Working with partners to support the provision and enrich learning experiences

Cylch yn yr Ysgol is a Welsh medium setting situated in the small town of Builth Wells for children aged 3-4 years, Monday to Thursday, term time only. The pre-school has charity status and is led by a voluntary management committee with three practitioners. Children are welcomed from all backgrounds and abilities with almost all children having English as their home language.

The setting understands the importance of strong partnerships in developing children’s sense of curiosity about people’s lives and beliefs. Practitioners strive to ensure that the children benefit from drawing upon the strengths of the community.

It is located in Builth Wells Primary School and all practitioners embrace the opportunity to work in close partnership with the school, not only regarding transition, but to share ideas, knowledge, resources and training through regular face to face discussions. This partnership is also extended to other pre-schools in the area. It also works closely with colleagues at Mudiad Meithrin and the Powys early years team.

Working closely with the primary school, the setting is encouraged to utilise the school’s extensive grounds, subtly supporting the children’s future transition by developing their confidence around the school environment and becoming familiar with school staff and older children.

The school encourages the children who attend the setting to join in with key events and celebrations such as sports day, Eisteddfodau, Christmas performances and the school holiday club, providing an ideal opportunity for children to become familiar with the wider school community.

The headteacher of the main feeder primary school is also the Responsible Individual (RI) and this promotes consistency for the children as they transfer into school. When appropriate, practitioners are invited to attend school training events, supporting the professional learning of the practitioners. When the school hosts information events for parents and carers, invitations are extended to the parents and carers of the children in Cylch. Setting practitioners support these events by providing childcare to enable families to attend. The setting also ensures distribution of any written communication to families on behalf of the school.

During ‘formal’ transition sessions, teachers visit the setting to meet the children before they spend three mornings in their prospective classroom, with Cylch practitioners supporting. Face-to-face discussions with the teacher, headteacher and Additional Learning Needs Co-ordinator (ALNCo) are held to fully discuss each child and share any concerns, with involvement from the county’s Early Year’s ALN team where necessary. The school’s ALNCo also visits the setting to meet any children with emerging or identified ALN and discuss the support a child may need. Setting practitioners also share successful behaviour strategies to ensure consistency and arrange opportunities for parents to be part of these discussions.

The setting acknowledges the value of working in partnership with organisations such as Mudiad Meithrin, Menter Iaith, and local dance, music and art groups. These groups work with practitioners and children to support Welsh language development, staff training, and with policies and procedures.

Practitioners regularly meet with practitioners from other settings in the area to share good practice, ideas and resources. These meetings help practitioners to reflect and make improvements to provision. Staff often mentor and support new setting leaders.

Partnership working frequently includes the wider community. For example, the children experience travelling on a local bus service, visit a café, a church, the library, and visit the local police and fire stations. They also visit a nearby old people’s care home and participate in community competitions such as the best dressed float in the local carnival. The children’s artwork is often displayed in the local supermarket. Local people are also invited into Cylch to share their expertise. For example, visitors came in to run football sessions, baking activities, and help the children learn about cultural events such as Diwali and Holi. Recently, a local farmer was invited to bring in a pet lamb as the children were showing a particular interest in farming.

Having multiple and successful partnerships has been very beneficial in providing the children with extended opportunities and experiences to support their learning and well-being. It has enabled practitioners to access resources, draw on expertise and explore new ideas to provide continued high levels of quality provision. The children have an enhanced sense of belonging and greater depth of knowledge about their local area, which in turn helps break down barriers within the community, form positive relationships with others and encourage respect and tolerance for people from different backgrounds. Having strong community links has also helped financially with numerous local fundraising events being held on the setting’s behalf.

The transition process has proved to be very successful for the children and parents as the process is woven continually into setting life and steps are small and progressive, developing confidence and reducing anxiety.

Practitioners at Cylch yn yr Ysgol have previously written good practice case studies about effective partnerships, which were shared with the foundation learning advisory team in Powys as well as other settings. Practitioners have also shared information with other Powys settings about how they use their Early Years Development Grant (EYDG) to support identified children and their families, as well as how to identify and support RADY children. This includes working closely with the main feeder primary school to share information and strategies. Parents/carers are kept informed about their child’s experiences via the setting’s social media closed group.