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Outcome 3 - More children continue to improve their Welsh language skills when transferring from one stage of their statutory education to another

Where are we now?

All proposed projects mentioned above in Outcome 1 and 2 are aimed at increasing Welsh-medium provision and addressing key WESP priorities such as improved transition between Early Years, Foundation Phase, Key Stages 2 and 3 in specific geographical areas.

At present, the percentage who commit to YGYBD secondary phase is higher than it has been for many years (86% WM primary to secondary transition). Those who do not transfer are highest in Pontardawe, Gwaun Cae Gurwen, Trebannws and Ystalyfera. Although this remains a concern, the transfer percentages have improved significantly (+ 6%).

Plasc Pupil Numbers and Percentages in Welsh medium schools
Year Group Year 7 Numbers Year 7 Percentages
2007 160 9.4%
2008 152 8.9%
2009 171 10.4%
2010 183 10.9%
2011 163 10.6%
2012 165 11.1%
2013 178 11.9%
2014 195 13.2%
2015 165 11.1%
2016 188 12.1%
2017 212 12.7%
2018 213 13.1%
2019 249 15.2%
2020 257 15.2%
2021 248 14.9%
Year 6 School Out of County Cohort
YGG Blaendulais   10
YGG Castell-nedd   31
YGG Cwmllynfell   6
YGG Cwmnedd 5 18
YGG GCG 3 19
YGG Pontardawe 3 46
YGG Rhosafan   49
YGG Trebannws 1 17
YGG Tyle'r Ynn   28
YGG Ystalyfera Bro Dur 1 16



May 2018 Y6 vs Sept 2018 Y7
  Year 7 School
Year 6 School Bae Baglan Cefn Saeson Cwmtawe Cwm Brombil Cymer Afan Dwr y Felin Llangatwg St. Joseph's Ystalyfera Hendrefelin Maes Y Coed Out of County Cohort
YGG Blaendulais                 12       12
YGG Castell-nedd           1     45       46
YGG Cwmllynfell     1           9       10
YGG Cwmnedd 1               30     4 35
YGG GCG     5           7     3 15
YGG Pontardawe     11           27     2 40
YGG Rhosafan                 43     1 44
YGG Trebannws     9           1 1     11
YGG Tyle'r Ynn                 31     1 32
YG Ystalyfera - Bro Dur     7           8     1 16


May 2019 Y6 vs Sept 2019 Y7
  Year 7 School
Year 6 School Bae Baglan Cefn Saeson Cwmtawe Cwm Brombil Cymer Afan Dwr y Felin Llangatwg St. Joseph's Ystalyfera Hendrefelin Maes Y Coed Out of County Cohort
YGG Blaendulais                 10       10
YGG Castell-nedd   1       1     53     1 56
YGG Cwmllynfell                 11     1 12
YGG Cwmnedd                 11       11
YGG GCG     11           7     2 20
YGG Pontardawe     12           40     1 53
YGG Rhosafan                 36     3 39
YGG Trebannws     10           2 1     12
YGG Tyle'r Ynn                 21     1 21
YG Ystalyfera - Bro Dur     8           12     1 20


May 2020 Y6 vs Sept 2020 Y7
  Year 7 School
Year 6 School Bae Baglan Cefn Saeson Cwmtawe Cwm Brombil Cymer Afan Dwr y Felin Llangatwg St. Joseph's Ystalyfera North Ystalyfera South Hendrefelin Maes Y Coed EHE Out of County Cohort
YGG Blaendulais                 12         1 13
YGG Castell-nedd                   47       1 48
YGG Cwmllynfell     2           10         1 13
YGG Cwmnedd                 20           20
YGG GCG     8           13         3 24
YGG Pontardawe   1 3           32           36
YGG Rhosafan       1           37         38
YGG Trebannws 2   4           7   1   1   15
YGG Tyle'r Ynn     1             19       1 21
YG Ystalyfera - Bro Dur     4           14           18

The following is being implemented (along with a menu of other various transition activities) in the Ysgol Gymraeg Ystalyfera Bro Dur cluster to maintain pupils in the sector:

  • Ystalyfera’n cyfri- teachers from YGYBD attend cluster schools for 1 hour weekly to deliver a specific series of lessons
  • Hawl i Holi-pupils and staff from YGYBD attend cluster schools and primary pupils have an opportunity to ask questions or voice any transition concerns/ anxieties
  • Transition website for pupils transferring to YGYBD
  • Additional transition days for pupils with ALN or anxiety
  • Open days for pupils and open evenings for families
  • Gwyl Haf- 3 day summer camp for Year 5 pupils based on a specific theme and followed by a presentation to parents
  • Proms- vocal and instrumental. Y5 and Y6 pupils from cluster schools attend YGYBD and are taught by staff and pupils for the day. It is followed by an orchestral performance in the evening (instrumental) or a performance by the YGYBD Cluster Choir (half time Ospreys rugby in Liberty)
  • Gig Tanio’r Ddraig- Y5, 6, 7 pupils attend a music festival in YGYBD playing fields annually with the best of current Welsh bands and talent performing
  • Cluster sports day for KS2 pupils from feeder primaries on YGYBD playing fields

However, there is a fall in numbers and percentage of learners choosing Welsh-medium education in the post-16 period. The numbers below show the percentage within Welsh-medium schools but there is also a small cohort in St Joseph’s studying Welsh A level/ AS level 2nd language Welsh, and a small cohort of students studying A level and AS second language Welsh in NPTC Group of Colleges (see outcome 4 for details).

Plasc Pupil Numbers and Percentages in Welsh medium schools
Year Group Year 12 - Numbers Year 12 - Percentages Year 13 - Numbers Year 13 - Percentages
2007 106 49.5% 78 43.3%
2008 110 53.1% 89 48.1%
2009 85 44% 98 51%
2010 88 48.1% 91 47.4%
2011 97 45.8% 72 42.4%
2012 95 42.4% 93 42.5%
2013 90 44.8% 81 41.8%
2014 110 49.3% 67 37.9%
2015 99 45.8% 93 46.3%
2016 84 42.4% 99 49.7%
2017 109 46.8% 65 40.1%
2018 120 53.6% 87 48.1%
2019 108 48.2% 100 54.9%
2020 92 41.8% 95 50%
2021 95 40.1% 82 40.8%

Authority staff are working with Ysgol Gymraeg Ystalyfera Bro Dur to consider how post-16 education can be provided in the most effective and efficient way considering what options are available for online provision or blended learning will enable us to implement the highest quality post-16 provision in a way that is compatible with the technology and techniques developed in recent months. This is a discussion but may offer or be part of a short term solution and possibly reduce travel requirements.

Consideration needs to be given to the post-16 provision at the Bro Dur site. This is outlined further in Outcome 4.

Where do we aim to be within the first 5 years of this Plan and how we propose to get there?

Our target is to increase the number of pupils receiving WM education by 208 pupils and to retain a higher percentage of these pupils within the system by the end of the 10 year plan. We aim to do this by implementing the following targets.

  • The WESP forum will monitor the transition rates and to adapt and amend the Strategic Plan in line with the results of the data
  • The Local Authority, along with the WESP working parties, will create a policy setting out the Local Authority's expectations of pupils continuing within the Welsh sector. All schools will support and implement the policy when dealing with parents, resulting in a collective responsibility to support parents and encourage confidence
  • The Local Authority and the WESP forum will support and strengthen the work of the cluster and parents' confidence in the Welsh language. They will encourage early support and preparation within the Primary sector to communicate expected pathways to pupils and parents through the promotional strategies outlined in Outcome 1.
  • Stakeholders i.e. schools, Menter Iaith, RhAG, Tŷ’r Gwrhyd will gather information and identify parents' concerns during transfer.
  • The Local Authority will provide guidance in order to support parents and alleviate concerns. Services including the Family Information Service and admissions with play a key role in this support.
  • The Local Authority will explore using a Promotional Consultant to implement the ‘Choice Architecture Model’ for organising the context in which parents decide on secondary education for their children.
  • A Local Authority Policy will ensure that every school implements the Welsh Language Charter and sets targets aimed at improving Welsh language skills.
  • There will be a Local Authority led programme of enrichment activities for schools (all sectors) to encourage development of Welsh language skills. Working in partnership with third sector providers i.e. Urdd, PASS, Tŷ’r Gwrhyd.
  • There will be a Local Authority led programme of support for schools to ensure that Welsh is high on the agenda and is being promoted as a valuable and essential skill in line with Y Gymraeg 2050. This will be led by our Education Support Officers.
  • The Local Authority will develop a support package for schools to monitor progress. This will be discussed and developed further during core visits from Education Support Officers. This support will include information on developing staff and pupils through various courses, signposting good practice and projects i.e. Cynefin (web based local Welsh history and culture platform for schools to develop).
  • As a result of Curriculum Developments for Wales, there will be Local Authority level support for schools to develop the visibility of the new curriculum with the focus on confidence in the Welsh language.
  • Case studies to market good practice and raise status (work in partnership with Menter Iaith) will be publicised via a promotional campaigns, social media and websites.
  • Rich marketing programmes will raise the profile of the Welsh language and give Welsh-medium education a high status – A Brighter Future (working in partnership with Menter Iaith).
  • There will be provision to provide an enhanced workforce skilling programme to meet the needs of outcome 3 in improving pupils’ skills across all sectors.
  • Subject to funding, we will aim to invest in immersion provision for latecomers to the Welsh language. The immersion provision will enable more learners to access WM education at primary and secondary level. The model will depend on need with the aim of having provision accessible to all areas of the Local Authority by the end of the plan. See outcome 2 for details.

Where do we expect to be at the end of our ten year Plan?

By the end of the 10 year plan we will see a significant increase in the number of learners transferring from WM primary to YGYBD as well as an increase in the number of learners remaining in WM education from KS3 to KS4 (see Outcome 4). It is intended to see an increase in the number latecomers changing to WM education as a result of successful immersion, as parents become more informed and confident with WM education.