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Ysgol Y Grango

School Focus: Develop a health and well-being offer aligned to the new school curriculum.

Expression of Interest Overview

Within Ysgol Y Grango (a secondary school based in Wrexham and serves the communities of Rhos, Johnstown, Penycase, Ruabon and Rhostyllen), 27.1% of pupils are entitled to free school meals. The facilities of Ysgol Y Grango have historically been used by sports teams within and outside of the neighbouring communities of the catchment of the school. Following receipt of separate funding, the school installed a new 3G football pitch and were keen to maximise its use by enabling the community increased access outside of the school day. In collaboration with the school/hub partnership and Active Wrexham, they sought to create a new term-time and holiday time programme. The intention was for the funding to be spent on four overarching areas to support the creation of a community hub:

  • Equipment
  • Infrastructure (e.g. new lockers, re-decoration, online booking system)
  • Security access and systems
  • Community development days

Programme Implementation

The school received funding from December 2021 to July 2022. Monthly learning logs listed activities the school had been offering, such as breakfast club, netball festival, ‘boot room’ of spare boots for use on forthcoming 3G pitch. They also sought to improve changing rooms to make them accessible for the community outside of the school. Through the monthly completion of learning logs, the following key reflective points were highlighted, and the school’s implementation of the programme was documented in the timeline shown in Figure 17:

What Worked Well:

  • Monthly school meetings and the first Sport Wales [school forum] meeting – accessed new ideas and a chance to see whether the ideas of other schools could be transferrable to their own context
  • Leadership courses which fed well into the new curriculum and could benefit local clubs

Learning Points/Areas to Improve:

  • Narrow down the school’s focus for the programme and identify key focus areas
  • Consider costs of adding additional breakfast club days

Next Steps:

  • Create links with cluster schools and communicate with clubs and primaries regularly
Figure 17: The graphic shows the school’s monthly reflections on the programme implementation.  January – Monthly school meeting. Planning of ideas to start the project  February - Link ideas to the new curriculum. Greater understanding of the importance of healthy lifestyle and the part exercise can play.  March - Refine ideas. Changing room development is completed. Link to new curriculum design ready for trial.  April - Monthly school meeting. Easter holiday and exams taking place meant focus was elsewhere.  May - Positive Sport Wales visit to school. Better relationships between pupils and teachers led to higher attendance.  June - Aim is for improved curriculum flow between primary and secondary stage. Breakfast club was set up and was popular.

Pupil’s Survey Overview

Forty-nine pupils completed the survey in July. Overall, most children (78%) felt that attending the sessions increased their physical activity levels, with 49% reporting they attended 10+ AEBSD sessions (Box 7). Pupils also reported that it was very easy to travel to the sessions as they went during their lunch time/after school or walked. Figure 18 shows attending the sessions helped most children spend with time their friends (94% agreed/strongly agreed) and learn or improve new skills (94%), feel good (90%), and improve their educational performance (84%).

Next Steps – September 2022 Onwards

Closer links between the school and the local authority have been established, and the school plans to become a Community Focussed School from September onwards, with a focus on physical activity and sport provision. Pupils will also be trained as sports leaders to support the delivery of activities. 

The following data was not available for reporting for this school: Pupil’s survey

Box 7: The graphic shows the pupil’s reported information for Ysgol Y Grango.  Circle (i) shows changes in pupil’s physical activity levels because of attending AEBSD sessions.  78% increased 16% no change 6% decreased  Circle (ii) shows the number of AEBSD sessions pupils attended.  18% attended 1 session 33% attended 2-3 sessions 0% attended 6-10 sessions 49% attended more than 10 sessions  Circle (iii) shows how pupils travelled to the sessions.  27% walk to the sessions 6% cycle to the sessions 20% scoot to the sessions 47% stayed at school.
Figure 18: The chart shows the pupil’s perceptions of how attending Active Education Beyond the School Day sessions helped them.  41% strongly agree that the Active Education sessions helped them spend time with their friends.  53% agree that the Active Education sessions helped them spend time with their friends.  45% strongly agree that the Active Education sessions helped improve educational performance.  39% agree that the Active Education sessions helped improve educational performance.  47% strongly agree that the Active Education sessions helped them meet new people.  27% agree that the Active Education sessions helped them meet new people.  53% strongly agree that the Active Education sessions helped them feel part of their community.  31% agree that the Active Education sessions helped them feel part of their community.  35% strongly agree that the Active Education sessions helped them learn or improve skills.   59% agree that the Active Education sessions helped them learn or improve skills.   55% strongly agree that the Active Education sessions helped them feel good.  35% agree that the Active Education sessions helped them feel good.