List of Contents - Trigolion · stages, schools are expected ... Section 1: Our vision and aim for...
53
1 List of Contents 1. Introduction to the Welsh in Education Strategic Plan 2. Section 1: Vision and objectives for Welsh medium education 3. Section 2: The Action Plan 4. Section 3: Commentary and additional notes (Appendices 1 to 5)
Transcript of List of Contents - Trigolion · stages, schools are expected ... Section 1: Our vision and aim for...
1
List of Contents 1. Introduction to the Welsh in Education Strategic Plan
2. Section 1: Vision and objectives for Welsh medium education
3. Section 2: The Action Plan
4. Section 3: Commentary and additional notes (Appendices 1 to 5)
2
1. Introduction to Welsh in Education Strategic Plan In December 1996, Gwynedd Council published a Welsh Language Plan in compliance with the requirements of the 1993 Welsh Language Act. It was approved by the Welsh Language Board, and it mentions how the Council, in its dealings with the public, gives equal status to the Welsh and English Language. Under Part 1 and Part 2 of the 1993 Welsh Language Act, the LA was required to provide a Welsh Language Plan that specifically dealt with Education [Welsh Education Plan]. Gwynedd Council’s initial Welsh Education Plan was approved in November 1998. Following the three year implementation of the Welsh Education Plan, a second Plan was prepared that was approved in August 2004. The Plan was reviewed in 2010 and this Welsh Education Plan was approved by the Welsh Language Board on 30 June 2011. Following this, the Welsh in Education Strategy Plan for 2013-14 was drawn up and approved. The Wales Schools Standards and Arrangements Act (2013) came into force in Wales on 4 March 2013. The Act places a statutory duty on LA’s to prepare and present a Welsh in Education Strategic Plan for the Welsh Government. The initial plans under these statutory arrangements will be implemented from April 1 2014 for a 3 year period until March 2017. These plans will outline how LA’s intend to achieve Welsh Government objectives and targets that are outlined in the Welsh Medium Education Strategy. The Strategy is outlined within the context of Gwynedd Council Language Policy and thus achieve the outcomes. The LA will ensure that the principal elements are reflected and receive due attention in the Strategy Plan. The objective of the Language Policy [1996] is to ensure that all pupils in the County possess age-related balanced bilingualism so as to equip them to become well-rounded members of the bilingual community to which they belong. Age-related bilingualism implies that pupils possess appropriate language skills in Welsh and English. As well as developing pupils competence in both languages, all the County’s educational establishments are expected to reflect and strengthen the Language Policy in their administration, their social life and pastoral arrangements as well as in their curricular provision. Although the Policy’s overall objective is bilingualism, the balance is in favour of Welsh during the early years so as to establish firm foundations for further development. At the other key stages, schools are expected to plan purposefully so as to develop pupils grasp of Welsh. This well matches the principal objectives of the Welsh in Education Strategic Plan, namely to ensure the development of Welsh as a subject and learning medium from pre-school age onwards. Any shortcoming as regards Welsh and ensuring progression from one key stage to the next will be subject to the arrangements established between the Authority and the schools and the nursery groups. In relation to this, the attention of the locally elected members and Chair of Governors is drawn to any matters of concern that are relevant to lack of implementation of the contents of the Language Policy or that of the Welsh in Education Strategy Plan. Additional information on "The Welsh in Education Strategic Plan 2014-17” can be obtained from - Head of Education, Gwynedd Council, CAERNARFON, Gwynedd, LL55 1SH. Tel 01766 771 000. Fax 01286 677 347.
3
Section 1
: O
ur
vis
ion a
nd a
im for
Wels
h-m
ediu
m e
ducation
Th
e E
du
ca
tio
n D
ep
art
me
nt’s L
an
gua
ge
Po
licy s
ets
th
e a
mb
itio
us o
bje
ctive
of
ensu
rin
g t
ha
t a
ll p
up
ils i
n t
he
co
unty
po
sse
ss a
pp
rop
ria
te l
an
gu
ag
e s
kill
s i
n W
els
h a
nd
En
glis
h,
to e
na
ble
the
m t
o b
eco
me
full
me
mb
ers
of
the
bili
ng
ua
l com
mu
nity t
o w
hic
h t
hey b
elo
ng.
Th
is w
ell
ma
tch
es t
he
prin
cip
al
ob
jective
of
the
Wels
h S
tra
teg
ic P
lan
na
mely
to
ensu
re t
he
de
ve
lopm
en
t o
f W
els
h a
s a
su
bje
ct
an
d le
arn
ing
med
ium
fr
om
pre
-scho
ol ag
e o
nw
ard
s a
nd
pro
mo
te o
ur
ch
ildre
n a
nd
yo
un
g p
eo
ple
’s u
se
of
Wels
h
as a
socia
l la
ng
ua
ge
.
To
ach
ieve
th
is a
mb
itio
us p
rogra
mm
e,
eve
ry e
sta
blis
hm
en
t is
exp
ecte
d t
o a
dd
ress t
he
follo
win
g m
att
ers
.
•
Esta
blis
h f
irm
fo
un
da
tio
ns i
n W
els
h i
n t
he
Ea
rly Y
ea
rs,
ensu
ring
th
at
pu
pils
fro
m a
n E
ng
lish
sp
ea
kin
g b
ackg
rou
nd h
ave
an
op
po
rtu
nity t
o l
ea
rn W
els
h a
s s
oon
as
po
ssib
le.
•
At
the
Fo
und
atio
n P
hase
, bu
ild o
n t
he
fou
nd
ation
la
id a
t th
e n
urs
ery
and
re
cep
tion
sta
ge
th
rou
gh
co
ntinu
ing
to
de
ve
lop
pu
pils
gra
sp
of
Wels
h,
and
co
mm
ence
the
pro
cess o
f d
eve
lop
ing
th
eir
skill
s in
En
glis
h.
In
pra
ctice
, th
is im
plie
s t
ha
t th
e m
ajo
rity
of
sch
oo
ls w
ill c
om
men
ce
in
trod
ucin
g E
ng
lish
as a
su
bje
ct
in t
he
fin
al te
rm a
t th
e
en
d o
f th
e F
ou
nda
tion
Ph
ase
, f
ocu
ssin
g o
n d
eve
lop
ing
re
adin
g,
ora
cy a
nd
wri
tin
g s
kill
s in
th
at
lang
ua
ge
. W
els
h w
ill b
e t
he
off
icia
l la
ng
ua
ge
of
asse
ssm
en
t a
t th
e s
ch
oo
l a
t th
e e
nd o
f th
e F
ou
nda
tion
Ph
ase.
•
At
KS
2,
co
ntin
ue
to
de
ve
lop
pu
pils
gra
sp
of W
els
h f
ocusin
g o
n d
eve
lop
ing
th
eir
skill
s in
both
la
ng
ua
ge
s.
Pu
pils
pro
gre
ss in
Wels
h a
nd
En
glis
h is a
ssesse
d a
t th
e e
nd
of
the
ke
y s
tag
e.
•
At
KS
3,
ensu
re t
hat
eve
ry p
upil
ach
ievin
g le
ve
l 3
+ a
t th
e e
nd
of
KS
2 c
on
tin
ues to
fo
llow
Wels
h a
s F
irst L
an
gu
age
to
en
su
re a
pp
rop
ria
te p
rog
ressio
n a
nd
co
ntin
uity.
•
At
KS
4,
ensu
re t
hat
eve
ry p
upil
stu
die
s W
els
h a
s a
su
bje
ct
un
til th
e e
nd
of
Y1
1 a
nd is a
ssessed
in W
els
h a
t th
e e
nd
of
KS
4.
•
At
KS
3 a
nd K
S4
, u
se
the
in
form
atio
n o
n p
revio
us a
chie
ve
men
t to
ensu
re t
ha
t e
ve
ry p
upil
co
ntinu
es t
o d
eve
lop s
kill
s in W
els
h a
nd
Eng
lish t
hro
ug
h u
sin
g b
oth
la
ngu
age
s
as le
arn
ing
me
diu
m.
•
En
su
re t
ha
t p
upils
wh
o le
arn
Wels
h a
t K
S2
and
KS
3 le
arn
Wels
h a
s s
oo
n a
s p
ossib
le a
nd
use
Wels
h a
s a
lea
rnin
g m
ed
ium
.
•
Imp
rove
pu
pils
kn
ow
led
ge
an
d u
nd
ers
tan
din
g o
f th
e c
ultu
ral, e
co
no
mic
, e
nvir
onm
enta
l, h
isto
rical a
nd
la
ng
ua
ge
fe
atu
res o
f W
ale
s.
•
De
ve
lop
the
pup
ils t
o b
e r
espon
sib
le c
itiz
en
s s
o th
at
the
y m
ake
a s
ign
ific
an
t co
ntr
ibu
tio
n to
th
eir
bili
ng
ua
l co
mm
un
ity.
Fo
llow
ing
a t
ho
rou
gh
re
vie
w o
f th
e 2
01
3-1
4 S
tra
teg
ic P
lan,
it
wa
s a
gre
ed
th
at
this
Sta
tuto
ry S
trate
gic
Pla
n (
2014-1
7)
wo
uld
fo
cus o
n t
he
follo
win
g a
sp
ects
fro
m t
he
pe
rspe
ctive
of W
els
h a
s a
la
ngu
ag
e a
nd
as a
me
diu
m s
ettin
g t
he
m a
s c
lea
r ob
jectives f
or
ou
r th
ree
ye
ar
wo
rk p
rog
ram
me.
•
Esta
blis
h f
irm
fou
nda
tion
s fo
r W
els
h d
urin
g n
urs
ery
ed
uca
tion
an
d th
e e
arl
y y
ea
rs.
98
.6%
of
se
ve
n y
ea
r o
lds ta
ugh
t th
rou
gh
the
me
diu
m o
f W
els
h)
•
En
su
re p
rog
ressio
n in W
els
h a
s a
su
bje
ct a
nd a
s a
le
arn
ing
me
diu
m fro
m K
S2
to K
S3
. (1
00
% o
f p
upils
con
tinu
e to
im
pro
ve
th
eir
la
ngu
age
skill
s w
he
n tra
nsfe
rrin
g f
rom
p
rim
ary
to
se
con
da
ry s
ch
oo
l.)
•
En
su
re p
rog
ressio
n in W
els
h a
s a
su
bje
ct a
nd a
s a
le
arn
ing
me
diu
m fro
m K
S3
to K
S4
.
•
Str
en
gth
en
im
ple
me
nta
tion
in
th
e a
rea
s/e
sta
blis
hm
en
ts/s
choo
ls w
he
re d
ata
in
dic
ate
s th
e n
ee
d e
qu
ipp
ing
ou
r h
ead
teachers
and
tra
inin
g o
ur
wo
rkfo
rce to
fu
lly a
chie
ve
th
e S
ch
em
e’s
obje
ctive
.
•
Str
en
gth
en
th
e u
se
of
the
lan
gu
ag
e c
oho
rts a
s a
pro
gre
ssio
n p
lann
ing
to
ol a
t seco
nd
ary
sch
oo
ls.
•
De
ve
lop
Wels
h B
accala
ure
ate
at
levels
1,
2 a
nd
3 a
t th
e s
eco
nd
ary
sch
oo
ls.
•
Co
nfirm
im
ple
me
nta
tio
n o
f th
e L
an
gu
age
C
ha
rte
r in
ea
ch o
f o
ur
prim
ary
scho
ols
, giv
ing
d
ue
a
tten
tion
to
w
ork
forc
e tr
ain
ing
d
eve
lop
ing
m
ed
ium
e
lem
en
ts and
me
tho
do
log
y.
•
Pro
mo
te u
se
of W
els
h a
s th
e s
ocia
l la
ng
ua
ge
of
yo
ung
peo
ple
at
ou
r se
con
da
ry s
ch
oo
ls t
hro
ug
h e
sta
blis
hin
g a
nd
de
ve
lopin
g a
sch
em
e s
imila
r to
th
e p
rim
ary
sch
ools
L
an
gua
ge
Ch
art
er.
If t
his
is s
uccessfu
lly a
chie
ved d
uring t
he n
ext
thre
e y
ears
, it i
s e
nvis
aged t
hat
the w
hole
education s
yste
m c
an c
ontr
ibute
tow
ard
s d
evelo
pm
ent
of
Wels
h
(language a
nd m
ediu
m] and q
uality
of education a
nd the e
xperiences o
f our childre
n a
nd y
oung p
eople
.
4
Section 2
: The A
ction P
lan
Outc
om
e 1
: M
ore
seven-y
ear-
old
childre
n b
ein
g taught th
rough the m
ediu
m o
f W
els
h
A. O
bje
ctive
B. C
urr
ent perf
orm
ance
C. Targ
ets
D
. Pro
gre
ss
Incre
ase
the
num
ber
of
seven-y
ear-
old
child
ren
taug
ht
thro
ug
h
the
mediu
m
of
Wels
h
The C
ounty
does n
ot
define p
rim
ary
schools
accord
ing
to l
ang
uag
e c
ate
gories a
s t
he s
am
e
Lang
uag
e
Polic
y
is
imple
mente
d
at
every
school.
The
sam
e
em
phasis
is
pla
ced
on
bili
ng
ualis
m,
nam
ely
pro
vid
e an opport
unity fo
r all
pupils
in
th
e C
oun
ty to
be confidently
bili
ng
ual.
Indic
ate
d b
elo
w a
re p
upil
num
bers
in t
he K
S1 c
ohort
(T
he F
oundation P
hase f
rom
2012)
and
the n
um
ber
assessed in W
els
h a
s F
irst Lang
uag
e.
2010
2011
2012
2013
2014
2015
KS
1
1152
/11
56
1108
/11
26
1181
/12
00
1290
/13
25
1
24
4/1
27
2
12
28
/12
46
The n
um
bers
and t
he p
erc
enta
ge c
om
pare
very
favoura
bly
with t
he o
ther
auth
orities in W
ale
s
as r
eg
ard
s the F
oundation P
hase a
nd K
ey S
tag
e 2
.
Perc
enta
ge a
ssessed in W
els
h a
s F
irst Language a
t th
e e
nd
of th
e F
oundation P
hase
2007
2008
2009
2010
2011
2012
2013
2014
2015
1
98.3
97.9
98.2
99.7
98.4
98.4
97.5
97.8
98.6
2
76.3
78.9
76.4
76.1
73.1
75.2
76.4
74.0
76.3
3
75.6
74.5
72.8
70.2
68.8
73.3
69.7
72.1
71.4
4
52.5
55.1
53.7
55.0
55.6
55.6
55.6
55.4
57.0
5
22.4
23.0
23.3
25.0
26.1
23.7
28.1
25.1
26.5
6
20.5
21.8
23.1
23.2
25.0
23.2
22.9
24.5
24.3
7
20.3
21.0
21.0
21.9
21.9
21.9
22.4
22.2
22.2
8
19.7
20.6
20.1
21.8
21.2
21.2
19.9
19.9
20.7
9
19.6
20.6
19.9
20.3
20.8
20.5
19.1
19.7
19.2
10
13.9
15.9
17.6
16.9
17.3
19.4
18.8
19.3
19.1
Ensure
th
at
every
pupil
is
assessed
in
Wels
h a
s f
irst
lang
uag
e
at
the
end
of
KS
1
and
K
S2.
100%
2014:
An
impro
vem
ent
of
0.3
% s
ince
the p
revio
us
year.
2015:
An
incre
ase
of
0.8
%
on
the
pre
vio
us
year.
5
11
13.3
15.5
15.9
15.2
16.8
17.7
17.4
18.9
18.3
12
13.3
13.0
13.8
14.9
15.9
16.7
17.4
18.7
16.4
13
12.5
11.8
13.8
13.5
15.3
15.0
15.2
15.1
15.8
14
11.3
11.6
11.8
13.4
13.7
13.6
14.2
14.1
14.6
15
11.1
11.3
10.5
13.1
12.8
12.2
13.1
12.9
14.4
16
11.0
11.0
9.8
11.2
12.6
12.1
12.6
12.0
11.8
17
8.4
9.1
8.6
10.2
11.7
10.2
11.9
11.7
11.6
18
8.2
8.2
8.4
9.4
9.4
9.8
9.2
10.2
11.3
19
6.8
7.5
7.1
9.0
8.9
9.5
8.4
8.6
9.4
20
5.5
5.9
5.8
6.7
5.7
6.8
8.0
5.8
6.2
21
4.4
5.7
5.1
5.5
4.7
4.6
5.3
5.7
5.7
22
3.3
3.6
4.3
4.6
4.4
4.6
5.2
5.1
5.0
23
2.9
2.5
2.8
4.0
3.9
4.3
4.9
4.5
4.8
Gw
yne
dd
Wale
s
Perc
enta
ge a
ssessed in W
els
h a
s F
irst Language a
t th
e e
nd o
f th
e K
S2
2009
2010
2011
2012
2013
2014
2015
1
100.0
99.6
99.6
99.2
99.2
97.5
98.8
2
74.0
74.0
80.4
83.8
74.9
72.5
69.9
3
72.0
71.0
72.0
70.9
71.6
71.6
69.8
4
49.5
49.1
49.9
51.4
50.5
50.2
51.9
5
23.1
21.7
21.7
21.9
23.1
23.0
22.3
6
20.0
21.3
20.6
21.6
21.9
21.2
21.5
7
19.1
19.5
19.6
20.2
20.0
20.2
20.2
8
18.1
19.1
18.8
20.1
18.8
19.4
19.0
9
17.8
17.1
17.9
18.9
18.3
18.1
18.7
10
15.5
15.3
15.6
16.5
17.3
16.2
15.6
11
12.6
14.8
12.9
15.4
16.4
15.0
15.4
12
11.2
11.9
12.2
12.2
13.1
13.7
14.3
13
11.1
11.5
11.8
11.2
12.9
11.9
14.1
14
10.2
10.5
10.6
10.5
10.4
11.8
12.0
2014: 1
.7%
re
du
ction
.
It is in
ten
de
d
to f
urt
he
r d
eta
il th
e
da
ta a
nd
p
rep
are
an
a
ctio
n p
lan
to
im
pro
ve
u
pon
p
erf
orm
an
ce
6
15
9.3
10.1
10.2
10.0
9.4
11.5
11.2
16
8.8
9.2
9.7
10.0
8.8
9.8
10.6
17
8.8
8.9
7.8
8.2
7.8
8.8
9.9
18
8.3
7.5
7.1
8.1
7.1
8.5
7.8
19
7.5
6.9
5.8
6.6
6.3
8.3
7.6
20
4.6
5.9
4.6
5.5
4.5
5.8
5.1
21
3.8
5.0
3.6
3.9
4.3
4.5
3.9
22
2.5
3.5
3.4
3.2
3.6
3.7
3.5
23
2.3
2.7
2.3
2.1
2.7
3.2
3.1
Schools
receiv
e a
dd
itio
nal
support
in t
hose a
reas w
here
furt
her
develo
pm
ents
are
req
uired -
th
roug
h a
dditio
nal
vis
its,
specific
cours
es f
or
Develo
pin
g W
els
h i
n t
he a
reas w
here
furt
her
develo
pm
ents
are
req
uired,
and t
hro
ug
h p
rovid
ing a
ppro
priate
resourc
es.
20
15
: A
n
incre
ase
of
1.3
% o
n th
e
pre
vio
us
ye
ar.
Adopt
syste
matic
pro
cesses
for
measuring
the
dem
and
for
Wels
h-
mediu
m
child
care
and
Wels
h-
mediu
m
sta
tuto
ry
educational
pro
vis
ion.
Act
pro
mptly
on
the f
indin
gs o
f pare
nta
l surv
eys.
In A
pril 2014,
a c
om
pre
hensiv
e s
uff
icie
ncy a
ssessm
ent
was c
onducte
d o
n c
hild
care
pro
vis
ion
in
G
wynedd.
The
assessm
ent
show
ed
that
the
larg
est
pro
port
ion
of
child
care
pro
vis
ion
serv
ices t
ook p
lace t
hro
ug
h t
he m
ediu
m o
f W
els
h o
r m
ain
ly t
hro
ugh t
he m
ediu
m o
f W
els
h,
with som
e use of
Eng
lish (9
0%
). O
nly
4%
of
pro
vid
ers
sta
ted th
at
they pre
sente
d th
eir
pro
vis
ion t
hro
ug
h t
he m
ediu
m o
f E
ng
lish o
nly
, w
ith a
slig
htly h
igher
pro
port
ion (
6%
) noting
that
they p
resente
d t
heir s
erv
ice m
ain
ly t
hro
ug
h E
ng
lish w
ith s
om
e u
se o
f W
els
h.
In a
dditio
n,
13%
of
pare
nts
and c
are
rs w
ho r
esponded t
o t
he q
uestionnaire i
ndic
ate
d t
heir d
esire t
o s
ee a
n
incre
ase i
n t
he p
rovis
ion o
ffere
d t
hro
ug
h t
he m
ediu
m o
f W
els
h.
Information on the latest
sufficiency study will be available in 2017.
The L
A’s
polic
y is t
o o
ffer
a p
art
-tim
e n
urs
ery
pla
ce t
o c
hild
ren in t
heir c
atc
hm
ent-
are
a s
chool
from
th
e
Septe
mber
follo
win
g
their
third
birth
day.
T
his
is
im
ple
mente
d
at
every
school
thro
ug
hout
the c
ounty
except
in t
wo [
Lla
nbedr
and D
yff
ryn A
rdudw
y];
in t
he c
ase o
f th
ese
schools
, th
ere
are
no
appro
priate
re
sourc
es
availa
ble
to
pro
vid
e
nu
rsery
pro
vis
ion
(an
applic
ation w
as p
resente
d t
o t
he A
ssem
bly
to c
hang
e t
his
arr
angem
ent)
. I
n t
hese p
laces,
the
LA
, th
roug
h
the
Early
Years
U
nit,
colla
bora
tes
with
the
volu
nta
ry
org
aniz
ations,
Mudia
d
Ysg
olio
n M
eithrin a
nd W
ale
s P
re-s
chool
Pla
y G
roups t
o e
nsure
fre
e n
urs
ery
pla
ces f
or
the
child
ren.
Appendix
3 n
ote
s 3
lis
ts o
f N
urs
ery
Gro
ups w
ho p
rovid
e N
urs
ery
Education a
cro
ss
the C
ounty
.
Ensure
th
at
every
E
arl
y
Years
pla
cem
ent
esta
blis
hes
firm
fo
undations
for
Wels
h.
Annually
Every
child
re
ceiv
es
a
skill
s
assessm
ent
in
Lang
uag
e,
Litera
cy
and
Com
munic
ati
on
in
Wels
h
on
entr
y
to
and
at
the
end
of
part
-
7
The E
arly Y
ears
Unit a
re p
lannin
g t
o e
nsure
that
the
Auth
ority
fulfils
the s
tatu
tory
req
uirem
ent
of
ensuring a
nurs
ery
pla
ce f
or
every
child
fro
m t
he t
erm
follo
win
g h
is 3
rd b
irth
day.
F
rom
S
epte
mber
2015,
the n
urs
ery
education p
rovis
ion is p
rovid
ed a
t 68 p
lacem
ents
thro
ug
hout
the
county
. T
he A
uth
ority
pro
vid
es a
term
ly g
rant
for
these p
rovis
ions.
There
are
31 p
lacem
ents
in
Arf
on,
16 in D
wyfo
r and 2
1 in M
eirio
nnydd
nam
ely
Wels
h m
ediu
m a
nd b
iling
ual pla
cem
ents
th
at
are
main
tain
ed b
y t
he
Auth
ority
to m
eet
the r
eq
uirem
ents
of
pro
vid
ing
Nurs
ery
Education
for
the p
upils
. T
he e
ntire
pla
cem
ents
, in
clu
din
g t
hose o
f volu
nta
ry o
rganiz
ations, a
re r
eg
ula
rly
monitore
d.
Part
of
this
m
onitoring
in
volv
es
en
suring
th
at
they
com
ply
w
ith
the
County
’s
Lang
uag
e P
olic
y r
eq
uirem
ents
.
A t
eam
of
support
teachers
exis
ts w
ithin
the F
oundation P
hase a
nd ‘
Dechra
u’n
Deg
’ (F
lyin
g
Sta
rt)
schem
e.
This
means t
hat
there
is m
ore
support
for
leaders
of
gro
ups a
nd o
ther
settin
gs
to a
chie
ve t
he r
eq
uirem
ents
of
the F
oundation P
hase a
nd F
lyin
g S
tart
fra
mew
ork
. D
uring
the
site v
isits,
an e
mphasis
is p
laced o
n s
ett
ing
a f
irm
foundation f
or
the W
els
h l
ang
uag
e d
uring
th
e E
arly Y
ears
. E
very
eff
ort
was m
ade t
o e
nsure
that
the b
aselin
e a
ssessm
ent
pro
vid
ed a
school
with i
nitia
l in
form
ation o
n e
very
child
’s l
ing
uis
tic s
ituation.
This
is a
n i
mport
ant
ste
p
with re
gard
to
pla
nnin
g pro
gre
ssio
n.
T
he te
am
als
o off
ers
a pro
gra
mm
e of
train
ing and
resourc
e p
roduction t
o s
upport
the s
ett
ing
s s
uch a
s ‘
De
wch
Am
Dro
’ p
acks –
cro
ss-c
ounty
packs p
roduced t
o d
evelo
p t
he W
els
h lang
uag
e a
nd ‘C
anu i S
iara
d’ packs –
a p
ack a
nd C
D t
o
develo
p W
els
h-lang
uage p
att
ern
s.
The s
ett
ings w
ere
als
o s
upport
ed t
o d
eve
lop l
ang
uag
e
acro
ss F
oundation P
hase a
reas o
f le
arn
ing
and a
pack o
f books o
n t
he s
easons b
y A
ng
hara
d
Tom
os a
nd t
he ‘T
raed B
ach S
ionc’ pack w
ere
pro
duced.
The A
uth
ority
pro
vid
es a
n A
nnual core
gra
nt
for
the M
udia
d Y
sg
olio
n M
eithrin t
hat
contr
ibute
s
tow
ard
s e
mplo
yin
g 1
part
-tim
e A
ssitant
Off
icer
to t
ry a
nd p
rom
ote
qualit
y o
f W
els
h w
ithin
the
pre
-school pla
cem
ents
. C
olla
bora
tion a
lso o
ccurs
to s
upport
the leaders
tra
inin
g p
rogra
mm
e.
The
Auth
ority
als
o
pro
vid
es
a
core
g
rant
for
Wale
s
Pla
y
Gro
ups
Associa
tion
tow
ard
s
em
plo
yin
g a
develp
ment off
icer.
A
Task G
roup h
as b
een e
sta
blis
hed b
y E
arly Y
ears
Qualit
y G
roup a
nd C
hild
Care
Sub-g
roup
to identify
the w
ork
forc
e w
hose s
kill
s in W
els
h r
eq
uire im
pro
vem
ent. A
tra
inin
g p
rog
ram
me w
ill
ste
m fr
om
th
is during
2015/1
6 and up till
now
, m
ost
attendees consis
t of
child
m
inders
, th
roug
h h
igh-p
rofile
colla
bora
tion w
ith ‘P
AC
EY
’.
In t
erm
s o
f M
udia
d M
eith
rin f
igure
s f
or
Novem
ber
2015,
there
are
39 ‘C
ylc
h T
i a F
i’ (b
aby a
nd
tim
e
nurs
ery
education
and
at
the
end
of
the
Foundation
Phase.
Task
gro
up
esta
blis
he
d.
Work
ing
acro
ss
the
child
care
spectr
um
w
ith
th
e
aim
of
cre
ating
pro
gra
mm
es
for
specific
are
as.
8
toddle
r g
roups)
acro
ss t
he c
ounty
. I
n A
rfon,
there
are
21 g
roups,
six
in D
wyfo
r and 1
2 i
n
Me
irio
nnydd.
The p
urp
ose o
f a C
ylc
h T
i a F
i is
to g
ive p
are
nts
or
min
ders
the o
pport
unity t
o
meet
reg
ula
rly t
o e
njo
y p
layin
g w
ith t
heir c
hild
ren a
nd s
ocia
lize o
ver
a c
up o
f te
a.
The C
ylc
h
Ti
a F
i off
ers
activitie
s t
hat
help
child
ren’s
deve
lopm
ent
from
birth
until
school
ag
e.
It
is a
n
excelle
nt
opport
unity f
or
pare
nts
/min
ders
to m
eet
to s
hare
experiences a
nd s
ocia
lize w
ithin
a
Wels
h a
tmosphere
.
The tw
o inte
gra
ted c
entr
es t
hat
support
the e
arly y
ears
pro
vis
ion a
re locate
d w
ithin
the c
ounty
,
with t
he C
hild
ren a
nd F
am
ily S
upport
Depart
ment
in c
harg
e o
f one,
Pla
s P
aw
b a
t C
aern
arf
on
and t
he o
ther
is u
nder
the c
are
of
B
arn
ard
os,
Caban B
ach B
laenau F
festinio
g t
hat
are
w
ho
lly b
iling
ual. A
hig
h n
um
ber
of
child
care
sta
ff h
ave r
eceiv
ed E
LK
LA
N a
ccre
ditation t
o
pro
mote
unders
tandin
g a
nd u
se o
f la
ng
uage w
ith y
oung
child
ren. S
ubsta
ntial in
put
is r
eceiv
ed
from
Fly
ing
Sta
rt lang
uag
e t
hera
pis
t to
pro
mote
lang
uag
e d
evelo
pm
ent.
All
ag
encie
s i
nvolv
ed w
ith F
lyin
g S
tart
pro
mote
the W
els
h l
ang
uag
e a
nd b
iling
ualis
m i
n t
heir
w
ork
w
ith child
ren and fa
mili
es,
e.g
. F
am
ily S
upport
T
eam
, P
lay and
E
arly D
eve
lopm
ent
Off
icers
, H
ealth T
eam
, F
lyin
g S
tart
Lang
uag
e T
hera
pis
t and s
taff
of
all
child
care
sett
ing
s.
As a
result o
f th
e c
ontr
ibution o
f th
e F
lyin
g S
tart
schem
e,
the c
hild
care
settin
gs o
n t
hese s
ites,
that
are
mem
bers
of
Mudia
d M
eithrin,
have
receiv
ed a
‘C
ylc
h R
hag
oro
l’ (E
xcelle
nt
Gro
up)
qualit
y
accre
ditation
and
pro
vid
e
free
child
care
to
child
ren
ag
ed
two
to
thre
e
within
th
e
para
mete
rs o
f th
e s
chem
e.
Six
sett
ing
s h
ave r
eceiv
ed a
Cylc
h R
hag
oro
l accre
ditation a
nd t
wo
of
them
have r
eceiv
ed it fo
r th
e s
econd t
ime.
Mud
iad M
eithrin a
nnounced t
he n
ew
qualit
y a
ward
for
Cylc
hoedd M
eithrin (
Wels
h-m
ediu
m
child
care
and e
ducation g
roups)
calle
d ‘
Safo
nau S
ere
nnog
’.
The a
im o
f th
e s
chem
e i
s t
o
encoura
ge t
he c
ylc
hoedd t
o d
evelo
p,
sho
w i
nno
vation a
nd r
ais
e t
he q
ualit
y a
nd s
tandard
of
their s
erv
ices f
or
young
child
ren a
nd f
am
ilies w
ith t
hre
e d
iffe
rent
levels
of
sta
ndard
s –
bro
nze,
silv
er
and g
old
. F
our
Fly
ing
Sta
rt s
ettin
gs a
re a
waitin
g t
he n
ew
Safo
nau S
ere
nnog
guid
elin
es t
o e
nable
them
to
com
mit t
o w
ork
ing
on r
eceiv
ing
the n
ew
accre
ditation.
There
are
als
o t
wo s
ett
ing
s w
ork
ing
on t
he N
ational D
ay N
urs
eries A
ssocia
tion’s
accre
ditation a
nd c
om
ple
te u
nits o
ne a
t a tim
e.
Of
the o
ther
Cylc
hoedd M
eithrin in G
wynedd, fo
ur
have a
curr
ent
Cylc
h R
hag
oro
l sta
ndard
.
9
Tra
inin
g
on
‘Dw
eud
Sto
ri’
(sto
ryte
lling
) w
as
conducte
d
in
Novem
ber
2014
for
sta
ff
of
Cylc
hoedd M
eithrin.
Thirty
-fiv
e m
em
bers
of
sta
ff f
rom
23 C
ylc
hoedd M
eithrin a
ttended t
he
train
ing
at
locations a
cro
ss t
he c
ounty
. F
ollo
win
g t
his
, book t
okens t
o t
he v
alu
e o
f £100 w
ere
dis
trib
ute
d t
o e
very
sett
ing
with a
lis
t of
specific
Wels
h b
ooks u
sed d
uring
the t
rain
ing.
This
tr
ain
ing w
ill t
ake p
lace a
s r
eq
uired fro
m n
ow
on.
As a
result o
f obta
inin
g a
new
fundin
g s
ourc
e,
nam
ely
the P
upil
Depri
vation G
rant
– E
arly
Years
, w
ork
will
sta
rt s
oon t
o p
rom
ote
the e
sta
blis
hm
ent
and o
pera
tion o
f la
ng
uag
e g
roups
within
the m
ost
dis
adva
nta
ged n
urs
ery
education s
ett
ings.
These w
eekly
focus g
roups w
ill
work
with a
sm
all
gro
up o
f child
ren w
ho d
isp
lay l
ang
uag
e d
ela
y,
pro
moting
use o
f th
e W
els
h
lang
uag
e u
sin
g E
LK
LA
N p
rincip
les.
There
is
a
Pla
y
and
Early
Deve
lopm
ent
Off
icer
in
each
of
the
Fly
ing
S
tart
are
as,
i.e.
Maesin
cla
, C
aern
arf
on,
Maesg
eirchen B
ang
or,
Beth
esda,
Taly
sarn
, Lla
nlly
fni
and C
lynnog,
Bla
enau F
festinio
g a
nd S
outh
Dolg
ella
u.
The o
ffic
ers
have b
een t
rain
ed t
o o
pera
te o
n a
one-
to-o
ne l
evel
in t
he h
om
e a
nd t
o c
onduct
gro
up w
ork
by o
ffering
a v
ariety
of
Wels
h-lang
uag
e
sessio
ns w
ith p
are
nts
and c
hild
ren t
o p
rom
ote
com
munic
ation,
unders
tandin
g a
nd u
se o
f th
e
lang
uag
e.
Lang
uag
e a
nd P
lay s
essio
ns,
sto
ry s
essio
ns,
nurs
ery
rhym
es s
ing
ing s
essio
ns,
sto
ry s
acks s
essio
ns,
movem
ent
sessio
ns,
yog
a s
essio
ns a
nd b
aby m
assag
e s
essio
ns a
re o
n
off
er.
T
hese o
ffic
ers
will
dis
trib
ute
a p
ack o
f bili
ng
ual
books t
o t
hre
e-y
ear-
old
Fly
ing
Sta
rt c
hild
ren.
This
books p
ack is in a
dditio
n t
o t
he B
ooksta
rt s
chem
e,
for
Fly
ing
Sta
rt c
hild
ren o
nly
. T
here
is
als
o a
lib
rary
of
books i
n e
very
Fly
ing
Sta
rt a
rea w
ith P
lay a
nd E
arly D
evelo
pm
ent
Off
icers
w
ork
ing
with t
he l
eaders
to d
istr
ibute
the b
ooks s
o t
hat
child
ren a
re a
ble
to b
orr
ow
a b
ook t
o
take h
om
e f
rom
the c
hild
care
settin
g.
This
obvio
usly
pro
mote
s u
se o
f th
e l
ang
uag
e t
hro
ug
h
books.
The lib
rary
serv
ice a
lso w
ork
s v
ery
eff
ectively
with H
ealth V
isitors
to d
istr
ibute
Booksta
rt p
acks
– a pack of
books and re
sourc
es fo
r in
fants
. W
ith th
is schem
e,
every
in
fant
receiv
es a
Booksta
rt p
ack f
or
free o
n h
is/h
er
health a
ssessm
ent
betw
een 8
- 1
2 m
onth
s o
ld f
rom
the
Health V
isitor
and a
n E
arly Y
ears
pack o
n h
is/h
er
health a
ssessm
ent
at
24 m
onth
s o
ld.
In t
he
books p
ack,
there
will
be a
n i
nvitation f
or
pare
nts
/care
rs t
o e
nro
l th
eir c
hild
with t
he l
ibra
ry
(any c
hild
enro
lling
will
receiv
e a
noth
er
free b
ook fro
m G
wynedd L
ibra
ry S
erv
ice).
10
There
is e
vid
ence t
hat
these m
ultid
iscip
linary
team
s inclu
din
g H
ealth V
isitors
and T
wf
off
icers
do a
lot
of
work
thro
ughout
the c
ounty
with p
are
nts
to c
om
munic
ate
the i
mport
ance o
f th
e
Wels
h lang
uag
e,
dis
pla
yin
g p
ossib
le m
eth
ods o
f tr
ansfe
rrin
g t
he W
els
h lang
uag
e e
arly o
n into
th
e c
hild
’s life.
The v
olu
nta
ry T
i a F
i g
roups t
hat opera
te a
cro
ss t
he c
ounty
are
als
o p
rovis
ion
s
that
have a lin
k w
ith pre
-school
pare
nts
and are
a m
eans of
assis
ting
in
tr
ansfe
rrin
g th
e
lang
uag
e.
As t
he L
ang
uag
e P
olic
y e
mphasis
es b
iling
ualis
m a
nd t
he n
eed t
o e
sta
blis
h r
obust
foundations
for
Wels
h d
uring
the e
arly y
ears
, and d
evelo
p t
his
at
the follo
win
g k
ey s
tages,
there
is n
o n
eed
to a
ssess the d
em
and.
Ensure
th
at
pro
posals
fo
r 21st
Centu
ry
Schools
in
clu
de
full
consid
era
tion
of
Wels
h-
mediu
m
education.
As m
entioned above,
there
is
th
e sam
e expecta
tion as re
gard
s W
els
h fo
r every
school,
nam
ely
pro
vid
e
an
op
port
unity
for
all
pupils
in
th
e
County
to
be
confidently
bili
ng
ual.
Conseq
uently,
any n
ew
pla
ns p
resente
d,
such a
s p
roposals
for
21st
C S
chools
, are
subje
ct
to
Lang
uag
e P
olic
y r
eq
uirem
ents
. T
he f
ram
ew
ork
and s
trate
gic
basis
adopte
d f
or
Schools
re-o
rganiz
ation w
ithin
21
st C
entu
ry
Schools
P
rogra
mm
e
pla
ces
the
Wels
h
Languag
e
as
one
of
the
main
princip
als
and
consid
era
tions w
hen d
raw
ing
up p
roposals
. D
uring
any p
rocess o
f re
org
aniz
ation,
the C
ouncil
is re
quired t
o conduct
a la
ng
uag
e im
pact
assessm
ent
in th
e are
as th
at
are
aff
ecte
d.
The
assessm
ent
outlin
es t
he s
ituation r
eg
ard
ing
the m
ain
lang
uag
e c
onsid
era
tions w
hic
h i
nvolv
e
the im
pact of
the o
ptions b
ein
g c
onsid
ere
d o
n the s
pecific
are
a.
During
schools
re-o
rganis
ation in a
reas w
here
the W
els
h L
ang
uag
e h
old
s its
gro
und,
ensuring
a r
obust
and s
usta
inable
education p
rovis
ion i
n f
utu
re w
ithin
these a
reas c
ontr
ibute
s t
ow
ard
s
sta
bili
zin
g a
nd s
olid
ifyin
g t
he s
ituation a
s r
eg
ard
s the lang
uag
e.
Ensure
colla
bora
tive
work
ing
thro
ug
h
consort
ia.
The c
ross-a
uth
ority
str
ate
gic
gro
up –
Wels
h M
ediu
m a
nd C
apacity B
uild
ing
Netw
ork
- is led b
y
Gw
ynedd
whic
h
focuses
on W
els
h,
Wels
h m
ediu
m
and
build
ing
upon
capacity
in
every
A
uth
ority
. T
his
gro
up is influential as r
eg
ard
s t
he d
iscussio
n o
n t
he lang
uag
e c
ontinuum
and
has
a
substa
ntial
impact
on
the
sta
tus
of
Wels
h
at
every
school
and
pre
-school
esta
blis
hm
ents
, and q
ualit
y o
f its t
eachin
g a
s a
lang
uag
e a
nd i
ts f
urt
her
use a
s a
learn
ing
m
ediu
m.
The m
ain
priorities o
f th
e N
etw
ork
are
:
11
i.
to e
xpand t
he W
els
h L
ang
uag
e C
hart
er
acro
ss the c
ounties o
f nort
h W
ale
s
ii.
Advis
ory
Teachers
of W
els
h/L
ang
uag
e C
entr
es
iii.
to e
sta
blis
h P
rofe
ssio
nal Learn
ing C
om
munitie
s
iv.
purp
osefu
l pla
nnin
g a
nd e
nsuring p
rogre
ssio
n fro
m the E
arly Y
ears
v.
Wels
h a
s a
Second L
anguag
e
vi.
Wels
h in E
ducation S
trate
gic
Pla
n 2
014-2
017.
Follo
win
g
a
meeting
held
in
S
epte
mber
2015,
com
mitm
ent
was
ensure
d
from
N
etw
ork
m
em
bers
that
they w
ould
conduct
dis
cussio
ns w
ith t
heir a
uth
orities a
nd s
chools
reg
ard
ing
the
inte
ntion
to
expand
the
Wels
h
Lang
uag
e
Chart
er
acro
ss
nort
h
Wale
s.
T
hro
ug
h
clo
se
colla
bora
tion w
ith t
he m
em
bers
, th
e a
im i
s t
o e
nsure
that
the r
eq
uirem
ents
of
the B
ronze
aw
ard
are
im
ple
mente
d in s
pecific
schools
acro
ss t
he c
ounties o
f nort
h W
ale
s.
During
Spring T
erm
vis
it 2
015,
at th
e r
eq
uest
of
the N
etw
ork
, G
wE
conducte
d d
iscussio
ns w
ith
the s
chools
on s
tandard
s a
nd p
rovis
ion f
or
Wels
h.
The p
urp
ose w
as t
o g
ath
er
info
rmation a
nd
good p
ractices o
n a
reg
ional
basis
, dis
cuss t
he a
ppro
priate
ness o
f th
e s
chools
action f
or
the
develo
pm
ent
of
Wels
h a
s a
subje
ct,
and a
s m
ediu
m,
and t
he e
xte
nt
to w
hic
h t
hey r
espond t
o
the A
uth
ority
’s polic
y a
nd S
trate
gic
P
lan fo
r W
els
h,
and th
e W
els
h G
overn
ment’s polic
y,
obje
ctives a
nd g
uid
elin
es.
A c
om
pre
hensiv
e r
eport
was r
eceiv
ed f
rom
Gw
E s
um
marizin
g t
he
main
fin
din
gs.
In a
dditio
n,
with a
specific
em
phasis
on t
he e
ducational pro
vis
ion a
nd p
rom
oting
Wels
h in t
he
Post-
16 s
ecto
r, G
wynedd is c
om
mitte
d t
o P
ost-
16 E
ducation c
onsort
ium
with I
sle
of
Ang
lesey
Auth
ority
and L
landrillo
-Mena
i G
roup. D
evelo
pin
g a
nd b
uild
ing
on the W
els
h m
ediu
m p
rovis
ion
acro
ss t
he a
rea is o
ne o
f th
e c
onsort
ium
’s s
trate
gic
aim
s.
Incre
ase
the
abili
ty to
ta
ke
advanta
ge
of
Wels
h-
mediu
m
pro
vis
ion
thro
ug
h
imm
ers
ion
education
The
obje
ctive
of
the
Lang
uag
e
Centr
es
is
to
pro
vid
e
an
inte
nsiv
e
cours
e
in
Wels
h
for
late
com
ers
to e
nable
them
to a
ssim
ilate
into
the b
iling
ual
com
munity a
nd f
ully
part
icip
ate
in
bili
ng
ual
education
experiences.
This
pro
vis
ion
has
a
core
ro
le
in
assis
ting
prim
ary
and
secondary
schools
to im
ple
ment th
e c
urr
ent Languag
e P
olic
y.
T
here
are
now
four
prim
ary
centr
es a
nd o
ne s
econdary
centr
e,
that
is w
holly
uniq
ue in W
ale
s.
The p
rim
ary
centr
es a
re l
ocate
d a
t C
aern
arf
on, D
olg
ella
u,
Lla
ng
ybi
and P
enrh
yndeudra
eth
, and t
he s
econdary
centr
e is locate
d a
t P
ort
hm
adog.
Ensure
th
e
continuation
of
the c
urr
ent
pro
vis
ion a
nd
th
at
there
is a
firm
arr
ang
em
ent
for
monitoring
Pro
vis
ion
continues a
nd
follo
w-u
p
pro
vis
ion
str
ength
ened.
12
schem
es
and
centr
es
for
late
com
ers
.
Betw
een 2005 and A
utu
m 2015 a to
tal
of
1473 prim
ary
pupils
and 477 fr
om
secondary
schools
have b
enefite
d fro
m a
ttendin
g the lang
uag
e c
entr
es.
As re
gard
s th
e prim
ary
, a m
axim
um
of
16/1
8 pupils
att
end every
cen
tre fo
r a 12 w
eeks
cours
e,
except
Dolg
ella
u,
that
has p
laces f
or
8 p
upils
only
. T
he p
rovis
ion i
s m
ain
ly p
rovid
ed
fo
r pupils
ag
ed 7
-11 (
KS
2)
who a
re l
ate
com
ers
to t
he C
ounty
. T
he p
upils
att
end a
n i
nte
nsiv
e
cours
e f
or
a t
erm
to im
mers
e a
nd p
repare
them
to r
eceiv
e m
ost
of
their s
chools
. It is a
multi-
mediu
m a
nd c
ross-c
urr
icula
r cours
e o
n w
hic
h t
he t
eachers
base t
heir s
chem
e o
f w
ork
. T
he
schem
e e
nable
s t
he p
upils
to r
etu
rn t
o s
chools
in their a
rea a
nd f
ollo
w t
heir c
urr
iculu
m t
hro
ug
h
the m
ediu
m o
f W
els
h.
The S
econdary
Centr
e o
ffers
a p
lace f
or
a m
axim
um
of
16 p
upils
for
8 w
eek p
eriods i
nitia
lly
focusin
g on Y
7 pupils
and th
en Y
8 w
ith sm
all
num
bers
fr
om
Y
9 if th
ere
w
as space,
in
accord
ance w
ith s
et
specific
crite
ria.
These p
upils
are
im
mers
ed w
ith a
n i
nte
nsiv
e c
ours
e i
n
Wels
h in a
short
tim
e,
pro
vid
ing
oth
er
subje
cts
thro
ug
h t
he m
ediu
m o
f W
els
h a
s w
ell.
A
re
cent
excitin
g develo
pm
ent
has been th
e P
roje
ct
for
Assim
ilating P
are
nts
, under
the
Govern
ment’s
auspic
es.
The
pro
vis
ion
was
audited
and
pare
nts
g
ave
a
very
positiv
e
feedback.
So a
s t
o e
nsure
appro
priate
pro
gre
ssio
n a
t th
e s
chools
, th
e c
entr
e’s
teachers
will
pro
vid
e
aft
er-
care
for
every
pupil
upon t
heir r
etu
rn t
o t
heir s
chools
. A
recent
develo
pm
ent
has b
een t
he a
ppoin
tment
of
Gw
ynedd L
ang
uag
e C
entr
es P
ost-
Care
T
eacher
who i
s r
esponsib
le f
or
teachin
g W
els
h t
o g
roups o
f la
tecom
ers
, specific
ally
invo
lved
w
ith e
nsuring
that
the f
ollo
w-u
p s
chem
e i
s i
mple
mente
d f
or
pupils
who
have a
ttended t
he
Lang
uag
e C
entr
es.
This
ensure
s t
hat
pupils
receiv
e a
ppro
priate
follo
w-u
p u
pon t
heir r
etu
rn t
o
the s
chools
.
An I
mm
ers
ion S
chem
e h
as b
een e
sta
blis
hed a
t Y
sg
ol T
ryfa
n. T
his
pro
vid
es a
taste
r period for
Y5 p
rim
ary
school pupils
with a
follo
w-u
p o
f in
tensiv
e a
ttention a
t th
e s
tart
of
secondary
school
for
pupils
who h
ave little g
rasp o
f W
els
h.
This
is p
rovin
g t
o b
e a
success a
nd e
nable
s p
upils
w
ho w
ould
perh
aps not
have chosen W
els
h in
th
e secondary
to
continue th
eir education
thro
ug
h t
he m
ediu
m o
f W
els
h/b
iling
ually
.
pro
gre
ssio
n
at
prim
ary
and
secondary
schools
.
C
ontinue
to
off
er
pro
vis
ion
for
pare
nts
. 15
fam
ilies
part
icip
ate
in
W
ale
s
schem
e
in
colla
bora
tion
with
the
Lang
uag
e
centr
es
to
incre
ase
late
com
ers
Pro
vis
ion
continues a
nd
pare
nts
part
icip
ate
in
th
e
pla
n
term
ly.
13
Num
ber
of pupils
who a
ttended t
he
imm
ers
ion c
ours
e b
etw
een
2007-2
014:
2007
2008
2009
2010
2011
2012
2013
2014
o 1
7
o 2
4
o 2
0
o 1
7
o 3
5
o 3
9
o 2
5
o 3
0
aw
are
ness o
f W
ale
s
and
Wels
h
by
Marc
h 2
015.
Esta
blis
h
a
Wels
h-
mediu
m
Education
Foru
m
and
esta
blis
h l
inks
with
the
Child
ren
and
Young
P
eople
’s
Pla
n.
Ensure
consid
era
tion
s
for
resourc
es a
nd
finance
for
Wels
h-
mediu
m
pro
vis
ion
within
early
years
.
As m
entioned a
bove,
the e
ntire
work
of
the C
ouncil
and E
ducation D
epart
ment
is d
riven b
y
the r
eq
uirem
ents
of
the E
ducation L
ang
uag
e P
olic
y a
nd t
he C
ouncil’
s L
ang
uag
e P
lan.
The C
ouncil’
s W
els
h L
ang
uag
e P
lan w
ill e
nd o
n 3
0 M
arc
h 2
016.
In i
ts p
lace,
the C
ouncil
will
be s
ubje
ct
to t
he W
els
h L
ang
uag
e S
tandard
s,
as s
et
out
by t
he W
els
h G
overn
ment
under
Section 4
4 o
f th
e W
els
h L
ang
uag
e (
Wale
s)
Measure
2011.
Fro
m 1
April
2016,
the C
ouncil
will
be r
eport
ing
annually
to t
he W
els
h L
ang
uage C
om
mis
sio
ner
on i
ts c
om
plia
nce w
ith t
he
sta
ndard
s.
A w
ork
ing
gro
up w
as e
sta
blis
hed t
hat
conta
ins r
epre
senta
tives f
rom
am
ong
st
off
icers
, G
wE
, headte
achers
, prim
ary
school
lang
uag
e
co-o
rdin
ato
rs,
secondary
school
lang
uag
e
co-
ord
inato
rs a
s w
ell
as t
he C
abin
et
mem
ber
for
Education t
o
revie
w t
he P
lan a
nnually
, T
he
gro
up i
s a
lso r
esponsib
le f
or
monitoring
the P
lan’s
im
ple
menta
tion a
nd t
o s
cru
tiniz
e o
n t
he
outc
om
es a
nd t
arg
ets
. T
he m
em
bers
hip
of
the w
ork
ing
gro
up w
as r
evie
wed a
nd e
xte
nded t
o
exte
rnal
sta
kehold
ers
such a
s t
he M
udia
d M
eithrin f
ocusin
g i
n g
reate
r deta
il on p
re-s
chool
pro
vis
ions a
nd
inte
rventions t
hat
are
in p
lace t
o e
nsure
continuity in s
tan
dard
in W
els
h in t
he
early y
ears
.
Lik
ew
ise,
the C
ouncil
Lang
uag
e C
om
mitte
e’s
contr
ibution w
ill be cru
cia
l in
th
e pro
cess of
monitoring p
rog
ress a
gain
st th
e p
riorities.
Pro
vid
e
info
rmation
for
pare
nts
/care
rs
The L
A p
rovid
es p
are
nts
with g
enera
l in
form
ation r
eg
ard
ing t
he c
ounty
based p
rovis
ion.
It
is
dis
trib
ute
d t
o t
he p
are
nts
of
prim
ary
school pupils
in J
anuary
and t
o t
he p
are
nts
of
secondary
school
pupils
in N
ovem
ber.
It
conta
ins i
nfo
rmation a
bout
the a
dm
issio
ns p
olic
y.
The s
chools
pre
pare
their o
wn p
rospectu
s.
The s
erv
ices p
rovid
ed b
y t
he e
ducational
welfare
serv
ice a
re a
vaila
ble
in W
els
h a
nd E
ng
lish
as t
he a
bili
ty t
o u
se b
oth
lang
uag
es is a
n e
ssential re
quirem
ent fo
r th
ese p
osts
.
An i
ndependent
concili
ation s
erv
ice,
in S
EN
, is
curr
ently a
vaila
ble
thro
ug
h a
n a
rrang
em
ent
14
with S
NA
P W
ale
s, th
at
ag
ain
pro
vid
es a
Wels
h a
nd E
ng
lish m
ediu
m s
erv
ice.
The M
udia
d
Me
ithrin als
o re
gula
rly pro
vid
es p
are
nts
w
ith bili
ng
ual
info
rmation on W
els
h
mediu
m e
ducation.
15
Outc
om
e 2
: M
ore
learn
ers
continuin
g to im
pro
ve their
language s
kills
on tra
nsfe
r fr
om
prim
ary
school to
secondary
school
A. O
bje
ctive
B. C
urr
ent positio
n
C. Targ
ets
D
. Pro
gre
ss
Incre
ase
the
perc
enta
ge
of
Year
9
learn
ers
w
ho
are
assessed
in W
els
h (
First
Lang
uag
e)
Show
n b
elo
w a
re p
upil
num
bers
in K
S3 c
ohort
as w
ell
as %
assessed i
n W
els
h a
s
First
Lang
uag
e.
2010
2011
2012
2013
2014
20
15
KS
3
1054/1
290
1185/1
427
1154/1
341
1095/1
328
1058/1
304
10
43
/12
53
Gw
yn
edd
82%
83%
86.1
%
82.5
%
81.2
%
83
.2 %
Wale
s
5550/3
4717
(16%
) 5862/3
5903
(16.3
%)
5787/3
4520
(16.8
%)
5668/3
3380
(17.0
%)
5540/3
2347
(17.1
%)
56
38
/31
755
(17
.8%
)
*num
ber
in the c
ohort
/num
ber
assessed
C
om
parison o
f %
assessed a
t K
S3 a
gain
st th
e s
am
e c
ohort
at K
S2, on n
um
ber
only
.
T
he %
assessed i
n W
els
h a
s F
irst
Lang
uag
e a
t th
e e
nd o
f K
S3,
in c
om
parison w
ith
oth
er
auth
orities,
is g
ood.
H
ow
ever,
th
ere
is
a desire to
in
cre
ase th
e %
th
roug
h
impacting
on p
ractices a
t a s
chool th
at
contr
ibute
s s
ubsta
ntially
to p
upil
num
bers
who
are
not
assessed
in
Wels
h
as
First
Lang
uag
e
at
the
end
of
the
key
sta
ge.
Dis
cussio
ns o
n h
ow
best
to i
mpact
these p
ractices h
ave a
lready b
een h
eld
with t
his
school’s
catc
hm
ent-
are
a
lang
uag
e
co-o
rdin
ato
r,
and
this
dis
cussio
n
has
been
enhanced
to
inclu
de
the
catc
hm
ent-
are
a’s
prim
ary
school
headte
achers
sin
ce
January
2014.
Every
pup
il w
ho
achie
ves
level
3+
at
the e
nd o
f K
S2
continues
with
Wels
h
as
a
First
Lang
uag
e
in
Y7
and is a
ssessed in
Wels
h
as
Frist
Lang
uag
e
at
the
end o
f K
S3.
100%
2014
: S
lippa
ge i
n
perf
orm
ance.
Focus
will
be
giv
en
to
th
is fie
ld
durin
g
Gw
E
Spri
ng V
isit 2
015.
T
he L
A w
ill f
urt
her
focus o
n t
he d
ata
and
pre
pare
an
A
ctio
n
Pla
n
in
accord
ance
with
th
e f
ind
ings.
2015
: A
n incre
ase
of
2%
on
the
pre
vio
us y
ear.
16
Perc
enta
ge a
ssessed a
s W
els
h a
s F
irst Language a
t th
e e
nd o
f K
S3
2
00
7
20
08
20
09
20
10
20
11
20
12
20
13
20
14
2015
1
83
.0
79
.8
79
.6
81
.7
83
.0
86
.1
82
.5
81
.2
83.2
2
71
.6
71
.4
65
.9
66
.3
63
.3
64
.9
62
.8
67
.2
67.2
3
59
.4
59
.8
63
.8
63
.8
61
.2
70
.7
61
.8
64
.2
64.8
4
30
.2
33
.1
36
.9
35
.5
35
.4
36
.5
36
.6
39
.0
43.2
5
19
.8
20
.5
18
.7
20
.1
20
.7
18
.8
19
.9
20
.2
21.3
6
16
.7
17
.8
18
.0
17
.0
17
.0
18
.7
17
.9
18
.9
19.4
7
15
.3
16
.0
15
.9
16
.4
16
.4
17
.2
17
.4
17
.1
19.2
8
14
.0
14
.1
15
.7
16
.0
16
.3
16
.8
17
.0
17
.0
17.8
9
11
.5
13
.1
12
.7
13
.7
12
.7
13
.8
15
.2
15
.5
14.1
10
10
.8
11
.1
11
.9
11
.2
12
.2
13
.7
13
.3
13
.0
12.5
11
10
.7
10
.6
9.9
1
0.6
1
1.5
1
1.0
1
2.7
1
1.7
12.1
12
10
.2
10
.1
9.2
1
0.6
1
0.7
1
1.0
1
1.4
1
1.2
11.8
13
8.8
9
.9
9.2
1
0.1
9
.6
10
.6
11
.4
10
.5
11.6
14
8.7
9
.5
9.1
9
.6
9.4
1
0.4
1
0.5
1
0.4
10.6
15
8.6
9
.3
9.1
9
.1
9.0
1
0.3
1
0.3
1
0.0
9.7
16
8.4
9
.0
8.1
8
.7
8.9
9
.7
9.3
9
.3
9.3
17
7.2
8
.8
7.8
8
.4
7.5
8
.4
9.2
8
.9
6.7
18
4.9
5
.0
5.3
4
.6
6.9
5
.9
5.7
6
.6
5.5
19
. .
. .
6.0
4
.6
5.1
4
.6
.
20
. .
. .
. .
.
.
21
. .
. .
. .
.
.
22
. .
. .
. .
.
.
23
. .
. .
. .
.
.
Gw
yn
ed
d
Cym
ru
17
Develo
p
more
eff
ective
transfe
r betw
een
the
funded
non-
main
tain
ed
pro
vis
ion
to
main
tain
ed
school
pro
vis
ion,
betw
een
Ke
y
Sta
ge 2
and 3
and K
ey S
tag
e
3 a
nd 4
.
The L
anguag
e P
olic
y p
laces a
n e
mphasis
on b
iling
ualis
m a
nd t
he n
eed t
o e
sta
blis
h
firm
foundations f
or
Wels
h in t
he e
arly y
ears
and b
uild
on t
hat
during
the follo
win
g k
ey
sta
ges.
See A
ppendix
2 o
n n
um
ber
and p
erc
enta
ge o
f pupils
att
endin
g n
on m
ain
tain
ed W
els
h
mediu
m pla
cem
ents
and fu
nded non m
ain
tain
ed W
els
h m
ediu
m pla
cem
ents
th
at
pro
vid
e t
he f
oundation p
hase w
ho t
ransfe
r to
Wels
h m
ediu
m a
nd b
iling
ual schools
.
Show
n b
elo
w a
re p
upil
num
bers
at
KS
1 c
ohort
(and t
he f
oundation p
hase)
and K
S2
and t
he n
um
ber
assessed in W
els
h a
s F
irst Languag
e.
20
10
20
11
20
12
20
13
20
14
20
15
KS
1/F
P
11
52
/11
56
11
08
/11
26
11
82
/12
00
12
90
/13
25
12
44
/12
72
12
28
/12
46
CA
2
12
72
/12
77
12
64
/12
69
12
27
/12
38
11
28
/11
39
11
47
/11
79
11
27
/11
41
CA
3
10
54
/12
90
11
85
/14
27
11
54
/13
41
10
95
/13
28
10
58
/13
04
10
43
/12
53
*num
ber
in the c
ohort
/num
ber
assessed
T
he
table
belo
w s
ho
ws t
he n
um
ber
of
pupils
wh
o h
ave s
at
Wels
h a
s F
irst
Lang
uag
e
exam
ination d
uring t
he p
ast five y
ears
as w
ell
as the %
who a
chie
ved g
rade A
*-C
.
Ye
ar
20
10
20
11
20
12
20
13
20
14
20
15
Nu
mb
er
in th
e c
oh
ort
1
39
9
13
82
12
51
13
94
13
15
13
00
Fir
st la
ng
ua
ge
10
96
10
86
98
4
11
26
11
18
10
48
% F
irst
lan
gua
ge
en
tran
ts
78
.3
78
.6
78
.7
80
.8
85
.0
80
.6
Nu
mb
er
achie
vin
g
A*-
C
77
7
80
8
75
2
81
7
82
0
82
6
% A
*-C
7
0.9
7
4.4
7
6.4
7
2.6
7
3.3
7
8.8
The %
sitting
an e
xam
ination i
n W
els
h a
s F
irst
Lang
uag
e i
s a
very
po
sitiv
e f
igure
.
The %
achie
vin
g g
rade A
*-C
is a
lso g
ood.
How
ever,
it
is e
nvis
ag
ed t
hat
impro
vin
g
pro
gre
ssio
n a
t K
S3 w
ill h
ave a
positiv
e i
mpact
on t
he %
who g
o o
n t
o s
it a
GC
SE
exam
ination in
W
els
h as F
irst
Lang
uag
e.
It is
expecte
d th
at
the outc
om
es of
the
dis
cussio
ns i
n t
he c
atc
hm
ent-
are
a m
entioned a
bove w
ill h
ave a
positiv
e i
mpact
on
this
.
All
pupils
who
have a
chie
ved
leve
l 3+
at th
e e
nd
of
KS
2, to r
eceiv
e
an a
ssessm
ent in
W
els
h a
s F
irst
Lang
uag
e a
t th
e
end o
f K
S4. T
he
aim
is to e
nsure
th
is p
rogre
ssio
n.
Annually
Targ
et fo
r 2017:
80%
2014
:
Impro
vem
ent in
th
e %
achie
vin
g
A*-
C g
rade W
els
h
as F
irst
Lang
uag
e.
2015
: P
erf
orm
-ance e
xcee
ds the
targ
et.
A
n
incre
ase o
f 5.5
%.
18
Pro
mote
a
hig
her
pro
port
ion
of
Wels
h-m
ediu
m
pro
vis
ion
within
b
iling
ual
schools
.
The t
able
belo
w s
how
s t
he incre
ase in t
he n
um
ber
and %
of
pupils
who h
ave r
eached
leve
l 3+
at th
e e
nd o
f K
S2 o
ver
the p
ast
5 y
ears
.
2
01
0
20
11
20
12
20
13
20
14
20
15
Le
ve
l 3
+
12
08
/12
72
(95
%)
12
01
/12
64
(95
%)
11
68
/12
28
(95
.1%
) 1
09
4/1
13
0
(96
.8%
) 1
12
2/1
15
8
(96
.9%
) 1
09
8/1
12
7
(97
.4%
)
The c
ounty
does n
ot
define s
econdary
schools
accord
ing
to lang
uag
e c
ate
gories d
ue
to t
heir b
ein
g t
he s
am
e e
xpecta
tion a
s r
eg
ard
s t
he L
ang
uag
e P
olic
y,
na
mely
pro
vid
e
all
pupils
within
the c
ounty
with a
n o
pport
unity t
o b
e c
onfidently b
iling
ual.
Despite
diffe
rent
pre
vaili
ng
circum
sta
nces a
t both
secondary
schools
in B
ang
or,
there
is a
com
mon
expecta
tion
on
both
schools
to
pro
vid
e
a
Wels
h
as
First
Lang
uage
pro
gre
ssio
n a
t K
S3 f
or
those p
upils
who
achie
ve
d l
evel
3+
[le
ve
l 3
or
above]
at
the
end o
f K
S2.
What
varies b
etw
een b
oth
schools
is t
he c
ross-s
ubje
ct
pro
vis
ion;
all
the
subje
cts
are
off
ere
d t
hro
ug
h t
he m
ediu
m o
f W
els
h a
t Y
sg
ol
Try
fan w
hils
t th
e l
ong
-te
rm e
xpecta
tion f
or
Ysgol F
riars
is t
o e
nsure
that
more
sections o
f th
e c
urr
iculu
m a
re
availa
ble
bili
ng
ually
. T
he t
able
belo
w s
how
s t
he %
of
pupils
who a
chie
ved level 3+ o
r above a
t K
S2 w
ho
receiv
ed a
Wels
h a
s F
irst
Lang
uag
e a
ssessm
ent at th
e e
nd o
f K
S3.
%
of
pupils
ach
ievin
g le
vel 3+
or
abo
ve
at
KS
2 w
ho r
eceiv
ed a
teach
er
assessm
ent
in W
els
h a
s f
irst la
ngu
age a
t th
e e
nd o
f K
S3
2
01
0
20
11
20
12
20
13
20
14
20
15
Gw
yn
ed
d
98
5/1
11
1
(88
.7%
) 1
11
3/1
23
8
(89
.9%
) 1
10
4/1
20
5
(91
.6%
) 1
04
7/1
16
3
(90
.0%
) 1
01
1/1
15
7
(87
.4%
) 1
00
7/1
12
5
(89
.5%
)
The %
continuin
g w
ith W
els
h a
s f
irst
Lang
uag
e a
nd w
ho a
re a
ssessed a
t th
e e
nd o
f K
S3
is
good.
T
his
is
to
be
com
mended
but
the fig
ure
s
are
not
as g
ood
at
a
secondary
school w
here
the p
upils
do n
ot fo
llow
Wels
h a
s F
irst
Lang
uag
e if
they h
ave
not
reached
level
4
or
above
at
the
end
of
KS
2.
E
ncoura
gin
g
the
school
to
incre
asin
gly
pro
gre
ss t
ow
ard
s t
he t
arg
et
will
be o
ne o
f th
e S
trate
gy P
lan’s
priorities
and w
ill b
e a
princip
al
field
for
the d
iscussio
ns t
o b
e h
eld
within
the Y
sg
ol
Try
fan /
Y
sg
ol F
riars
catc
hm
ent-
are
a a
s r
eg
ard
s h
ow
best to
have a
positiv
e im
pact on this
.
Str
eng
then
imple
menta
tion
in
the
Bang
or
catc
hm
ent-
are
a.
Every
school
to
use
the
lang
uag
e
cohort
s
to
pla
n
ling
uis
tically
fo
r use o
f W
els
h a
s a
le
arn
ing
m
ediu
m
to
ensure
continuation o
r an
impro
vem
ent
in
lang
uag
e c
ohort
at
the
level
of
indiv
idual pupils
.
Every
school
uses
Wels
h
as
a
teachin
g
and
learn
ing
m
ediu
m
to in
cre
ase th
e %
endors
ed
in
lang
uag
e
cohort
s
A o
r B
.
The
LA
continues
to
colla
bora
te
with
the
catc
hm
ent-
are
a
to
try
and
str
ength
en
imple
menta
tion.
2015:
A
good
incre
ase
in
the
num
ber
and
%
of
pupils
who
have
att
ain
ed
leve
l 3+
at
the
end o
f K
S2 a
nd
an
incre
ase
of
2.1
%
in
those
who
receiv
ed
a
Wels
h
First
Lang
uag
e
assessm
ent
at
the e
nd o
f K
S3.
19
As r
eg
ard
s p
rogre
ssio
n in u
se o
f W
els
h a
s a
mediu
m,
confirm
ation w
ill b
e r
eq
uired o
f th
e e
xpecta
tion t
hat
every
school
focus o
n u
sin
g t
he l
ang
uag
e c
ohort
s a
s a
basis
to
track l
ang
uag
e d
evelo
pm
ent
during
the l
ife-s
pan o
f th
is P
lan.
T
his
action i
s n
ow
str
ength
ened t
hro
ug
h t
he w
ork
of
the c
atc
hm
ent-
are
a lang
uag
e c
o-o
rdin
ato
rs a
nd t
he
secondary
school
lang
uag
e c
o-o
rdin
ato
rs a
nd t
his
fie
ld w
ill r
eceiv
e d
ue
focus i
n t
he
already m
entioned c
atc
hm
ent-
are
a.
The s
econdary
schools
receiv
e i
nfo
rmation a
bout
every
pupil’
s
language c
ohort
s
from
the c
atc
hm
ent-
are
a L
ang
uag
e C
o-o
rdin
ato
r,
as t
hey t
ransfe
r fr
om
the p
rim
ary
to
the
secondary
school.
T
his
w
ill
be
of
assis
tance
as
they
decid
e
on
the
most
appro
priate
pro
vis
ion fo
r th
em
as re
gard
s la
nguag
e and subje
cts
m
ediu
m,
and to
ensure
pro
gre
ssio
n a
nd c
ontinuity.
An a
udit w
as c
onducte
d in 2
010 t
o d
iscover
info
rmation a
bout
the c
urr
iculu
m m
ediu
m
and e
xam
inations a
t th
e s
econdary
schools
. T
he s
ituation r
em
ain
s u
nchang
ed.
C
urr
iculu
m M
ediu
m
Wels
h
Eng
lish
Form
al B
iling
ual
Use o
f both
la
ng
uag
es
6
1
2
5
Exam
inations M
ediu
m
Wels
h
Eng
lish
Use o
f both
lang
uag
es
3
2
9
In t
he t
eachin
g a
nd learn
ing
, fo
rmal bilin
gual
refe
rs t
o a
modula
r syste
m w
here
it
is
ensure
d
that
the
teachin
g,
the
mate
rials
, th
e
tasks
and
dis
cussio
n
occur
in
the
lang
uag
e a
ppro
priate
d for
an u
nit. T
his
situation is m
anag
ed b
y t
he t
eacher.
A
t th
ose s
chools
where
use o
f both
languages i
s m
entioned,
althoug
h i
t is
not
as
str
uctu
red a
s t
he a
bove,
both
lang
uag
es a
re u
sed t
o r
ein
forc
e t
he l
earn
ing
, and a
n
em
phasis
is p
laced o
n p
urp
osefu
l concurr
ent
use o
f la
ng
uag
e t
asks,
nam
ely
deal w
ith
a r
esourc
e in o
ne lang
uag
e a
nd r
espond to it
in a
noth
er
lang
uag
e.
There
is a
need t
o c
ontinue t
o r
ais
e a
ware
ness o
f th
e r
eq
uirem
ent
to e
xpand t
he
20
pro
vis
ion f
or
subje
cts
thro
ug
h t
he
mediu
m o
f W
els
h a
nd t
o f
orm
aliz
e t
he s
ituations
where
both
lang
uag
es a
re u
sed.
This
aspect
will
be f
ocussed u
pon t
hro
ug
h t
he w
ork
of
the
Catc
hm
ent-
are
a
Lang
uag
e
Co-o
rdin
ato
rs
and
the
Secondary
schools
Lang
uag
e C
o-o
rdin
ato
rs w
ho h
old
reg
ula
r m
eeting
s.
A
Scru
tiny
Investig
ation
on
Wels
h
Education
was
esta
blis
hed
by
the
Auth
ority
’s
Serv
ices S
cru
tiny C
om
mitte
e to a
ssess:
•
How
the L
A’s
Languag
e P
olic
y is im
ple
mente
d a
t in
div
idual schools
•
The e
xte
nt
to w
hic
h t
he p
rovis
ion a
ssis
ts in p
rom
oting
use o
f W
els
h in a
socia
l conte
xt
by c
hild
ren a
nd y
oung
people
(th
e l
ink w
ith G
wynedd S
chools
Wels
h
Lang
uag
e W
ork
Chart
er)
S
pecific
ally
, th
e I
nvestigation f
ocused o
n:
1.
The
imple
menta
ion
of
the
LA
’s
Lang
uag
e
Polic
y
at
specific
prim
ary
and
secondary
catc
hm
ent-
are
a s
chools
. 2.
Observ
e how
th
e polic
y’s
key ele
ments
are
applie
d in
th
e various sch
ools
polic
ies a
nd e
specia
lly w
ithin
the S
chool D
evelo
pm
ent P
lan.
3.
See h
ow
“W
els
h i
n E
du
cation S
trate
gy P
lan”
guid
ance a
nd r
eq
uirem
ents
are
im
ple
mente
d a
t every
school.
4.
Observ
e h
ow
“G
wynedd
Prim
ary
Schools
Wels
h L
ang
uag
e C
hart
er”
guid
ance
and r
eq
uirem
ents
are
im
ple
mente
d.
The a
im o
f th
e i
nvestig
ation w
as t
o o
bta
in a
county
-based p
rofile
but
will
im
ple
ment
per
catc
hm
ent-
are
a,
deve
lopin
g
an
imple
menta
tion
model
and
pre
pare
re
com
mendations t
o i
mpro
ve c
onsis
tency a
nd q
ualit
y o
f W
els
h e
ducation p
rovis
ion
both
now
and in futu
re.
The C
abin
et
Mem
ber
has accepte
d th
e re
com
mendations and,
in th
e spring
te
rm
2016,
in c
onju
nction w
ith t
he E
ducation D
epart
ment,
will
consid
er
the s
uitabili
ty o
f th
e
recom
mendations’ im
ple
menta
tion t
imeta
ble
and a
ny n
eed f
or
a c
hang
e o
f polic
y.
Wels
h
Education
S
cru
tin
y
Investig
ation
has
been
com
ple
ted
21
Outc
om
e 3
: M
ore
learn
ers
aged 1
4-1
6 s
tudyin
g for qualifications thro
ugh the m
ediu
m o
f W
els
h
Outc
om
e 4
: M
ore
learn
ers
aged 1
6-1
9 s
tudyin
g s
ubje
cts
thro
ugh the m
ediu
m o
f W
els
h in s
chools
, colleges a
nd w
ork
-based learn
ing
A. O
bje
ctive
B. C
urr
ent positio
n
C. Targ
ets
D
. Pro
gre
ss
Incre
ase t
he p
erc
enta
ge
of
learn
ers
ag
ed
14-1
6
stu
dyin
g
for
qualif
ications
thro
ug
h
the m
ediu
m o
f W
els
h
The ta
ble
belo
w sho
ws th
e %
of
Y11 pupils
stu
dyin
g fo
r 2 or
more
q
ualif
ications t
hro
ug
h the m
ediu
m o
f W
els
h:
2
01
0
20
11
20
12
20
13
20
14
20
15
10
90
/13
95
(78
.1%
) 1
08
3/1
37
5
(78
.8%
) 9
88
/12
49
(7
9.1
%)
11
41
/13
92
(82
.0%
) 1
15
1/1
31
5
(87
.5%
) 1
06
7/1
30
1
(82
%)
The ta
ble
belo
w sho
ws th
e %
of
Y11 pupils
stu
dyin
g fo
r 5 or
more
q
ualif
ications t
hro
ug
h the m
ediu
m o
f W
els
h:
Perc
enta
ge of
pupils
re
gis
tere
d fo
r G
CS
E W
els
h (f
irst
lang
uag
e)
who
were
reg
iste
red f
or
at
least
two o
ther
Level 1 o
r 2 q
ualif
ications t
hro
ug
h
the m
ediu
m o
f W
els
h:
20
11
20
12
20
13
20
14
20
15
10
84
/13
87
(78
.2%
) 9
10
/12
54
(7
2.6
%)
10
67
/14
01
(76
.2%
) 1
05
6/1
31
5
(80
.3%
) 1
00
5/1
30
1
(77
.2%
)
Perc
enta
ge of
pupils
re
gis
tere
d fo
r G
CS
E W
els
h (f
irst
lang
uag
e)
who
were
reg
iste
red f
or
at
least
five o
ther
Level 1 o
r 2 q
ualif
ications t
hro
ug
h
the m
ediu
m o
f W
els
h:
20
10
20
11
20
12
20
13
20
14
20
15
84
8/1
39
5
(60
.8%
) 8
90
/13
75
(6
4.7
%)
83
7/1
24
9
(67
%)
99
3/1
39
2
(71
.3%
) 9
64
/13
15
(7
3.3
%)
97
4/1
30
1
(7
4.9
%)
S
chool Y
ear
2013/1
4 -
85%
S
chool Y
ear
2014/1
5 –
88%
Sch
oo
l Y
ea
r 2
015
/16 –
88
%
S
chool Y
ear
2013/1
4 –
72%
S
chool Y
ear
2014/1
5 –
74%
Sch
oo
l Y
ea
r 2
015
/16 –
76
%
S
ch
oo
l Y
ea
r
20
15
/16 –
78
%
2014: G
ood
pro
gre
ss
Perf
orm
ance
exceeds t
he targ
et.
2015:
A r
eduction in
the
num
ber
of
Y11
pupils
stu
dyin
g
for
two
or
more
q
ualif
ications
thro
ug
h t
he m
ediu
m
of
Wels
h.
Pro
moting
bili
ng
ualis
m i
n c
lass
will
be
addre
ssed
during t
he y
ear.
Perf
orm
ance
exceedin
g
the
targ
et.
22
20
11
20
12
20
13
20
14
20
15
89
1/1
38
7
(64
.2%
) 7
89
/12
54
(6
2.9
%)
99
6/1
40
1
(71
.1%
) 9
50
/13
15
(7
2.2
%)
94
8/1
30
1
(72
.9%
)
Ensuring
th
at
pro
vis
ion
for
14-1
6
year
old
le
arn
ers
com
plie
s
with
the
Learn
ing
and
Skill
s
Measure
(W
ale
s)
2009
All
the s
chools
respond t
o t
he L
earn
ing
and S
kill
s A
ct
requirem
ents
and
have u
tilis
ed c
olla
bora
tive p
art
ners
hip
s.
Acro
ss t
he s
econdary
schools
, 153 d
iffe
rent
qualif
ications a
re p
rovid
ed
thro
ug
h t
he m
ediu
m o
f W
els
h/b
iling
ually
for
10,8
83 (
59%
) candid
ate
s in
the curr
ent
Y11.
22 of
these q
ualif
ications are
pro
vid
ed th
roug
h th
e
mediu
m o
f W
els
h o
nly
for
2542 c
andid
ate
s.
Develo
pm
ent
of
bili
ng
ual
education
is
still
pro
mote
d
as
one
of
the
princip
al
str
ate
gic
priorities
of
the
14-1
9
Netw
ork
and
appro
priate
la
ng
uag
e pro
gre
ssio
n is
ensure
d as a core
aspect
of
the N
etw
ork
’s
opera
tional g
roups r
em
it.
There
is a
n e
xpecta
tion t
hat
every
14-1
6 c
ours
e t
hat
is f
unded t
hro
ugh
the g
rant
be a
vaila
ble
bili
ng
ually
[only
in r
are
exceptions is c
onsid
era
tion
giv
en t
o s
upport
cours
es t
hat
are
availa
ble
in o
ne lang
uag
e o
nly
].
4 o
f th
e 6
post-
16 c
olla
bora
tive o
ccupational
cours
es p
rovid
ed b
y C
ole
g
Mena
i fo
r schools
in
th
e A
rfon are
a are
pro
vid
ed bili
ng
ually
and are
fo
llow
ed b
y 3
9 s
tudents
. S
evera
l of
the c
olla
bora
tive c
ours
es b
etw
een
schools
are
als
o p
rovid
ed t
hro
ug
h t
he m
ediu
m o
f W
els
h o
r bili
ng
ually
. T
he
colla
bora
tive
cours
es
inclu
de
the
colla
bora
tive
pro
vis
ion
w
ith
schools
on I
sle
of
Ang
lesey,
where
the m
axim
um
is lim
ited t
o 1
5 learn
ers
per
cours
e a
cro
ss b
oth
are
as.
In t
he s
hort
term
, b
iling
ual in
tera
ctive e
-teachin
g r
esourc
es w
ill c
ontinue
to
be d
evelo
ped t
hro
ug
h t
he w
ork
of
the 1
4-1
9 N
etw
ork
e-t
each C
entr
e
(Y G
Re)
that
is fu
nded th
roug
h 14-1
9 g
rant
fundin
g.
U
se of
these
resourc
es
is
pro
mote
d
thro
ug
h
a
Users
G
roup
that
conta
ins
repre
senta
tives
from
every
school
and
thro
ug
h
an
annual
train
ing
Annually
:
Colla
bora
te
with
the
main
sta
kehold
ers
to
ensure
th
at
the
pro
vis
ion
pro
vid
es
access
to
bili
ng
ual
pro
vis
ion
acro
ss
the
vocational
subje
cts
and
Wels
h
Baccala
ure
ate
at
KS
4.
Ensure
th
at
the
Part
ners
hip
G
roups
and
14-
19
Netw
ork
Q
ualit
y
Sub-
gro
up
monitors
la
ng
uag
e
pro
gre
ssio
n
in
the
cours
es
pro
vid
ed.
Ensure
th
at
colla
bora
tive
occupational
Work
continues.
23
pro
gra
mm
e.
Thro
ug
h r
eg
ional colla
bora
tion,
bili
ng
ua
l tr
ain
ing is p
rovid
ed
on t
he u
se o
f th
ese r
esourc
es.
Every
school
ensure
s th
at
every
K
S4 pup
il utiliz
es th
e in
div
idualiz
ed
Learn
ing
P
ath
way
Sch
em
e
that
is
availa
ble
bili
ng
ually
to
re
cord
his
le
arn
ing
path
way (
inclu
din
g t
he c
ours
es o
f stu
dy t
hat
he i
s e
ntitled t
o
stu
dy a
nd the p
ers
onal support
availa
ble
).
cours
es
funded
thro
ug
h
a
Learn
ing
Path
wa
ys
gra
nt
are
availa
ble
in
W
els
h/b
iling
ually
[inclu
din
g
any
cours
es
pro
vid
ed
by t
he C
olle
ges]
Incre
ase t
he p
erc
enta
ge
of
learn
ers
ag
ed
16-1
9
who
stu
dy
subje
cts
th
roug
h
the
mediu
m
of
Wels
h in s
chools
The ta
ble
belo
w sho
ws th
e %
of
16-1
9 year
old
stu
dents
stu
dyin
g
subje
cts
thro
ug
h t
he m
ediu
m o
f W
els
h.
% 1
6-1
9 y
ea
r old
s s
tud
yin
g s
ub
jects
th
roug
h t
he
me
diu
m o
f W
els
h in s
ch
ools
.
2
01
0
20
11
20
12
Nu
mb
er
16
-19
71
7
72
9
74
8
C=
Wels
h
25
4 (
35
.4%
) 2
74
(37
.6%
) 2
90
(38
.8%
)
P=
Bili
ng
ual
37
4 (
52
.2%
) 3
68
(50
.5%
) 4
24
(56
.7%
)
R=
Tw
o la
ng
uag
es in
th
e s
am
e
cla
ss
27
5 (
38
.4%
) 2
97
(40
.7%
) 2
48
(33
.2%
)
E=
En
glis
h
39
8 (
55
.5%
) 4
21
(57
.8%
) 4
08
(54
.5%
)
2
01
3
20
14
20
15
Nu
mb
er
16
-19
69
8
49
3
79
8
C=
Wels
h
29
3 (
42
.0%
) 1
93
(39
.1%
) 2
90
(36
.3%
)
P=
Bili
ng
ual
43
1 (
61
.7%
) 2
59
(52
.5%
) 5
05
(63
.3%
)
R=
Tw
o la
ng
uag
es in
th
e s
am
e
cla
ss
21
2 (
30
.4%
0
11
1 (
22
.5%
) 2
25
(28
.2%
)
E=
En
glis
h
35
6 (
51
.0%
) 2
89
(58
.6%
) 4
43
(55
.5%
)
There are some limitations on the data. There are four codes for Welsh
Medium Learning Activity, namely [C] (Welsh), [E] (English), [P] (Bilingual) and
[R] different language groups in the same class). [C] and [P] are included in the
above analysis but not [R] as the Welsh/English medium cannot be
differentiated in the same group. Note that every subject AS/A [including BAC
a ESW] are included.
The 1
4-1
9 N
etw
ork
utilis
es a
14-1
9 r
evenue g
rant
to p
rom
ote
post-
16
Annually
:
Colla
bora
te
with
the
princip
al
sta
kehold
ers
to
ensure
th
at
the
16+
pro
vis
ion
pro
vid
es
access
to
bili
ng
ual
pro
vis
ion
acro
ss
the s
ubje
cts
.
Colla
bora
te
with
the
key
part
ners
to
in
cre
ase
the
perc
enta
ge
who
opt
to f
ollo
w t
heir
cours
es
thro
ug
h
the
mediu
m
of
Wels
h/b
iling
ually
.
The
Post-
16
C
onsort
ium
has
com
mis
sio
ned
work
fr
om
G
werinia
ith
and
B
an
gor
Univ
ers
ity
to
scru
tiniz
e
this
field
.
Their
final
report
s
were
re
ce
ived
in
Octo
ber
20
15.
The
purp
ose
of
the
com
mis
sio
n w
as t
o t
ry
and
obta
in
a
cle
ar
pic
ture
of
the num
ber
of
Wels
h o
nly
, E
nglis
h
only
an
d
bili
ngua
l cours
es
held
in
the
C
onsort
ium
’s
are
a
of
opera
tio
n.
W
here
cours
es
are
denote
d
as
bein
g
bili
ngu
al,
a
deta
iled
ana
lysis
of
the p
erc
enta
ge t
aug
ht
thro
ug
h
the
mediu
m
of
Wels
h
has
been
carr
ied
out.
Every
in
stitu
tion
has
receiv
ed
a
separa
te
24
Wels
h/b
iling
ual
mediu
m p
rovis
ion.
Lang
uag
e p
rog
ressio
n i
s e
nsure
d f
or
the
KS
4
occupational
colla
bora
tive
pro
vis
ions
[except
in
Com
pute
r G
am
es C
reative M
ediu
ms].
Use i
s p
rom
ote
d o
f th
e r
ang
e o
f very
hig
h q
ualit
y b
iling
ual
inte
ractive e
-te
achin
g r
esourc
es t
hat
has b
een d
evelo
ped t
hro
ug
h t
he w
ork
of
the 1
4-
19 N
etw
ork
e-t
each C
entr
e (
Y G
RE
) and s
upport
ing
aspects
of
flexib
le
pedag
og
y t
hro
ug
h ‘M
oodle
’ develo
pm
ents
.
The 1
6+
Learn
ing
Part
ners
hip
is in t
he v
ang
uard
of
the s
trate
gic
pla
nnin
g
work
as r
eg
ard
s t
he T
ransitio
nal
ag
enda r
eq
uirem
ents
. O
ne o
f th
e m
ain
w
ork
str
eam
s w
ill be to
id
entify
th
e lik
ely
im
pact
of
the colla
bora
tive
model
on W
els
h/b
iling
ual
mediu
m p
rovis
ion.
Focus i
s a
lso p
laced o
n
identify
ing
the princip
al
facto
rs th
at
impact
the c
hoic
e of
16+
le
arn
ing
mediu
m.
Sin
ce
January
2013,
the
16+
Learn
ing
Part
ners
hip
id
entified
req
uirem
ents
fo
r G
wynedd
and
Isle
of
Ang
lesey
16-1
9
Learn
ing
C
onsort
ium
Lead
Board
(Sta
ge
1)
giv
ing
consid
era
tion
to
data
on
lang
uag
e m
ediu
m w
hen p
reparing
str
ate
gy p
riorities f
or
Sta
ge 2
(S
ettin
g
out
expecta
tion a
nd d
irection).
T
he n
eed h
as b
een i
dentified t
o r
econcile
the p
rocesses f
or
adm
itting
learn
ers
on post-
16 cours
es in
th
e are
a to
ensure
th
at
they re
ceiv
e
info
rmation a
nd l
ang
uage m
ediu
m t
hro
ug
h w
hic
h a
cours
e i
s t
aug
ht. I
n
additio
n,
a
fram
ew
ork
of
measure
s
for
bili
ng
ualis
m
needs
to
be
esta
blis
hed so th
at
post-
16 pro
vis
ion in
clu
din
g vocational
cours
es are
m
onitore
d
and
to
identify
g
aps
in
Wels
h
mediu
m
pro
vis
ion.
A
q
uestionnaire s
yste
m w
ill b
e p
rovid
ed b
y t
he C
onsort
ium
for
the V
oic
e o
f th
e L
earn
er
so a
s t
o i
dentify
ho
w l
earn
ers
sele
ct
lang
uag
e m
ediu
m o
n
post-
16 c
ours
es.
The
Consort
ium
in
tends
to
conduct
a
dig
ital
questionnaire, Llais y
Dysgwr/Learner’s Voice tw
ice a year
where
specific
q
uestions on th
e
learn
ers
’ use a
nd c
hoic
e o
f la
ng
uag
e a
re a
sked.
report
and
a
co
unty
re
port
has
be
en
share
d
with
off
icers
.
Sim
ilar
data
w
ill
be
gath
ere
d
ann
ually
for
monitoring
purp
oses.
Specific
work
is g
oin
g
to
be
do
ne
in
develo
pin
g
syste
ms
and
pro
ce
dure
s
to
eva
luate
use o
f W
els
h
in P
ost-
16 E
duca
tio
n.
T
he
work
’s
main
purp
ose
will
be
to
dis
cover
ho
w
man
y
learn
ers
fo
llow
post-
16
Wels
h
mediu
m
cours
es in
th
e are
a
where
the C
onsort
ium
opera
tes.
D
raft
tim
e-
table
h
as
be
en
pre
pare
d
–
pla
nnin
g
work
to
pro
ceed
F
ebru
ary
20
15.
25
Anoth
er
ele
ment
of
the C
onsort
ium
’s w
ork
will
be t
o identify
opport
unitie
s
in t
he e
conom
y w
here
use o
f W
els
h is e
ssential in
the w
ork
pla
ce.
Y
ear
2009
2010
2011
2012
n2+
461
439
442
506
N
722
717
729
748
Furt
her
att
ention n
eeds to b
e g
iven t
o:
•
Perc
enta
ge
of
16-1
9
learn
ers
w
ho
stu
dy
2
or
more
subje
cts
th
roug
h
the
use
of
Wels
h/b
iling
ually
e.g
. ele
ments
of
qualif
ications/m
odule
s
•
Opin
ion
on
this
perc
enta
ge
and
wheth
er
specific
action
in
part
ners
hip
with s
chools
to m
ain
tain
or
incre
ase this
, is
req
uired.
This
will
be d
evelo
ped t
o m
easure
perf
orm
ance a
s p
art
of
Sta
ge 1
of
the
Consort
ium
’s P
lannin
g a
nd I
mple
menta
tion C
ycle
nam
ely
the D
ata
and
E
vid
ence t
o identify
gaps in t
he p
rovis
ion.
Work
th
roug
h
14-1
9
Netw
ork
s
and
14-1
9
Reg
ional
Foru
ms
to
susta
in
and
impro
ve
Wels
h-m
ediu
m p
rovis
ion
Thro
ug
h incre
asin
g c
olla
bora
tion w
ith I
sle
of
Ang
lesey 1
4-1
9 N
etw
ork
, a
series o
f bili
ng
ual vocational cours
es is p
rovid
ed
for
KS
4 p
upils
and 1
6+
stu
dents
.
At
a r
eg
ional
level, t
he N
ort
h W
ale
s W
els
h M
ed
ium
Education F
oru
m’s
w
ork
is
support
ed th
us pro
moting
th
e w
ork
of
Ffo
ra W
ale
s.
Thro
ug
h
purp
osefu
l use
of
Learn
ing
P
ath
ways
fundin
g,
th
e
cro
ss
boundary
colla
bora
tion h
as b
een e
xpanded a
nd
severa
l lo
cal
part
ners
have b
een
support
ed t
o p
rovid
e s
upport
, advic
e a
nd g
uid
ance f
or
an e
sta
blis
hm
ent
beyond a
n a
rea.
This
colla
bora
tion i
nclu
des p
rovis
ion o
f W
els
h m
ediu
m
cours
es a
nd d
evelo
pin
g r
esourc
es for
Wels
h m
ediu
m p
rovis
ion.
Gath
er,
analy
se a
nd u
se
data
fo
r 14-1
9
Wels
h-
mediu
m p
rovis
ion.
Pla
n
for
post-
16
Wels
h-
mediu
m pro
vis
ion w
ithin
The
14-1
9
Netw
ork
th
roug
h
its
part
ners
hip
g
roups
pla
ns fo
r post-
16
Wels
h m
ediu
m p
rovis
ion
in c
om
plia
nce w
ith a
gre
ed p
roto
cols
.
With a
specific
em
phasis
on t
he e
ducational pro
vis
ion a
nd p
rom
oting
the
Wels
h l
ang
uage i
n t
he P
ost-
16 s
ecto
r, G
wynedd h
as c
om
mitte
d i
tself t
o
the P
ost-
16 E
ducation C
onsort
ium
with t
he A
ng
lesey A
uth
ority
and G
rŵp
26
part
ners
hip
s
Lla
ndrillo
M
enai.
The C
onsort
ium
’s p
ilot
period e
nded o
n 3
1 O
cto
ber
2015.
All
part
ners
, how
ever,
have c
om
mitte
d t
hem
selv
es t
o c
ontinuin
g
with th
e C
onsort
ium
. D
evelo
pin
g and build
ing
on th
e W
els
h-m
ediu
m
pro
vis
ion acro
ss th
e are
a re
main
s one of
the C
onsort
ium
's str
ate
gic
obje
ctives a
s it
looks t
o the f
utu
re.
The
16+
Learn
ing
P
art
ners
hip
fo
cuses
when
pla
nnin
g
on
the
likely
im
pact
of
a c
olla
bora
tive m
odel on W
els
h/b
iling
ual m
ediu
m p
rovis
ion a
nd
in
identify
ing
the p
rincip
al
facto
rs t
hat
impact
the c
hoic
e o
f 16+
learn
ing
mediu
m.
As p
art
of
the p
repara
tions t
ow
ard
s e
sta
blis
hin
g G
wynedd a
nd I
sle
of
Ang
lesey 1
6-1
9 L
earn
ing
Consort
ium
, a f
ocus w
as p
laced o
n c
reating
a
more
eff
ective lo
cal
data
g
ath
ering syste
ms th
at
will
th
en be able
to
im
pact pla
nnin
g o
f post-
16 c
olla
bora
tive p
rovis
ions.
As
pre
vio
usly
m
entioned,
the
above
form
s
a
core
ro
le
of
the
Consort
ium
’s w
ork
. T
he C
onsort
ium
’s Im
ple
menta
tion and M
onitoring
Gro
up c
om
menced i
n N
ovem
ber
2013 a
nd t
here
is a
need t
o d
eve
lop a
fr
am
ew
ork
of
consta
nt
measure
s f
or
all
pro
vid
ers
who o
ffer
a r
ang
e o
f cours
es o
n u
se o
f W
els
h a
s a
learn
ing
mediu
m.
In t
he c
olla
bora
tive p
rovis
ion w
ith t
he I
sle
of
Angle
sey,
the n
um
ber
who
are
able
to join
tly f
ollo
w c
ours
es is lim
ited t
o a
maxim
um
of
15 p
upils
per
cours
e.
Ensuring
an a
ppro
priate
lin
guis
tic p
rog
ressio
n i
s a
n i
nte
gra
l part
of
the
term
s o
f re
fere
nce o
f th
e P
art
ners
hip
Gro
up a
nd 1
4-1
9 N
etw
ork
Pla
nnin
g
Sub-g
roup
and
data
concern
ing
th
e
num
ber
of
cours
es/n
um
ber
of
learn
ers
will
be d
iscussed d
uring
the y
ear
to c
heck c
om
plia
nce a
nd t
o
gaug
e p
rogre
ss.
The t
able
show
s t
he n
um
ber
and p
erc
enta
ge o
f stu
dents
stu
dyin
g t
he
BA
C
thro
ug
h th
e
mediu
m
of
Wels
h
(C),
B
ilin
gually
(P
),
in
a
mix
ed-
lang
uag
e c
lass (
R)
and E
ng
lish (
E).
27
2009
2010
2011
2012
N
722
717
729
748
C
38 (
5.3
%)
73
(10.2
%)
84
(11.5
%)
91
(12.2
%)
P
154
(21.3
%)
158
(22%
) 134
(18.4
%)
205
(27.4
%)
R
62 (
8.6
%)
64
(8.9
%)
86
(11.8
%)
127
(17%
)
E
0 (
0%
) 0 (
0%
) 0 (
0%
) 0 (
0%
)
28
Outc
om
e 5
: M
ore
learn
ers
with h
igher
skills
in W
els
h
A. O
bje
ctive
B. C
urr
ent positio
n
C. Targ
ets
D
. P
rogre
ss
Imp
rove
p
rovis
ion
to
a
dd
ress
lite
racy
in
Wels
h
The A
uth
ority
focuses o
n im
pro
vin
g s
tandard
s o
f lit
era
cy in W
els
h b
y:
•
challe
ng
ing
perf
orm
ance [
and t
rends i
n p
erf
orm
ance]
in t
he F
P/K
S2/K
S3/K
S4/K
S5
as p
art
of
a t
erm
ly m
onitoring v
isit [
Vis
it 1
]
•
challe
ng
ing
perf
orm
ance [
and t
rends in p
erf
orm
ance]
in t
he r
eadin
g t
ests
as p
art
of
a
term
ly m
onitoring
vis
it [V
isit 1
]
•
challe
ng
ing
the q
ualit
y o
f achie
vem
ent/
sta
ff f
eedback a
s p
art
of
the t
erm
ly m
onitoring
vis
it [
Vis
it 2
]
•
identify
ing and encapsula
ting th
e princip
al
matters
req
uirin
g f
urt
her
attention f
rom
schools
and c
om
mis
sio
nin
g f
urt
her
support
for
specific
cases/s
ituations
•
intr
oducin
g a
n a
nnual
train
ing
pro
gra
mm
e f
or
inte
rvention p
rogra
mm
es,
e.g
. ‘D
yfa
l D
onc’
•
identify
ing
excelle
nt/g
ood
pra
ctices
at
a
reg
ional
level
and
ensuring
th
at
those
pra
ctices a
re a
ppro
priate
ly c
ascaded
•
facili
tating
th
e
work
of
the
Assis
tant
Part
ners
re
gard
ing
ta
rgeting
support
and
guid
ance in t
he f
ield
of W
els
h litera
cy
•
support
ing
the n
ational
support
pro
gra
mm
e [
CfB
T]
and m
onitoring
the r
esponse o
f schools
Fro
m S
epte
mber
2015,
Gw
E h
as b
een im
ple
menting
a r
evis
ed p
rocedure
for
support
ing a
nd
challe
ng
ing
schools
. T
he p
rocedure
for
gre
en s
upport
cate
gory
schools
[and t
he f
irm
est
of
the y
ello
w s
upport
cate
gory
schools
] is
based o
n t
he p
rincip
le o
f g
ivin
g t
he b
est
schools
m
ore
in
dependence
and
pro
moting
th
e peer evaluation
imple
menta
tion
meth
od.
T
he
model, t
here
fore
, is
a p
art
ners
hip
betw
een c
olle
ag
ues w
here
schools
that
perf
orm
at
a h
igh
leve
l are
giv
en t
he o
pp
ort
unity,
in c
onju
nction w
ith G
wE
, to
challe
ng
e a
nd s
upport
oth
er
schools
that
perf
orm
at
a h
igh s
tandard
in o
rder
to s
pre
ad a
nd s
hare
excelle
nce.
As a
result
of
esta
blis
hin
g t
he r
evis
ed m
odel, t
he r
eg
ional serv
ice h
as a
n a
dded c
apacity t
o inte
nsify t
he
support
and b
ackin
g g
iven t
o t
hose s
chools
that
are
in t
he a
mber
or
red s
upport
cate
gory
.
The involv
em
ent
with s
chools
is a
lso u
sed t
o ide
ntify
excelle
nt/
good p
ractices o
n a
local and
S
tan
dard
s in
Wels
h a
cro
ss
the k
ey s
tag
es
over
a r
olli
ng
perio
d a
re f
irm
.
29
reg
ional
leve
l.
In t
he c
ase o
f develo
pin
g l
itera
cy,
17 s
chools
acro
ss t
he r
eg
ion h
ave
been
earm
ark
ed a
s c
o-leadin
g s
chools
and h
ave a
gre
ed t
o w
ork
with G
wE
to s
hare
their p
ractices
and t
o w
ork
specific
ally
with o
ther
schools
needin
g s
upport
and s
pecific
guid
ance.
Work
has a
lso b
een c
om
ple
ted o
n identify
ing
excelle
nt/
good p
ractices o
n a
reg
ional le
vel in
th
e f
ield
of
litera
cy a
nd t
hose p
ractices w
ere
cascaded b
y m
eans o
f th
e s
chool-to
-school
confe
rence h
eld
in J
une.
Imp
rove
p
rovis
ion
an
d
sta
nda
rds
of
Wels
h
First
La
ngu
age
% o
f F
ound
ation P
hase
pu
pils
atta
inin
g o
utc
om
e 5
+ f
or
teacher
assessm
ents
in W
els
h
(Leve
l 2
+/O
utc
om
e 5
+)
20
10
20
11
20
12
20
13
20
14
20
15
10
44
/11
48
(90
.9%
) 1
02
3/1
10
6
(92
.5%
) 1
03
5/1
18
2
(87
.6%
) 1
12
0/1
29
0
(86
.8%
) 1
11
2/1
24
7
(89
.2%
) 1
08
9/1
22
8
(88
.4%
)
% o
f K
S2
pu
pils
att
ain
ing le
ve
l 4
+ f
or
teacher
assessm
ents
in W
els
h
20
10
20
11
20
12
20
13
20
14
20
15
10
66
/12
72
(83
.8%
) 1
04
6/1
26
4
(82
.8%
)
10
34
/12
28
(84
.2%
) 9
83
/11
30
(87
%)
10
23
/11
59
(88
.3%
) 1
01
9/1
12
7
(90
.4%
)
%
of
KS
3 p
upils
atta
inin
g le
ve
l 5
+ f
or
teach
er
asse
ssm
en
ts in W
els
h
20
10
20
11
20
12
20
13
20
14
20
15
80
8/1
05
4
(76
.7%
) 9
84
/11
85
(8
3.0
%)
99
6/1
15
4
(86
.3%
) 9
87
/10
95
(90
.1%
) 9
70
/10
59
(9
1.6
%)
97
0/1
04
3
(93
.0%
)
% K
S4
pup
ils a
tta
inin
g g
rad
es A
* -
C in
Wels
h G
CS
E
Blw
yd
dyn
2
01
0
20
11
20
12
20
13
20
14
20
15
Nife
r yn
y g
arf
an
13
99
13
82
12
51
13
94
13
13
13
00
Iaith
Gyn
taf
10
96
10
86
98
4
11
26
11
18
10
48
% y
n s
efy
ll Ia
ith
Gyn
taf
78
.3
78
.6
78
.7
80
.8
85
.1
80
.6
Nife
r A
*-C
7
77
80
8
75
2
81
7
82
0
82
6
% A
*-C
7
0.9
7
4.4
7
6.4
7
2.6
7
3.3
7
8.8
%
S
choo
l year
2013
/14-
90%
2014
/15
–90%
2015
/16
–90%
S
choo
l year
2013
/14-
88%
2014
/15 9
0%
2015
/16
–91%
S
choo
l year
2013
/14 -
91%
2014
/15
92%
2015
/16
–94%
S
choo
l year
2013
/14 -
74%
2014
/15 -
74%
2015
/16
–80%
2014
: F
irm
pro
gre
ss
tow
ard
s th
e
targ
et.
2015
: %
dro
pp
ed 0
.8%
2014
: P
erf
orm
ance
exceeds the
ta
rget.
2015
: P
erf
orm
ance
exceeds the
ta
rget.
2014
: P
erf
orm
ance
exceeds the
ta
rget.
2015
: P
erf
orm
ance
exceeds the
ta
rget.
2014
: G
oo
d
pro
gre
ss. 20
15:
An incre
ase o
f 5.5
%.
30
As n
ote
d a
bove,
the %
receiv
ing
a W
els
h F
irst
Lang
uag
e a
ssessm
ent
at
the e
nd o
f th
e k
ey
sta
ges a
nd t
he %
att
ain
ing
the e
xpecte
d l
evels
/gra
des a
re g
ood.
There
rem
ain
s,
how
ever,
th
e n
eed t
o c
ontinue t
o a
ttem
pt
to im
pro
ve a
nd r
ais
e s
tandard
s in W
els
h a
nd in t
his
conte
xt,
every
secondary
school w
ill b
e e
xpecte
d t
o u
se t
he lang
uag
e c
ohort
s t
o p
lan lin
guis
tically
for
usin
g t
he W
els
h l
ang
uag
e a
s a
learn
ing
mediu
m.
It
is a
lso a
nticip
ate
d t
hat
colla
bora
tion
betw
een p
rim
ary
and s
econdary
schools
in t
erm
s o
f ensuring
a m
utu
al
unders
tandin
g o
f le
ve
ls/a
ssessm
ents
and p
reparing
pro
file
s for
accre
ditations w
ill h
elp
in t
his
aspect.
Incre
ase
op
po
rtu
nitie
s
for
lea
rne
rs
of
all
age
s t
o
pra
ctise
th
eir
Wels
h
ou
tsid
e
the
cla
ssro
om
A w
ork
ing
gro
up f
or
‘Pro
moting
the W
els
h L
ang
uag
e in G
wynedd’ w
as e
sta
blis
hed u
nder
the
chairm
anship
of
the
Head
of
Education
follo
win
g
lang
uag
e
impact
findin
gs
in
som
e
Gw
ynedd
prim
ary
schools
. I
t in
clu
des r
epre
senta
tion f
rom
the p
rim
ary
schools
, th
e C
ouncil,
th
e E
ducation D
epart
ment
and o
thers
. M
eth
ods w
ere
dis
cussed o
f att
em
pting
to p
rom
ote
th
e W
els
h l
ang
uag
e o
uts
ide t
he w
alls
of
the c
lassro
om
. T
he ‘
Ffa
cto
r C
’ confe
rence w
as
held
in J
une 2
011 a
nd a
schools
’ Lang
uag
e C
hart
er
for
the p
rim
ary
secto
r w
as launched a
t th
e c
onfe
rence.
By m
eans o
f th
e L
ang
uag
e C
hart
er,
it
is e
nsure
d t
hat
every
la
yer
of
the s
chool’s
com
munity,
i.e.
pupils
, pare
nts
, g
overn
ors
– a
re a
ccounta
ble
/active w
hen p
rom
oting a
health
y a
ttitude
tow
ard
s/incre
asin
g t
he s
ocia
l use o
f th
e W
els
h l
ang
uag
e.
Specific
targ
ets
are
set
for
the
req
uirem
ents
of
the
Chart
er’s
bro
nze
aw
ard
w
hic
h
ensure
th
at
definite
guid
ance
and
str
ate
gy a
re p
repare
d i
n o
rder
to i
ncre
ase t
he u
se o
f W
els
h i
n e
very
school
in a
ccord
ance
with t
he lin
guis
tic s
ituation/v
isio
n o
f every
indiv
idual com
munity.
It
is e
nsure
d,
by m
eans o
f th
e t
arg
ets
set, t
hat
pro
cedure
s t
o r
ew
ard
/encoura
ge c
hild
ren t
o u
se t
he W
els
h l
ang
uag
e
socia
lly,
in t
he c
lassro
om
and o
n t
he p
layg
round,
have b
een e
sta
blis
hed,
e.g
. th
e v
isual
targ
ets
of
‘S
teps t
o t
he S
um
mit’ w
hic
h s
et
out
cle
ar
ste
ps o
n h
ow
to incre
ase t
he u
se o
f th
e
Wels
h l
ang
uag
e,
etc
. D
uring
2014/1
5,
it i
s i
nte
nded t
o e
xte
nd t
he d
iscussio
ns a
nd w
ork
to
inclu
de t
he e
arly y
ears
esta
blis
hm
ents
.
One t
arg
et
for
the s
ilver
aw
ard
has b
een d
enote
d i
n e
ach s
ection,
and i
t is
req
uired t
hat
each s
chool
att
ain
s t
hose t
arg
ets
. E
very
school
has r
eceiv
ed
guid
ance a
nd a
dis
c w
hic
h
conta
ins a
ppro
priate
resourc
es t
o i
mple
ment
these t
arg
ets
. F
urt
herm
ore
, each s
chool
sets
its o
wn v
isio
n f
or
the r
equirem
ents
of th
e s
ilver
aw
ard
.
Colla
bora
te
with
Hunania
ith
and
oth
er
ag
encie
s
to
str
ength
en
use o
f W
els
h
in
info
rmal
situations.
Targ
ets
2014/1
5:
20
schools
have
receiv
ed
specific
tr
ain
ing
to
talk
w
ith
pare
nts
about
advanta
ges
of
Wels
h,
targ
eting
300
Work
on-g
oin
g.
Specific
tr
ain
ing h
as
been h
eld
in
catc
hm
ent-
are
as of
Y
Moe
lwyn,
Y
Gader,
Tyw
yn,
Try
fan a
nd
Friars
, G
lan y
M
ôr
and
Eifio
nydd
Schools
have
org
aniz
ed
31
As a
result o
f th
is:
•
Lang
uag
e C
hart
er
Pro
fessio
nal
Learn
ing
C
om
munitie
s have been esta
blis
hed in
ord
er
to c
olla
bora
te o
n p
roje
cts
to r
ais
e a
n a
ware
ness o
f and p
rom
ote
the W
els
h
lang
uag
e o
n a
catc
hm
ent
are
a b
asis
•
the c
hild
has a
str
ong
voic
e in t
he p
rocess o
f pro
moting
the s
ocia
l use o
f W
els
h,
e.g
. m
em
bers
of
the S
chool C
ouncil
act
on ideas t
o influence t
he w
ider
com
munity t
o u
se
the W
els
h lang
uag
e
•
activitie
s a
re c
onducte
d w
hic
h p
lace a
focus o
n r
ais
ing
the p
rofile
and v
alu
e o
f W
els
h
in s
chools
•
the a
im i
s t
o c
hang
e a
ttitudes/m
ain
tain
healthy a
ttitudes t
ow
ard
s t
he l
anguag
e w
ith
every
school
responsib
le f
or
pre
paring
a p
am
phle
t and p
resenta
tion w
hic
h c
onve
y
the m
essag
e o
f th
e b
enefits
of
speakin
g W
els
h a
nd t
he a
dvanta
ge o
f bein
g b
iling
ual.
Every
school has r
eceiv
ed a
pam
phle
t, p
resenta
tion a
nd g
uid
ance o
n h
ow
to a
ddre
ss
pare
nts
on t
he e
ducational, e
conom
ic a
nd c
ultura
l advanta
ges o
f bein
g b
iling
ually
pro
ficie
nt
•
good p
ractices a
re s
hare
d.
Instr
uction o
n p
layg
round g
am
es i
s e
nsure
d f
or
every
school in
Gw
ynedd.
Thoro
ug
h t
rain
ing h
as b
een p
rovid
ed f
or
the l
ang
uag
e c
o-o
rdin
ato
rs t
o b
ecom
e i
ndiv
iduals
w
ho a
re q
ualif
ied t
o o
ffer
leaders
hip
and s
upport
to s
chools
in t
heir c
atc
hm
ent
are
as.
Under
their c
are
, th
e w
ork
of m
onitoring t
he C
hart
er
is b
ein
g im
ple
mente
d.
A s
trong
ele
ment
of
train
ing
com
es a
bout
as a
result o
f accre
ditation v
isits a
nd a
gold
en
opport
unity t
o s
hare
info
rmation a
nd g
ood p
ractices b
etw
een s
chools
. A
report
is c
om
ple
ted
on t
he a
ttain
ment
and d
evelo
pm
ent
of
every
school
ag
ain
st
the r
eq
uirem
ents
of
the s
ilver
and g
old
aw
ard
s e
very
year.
T
he a
ccre
ditation p
rocess t
akes p
lace a
t th
e e
nd o
f th
e s
chool
year.
T
he l
ang
uag
e w
eb
data
is a
means o
f pro
vin
g a
positiv
e im
pact
as a
result o
f th
e im
ple
menta
tion o
f th
e W
els
h
Lang
uag
e C
hart
er.
T
he r
eq
uirem
ents
of
the G
old
Aw
ard
ensure
that
every
school is
ab
le t
o t
estify
, by m
eans o
f la
ng
uag
e w
eb d
ata
, to
the i
ncre
ase i
n t
he s
ocia
l use o
f W
els
h a
s a
result o
f im
ple
menting
the W
els
h L
ang
uag
e C
hart
er.
pare
nts
.
20
activitie
s
held
fo
r 100
pare
nts
to
ra
ise
aw
are
ness o
f W
els
h
by
Marc
h 2
015.
500
7
to
11
years
have
part
icip
ate
d
in a
lang
uag
e
aw
are
ness
activity at
25
schools
.
500
child
ren
have
pro
gre
ssed in
their
use
of
Wels
h
in
a
socia
l conte
xt.
By
Octo
ber
2014,
ensure
th
at
60
schools
re
ceiv
e
bro
nze/s
ilver
aw
ard
s
to
recog
niz
e
pro
gre
ss
in
activitie
s t
o
str
ength
en the
messag
es a
nd
rais
e t
he w
ork
pro
file
and the
Lang
uag
e
Chart
er’s
obje
ctive,
dra
win
g
pare
nts
and
the w
ider
com
munity into
th
e e
vents
held
.
Work
shops
held
-
tota
l of
25 s
chools
.
1,9
42 p
upils
have
part
icip
ate
d in
the tra
inin
g
and lis
tenin
g t
o
the
pre
senta
tions.
Surv
ey a
nd
‘Gw
e I
aith’
data
indic
ate
th
at pupils
in
over
75
schools
have
made p
rog
ress
in t
heir s
ocia
l use o
f W
els
h.
When r
e-
vis
itin
g t
he o
n-
32
Tog
eth
er
with
CiO
(W
els
h
for
Adults),
th
ere
is
clo
se
colla
bora
tion
esta
blis
hed
with
part
ners
hip
s s
uch a
s t
he U
rdd,
Cw
mni
Da a
nd S
4C
with t
he i
nte
ntion o
f str
ength
enin
g t
he
support
for
schools
to a
chie
ve t
he a
im o
f in
cre
asin
g s
ocia
l use o
f W
els
h.
In te
rms of
the secondary
secto
r, th
e W
ork
ing G
roup to
Incre
ase th
e S
ocia
l U
se of
the
Wels
h L
ang
uag
e in t
he S
econdary
Secto
r w
as e
sta
blis
hed in S
epte
mber
2013.
The w
ork
ing
gro
up f
ocuses o
n d
evelo
pin
g a
nd e
sta
blis
hin
g a
follo
w-u
p t
o t
he G
wynedd
Prim
ary
Schools
’ Lang
uag
e C
hart
er
in t
he s
econdary
secto
r.
The y
oung
people
them
selv
es w
ill p
lay a
key
role
in t
he d
evelo
pm
ent
of
the s
chem
e.
The p
rincip
al
aim
of
the p
roje
ct
is t
o d
iscover
or
form
pra
ctical
solu
tions t
o in
cre
ase t
he socia
l use of
the W
els
h la
ng
uag
e am
ong
young
people
in t
he s
econdary
schools
of
Gw
ynedd.
It i
s a
lso a
nticip
ate
d t
hat
support
netw
ork
s a
nd p
rofe
ssio
nal
learn
ing
com
munitie
s w
ill b
e
form
ed and used in
th
e sam
e w
ay as w
ith th
e P
rim
ary
Lang
uag
e C
hart
er
in ord
er
to
colla
bora
te o
n p
roje
cts
to r
ais
e a
n a
ware
ness o
f and p
rom
ote
the W
els
h l
ang
uag
e o
n a
catc
hm
ent are
a b
asis
.
It is a
lso a
nticip
ate
d t
hat
any s
chem
e w
ill a
im t
o c
hang
e a
ttitudes/m
ain
tain
healthy a
ttitudes
tow
ard
s t
he lang
uag
e a
nd b
iling
ualis
m.
It
is p
ossib
le t
hat
every
school (a
s in t
he c
ase o
f th
e
Prim
ary
C
hart
er)
w
ill
be
responsib
le
for
pre
paring
a
pam
phle
t and
pre
senta
tion
whic
h
conveys th
e m
essag
e of
the benefits
of
speakin
g W
els
h and th
e advanta
ges of
bein
g
bili
ng
ual,
to
child
ren
and
pare
nts
. P
rovid
e
a
pre
senta
tion/a
ddre
ss
pare
nts
on
the
educational, e
conom
ic a
nd c
ultura
l advanta
ges o
f th
eir c
hild
ren b
ein
g b
iling
ually
pro
ficie
nt.
Cw
mni
Try
wydd w
ere
com
mis
sio
ned t
o c
onduct
a s
urv
ey o
f th
e s
ituation o
f W
els
h a
s a
socia
l la
ng
uag
e a
mong
st
the y
oung
people
in G
wynedd
secondary
schools
. T
he L
A h
as
receiv
ed a
report
on t
he s
urv
ey a
nd t
he a
im is t
o p
repare
a w
ork
pro
gra
mm
e t
o r
espond t
o
the R
esearc
h in J
anuary
2015.
Questionnaires h
ave b
een c
om
ple
ted b
y y
ear
7 c
hild
ren i
n e
very
secon
dary
school
in t
he
county
. T
he p
ictu
re g
leaned f
rom
these a
nsw
ers
pro
vid
es a
n o
verv
iew
of
the c
hild
ren’s
att
itude a
nd l
ang
uag
e u
se d
uring
their f
irst
year
in s
econdary
school.
This
data
will
be a
m
eans o
f pre
paring a
n im
ple
menta
tion p
rog
ram
me for
the s
econdary
secto
r.
In t
erm
s o
f support
ing
schools
to p
lan f
or
the info
rmal use o
f W
els
h a
nd t
o g
aug
e t
he im
pact
pupils
use of
Wels
h
in
a
socia
l conte
xt.
100
young
people
eq
uip
ped
to
make g
reate
r use o
f W
els
h
as a
pilo
t at
2
secondary
schools
, fo
llow
ing
a
baselin
e
esta
blis
hed
for
young
people
’s
use
of
Wels
h
socia
lly a
t 14
secondary
schools
in
G
wynedd
in
2013/1
4.
25
schools
im
ple
ment
pla
yg
round
sport
s
schem
e
ensuring
th
at
at
least
200
child
ren
incre
ase t
heir
use o
f W
els
h
line
questionnaires,
the d
ata
will
show
the
impact of
the
Lang
uag
e
Chart
er
imple
menta
tion
betw
een
Sept
2014 a
nd
Marc
h 2
015.
96 s
chools
have
addre
ssed
req
uirem
ents
of
the B
ronze
and S
ilver
Aw
ard
of
the
Lang
uag
e
Chart
er
and
cere
monie
s
have b
een
held
.
Pla
yg
round
Tra
inin
g h
as
been h
eld
acro
ss t
he
thre
e r
eg
ions.
25 s
chools
im
ple
ment th
e
pla
yg
round
gam
es p
roje
ct
- it is e
xpecte
d
that th
e
‘Gw
e
33
of
their s
chem
es, th
e A
uth
ority
will
:
•
pro
vid
e g
uid
ance/s
hare
resourc
es t
hat
support
the t
arg
ets
of
the L
ang
uag
e C
hart
er
by m
eans o
f confe
rences,
e-m
ails
, C
Ds, etc
.
•
com
munic
ate
, pro
vid
e g
uid
ance a
nd s
et cle
ar
expecta
tions o
f th
e targ
ets
that need to
be s
et
for
the C
hart
er
thro
ug
h t
he ‘
imple
menta
tion p
rogra
mm
e’ fo
rmat.
S
hare
good
pra
ctices w
hic
h e
xis
ts f
rom
‘school to
school’.
E
nsure
reg
ula
r com
munic
ation v
ia e
-m
ail/
Tw
itte
r/F
acebook,
etc
.
•
Exem
plif
y t
he e
vid
ence a
nd m
eth
ods o
f g
aug
ing i
mpact
that
every
school
need t
o
pre
sent by p
reparing a
nd s
haring
an info
rmation b
ook (
measure
outc
om
es)
•
Colla
bora
te o
n/join
tly p
lan w
ith s
chools
ideas/a
ctivitie
s t
hat
pla
ce a
focus o
n r
ais
ing
the pro
file
and valu
e of
the W
els
h la
ng
uag
e,
e.g
. in
vite ‘c
ele
brities’
to s
chools
in
ord
er
to g
enera
te a
n inte
rest
and inspire t
he c
hild
ren.
Conduct
a W
els
h f
air,
‘Cym
ru
Cw
l’ w
eeks, etc
.
•
Eq
uip
schools
to
speak to
pare
nts
about
the advanta
ges of
Wels
h by pre
paring
leaflets
and p
resenta
tions f
or
them
.
•
Colla
bora
te c
losely
with W
els
h f
or
Adults i
n o
rder
to e
nsure
support
and e
ncoura
ge
pare
nts
to a
ttend lessons a
nd t
o learn
Wels
h in s
chools
. S
tructu
re a
ctivitie
s s
o t
hat
‘learn
ers
’ and
pupils
pra
ctise
usin
g
Wels
h
tog
eth
er.
Share
th
e
pro
cess
and
tem
pla
tes u
sed a
mong
pilo
t schools
with t
he r
est of
the s
chools
in G
wyne
dd.
•
Share
re
sourc
es th
at
support
th
e ta
rgets
of
the Lang
uag
e C
hart
er
by m
eans of
confe
rences, e-m
ails
, C
Ds,
etc
.
•
Com
munic
ate
, pro
vid
e g
uid
ance a
nd s
et
cle
ar
expecta
tions in t
erm
s o
f th
e e
xpecte
d
aim
s.
S
hare
g
ood pra
ctices,
exem
plif
y th
e evid
ence needed th
roug
h le
tter
and
‘imple
menta
tion pro
gra
mm
e’
form
at.
E
xem
plif
y th
e ty
pe
of
evid
ence th
at
gaug
es
impact/pro
gre
ss,
e.g
. q
uestionnaires p
rior
to/a
fter
an a
ctivity,
a r
ecord
of
pro
gre
ss o
n
vis
ual ta
rgets
, a r
ecord
of th
e S
chool C
ouncil’
s v
isio
n,
etc
.
•
Eq
uip
schools
to s
peak t
o p
are
nts
about
the a
dvanta
ges o
f th
e W
els
h l
ang
uag
e b
y
pre
paring
leaflets
and p
resenta
tions f
or
them
.
•
Colla
bora
te c
losely
with W
els
h f
or
Adults i
n o
rder
to e
nsure
support
and e
ncoura
ge
pare
nts
to a
ttend l
essons a
nd l
earn
Wels
h i
n s
chools
. S
tructu
re a
ctivitie
s s
o t
hat
‘learn
ers
’ and p
upils
pra
ctise u
sin
g W
els
h tog
eth
er.
(P
ilot
schem
e.)
In t
erm
s o
f ensuring
that
schools
adopt
a w
ho
le-s
chool
att
itude t
o p
lan f
or
the i
nfo
rmal
use
of W
els
h in W
els
h a
nd b
iling
ual schools
:
socia
lly
on
th
e
school
pla
yg
round
by
Marc
h
2015.
Targ
ets
2015
/16:
Cond
uct
10
activitie
s f
or
up
to 3
00 f
am
ilies
to
rais
e
an
a
ware
ness
of
Wels
h a
nd t
he
advanta
ges
of
bili
ngua
lism
.
Record
re
sponses
via
questionn
aires
at
the
end
of
every
activity.
Cond
uct th
e
Liv
ing in
Wale
s
schem
e,
targ
eting u
p t
o
15 f
am
ilies
who a
re
ne
wcom
ers
to
incre
ase t
he
ir
aw
are
ness o
f W
ale
s a
nd the
Wels
h
lan
gua
ge.
Cond
uct five
work
shops,
targ
eting u
p t
o
50 p
eop
le
Iaith’ data
will
show
th
at th
e
train
ing a
nd
pla
y-t
ime
activitie
s h
eld
have h
ad a
positiv
e
impact.
Work
continu
ing
and t
hri
vin
g.
350
assis
tants
in
str
ucte
d o
n
techniq
ues t
o
encoura
ge t
he
use o
f W
els
h
34
•
The r
eq
uirem
ents
of
the b
ronze a
nd s
ilver
aw
ard
s o
f th
e L
ang
uag
e C
hart
er
ensure
th
at
every
mem
ber
of
the s
chool
com
munity i
s a
ctive a
nd a
ccounta
ble
to t
he a
im o
f in
cre
asin
g t
he s
ocia
l use o
f W
els
h.
•
Each s
chool is
responsib
le f
or
dra
win
g u
p a
n ‘im
ple
menta
tion p
rogra
mm
e’ based o
n
its l
ang
uag
e b
ackgro
und a
nd i
ndiv
idual
vis
ion.
The
re a
re t
arg
ets
in e
ach s
ection o
f th
e
Lang
uag
e
Chart
er
too
whic
h
every
one
ha
s
to
att
ain
.
Each
school
will
be
accre
dited b
y e
xte
rnal valid
ato
rs.
•
The G
overn
ment’s G
uid
ance o
n D
evelo
pin
g I
nfo
rmal W
els
h in t
he S
econdary
Secto
r w
ill info
rm G
wynedd
’s s
chem
e
work
ing in
Earl
y Y
ears
to
esta
blis
h f
irm
la
ngua
ge
pattern
s
am
ong
child
ren.
S
up
port
40
prim
ary
schools
to
atta
in a
nd
imple
ment th
e
requirem
ents
of
the
Lang
uag
e
Chart
er
silv
er
aw
ard
as a
m
eans o
f ensurin
g th
at
child
ren’s
socia
l use o
f W
els
h is
main
tain
ed
and/o
r in
cre
ased
. Im
ple
ment a
sta
ndard
va
lidation
pro
cess to
ensure
th
at
schools
meet
the
requirem
ents
of
the s
ilver
aw
ard
.
Record
re
sponses v
ia
questionn
aires
at th
e a
ctivitie
s
35
held
. S
up
port
250
child
ren t
o
incre
ase t
he
ir
socia
l u
se o
f W
els
h.
Measure
pro
gre
ss b
y
means o
f th
e
Gw
yne
dd
Prim
ary
S
choo
ls’
Wels
h
Lang
uag
e
Chart
er
lan
gua
ge w
eb
questionn
aire
.
Esta
blis
h a
baselin
e o
f th
e
socia
l use o
f W
els
h b
y u
p to
500 y
oung
peop
le.
R
ecord
re
sponses
via
th
e
lang
uag
e
web
questionn
aire
th
at
will
b
e
used
in
du
e
cours
e
as
a
means
of
measuring
an
in
cre
ase
in
th
e
socia
l use
of
Wels
h.
36
Imp
rove
p
rovis
ion
an
d
sta
nda
rds
of
Wels
h
Se
co
nd
L
an
gu
age
The t
able
s b
elo
w s
how
the n
um
ber
of
pupils
assessed in W
els
h a
s a
Second L
ang
uag
e a
t th
e e
nd o
f K
S2 a
nd K
S3.
K
S2
2
01
0
20
11
20
12
20
13
20
14
20
15
L4
+
0/0
0
/4
0/3
0
/1
0/3
(0%
) 0
/0 (
0%
)
KS
3
20
10
20
11
20
12
20
13
20
14
20
15
L5
+
13
6/2
38
(57
.1%
) 1
39
/24
6
(56
.5%
) 1
27
/19
1
(66
.5%
) 1
80
/23
6
(76
.3%
) 1
94
/24
9
(77
.9%
) 1
80
/23
6
(76
.3%
)
%
en
d o
f K
S4
pu
pils
ach
ievin
g g
rad
es A
*-C
in G
CS
E W
els
h a
s S
eco
nd
Lan
gu
ag
e
(fu
ll co
urs
e)
2
01
0
20
11
20
12
20
13
20
14
20
15
A*-
C
2
00
/25
5
(78
.4%
) 1
95
/23
7
(82
.3%
) 1
59
/19
5
(81
.5%
) 1
83
/21
0
(87
.1%
) 1
35
/15
5
(87
.1%
) 1
86
/21
7
(85
.7)
N
um
be
rs a
nd
pe
rcen
tage
sitting
Wels
h a
s S
eco
nd
La
ng
ua
ge
GC
SE
Fu
ll C
ou
rse
Ye
ar
20
10
20
11
20
12
20
13
20
14
20
15
Co
ho
rt
14
17
14
03
12
66
14
01
13
13
13
00
Nu
mb
er
wh
o h
ave
sa
t W
els
h a
s
Se
co
nd
Lan
gu
ag
e
24
9
23
2
19
3
21
1
15
5
21
7
Pe
rce
nta
ge w
ho
ha
ve
sat W
els
h a
s
Se
co
nd
Lan
gu
ag
e
17
.6
16
.5
15
.2
15
.1
11
.8
16
.7
A s
econd lang
uag
e p
ilot w
as n
ot
imple
mente
d in G
wynedd s
chools
.
Schools
in G
wynedd d
o n
ot
off
er
the W
els
h S
econd L
ang
uag
e c
ours
e (
short
cours
e).
S
choo
l year
2013
/14-7
8%
2014
/15-
78%
2015
/16
– 7
8%
Schoo
l year
2013
/14 -
88%
2014
/15 -
88%
2015
/16
– 8
8%
Good
pro
gre
ss.
Incre
ase
op
po
rtu
nitie
s
for
lea
rne
rs
of
all
age
s t
o
pra
ctise
th
eir
Wels
h
ou
tsid
e
the
cla
ssro
om
See t
he a
bove c
om
ments
in r
ela
tion t
o p
rom
oting s
ocia
l use o
f th
e W
els
h lang
uag
e.
37
Incre
ase
th
e
tota
l A
L
eve
l W
els
h
an
d
Wels
h
Se
co
nd
L
an
gu
age
e
ntr
ies
as
a
pe
rce
nta
ge
of
GC
SE
W
els
h
an
d
Wels
h
Se
co
nd
L
an
gu
age
e
ntr
ies.
The
table
belo
w
sho
ws
the
num
ber
of
Wels
h
and
Wels
h
Second
Lang
uag
e
GC
SE
candid
ate
s w
ho g
o o
n t
o s
tudy a
t A
dvanced L
eve
l.
This
data
does n
ot
refe
r to
those p
upils
w
ho a
ttend C
ole
g M
eirio
n D
wyfo
r.
2009
2010
2011
2012
2013
2014
2015
First
Lang
uag
e
67/2
59
(25.9
%)
63/2
69
(23.4
%)
52/2
79
(18.6
%)
41/2
55
(16.1
%)
60/2
80
(2
1.4
%)
51/2
21
(23.1
%)
58/2
69
(2
1.6
%)
Secon
d
Lang
uag
e
2/3
9
(5.1
%)
6/4
6
(13%
) 1/5
8
(1.7
%)
3/6
1
(4.9
%)
0/5
4
(0%
) 4/3
7
(10.8
%)
11/7
3
(15.1
%)
See b
elo
w,
info
rmation o
n n
um
bers
and p
erc
enta
ge s
itting
GC
SE
Wels
h F
irst
Lang
uag
e,
GC
SE
Wels
h a
s S
econd L
ang
uage F
ull
Cours
e a
nd t
he n
um
bers
and p
erc
enta
ge w
ho d
o
not
sit G
CS
E in e
ither
of th
em
Nu
mb
ers
and
pe
rcen
tage
sitting
Wels
h a
s F
irst L
ang
uag
e G
CS
E
Blw
yddyn
2010
2011
2012
2013
2014
2015
Cohort
1417
1403
1266
1401
1315
1300
Nifer
wedi sefy
ll C
ym
raeg f
el Ia
ith G
ynta
f 1088
1082
975
1126
1118
1048
Canra
n w
edi S
efy
ll C
ym
raeg f
el Ia
ith
Gynta
f 76.8
77.1
77.0
80.4
85.0
80.6
Nu
mb
ers
and
pe
rcen
tage
sitting
Wels
h a
s S
eco
nd
La
ng
ua
ge
Fu
ll C
ou
rse
Blw
yd
dyn
2
01
0
20
11
20
12
20
13
20
14
20
15
Co
ho
rt
14
17
14
03
12
66
14
01
13
15
13
00
Nife
r w
ed
i S
efy
ll C
ym
rae
g fe
l A
il Ia
ith
24
9
23
2
19
3
21
1
15
7
21
7
Ca
nra
n w
ed
i S
efy
ll C
ym
raeg
fe
l A
il Ia
ith
17
.6
16
.5
15
.2
15
.1
11
.9
16
.7
Nu
mb
ers
and
pe
rcen
tage
wh
o h
ave
no
t sat
GC
SE
in
eith
er.
Blw
yd
dyn
2010
2011
2012
2013
2014
2015
Cohort
1417
1403
1266
1401
1315
1300
Nifer
heb s
efy
ll C
ym
raeg
80
89
98
64
41
35
Canra
n h
eb s
efy
ll C
ym
raeg
5.6
6.3
7.7
4.6
3.1
2.7
S
choo
l Y
ear
2013
/14 -
24%
2014
/15 -
24%
2015
/16
– 2
4%
Ensure
that
no p
upil
leaves a
ny o
f th
e s
chools
w
ithout
a
recog
niz
ed
qualif
ication
in W
els
h.
Annually
.
Pro
gre
ss
Good p
rog
ress
2014: G
ood
pro
gre
ss.
Reduction in
the n
um
ber
/
% o
f pupils
w
ho lea
ve t
he
schools
w
ithout
a
recog
niz
ed
qualif
ication in
38
The
LA
w
ill
continue
to
colla
bora
te
with
the
schools
W
els
h
depart
ments
th
roug
h
the
Secondary
Lang
uage C
o-o
rdin
ato
rs fo
rum
as w
ell
as th
e H
eadte
ache
rs S
trate
gy G
roup
focusin
g o
n r
educin
g n
um
bers
who d
o n
ot
sit n
either
to e
nsure
that
no p
upil
lea
ves a
ny o
f th
e schools
at
16 years
of
ag
e w
ithout
a re
cog
niz
ed q
ualif
ication in
W
els
h.
Eff
ort
s als
o
continue t
o t
ry a
nd e
ncoura
ge p
upils
to c
ontinue w
ith W
els
h u
p t
o A
Level
aft
er
they h
ave
g
ain
ed a
pass in t
he s
ubje
ct
in G
CS
E t
hro
ug
h e
mphasis
ing t
he a
dvanta
ges o
f W
els
h a
s a
n
A
Level
subje
ct
and
a
subje
ct
for
furt
her
stu
dy,
as
well
as
try
and
make
the
subje
ct
appealin
g and re
levant
for
pupils
– th
rough various le
arn
ing
and te
achin
g m
eth
ods and
eff
ective u
se o
f re
levant re
sourc
es.
Wels
h.
2015:
A
reduction in
the n
um
ber
/ %
of
pupils
le
avin
g
schools
w
ithout
a
recog
niz
ed
qualif
ication in
Wels
h.
39
Outc
om
e 6
: W
els
h-m
ediu
m p
rovis
ion for
learn
ers
Additio
nal Learn
ing N
eeds
A. O
bje
ctive
B. C
urr
ent positio
n
C. Targ
ets
D
. P
rogre
ss
Imp
rove
W
els
h-
me
diu
m
add
itio
na
l le
arn
ing
ne
ed
s
pro
vis
ion
(A
LN
)
Every
pupil
with
additio
nal
learn
ing
needs re
ceiv
es
access
to
Wels
h-m
ediu
m s
erv
ices.
The im
pact
of
restr
uctu
ring
serv
ices in p
art
icula
r field
s (
Cog
nitio
n
and Learn
ing,
Lang
uage P
roble
ms)
ensure
s th
at
child
ren w
ith
A
LN
att
ain
their t
arg
ets
and h
ave
full
access t
o W
els
h-m
ediu
m
serv
ices.
The A
uth
ority
is i
n t
he p
rocess o
f build
ing
a n
ew
purp
ose-b
uilt
school
for
child
ren
with specia
l educational
ne
eds.
T
he new
school w
ill e
nsure
a s
pecia
l education o
f th
e b
est
qualit
y w
ith t
he
pote
ntial
of
becom
ing
a c
entr
e o
f bili
ng
ual
excelle
nce t
o r
espond
to the n
eeds o
f pupils
acro
ss the a
uth
ority
and b
eyond.
Dis
cussio
ns a
re b
ein
g h
eld
betw
een t
he E
ducation D
epart
ment
and S
ocia
l S
erv
ices i
n r
ela
tion t
o p
resenting
a p
olic
y/p
roto
col
to
the C
orp
ora
te P
are
nting P
anel to
ensure
bett
er
access t
o W
els
h-
mediu
m education fo
r child
ren in
care
w
ho are
pla
ced outs
ide
G
wynedd.
T
he
County
’s
SE
N
serv
ices
are
pro
vid
ed
main
ly
thro
ug
h
the
Specia
l E
ducational
Needs
Join
t-com
mitte
e
[SE
NJC
],
a
join
t arr
ang
em
ent
with A
ng
lesey C
ounty
Council.
S
EN
JC
sta
ff inclu
de
specia
list
teachers
, educational
psycholo
gis
ts,
sta
tem
ents
co-
ord
inato
r and adm
inis
trative/c
lerical
sta
ff.
A
s a re
sult of
this
, pupils
and t
heir p
are
nts
have a
ccess t
o a
tota
lly b
iling
ual
serv
ice
and
the
entire
pro
cess
of
dra
win
g
up
a
Sta
tem
ent
of
SE
N,
inclu
din
g th
e docum
enta
tion,
is off
ere
d to
pare
nts
/guard
ians in
W
els
h o
r in
Eng
lish.
Within
the C
ylc
hoedd M
eithrin t
he R
efe
rral
Schem
e i
s f
unded t
hat
pro
vid
es a
ccess f
or
early y
ears
pupils
to
W
els
h M
ediu
m p
rovis
ion
.
Eve
ry
pu
pil
with
a
dd
itio
na
l le
arn
ing
ne
ed
s
rece
ivin
g
acce
ss
to
Wels
h-
me
diu
m s
erv
ice
s.
10
0%
Se
rvic
es c
on
tin
ue
.
40
There
is f
ull
com
plia
nce w
ith t
he S
EN
Code o
f P
ractice f
or
Wale
s.
It i
s e
nsure
d t
hat
there
is e
qualit
y i
n t
erm
s o
f la
ng
uag
e p
rovis
ion
in
every
serv
ice a
nd t
he p
are
nts
’ la
ng
uage o
f choic
e i
s i
dentified
early
in
the
pro
cess
of
dealin
g
with
a
child
w
ho
has
SE
N.
A
ssessm
ents
are
conducte
d in t
he p
are
nts
’ chosen lang
uag
e a
nd
ste
ps a
re t
aken to e
nsure
that
every
one in
vo
lved
in t
he p
rocess is
info
rmed o
f th
e c
hild
’s lang
uag
e n
eeds.
There
is a
lso c
om
plia
nce
with t
he r
eq
uirem
ents
in t
erm
s o
f pro
vid
ing
indiv
idua
l education
pla
ns b
iling
ually
and a
ll corr
espondence a
nd w
ritt
en m
ate
rial
is
pro
vid
ed
either
bili
ng
ually
or
in
Wels
h.
W
els
h-m
ediu
m
or
bili
ng
ual re
sourc
es a
re p
rovid
ed f
or
pupils
.
A W
els
h-m
ediu
m a
nd b
iling
ual pro
vis
ion is a
vaila
ble
for
the e
ntire
ra
ng
e and div
ers
ity of
SE
N.
A
bili
ng
ual
education psycholo
gy
serv
ice is
pro
vid
ed
fo
r specia
l and m
ain
str
eam
schools
. O
ne
difficulty t
hat
arises i
s e
nsuring a
n a
deq
uate
supply
of
bili
ng
ual
educational psycholo
gis
ts.
Learn
ing
support
assis
tants
are
expecte
d t
o b
e b
iling
ual.
Most
of
the tra
inin
g t
hey r
eceiv
e is a
lso b
iling
ual.
The A
uth
ority
has a se
rvic
e le
ve
l ag
reem
ent
with S
NA
P.
A
t lia
ison m
eeting
s w
ith t
hem
, it i
s e
nsure
d t
hat
they a
re a
ware
of
the r
eq
uirem
ents
in t
erm
s o
f th
e W
els
h lang
uag
e.
41
Outc
om
e 7
: W
ork
forc
e p
lannin
g a
nd C
ontinuous P
rofe
ssio
nal D
evelo
pm
ent
A. O
bje
ctive
B. C
urr
ent positio
n
C. Targ
ets
D
. P
rogre
ss
En
su
re th
at
the
re a
re
suff
icie
nt
num
be
rs
of
pra
ctitio
ne
rs to
de
live
r W
els
h-m
ed
ium
e
du
ca
tio
n
Despite
the fa
ct
that
there
is
no
definite fig
ure
availa
ble
, th
e
Education D
epart
ment
is n
ot aw
are
of
any:
-
prim
ary
posts
req
uirin
g t
he a
bili
ty t
o t
each t
hro
ug
h t
he
mediu
m o
f W
els
h
-
secondary
posts
req
uirin
g t
he a
bili
ty t
o t
each t
hro
ug
h
the m
ediu
m o
f W
els
h
-
secondary
posts
to teach W
els
h S
econd L
ang
uage
-
cla
ssro
om
/learn
ing
assis
tant
posts
to w
ork
thro
ug
h t
he
mediu
m o
f W
els
h
that w
ere
vacant
at th
e b
eg
innin
g o
f S
epte
mber
2013.
Arr
ang
em
ents
for
bili
ng
ual tr
ain
ing
of
a g
ood q
ualit
y a
re a
vaila
ble
to
A
uth
ority
sta
ff and E
arly Y
ears
Work
forc
e,
and th
e serv
ices
pro
vid
ed a
re t
ota
lly b
iling
ual.
When
advert
isin
g
posts
, th
e
Auth
ority
sta
tes
that
it
is
a
req
uirem
ent
that
post
hold
ers
are
able
to c
om
munic
ate
thro
ug
h
the m
ediu
m o
f W
els
h a
nd E
ng
lish t
o t
he le
vel ap
pro
priate
for
the
post.
Sta
ff are
encoura
ged to
develo
p th
eir lin
guis
tic skill
s and are
re
leased,
if n
ecessary
, to
learn
or
polis
h t
heir s
kill
s.
The C
ouncil
pro
vid
es f
or
sta
ff tra
inin
g a
t severa
l le
vels
. E
ducation D
epart
ment
Off
icers
off
er
manag
erial
and pers
onnel
advic
e a
nd s
upport
to s
chools
’ g
overn
ing
bodie
s.
The G
overn
or
train
ing
pro
gra
mm
e
addre
sses
sta
ffin
g
issues
as
well
as
the
g
enera
l ro
le a
nd r
esponsib
ilities o
f govern
ors
.
Imp
rove
p
ractitio
ne
rs’
An
Education
Qualit
y
Impro
vem
ent
Off
icer
(Manag
em
ent
and
Mon
itoring
of
Gra
nts
) w
as a
ppoin
ted i
n o
rder
to e
nsure
that
the
42
lingu
istic s
kill
s.
Imp
rove
p
ractitio
ne
rs’
me
tho
do
logic
al skill
s
Auth
ority
and
schools
put
the
Wels
h
in
Education
Gra
nt
to
eff
ective u
se t
o s
upport
activitie
s t
hat
contr
ibute
to t
he o
bje
ctives
of
the W
els
h-m
ediu
m E
ducation S
trate
gy.
A
surv
ey
of
the
Wels
h
lang
uag
e
skill
s
of
teachin
g
sta
ff
was
conducte
d d
uring
2013.
The inte
ntion o
f th
e s
urv
ey w
as t
o g
ath
er
info
rmation
in
ord
er
to
impro
ve
pla
nnin
g
and
ta
rget
train
ing
pro
gra
mm
es
and
support
to
th
e
futu
re.
T
hro
ug
h
the
cro
ss-
auth
ority
str
ate
gic
gro
up w
hic
h is led b
y t
he H
ead
of
Education,
it
is inte
nded t
o a
naly
se t
he r
esults o
f th
is s
urv
ey in
ord
er
to identify
tr
ain
ing
needs a
nd p
lan a
pro
gra
mm
e o
f C
ontinuin
g P
rofe
ssio
nal
Develo
pm
ent
(tra
inin
g
and
mento
ring,
rais
ing
sta
ndard
s
of
litera
cy,
Wels
h
Govern
ment
Wels
h-lang
uage
Sabbaticals
S
chem
e c
ours
es).
At
pre
sent,
la
ng
uage
train
ing
is
availa
ble
fo
r all
teachers
/assis
tants
and th
e option of
more
in
tensiv
e la
ng
uag
e
cours
es i
s a
lso o
ffere
d o
n a
n a
nnual
basis
. I
t is
anticip
ate
d t
hat
this
will
happen in t
he f
orm
of
Pro
fessio
nal Learn
ing
Com
munitie
s
and w
ill be an
are
a fo
r colla
bora
tion as part
of
the ‘S
chool
to
School’
support
schem
e in f
utu
re.
School
teachers
in t
he a
reas r
eq
uirin
g f
urt
her
develo
pm
ent
are
ta
rgete
d b
y c
olla
bora
ting a
s p
art
of
the ‘S
chool to
School’
support
schem
e a
nd b
y c
onducting
pro
fessio
nal
learn
ing c
om
munitie
s t
o
pro
mote
the d
evelo
pm
ent
of
the W
els
h l
anguage,
whic
h a
ddre
ss
the d
evelo
pm
ent
of
teachin
g s
kill
s/m
eth
odolo
gy,
and f
ocus a
lso
on a
spects
of
subje
cts
acro
ss t
he c
urr
iculu
m.
In a
dditio
n,
every
eff
ort
is m
ade t
o e
ncoura
ge m
ore
teachers
and
cla
ssro
om
assis
tants
to
ta
ke
advanta
ge
of
the
opport
unitie
s
availa
ble
to p
olis
h W
els
h lang
uag
e c
om
munic
ation s
kill
s,
e.g
. th
e
Sabbaticals
S
chem
e:
Canolfan
Bedw
yr
and
A
dult
Education
Centr
e, B
ang
or
Univ
ers
ity.
43
Work
sta
rted
on
esta
blis
hin
g
a
com
pre
hensiv
e
pro
gra
mm
e
of
train
ing
for
the e
ntire
prim
ary
work
forc
e in o
rder
to a
ssis
t schools
to
be
able
to
im
ple
ment
the
requirem
ents
of
the
Lang
uag
e
Chart
er.
S
uccessfu
l pilo
t schem
es h
ave b
een h
eld
, and w
ork
will
pro
ceed t
his
year
in e
very
prim
ary
school in
Gw
ynedd.
A w
ork
ing
g
roup h
as b
een c
reate
d t
o s
tart
on t
he w
ork
of
esta
blis
hin
g t
he
sam
e p
rincip
les in t
he s
econdary
secto
r.
Inte
gra
te
Wels
h-
me
diu
m
co
nsid
era
tio
ns
Pro
fessio
nal
Learn
ing
C
om
munitie
s,
tog
eth
er
with colla
bora
ting
as p
art
of
the ‘
School
to S
chool’
support
schem
e,
take p
lace i
n
schools
and a
re p
rom
oting t
he u
se o
f W
els
h.
Every
C
halle
ng
e
Advis
er
and
the
Senio
r C
halle
ng
e
Advis
er
work
ing
in
G
wynedd un
dert
ake th
eir duties bili
ng
ually
and are
to
tally
flu
ent
in W
els
h a
nd E
ng
lish (
both
in w
riting a
nd o
rally
).
44
Section 3
: C
om
menta
ry a
nd furt
her note
s
Pro
moting w
ider use o
f th
e W
els
h language
The p
urp
ose
of
this
Ap
pe
ndix
is to s
ubm
it s
om
e p
ropo
sals
in
respo
nse t
o o
ne o
f th
e C
ouncil’
s p
rincip
al priori
ties,
i.e.
the p
rom
otion
of
the W
els
h lang
uag
e.
The G
wyn
edd L
ang
uag
e S
trate
gy r
ecogn
izes t
he i
nfluence o
f education t
ogeth
er
with i
nfo
rmal
opport
unitie
s f
or
child
ren a
nd y
oun
g p
eop
le t
o u
se t
he
Wels
h l
ang
uag
e a
s a
socia
l m
ediu
m s
o t
hat
the
y d
eve
lop c
onfide
nce t
o u
se t
he W
els
h l
angu
age
an
d f
oste
r positiv
e a
ttitud
es t
ow
ard
s t
he l
angu
age
outs
ide o
f fo
rmal educatio
n s
ituatio
ns.
The p
roposa
ls b
elo
w a
re s
ubm
itte
d a
nd a
re i
nte
nde
d f
or
furt
her
dis
cussio
n w
ith H
un
an
iaith a
nd t
he
coun
ty’s
scho
ols
with t
he a
im o
f deve
lopin
g a
nd
im
ple
menting s
chem
es t
o h
ave a
positiv
e i
nflue
nce o
n a
ttitud
es t
ow
ard
s a
nd u
se o
f th
e W
els
h l
angu
ag
e a
mong c
hild
ren a
nd y
ou
ng p
eop
le d
urin
g t
he
perio
d in w
hic
h t
his
Str
ate
gic
Pla
n is im
ple
mente
d.
G
enera
l A
leaflet
pro
moting t
he a
dvanta
ges o
f a W
els
h/b
iling
ual e
ducation
.
Dra
w u
p a
Lang
uag
e C
hart
er
for
every
sch
oo
l in
Gw
yn
edd.
F
ound
ation P
hase
D
evelo
p a
nd im
ple
ment a s
chem
e to r
ew
ard
th
e u
se o
f th
e W
els
h lang
uag
e a
s p
art
of
a w
ider
ag
en
da t
o p
rom
ote
positiv
e b
eha
vio
ur.
C
olla
bora
te w
ith th
e W
els
h for
Adults C
entr
es t
o p
rom
ote
Fam
ily F
un/W
els
h f
or
the F
am
ily c
ours
es w
hic
h targ
et th
e p
are
nts
of
Foun
datio
n P
hase c
hild
ren.
Prim
ary
D
enote
th
e r
espo
nsib
ility
on e
very
Scho
ol C
ou
ncil
to p
rom
ote
the u
se o
f W
els
h.
Esta
blis
h L
an
gua
ge C
ham
pio
ns o
r a s
chem
e s
imila
r to
‘P
laygro
un
d B
udd
ies’.
Develo
p a
pro
gra
mm
e o
f guest
speakers
fro
m a
Wels
h-s
peakin
g a
nd W
els
h b
ackgro
und t
o v
isit p
rim
ary
schoo
l pup
ils in o
rder
to incre
ase t
he s
tatu
s a
nd
dis
tinctio
n a
ccord
ed to,
as w
ell
as p
ride in,
the
Wels
h langu
age
an
d iden
tity
am
ong c
hild
ren
an
d y
oun
g p
eop
le.
S
econ
dary
D
enote
th
e r
espo
nsib
ility
on e
very
Scho
ol C
ou
ncil
to p
rom
ote
the u
se o
f W
els
h.
Esta
blis
h L
an
gua
ge C
ham
pio
ns.
D
evelo
p a
pro
gra
mm
e o
f guest
spe
akers
fro
m a
Wels
h-s
peakin
g a
nd W
els
h b
ackgro
und t
o v
isit s
eco
ndary
school
pup
ils i
n o
rder
to i
ncre
ase t
he
sta
tus
and
dis
tinction a
ccord
ed t
o, as w
ell
as p
rid
e in, th
e W
els
h lang
uag
e a
nd ide
ntity
am
ong c
hild
ren
an
d y
ou
ng p
eop
le.
W
ork
forc
e
Lang
uag
e A
ware
ness T
rain
ing.
T
rain
ing t
o im
pro
ve t
he la
nguag
e s
kill
s o
f schools
’ ancill
ary
sta
ff.
Cond
uct
train
ing f
or
the w
ork
forc
e in o
rder
to e
nsure
their u
nd
ers
tand
ing o
f th
e b
enefits
of
lang
uag
e a
cq
uis
itio
n a
nd a
ppro
pri
ate
an
d s
ensitiv
e m
eth
ods o
f pro
moting th
e u
se o
f W
els
h a
mong c
hild
ren a
nd y
oung
peo
ple
. G
overn
ors
E
ncoura
ge G
overn
ors
to d
esig
nate
a m
em
ber
to b
e r
esponsib
le f
or
pro
moting t
he
use o
f W
els
h a
t th
e s
choo
l.
45
Appendix
2: N
um
ber
and p
erc
enta
ge o
f pupils a
ttendin
g n
on-m
ain
tain
ed W
els
h-m
ediu
m s
ett
ings a
nd funded n
on-m
ain
tain
ed W
els
h-
mediu
m s
ettin
gs w
hic
h p
rovid
e the F
oundation P
hase w
ho tra
nsfe
r to
Wels
h-m
ediu
m/b
ilin
gual schools
(please note if information is
unobtainable)
Nam
e o
f C
ylc
h M
eithrin /
C
ylc
h
Ti
a
Fi
/non-
main
tain
ed
Wels
h-
mediu
m c
hildcare
settin
g
Nam
e of
funded non-
main
tain
ed
Wels
h
mediu
m s
ettin
g (C
ylc
h
Meithrin)
Num
ber
of
pla
ces
available
pro
vid
ed b
y the
settin
g
Num
ber
of
childre
n
att
endin
g
Perc
enta
ge
of
pupils
transfe
rrin
g
to
Wels
h-
mediu
m
or
bilin
gual
schools
P
enrh
osg
arn
edd
24
23
100%
Cylc
h C
ae T
op
46
20
100%
B
eth
el
19
30
100%
C
efn
faes
20
100%
B
ontn
ew
ydd
24
10
100%
C
aban C
eg
in
24
36
100%
C
arm
el
12
11
100%
C
oed M
aw
r 24
24
100%
D
ein
iole
n
20
37
100%
H
irael
16
20
100%
Lla
nberis a
Nant P
eris
17
27
100%
Lla
nlle
chid
16
41
100%
46
Lla
nlly
fni
16
8
100%
Lla
nru
g
20
53
100%
D
inas,
Lla
nw
nda
12
11
100%
M
aesin
cla
52
82
100%
M
yn
ydd L
land
yg
ai
12
22
100%
P
enyg
roes
18
33
100%
R
hostr
yfa
n
26
28
100%
Y
Gelli
24
100%
S
eio
nt
a P
heblig
52
41
100%
T
aly
bont
a L
landyg
ai
18
19
100%
T
aly
sarn
12
19
100%
T
regart
h
24
23
100%
T
wth
ill
20
8
100%
W
aunfa
wr
18
24
100%
Y
Felin
heli
20
33
100%
Y
Garn
edd
40
66
100%
Y
Gro
eslo
n
24
27
100%
47
Aberd
aro
n
15
7
100%
A
bere
rch
16
10
100%
B
eddg
ele
rt
10
10
100%
B
rynaera
u
12
9
100%
Bry
ncro
es
20
10
100%
C
hw
ilog
24
16
100%
C
riccie
th
16
20
100%
Edern
12
12
100%
G
arn
dolb
enm
aen
16
13
100%
Lla
nbedro
g
16
25
100%
Lla
neng
an
16
11
100%
M
orf
a N
efy
n
20
14
100%
N
efy
n
16
17
100%
P
entr
euchaf
15
15
100%
P
ort
hm
adog
16
24
100%
P
wllh
eli
16
30
100%
Y
Ffo
r 24
12
100%
48
G
orlan F
ach
16
28
100%
Y
r E
ifl
20
5
100%
B
laenau F
festinio
g
20
32
100%
C
raig
Y D
ery
n
16
100%
C
orr
is
18
17
100%
D
oly
bont
20
9
100%
D
olg
ella
u
26
36
100%
F
festinio
g
16
16
100%
G
elli
lydan
12
9
100%
H
arlech
24
5
100%
Lla
nbedr
20
8
100%
Lla
nu
wchlly
n
24
19
100%
M
aesyw
aen
25
10
100%
P
enrh
yndeudra
eth
44
100%
S
arn
au a
Lla
ndderf
el
24
13
100%
T
als
arn
au
16
12
100%
T
raw
sfy
nydd
20
11
100%
49
T
yw
yn
26
12
100%
Y
Bala
28
21
100%
Y
Berm
o
16
21
100%
Y
Gro
mle
ch
24
10
100%
Appendix
3:
Num
ber
and perc
enta
ge of
pupils in
W
els
h-m
ediu
m and bilin
gual
prim
ary
schools
tr
ansfe
rrin
g to
W
els
h-m
ediu
m
secondary
schools
Tota
l num
ber
of
pupils in
W
els
h-m
ediu
m
and b
ilin
gual prim
ary
schools
Tota
l num
ber
of
pupils
transfe
rrin
g
to
Wels
h-m
ediu
m/b
ilin
gual
secondary
schools
Perc
enta
ge
of
pupils
transfe
rrin
g
to
Wels
h-m
ediu
m
or
bilin
gual
secondary
schools
The p
lan n
ote
s that every
pupil
transfe
rs to a
bili
ng
ual secondary
school.
50
Appendix
4: A
ttain
ment and p
erf
orm
ance in W
els
h S
econd L
anguage
Year:
2014
Key S
tage 2
N
um
ber
of pupils
Perc
enta
ge
of
pupils
Perc
enta
ge
achie
vin
g L
evel 4
Teacher
assessm
ent
in W
els
h Second
Language a
t th
e e
nd o
f K
ey S
tage 2
2011
2012
2013
2014
2015
%Lefe
l 4+
0/4
(0%
) 0/3
(0%
) 0/1
(0%
) 0/3
(0%
) 0/0
(0%
)
Key S
tage 3
N
um
ber
of pupils
Perc
enta
ge
of
pupils
Perc
enta
ge
achie
vin
g L
evel 5
Teacher
assessm
ent
in W
els
h Second
Language a
t th
e e
nd o
f K
ey S
tage 3
2009
2010
2011
2012
2013
2014
2015
%Lefe
l 5+
187/2
93
(63.8
%)
136/2
38
(57.1
%)
139/2
46
(56.5
%)
127/1
91
(66.5
%)
180/2
36
(76.3
%)
194/2
49
(77.9
%)
180/2
36
(76.3
%)
51
Appendix
5:
LA
NG
UA
GE
PO
LIC
Y IM
PLE
ME
NTA
TIO
N
The purpose of this section is to present a summary of the expectations placed on headteachers and their schools in relation to implementing
the Language Policy.
Every
Headte
acher,
in c
onsultation w
ith h
is/h
er
sta
ff a
nd G
overn
ing
Body,
is e
xpecte
d t
o r
evie
w t
he s
chool’s
Lang
uag
e P
olic
y o
n a
reg
ula
r basis
.
It i
s t
he r
esponsib
ility
of
the H
eadte
acher
to e
nsure
the s
uccess o
f th
e L
ang
uag
e P
olic
y a
t his
/her
school; t
he H
eadte
acher
is e
xpecte
d t
o
pro
vid
e f
irm
guid
ance i
n o
rder
to e
sta
blis
h a
thoro
ug
h u
nders
tandin
g o
f th
e p
olic
y’s
aim
and t
o e
nsure
that
the e
ffort
s o
f cla
ss t
eachers
are
re
info
rced b
y e
nsuring
an a
ppro
priate
Wels
h a
nd W
els
h lang
uag
e e
thos a
t th
e s
chool.
The L
ang
uag
e P
olic
y d
efines p
upils
’ lin
guis
tic d
eve
lopm
ent
in W
els
h a
nd in E
ng
lish a
s they w
ork
tow
ard
s t
he a
im o
f bili
ng
ualis
m.
CO
HO
RT
Definitio
n o
f pupil type a
ccord
ing to h
is/h
er linguis
tic a
bility.
A
Pupils
with p
ara
llel ag
e-r
ela
ted c
om
pete
nce in W
els
h a
nd E
ng
lish.
B
Pupils
with a
ppro
priate
com
pete
nce in W
els
h b
ut
who n
eed t
o r
ein
forc
e s
om
e a
spects
of
their lin
guis
tic s
kill
s in E
ng
lish.
C1
Pupils
with a
ppro
priate
com
pete
nce i
n E
ng
lish b
ut
who n
eed t
o r
ein
forc
e s
om
e a
spects
of
their lin
guis
tic s
kill
s in W
els
h.
C2
Pupils
with a
ppro
priate
com
pete
nce in E
ng
lish b
ut
who d
o n
ot
have t
he a
ppro
priate
ag
e-
rela
ted s
kill
s in W
els
h.
CH
P
upils
without
appro
priate
ag
e-r
ela
ted s
kill
s in e
ither
lang
uag
e.
Every
school should
care
fully
pla
n t
o d
evelo
p e
very
pupil’
s b
iling
ualis
m t
hro
ug
h p
urp
osefu
l lin
guis
tic p
lannin
g.
52
GEN
ER
AL O
BJEC
TIV
ES
T
he a
im o
f th
e L
ang
uage P
olic
y i
s t
o e
nsure
that
all
the c
ounty
’s p
upils
possess t
he a
ppro
priate
lin
guis
tic s
kill
s in W
els
h a
nd in E
ng
lish.
The
expecta
tion is the s
am
e for
every
school.
A s
uitable
pro
vis
ion m
ust
be e
nsure
d s
o a
s t
o a
llow
every
pupil
to d
evelo
p p
roficie
ntly b
iling
ually
. W
ithin
this
conte
xt, t
here
is a
need t
o
continue t
o n
urt
ure
the s
kill
s o
f th
ose p
upils
who a
re W
els
h-s
peakers
, and t
o intr
oduce the W
els
h lang
uag
e t
o t
hose w
ho a
re learn
ers
. E
very
educational
esta
blis
hm
ent
in t
he c
ounty
is e
xpecte
d t
o r
eflect
and r
ein
forc
e t
he L
ang
uag
e P
olic
y i
n i
ts a
dm
inis
tration,
its s
ocia
l lif
e a
nd
pasto
ral arr
ang
em
ents
as w
ell
as in its
curr
icula
r pro
vis
ion.
A
lthoug
h b
iling
ualis
m is t
he g
enera
l aim
of
the P
olic
y,
the b
ala
nce is t
ippe
d in f
avour
of
the W
els
h lang
uag
e.
This
is e
specia
lly t
rue in t
he e
arly
years
in o
rder
to e
sta
blis
h f
irm
foundations f
or
furt
her
develo
pm
ent.
In t
he o
ther
Key S
tag
es,
a s
pecific
str
ate
gy is r
eq
uired in o
rder
to d
evelo
p
the p
upil’
s g
rasp o
f W
els
h.
SPEC
IFIC
OB
JEC
TIV
ES
PR
IMA
RY S
CH
OO
LS
In t
he E
arly Y
ears
, it is n
ecessary
to e
sta
blis
h a
firm
foundation in t
he W
els
h lang
uag
e,
ensuring
that
pupils
fro
m A
ng
liciz
ed a
reas a
re g
iven t
he
opport
unity t
o l
earn
Wels
h a
s s
oon a
s p
ossib
le.
Within
this
conte
xt, t
here
is a
need t
o i
mple
ment
the c
onte
nt
of
the d
ocum
ents
‘E
sta
blis
hin
g
the F
oundations o
f B
ilingualis
m in t
he E
arly Y
ears
’ and ‘P
lannin
g L
ang
uage D
evelo
pm
ent
in A
ng
liciz
ed A
reas’.
At
KS
1,
the f
oundations laid
in t
he n
urs
ery
and r
eception s
tag
e s
hould
be b
uilt
upon b
y c
ontinuin
g t
o d
evelo
p t
he p
upils
’ g
rasp o
f W
els
h,
and
com
mencin
g t
he p
rocess o
f develo
pin
g t
heir s
kill
s in E
ng
lish.
In p
ractice,
this
im
plie
s t
hat
most
schools
will
sta
rt intr
oducin
g E
ng
lish f
orm
ally
in
the f
inal te
rm a
t th
e e
nd o
f K
S1. T
he o
ffic
ial la
nguag
e o
f assessm
ent
at th
e s
chool at th
e e
nd o
f th
e k
ey s
tag
e w
ill b
e W
els
h.
At
KS
2,
the p
upils
’ g
rasp o
f W
els
h s
hould
continue t
o b
e d
evelo
ped,
whils
t fo
cusin
g o
n d
evelo
pin
g t
heir s
kill
s i
n b
oth
lang
uag
es.
Pupils
’ pro
gre
ss in W
els
h a
nd E
ng
lish is a
ssessed a
t th
e e
nd o
f th
e k
ey s
tag
e.
Every
school should
esta
blis
h a
syste
m t
o t
rack a
nd m
easure
the lin
guis
tic d
eve
lopm
ent
of
pupils
accord
ing
to L
ang
uag
e C
ohort
s w
ith t
he a
im
of
ensuring t
hat each o
ne p
rogre
sses t
ow
ard
s C
ohort
A.
In a
dditio
n,
schools
are
expecte
d t
o e
nsure
that
pupils
who a
re W
els
h learn
ers
at
KS
2 learn
the W
els
h lang
uag
e a
s s
oon a
s p
ossib
le,
either
by
att
endin
g a
Lang
uag
e C
entr
e o
r th
roug
h a
n inte
nsiv
e p
rovis
ion a
t th
e s
chool, s
o t
hat
they a
re a
ble
to f
ollo
w t
he c
urr
iculu
m t
hro
ug
h t
he m
ediu
m
of W
els
h/b
iling
ually
.
53
SEC
ON
DA
RY S
CH
OO
LS
The e
xpecta
tion is t
he s
am
e for
all
secondary
schools
.
Every
pup
il w
ho
has a
ttain
ed l
evel
3+
at
the e
nd o
f K
S2 i
s e
xpecte
d t
o f
ollo
w W
els
h a
s a
First
Lang
uag
e i
n o
rder
to e
nsure
appro
priate
pro
gre
ssio
n a
nd c
ontinuity.
In a
dditio
n,
it i
s n
ecessary
to e
nsure
that
each p
upil
stu
die
s W
els
h a
s a
subje
ct
until
the e
nd o
f Y
11 a
nd i
s
assessed in W
els
h a
t th
e e
nd o
f K
S3 a
nd s
its a
ppro
priate
exte
rnal exam
inations a
t th
e e
nd o
f K
S4.
The f
oundations laid
in t
he p
rim
ary
secto
r m
ust
be b
uilt
upon
by e
nsurin
g t
hat
each p
upil
continu
es t
o d
evelo
p s
kill
s in
Wels
h a
nd E
ng
lish b
y
usin
g b
oth
lang
uag
es a
s a
mediu
m o
f le
arn
ing
to v
arious d
eg
rees.
Within
this
conte
xt, it
is n
ecessary
to u
se t
he info
rmation t
ransfe
rred a
bout
each pupil’
s la
ng
uag
e cohort
by th
e C
atc
hm
ent
Are
a Lang
uag
e C
o-o
rdin
ato
rs,
for
purp
osefu
l lin
guis
tic pla
nnin
g.
In
pra
ctice,
it w
ill be
necessary
to t
ake the follo
win
g s
teps.
In t
he c
ase o
f pupils
fro
m c
ohort
s A
and B
, a v
ast
pro
port
ion o
f th
eir c
urr
iculu
m w
ill t
ake p
lace t
hro
ug
h the m
ediu
m o
f W
els
h.
In p
ractical te
rms,
at
least 70%
of th
eir c
urr
icula
r experiences w
ill t
ake p
lace t
hro
ug
h t
he m
ediu
m o
f W
els
h.
In t
he c
ase o
f le
arn
ers
who
need t
o d
evelo
p a
nd r
ein
forc
e t
heir s
kill
s in W
els
h [
cohort
C1]
the c
urr
iculu
m w
ill b
e p
lanne
d in s
uch a
wa
y a
s t
o
allo
w t
hem
to p
ractise a
nd d
evelo
p t
he W
els
h lang
uag
e a
cro
ss t
he c
urr
iculu
m.
In p
ractical te
rms,
at
least
50%
of
their c
urr
icula
r experiences
will
take p
lace t
hro
ug
h the m
ediu
m o
f W
els
h.
In t
he c
ase o
f th
e m
inority
of
pupils
who h
ave a
ppro
priate
skill
s in E
ng
lish b
ut
who d
o n
ot
possess t
he a
ppro
priate
skill
s in W
els
h [
cohort
C2],
an e
mphasis
will
be p
laced o
n p
lannin
g o
pport
unitie
s a
cro
ss t
he c
urr
iculu
m t
o d
evelo
p t
heir o
ral skill
s in W
els
h.
In s
uch c
ases,
at
least
30%
of
their c
urr
icula
r experiences w
ill t
ake p
lace t
hro
ugh t
he m
ediu
m o
f W
els
h.
Every
school should
esta
blis
h a
syste
m t
o t
rack a
nd m
easure
the lin
guis
tic d
eve
lopm
ent
of
pupils
accord
ing
to L
ang
uag
e C
ohort
s w
ith t
he a
im
of
ensuring t
hat each o
ne p
rogre
sses t
ow
ard
s C
ohort
A.
In a
dditio
n,
schools
are
expecte
d t
o e
nsure
that
pupils
who a
re W
els
h learn
ers
in t
he e
arly y
ears
of
KS
3 learn
the W
els
h lang
uag
e a
s s
oon a
s
possib
le,
either
by a
ttendin
g a
Lang
uag
e C
entr
e o
r th
roug
h a
n inte
nsiv
e p
rovis
ion a
t th
e s
chool, s
o t
hat
they a
re a
ble
to f
ollo
w e
lem
ents
of
the
curr
iculu
m t
hro
ug
h the m
ediu
m o
f W
els
h/b
iling
ually
.
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