continuum of provision, and that these provisions have clear entry and exit criteria R5 appoint PRU staff who have appropriate experience and expertise in leadership, teaching and learning as well as behaviour management R6 ensure that all PRU staff have access to the same training and development opportunities as staff in mainstream schools R7 work with regional consortia to provide robust support and challenge for PRU managers and management committees .

Argymhellion Recommendations Dylai Llywodraeth Cymru: A8 ddarparu arweiniad fframwaith ar rôl UCDau fel rhan o gontinwwm o ddarpariaeth A9 ystyried cyflwyno cymhwyster proffesiynol cenedlaethol ar gyfer athrawon â gofal am UCDau A10 sicrhau bod staff UCD yn elwa ar strategaethau cenedlaethol i wella ansawdd addysgu ac arweinyddiaeth mewn addysg The Welsh Government should: R8 provide framework guidance on the role of PRUs as part of a continuum of provision R9 consider introducing a national professional qualification for teachers‑in‑charge of PRUs R10 ensure that PRU staff benefit from national strategies to improve the quality of teaching and leadership in education

Arfer orau Best practice Mae’r adroddiad yn cynnwys dau ar bymtheg o astudiaethau achos sy’n dangos arfer effeithiol. Un enghraifft yw’r dull strategol a ddefnyddir gan Gyngor Ceredigion i gynorthwyo disgyblion ag anawsterau ymddygiadol.   Yn dilyn adolygiad cynhwysfawr, datblygodd yr awdurdod gontinwwm clir o ddarpariaeth, yn cynnwys: darpariaeth mewn ysgolion (Hafan ac Encil) gwasanaeth cymorth ymddygiad a ddefnyddir yn ganolog (yn cynnwys tîm o gynorthwywyr cymorth cymdeithasol, emosiynol ac ymddygiadol) UCD Yn allweddol i hyn oedd cyd-ddealltwriaeth y dylid rhoi cynnig ar bob strategaeth bosibl mewn ysgolion cyn bod cyfeiriad yn cael ei wneud i’r UCD. Mae effaith y dull hwn yn cynnwys gostyngiad sylweddol yn nifer y gwaharddiadau a phresenoldeb gwell. Hefyd, mae’r ganran o’r ymadawyr ysgol sy’n mynd yn NEET yng Ngheredigion yn gyson ymhlith yr isaf yng Nghymru. The report contains seventeen case studies which exemplify effective practice. One example is the strategic approach taken by Ceredigion Council to support pupils with behavioural difficulties.   Following a comprehensive review, the authority developed a clear continuum of provision, including: school-based provision (Hafan and Encil) a centrally-employed behaviour support service (including a team of social, emotional and behavioural support assistants – SEBSAs) PRU Key to this was a shared understanding that all possible strategies should be tried in schools before a referral is made to the PRU. The impact of this approach includes a significant reduction in exclusions and improved attendance. In addition, the percentage of school leavers becoming NEET in Ceredigion is consistently amongst the lowest in Wales.

10 questions for providers 10 cwestiwn i ddarparwyr 10 questions for providers Awdurdodau lleol: A oes gennych strategaeth glir a chontinwwm priodol o ddarpariaeth ar gyfer disgyblion sydd mewn perygl o ymddieithrio neu gael eu gwahardd? A oes gennych feini prawf mynediad ac ymadael clir ar gyfer UCDau a mathau eraill o EOTAS? A ydych chi’n penodi athrawon â gofal UCD sy’n meddu ar fedrau arweinyddiaeth a rheolaeth profedig? A yw staff UCD yn cael eu cynnwys yn holl fentrau a hyfforddiant awdurdodau lleol a chonsortia rhanbarthol? Local authorities: Do you have a clear strategy and an appropriate continuum of provision for pupils at risk of disengagement or exclusion? Do you have clear entry and exit criteria for PRUs and other forms of EOTAS? Do you appoint PRU teachers in charge who have proven leadership and management skills? Are PRU staff included in all local authority and regional consortium initiatives and training?

10 questions for providers 10 cwestiwn i ddarparwyr 10 questions for providers UCDau A oes gennych bolisïau ymddygiad clir ac a yw’r rhain yn cael eu gweithredu’n gyson gan bob aelod o staff? Sut ydych chi’n sicrhau bod disgyblion yn cael ystod eang o brofiadau dysgu perthnasol? A oes gennych strategaethau cadarn i nodi anghenion llythrennedd a rhifedd ac anghenion dysgu ychwanegol disgyblion? A ydych chi’n rhoi ymyriadau priodol ar waith i fynd i’r afael â’r anghenion hyn? Pa mor effeithiol ydych chi’n gweithio gydag ysgolion i gynorthwyo ailintegreiddio? Ysgolion A oes gennych systemau effeithiol ar waith ar gyfer nodi disgyblion sydd mewn perygl o ymddieithrio neu gael eu gwahardd yn gynnar? Pa strategaethau ydych chi’n eu defnyddio i helpu disgyblion aros yn yr ysgol? PRUs Do you have clear behaviour policies and are these implemented consistently by all staff? How do you ensure that pupils have a broad range of relevant learning experiences? Do you have robust strategies to identify pupils’ literacy and numeracy and additional learning needs? Do you put in appropriate interventions to address these needs? How effectively do you work with schools to support reintegration? Schools Do you have effective systems in place for identifying pupils who are at risk of disengagement or exclusion at an early stage? What strategies do you use to help pupils stay in school?

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