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Pedagogy -Teaching and Learning

Bryn Deri prides itself on providing access to the curriculum for all, enabling success for all and the opportunity for pupils to reach their full potential and become ambitious, confident aspirational and well-informed individuals. Teachers plan well-timed and innovative lessons that capture pupils’ imagination and meet the needs of all learners including those with additional learning needs, enabling them to apply their knowledge and skills successfully to real-life situations. Planning is of a very high quality and benefits from a purposeful thematic curriculum (Cornerstones Curriculum), which is adapted to include authentic learning opportunities within the locality, schemes of work, literacy, numeracy and digital competency frameworks and programmes of study. This ensures that all teachers build systematically on literacy, numeracy and digital skills across the curriculum. This is an aspect which is very well developed.


Teachers are skilled at adapting their planning to respond to pupils’ excitement at unexpected events, and events such as One World Week, Day of European Languages, Welsh Weeks and Science Weeks, Roald Dahl Day etc. Staff in both key stages encourage pupils to make choices about what and how they learn and display on pupil voice boards. In their planning they then design activities that take account of their choices and develop their independent learning skills effectively.  Opportunities to help pupils successfully meet the four core purposes of the curriculum are at the heart of all planned learning.


At Bryn Deri, teachers ensures an extremely wide range of approaches and resources are available to engage the interest of all pupils and to challenge all groups of learners. There is a very good balance between teacher input and pupils learning independently in groups or individually. Teaching has benefitted significantly from the opportunity to participate in action research in to different pedagogical principles and particularly the blended teaching approach and pupil autonomy.  Pupils work as a whole class,  individually, in pairs and small groups and have a choice in what and how they learn. In Foundation Phase learning outside the classroom links directly with the planned lessons and takes good account of the principles of foundation phase.


Teachers ensure that all classes including outdoor areas are stimulating and engaging environments in which all groups of learners including the least and most able learners can learn productively. Provision for pupils to develop skills in literacy, numeracy, ICT and Welsh are evident within the classroom displays which enable all pupils to access cross curricular learning. Displays providing support for growth mindset, restorative approaches and pupil voice are real and relevant. In foundation phase outdoor learning areas are of a very high standard and pupils benefit from high quality experiential learning.


Teacher’s and support staff provide clear instructions and explanations.  Teachers deploy the skills of teaching assistants highly effectively to support pupils with specific needs. Support staff are highly skilled in specific interventions which benefit identified pupils within the class.  As a result, nearly all lessons take account of individual pupils’ needs effectively.Questioning techniques are highly effective in drawing out further pupils’ responses to gauge their understanding and enable pupils to make very good progress.


Working relationships between pupils and staff are strong. In all class, members of staff implement the school’s Ethos, Behaviour and Attitudes policy well. As a result, standards in behaviour are very high and there is a positive climate for learning in all classes.

From little acorns, tall oak trees grow