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The school uses the Pupil Deprivation Grant (£36,500) to employ support staff and teaching staff to help promote the Literacy and Numeracy skills of specific pupils. A range of pupil nurture provisions have also been established.

Our aim is to ensure that individuals take full advantage of the educational and social experiences available at the school. The school contributes money to ensure that individuals have the opportunity to participate in educational visits, clubs and residential trips.

If any parent or carer has additional needs relating to disability and/or language, cultural issues with which they require assistance at a particular school event, please contact Miss Meinir Jones (Head Teacher) at the school to arrange the assistance requested.

Head Lice Protocol Ysgol Bro Gwydir - click here


Mid-day meals are nutritional and varied; children may bring their own sandwiches if they prefer. We kindly ask you to provide a healthy lunch box. Vegetarian alternatives are always provided. School meals should be paid for in advance on a Monday, please place the money, cheque if possible in an envelope, clearly labelled with the child’s name and class. You may pay in advance every half term if you wish.

Free school meals are available to pupils whose parents are in receipt of Income Support. Application forms are available from the Headteacher and should be returned directly to school or the Education Department, Dinerth Road, Colwyn Bay.

Pupils are admitted to Ysgol Bro Gwydir in the September following their third birthday. Children and parents are invited to visit the school and meet their new teacher during the summer term. For admission at other times a transfer / admission form is available from school. Prospective parents are welcome to contact the Headmaster to arrange a guided tour of the school.

Pupils normally transfer to Ysgol Dyffryn Conwy, Llanrwst in the September following their eleventh birthday. The normal procedure is as follows: the Director of Education invites parents to express their preference of a secondary school for their child. A parental preference form is sent to each parent / guardian and on each form there will be a list of secondary schools in the area. Parents are invited to request more information on the school if they require. They may then express a preference for any of the schools listed or may name another school should they prefer that school to those listed. Confirmation of acceptance is sent form the secondary school during the spring term.

To facilitate the easy transfer from Junior to Secondary education an induction day is held at the beginning of July in order for children to familiarise with their new school, getting to know the staff and their new surroundings. Open evenings are also held for parents.

In accordance with National Curriculum and County Policy the school provides a broad education in the following areas:

Core Subjects

Foundation Subjects
Art and craft
Design Technology
Physical Education
Information Technology

The content and nature of the work will be designed to suit the pupils’ needs bearing in mind their age and stage of learning. As a school we aim to help each child to develop in the following ways:

a) to read fluently and accurately, with understanding, feeling and discrimination.
b) to develop a legible style of handwriting and satisfactory standards of spelling, syntax, punctuation and usage.
c) to communicate clearly and confidently in speech and writing, in ways appropriate for various occasions and purposes.
d) to listen attentively and with understanding.
e) to learn how to acquire information from various sources and to record information and findings in various ways.
f) to understand the applications of mathematical ideas in various situations in home, classroom, school and local area.
g) to observe living and inanimate things, and to recognise characteristics such as pattern and order.
h) to master basic scientific ideas.
i) to investigate solutions and interpret evidence, to analyse and to solve problems.
j) to develop awareness of self and sensitivity to others, acquire a set of moral values and confidence to make and hold moral judgements, and develop habits of self-discipline and acceptable behaviour.
k) to know about geographical, historical and social aspects of the local environment and the national heritage, to be aware of other times and places, and to recognise links between local, national and international events.
l) to acquire sufficient control of self or of tools, equipment and instruments; to be able to use music, drama and several forms of arts and crafts as means of expression.
m) to develop agility, physical co-ordination and confidence through physical activity, and the ability to express feeling though movement.

Our objectives are:

a) to implement the County policy statements and guidelines in all areas of the curriculum.
b) to continue to develop a balanced and coherent curriculum with particular emphasis on the six areas of the curriculum, i.e. language development, mathematical development, scientific development, personal and social development, aesthetic / creative development and physical development.
c) to continue to emphasise the development of skills, values, attitudes and concepts.
d) to strengthen the existing links between the school and the community and the community and the school.
e) to strengthen the links with our local high school and the neighbouring primary schools.
f) to promote bilingualism (see appendix 1)

The curriculum will be organised to give each child a balanced and structured approach to both Core and Foundation subjects.

In order to cover all the areas of the curriculum we have opted for a cross-curricular project method where pupils follow a particular theme for a half term or whole term. We have a two year programme of themes which ensures that all pupils cover all the Attainment Targets at least twice during both the Infant and Junior years. The themes are reviewed annually as changes are made to the National Curriculum. Where a certain element does not fit into a theme, this is covered separately.

On entry to school all pupils will be given a consent form to be completed by parents. By completing the form (Form A) the parent agrees to his/her child participating in recognised school activities off the site.

If the activity is out of the County, parents are asked to complete Form B. Detailed arrangements and levels of supervision are set out on the form. The Governors’ Charging and Remissions Policy may be found in Appendix 2.

If educational visits or extra curricular activities finish after school hours, unless otherwise notified, parents are responsible for collecting their children from school.

At ysgol Bro Gwydir, we are committed to ensuring that every child, whatever his/her ability, is given an opportunity to fully develop his/her talents and to make the most of their time at the school. Any child recognised as having additional educational needs will have an Individual Education Programme drawn up. Following this, the Additional Educational Needs co-ordinator (Mrs Bethan Jones) will provide extra advice, supervision and access to additional resources to ensure that each pupil’s needs are met. Should further help be required, outside experts will be called upon to advise and, if necessary, the child will have a full assessment and a Statement of Additional Educational Needs will be drawn up to ensure that he/she received appropriate provision in line with the Education Act. The Resourced Base is situated at Bro Gwydir school.

Relevant homework is given to the junior children and parents are expected to encourage good reading habits in the junior and infant department. We kindly ask all parents to fill in the school/home reading diary

Religious Education is compulsory and all children are expected to take part in communal worship, unless a special case for exemption on religious grounds is made in writing to the Headteacher. If children are withdrawn from Religious Education lessons alternative work will be provided.

Whole school or class assemblies are held daily.

The children may participate in a variety of extra curricular activities. Football, netball, art and craft, drama, dancing, Dragon Rubgy coaching and cycling proficiency courses are offered. Every child gets the opportunity to join the Urdd and if they so desire can represent the school at the local Urdd Eisteddfodau. There is also an opportunity for the Junior children to attend three day courses at Glanllyn, Pentre-llyn-cymer or Nant Bwlch yr Haiarn. Visits are also made to the environmental studies and outdoor pursuit centres. The school will make all the necessary arrangements for these activities and parents will be informed of the availability of such extra curricular activities.

Netball, Rugby, Football and dance clubs are provided and games are arranged against other schools both within and out of county. The Junior and year 2 Infant children attend local swimming baths under competent supervision. Ysgol Bro Gwydir have been county champions in varied sports on numerous occasions. We have recently been awarded the Activemark accreditation.

Every possible care is taken to ensure children’s safety whilst they are at the school. No child is allowed to leave the school early without permission. If there is a change to normal arrangements, the parents are requested to inform the Headmaster or the child’s class teacher before hand.

The school regularly reviews health and safety arrangements for pupils and staff. The school is locked during lessons. Every visitor must visit the main entrance before gaining access to the school. The school has a burgular alarm system, security cameras and fire drills are held each term.

Numerous staff members have received first aid training and hold a first aid qualification at the school. If a child is taken ill, or involved in an accident, the parents are contacted.

Medication will be administered to children in special instances only and on the receipt of written instructions from the parent.

The school medical officer and the school dental officer visit the school. You will be notified of such visits and contacted if further tests are required. The Foundation Phase are part of the ‘Smile’ scheme, which provides an opportunity for children to wash their teeth daily at school.

The school nurse visits the school on a regular basis. If you feel that a problem exists, which she should be aware of, please contact the Headteacher.

School rules are kept simple and the school encourages self-discipline and self-esteem. We operate a traffic light discipline system.

At Bro Gwydir, we expect every pupil to behave appropriately as part of the School’s community. We encourage pupils to respect others and to show self-discipline.
We follow a positive behaviour scheme. Good behaviour will be rewarded with a weekly Golden Time, and an additional reward session every half term.

THINKING MAT – The thinking mat is used in the Foundation Phase as a place to give pupils a minute or two to think about their actions if they break the school rules. The teacher will discuss with the pupil and remind them of the school rules.

Any punishment given will follow the traffic light system.


  1. Verbal warning will be issued if a pupil breaks the School’s rules.
  2. Yellow card will be issued if pupil continues to break the rules. (No Golden Time.)
  3. Red card will be issued if inappropriate behaviour continues after receiving a yellow card, or issued immediately in serious cases. (No Golden Time or playtime.)  Parents/guardians will be notified.
  4. 2nd Red Card – parents/guardians will be notified by letter.
  5. 3rd Red Card – parents/guardians will be invited to school in order to create an individual behaviour plan to assist children to follow the rules.


Ysgol Bro Gwydir Rules - click here

1. Aims and objectives of the policy
Everyone at Ysgol Bro Gwydir has the right to feel welcome, secure and happy. Only if this is the case will all members of the school community be able to achieve to their maximum potential. Bullying of any sort prevents this being able to happen and prevents equality of opportunity. It is everyone’s responsibility to prevent this happening and this policy contains guidelines to support this ethos.

Where bullying exists the children must feel confident that the school will deal with it effectively.  It is our aim to challenge attitudes about bullying behaviour, increase understanding for bullied pupils and help build an anti-bullying ethos in the school.

This document outlines how we make this possible at Ysgol Bro Gwydir

 2. Aims and objectives of the policy
Aims – what we hope to achieve

  • To fulfil the school’s statutory responsibility to respect the rights of our pupils, to safeguard them and promote their welfare
  • To promote a common understanding of what bullying is
  • To clarify our approach regarding responding to reports of bullying incidents with due regard for our legal obligations, and to demonstrate our commitment to ensuring that every reported incident is investigated and dealt with consistently
  • To outline the strategies we will use to promote an anti bullying ethos and a respect for diversity
  • To protect the well being of the whole school community and give appropriate messages to staff, pupils and parents/carers

Objectives – how we plan to achieve our aims

  • We will ensure that parents, staff and pupils know about our policy and understand the nature of bullying and its effects on individuals and communities
  • We will promote a culture of respecting ourselves others through whole school programmes such as PATHs, Circle Time, Golden Rules and Golden Time and through curriculur programmes in the Foundation Phase and Key Stage 2
  • We will maintain the focus on respecting ourselves and others through: assemblies, Playground Pals, encouraging the school council to be proactive and anti bullying campaigns
  • We will demonstrate that bullying behaviour is unacceptable through imposing sanctions and we will take action action to safeguard targeted individuals and groups
  • We will record all incidents of bullying and monitor for re-occurring themes and the effectiveness  of strategies for preventing bullying
  • We will challenge children who exhibit bullying behaviour in a firm and non aggressive way and provide them with support to change their problematic behaviour


3.  Links to national guidance and other school policies
This policy has been written to comply with the Human Rights Act 1998, The Race Relations Act 2000, The Disability Discrimination Act, The Special Educational Needs and Disability Act 2001, The Welsh Language Act 1993 and the Equalities Act 2010.

This policy has been developed with reference to the following Welsh Government documents:

Respecting Others: Anti Bullying Guidance (2003)

  • Respecting Others: Anti Bullying Guidance Series (2011)
  • Bullying around race, religion and culture
  • Bullying around special educational needs and disabilities
  • Homophobic bullying
  • Sexist, sexual and transphobic bullying
  • Cyber bullying
  • Personal and Social Education Framework (2008)
  • The Framework for Children’s Learning for 3 to 7 Year Olds in Wales (2008)
  • School Crime Beat Policy – A Protocol for Police Supporting Schools with Incidents for Crime and Disorder. A Reference Document for School Staff (2012)
  • All Wales Child Protection Procedures (2008)

This policy should not be seen in isolation as it has clear links with the following school policies:

  • School Behaviour
  • Safeguarding Children
  • Personal and Social Education (PSE)
  • Equalities
  • Staff Disciplinary 
  • Internet safety

 4. Definitions and terminology
There are many definitions of bullying but we consider it to be deliberately hurtful behaviour, targeting an individual or group that is often repeated over a period of time (although we recognise that a one off incident which leaves a victim traumatised could be categorised as bullying) Bullying can take many forms but we recognise 3 main types:

  • Physical – including: physical assault, taking or damaging belongings, sexual harassment and aggression
  • Verbal – including: name calling, insulting, making offensive remarks and threatening
  • Indirect – including: spreading nasty rumours or stories about someone and exclusion from social groups
  • Cyber bullying – including: using mobile phones and the internet (including social networking sites, e mail, video and instant messaging) to deliberately upset or threaten someone

5. Bullying and Equalities  
Ysgol Bro Gwydir takes all forms of bullying seriously and regards physical, verbal, indirect and cyber bullying equally seriously. We acknowledge that certain groups of pupils are at a higher-than-average risk of being bullied, including:

  • pupils with special needs or a disability;
  • lesbian, gay, bisexual and transgender pupils; and
  • pupils from a minority ethnic or religious background.

The Equalities Act 2010 identified 9 protected characteristics (age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation).

Under this Act we have a duty to:

  • eliminate unlawful discrimination, harassment and victimisation and other conduct that is prohibited by the Act;

advance equality of opportunity between people who share a relevant protected characteristic and those who do not; and

  • foster good relations between people who share a protected characteristic and those who do not.

We are particularly concerned to monitor incidents which relate to any of the protected characteristics. This could include pupils being targeted because someone in their family has a protected characteristic.  In such cases these issues will be specifically addressed with the bully (and parents/carers where appropriate) in the course of post incident management.  If trends are identified which suggest causes for concern, we will take a more proactive approach to promoting respect for diversity and preventing and mitigating the effects of prejudice and discrimination.

 Incidents of bullying which amount to sexual harassment and aggression will where necessary be recorded in line with and invoke the Child Protection Protocol and Procedures.
Incidents of bullying with racist content or motivation will be recorded in line with the "Guidelines and Procedures for Dealing with Racist Incidents".

6. Development of the policy
This policy has been adapted from a template developed by the local education authority who consulted with:

  • School Community Police Officers (SCPO)
  • Healthy Schools Coordinators
  • Education Social Work
  • Behaviour Support Service
  • Schools
  • Public Health Wales
  • Human Resources

As a school we consulted with:

  • Staff – feedback from staff was sought through meetings
  • Parents/carers – feedback from parents/carers was sought through the school website and letters. 
  • Pupils – pupil’s opinions were sought through the school council, school questionnaires, assessment for learning and pupil evaluations of anti bullying programmes
  • Governors – feedback and approval was obtained at a meeting

7. Key responsibilities

Implementation of policy and management of reported incidents or disciplinary procedures  

Head teacher
(Governors if required)

Second named person in absence of the head teacher

Deputy Head teacher

Anti Bullying education

PSE Coordinator

Safeguarding Children

Head teacher/Deputy Head

To comply with this policy, the Head teacher will:

  • Oversee formulation and review of the policy and ensure that it is understood by the governors, staff, parents/carers and pupils
  • Oversee and co-ordinate reporting incidents
  • Monitor bullying incidents to identify whether further action is necessary
  • Work with key partners to ensure that we promote an anti bullying ethos and respond appropriately to any emerging trends

The PSE coordinator will be responsible for

  • Formulating programmes of study and liaising with colleagues to ensure provision across the school
  • Coordinating periodic anti bullying campaigns
  • Addressing the professional development needs of staff delivering the programme
  • Liaising with outside agencies and coordinating their involvement with anti bullying initiatives
  • Monitoring and evaluating the programme of study and the resources used
  • Consulting with pupils about what they feel is needed to keep everyone safe and happy

 8. Scope of the policy
This policy applies primarily to our school premises as the school does not have direct responsibility for incidents which take place outside school premises. However we have an enduring interest in the welfare and conduct of all our pupils and if we hear about bullying outside school which impacts on our pupils we will take appropriate steps to fulfil our duty of care. These could include:

  • Talking to our School Police Liaison officer to identify an appropriate course of action
  • Inform transport company of incidents on school buses
  • Supporting children and their parents to contain the damage caused by cyber-bullying, e.g. by getting offensive messages and images removed from the web
  • Talking to pupils about how to avoid and handle incidents which take place outside school and what they can do if they witness bullying
  • Involving parents, members of the local community and/or appropriate outside agencies
  • Talking to the head of another school where their pupils are involved in incidents
  • Encouraging children not to suffer in silence

9. Who does the policy apply to?
The policy applies to everyone on school premises including all staff, parents/carers, pupils and volunteers. We recognise that most bullying incidents will involve children bullying other pupils but we will use the principles of this policy to investigate and deal with incidents involving other groups on school premises. There is guidance in the staff disciplinary policy to cover incidents involving staff and the strategies outlined in our ‘Safeguarding Children’ policy will be implemented if children report serious incidents of bullying outside school

10. Promotion of the policy

  • Aspects of this policy will be included in our school prospectus, the school website, the staff handbook and governor handbook
  • A pupil friendly version has been approved by our school council
  • Outside agencies supporting anti bullying initiatives will be asked to work to this policy
  • Full copies of the policy will be made available on request


11. Delivery of anti bullying education
The aim of our anti bullying education is to promote an ethos of respect for ourselves and others.  We recognise that we live in a diverse society and will promote understanding and respect for everyone including: people from different racial, cultural, religious and linguistic backgrounds, people with physical and learning disabilities. Our programme will be non-judgemental without stereotyping and stigmatising.  The personal beliefs and attitudes of staff or external agencies should not influence our education programmes. More detailed plans are available in the Foundation Phase, and PSE curriculum plans. 

11.1 Foundation Phase
Anti bullying education in the Foundation phase will focus on developing the skills needed to build positive respectful relationships and keep ourselves safe.  It will be taught within the context of Personal and Social Development, Well being and Cultural Diversity. As in all aspects of learning in the Foundation phase anti bullying education is delivered through a balance between structured experiential learning, pupil initiated activities and those directed by practitioners. Anti-bullying aspects are taught through the medium of cross curricular themes am programmes such as PATHS to develop social skills. 

11.2 Key Stage 2 (KS2)
The main focus will be on raising awareness of bullying and the effects maintaining personal safety and continuing to develop the personal and social skills necessary to build positive relationships.  The PSE coordinators will be responsible for coordinating the delivery of anti bullying education and providing support to class teachers. ICT lessons will also make a valuable contribution to preventing cyber bullying through promoting understanding about E-safety. Class teachers will usually be responsible for providing the programme, together with a substantial contribution from the School Community Police Officer. Anti-bullying aspects are taught through the medium of cross curricular themes am programmes such as PATHS, SENSE, Circle Time and respecting others and anti-bullying assemblies.

11.3 Resources and the involvement of external agencies/initiatives
Occasionally we will work with appropriate initiatives to contribute to particular aspects of the programme.  They will be asked to work within the parameters of this policy.

Foundation Phase

Key Stage 2

  • School Community Police Officer
  • Theatre in Education Companies
  • Circle Time
  • School Community Police Officer
  • Theatre in Education Companies


11.4 Continuing professional development

  • Staff will be given the opportunity to attend appropriate courses
  • Staff will sit in on sessions delivered by external agencies
  • Good practice will be shared through classroom observations, Professional Learning Communities and discussions in staff meetings

11.5 Parental education

  • We will inform parents/carers when outside agencies are involved in delivering sessions
  • We will give information to  and  host education events for parents/carers as and when required (for example due to occurrence of incidents or review of policy)

12. Management of bullying related incidents

12.1 Types of incidents
Incidents can happen unexpectedly so we have detailed guidance in place to support staff to take appropriate action. Bullying incidents will usually involve pupils bullying other pupils but we recognise that there may be incidents of staff members being bullied by pupils or vice versa. If pupils report being bullied by parents/carers or other adults this will be treated as a child protection issue. The type of incidents could include: name calling, physical assault, threatening behaviour, manipulation, sharing personal information about someone and exclusion.   All cases will be treated seriously and reported to the head teacher.  In decisions about the appropriate course of action to take, the wellbeing and safety of pupils and the whole school community will be the immediate priority. Cases will be investigated to get the whole picture (sometimes children who exhibit bullying behaviour have a history of being victims of bullying/abuse) Where criminal activity is disclosed or suspected we will report the matter to the School Community Police Officer.  

12.2 Responding to incidents
Actions taken will include:

  • Speaking to the individual pupils involved in any reported incident of bullying
  • Speaking to the parents/carers of both the alleged bully/bullies and targeted individual(s)
  • Referring serious incidents to the anti bullying co-ordinator
  • Inviting the parents/carers of the pupils involved into school to discuss the incident
  • Notifying the Head promptly
  • Implementing appropriate action swiftly

12.3 Support for the targeted individual
The school will offer a proactive, sympathetic and supportive response to children who are the targeted individuals of bullying. The exact nature of the response will be determined by the particular child's individual needs and may include:

  • immediate action to stop the incident and secure the child's safety
  • positive reinforcement that reporting the incident was the correct thing to do
  • reassurance that the targeted individual is not responsible for the behaviour of the bully
  • strategies to prevent further incidents
  • sympathy and empathy
  • counselling
  • befriending
  • assertiveness training/raising self esteem
  • extra supervision/monitoring
  • creation of a support group
  • peer mediation/peer mentoring
  • informing/involving parents/carers
  • adult mediation between the perpetrator and the targeted individual (provided this does not increase the targeted individual's vulnerability)
  • arrangements to review progress

12.4 Support for the bully 
Ysgol Bro Gwydir takes bullying behaviour very seriously and will adopt a supportive, pragmatic, problem-solving approach to enable bullies to modify their behaviour.   As a School we believe the positive use of sanctions can be useful in demonstrating to bullies that their behaviour is unacceptable and in promoting change. The exact nature of the response will be determined by the particular child's individual needs and the seriousness of the incident and may include:

  • rewards/positive reinforcement for children in order to promote change and bring unacceptable behaviour under control
  • immediate action to stop an incident of bullying in progress
  • engagement with the bully to reinforce the message that their behaviour is unacceptable
  • loss of lunch/break time privileges
  • detention
  • removal from class/group
  • parents/carers informed
  • counselling/instruction in alternative ways of behaving
  • referral to social inclusion service
  • mediation between the perpetrator and the targeted individual (if agreeable)
  • fixed periods of exclusion
  • permanent exclusion (in extreme cases which may involve violence)

13. Recording of incidents
Records will be maintained for ALL bullying related incidents on the Conwy ‘Bullying Incident’ form.
The Head teacher has been assigned the specific role as the Anti-Bullying co-ordinator and will be responsible for the monitoring, review, evaluation and reporting processes inherent within this policy.
Following the consultation with pupils, parents/carers and staff an annual report will be made to the Governing Body which will highlight the extent of the incidents occurring and detail any trends which may have emerged. This information will be available to parents/carers on request. 

14. Confidentiality and safeguarding
It may be necessary to invoke local Child Protection Procedures if a pupil’s safety or welfare (or that of another pupil) is under threat. A duty is placed upon those professionals involved to exchange information in order to safeguard a “child” adhering to the All Wales Child Protection Procedures 2008. Teachers and professionals cannot offer unconditional confidentiality to pupils in bullying incidents and this should always be made clear at the outset. 

If a pupil discloses information which is sensitive, not generally known and which the pupil asks not to be passed on, it will be discussed with the head teacher/safeguarding coordinator.  The request will be honoured, however confidentiality will be broken against the wishes of a pupil when:

  • There is a safeguarding issue
  • The life of a person is at risk of serious harm to others
  • Criminal offences are disclosed

However, we will make every effort to inform the pupil first, explain why this needs to happen and secure the pupils agreement to the way in which the school intends to use any sensitive information. 

15. Monitoring and evaluation

  • This policy will be reviewed every 3 years or more often if appropriate.  This is in line with our school improvement plan.
  • The PSE coordinator and Foundation Phase coordinator are responsible for reviewing anti-bullying education regularly to ensure that programmes are responsive to the needs of pupils and that a supportive learning environment is maintained for all.
  • The head teacher and governing body are responsible for monitoring incidents (e.g. the number, nature, outcomes of incidents and how many referrals were made to outside agencies) and reviewing incident management procedures.
  • The head teacher will ensure that the findings from staff, parent/carer and pupil evaluations contribute to our school’s self-evaluation process and to the policy review process.

All members of staff within the school are responsible for the safety and protection of the children who attend. All members of staff have received Child Protection Awareness training. If there are concerns regarding neglect or physical, emotional or sexual abuse then, under the County’s Child Protection Procedures, staff are duty bound to report the matter to the School’s Child Protection Co-ordinator, the Headteacher.

The school’s Co-ordinator may consult with professional colleagues as well as relevant agencies such as Health and Social Services. Following these discussions the school’s Co-ordinator may be obliged to make an official referral to the Social Services Department in accordance with county guidelines and protocol. It is the Social Service Department who will decide on the next course of action.

Due to the nature of allegations it may not always be appropriate to discuss matters with parents prior to making a referral. The responsibility for investigating allegations lies with Social Services and the Police.

The school encourages parents to walk, cycle or share lifts when bringing their children to school. We ask for everyone’s cooperation in ensuring the children’s safety. The school’s Eco Committee stress the need for parents to think of the environment when considering ways of travelling to school. Parents are encouraged to use nearby car parks in order to avoid congestion near the school gates. Everyone should drive carefully and sensibly near the school site.

Any pupil who cycles to school must use a helmet.

The Local Education Authority Provides free transport for primary school pupils residing 2 miles or more from the school in whose catchment they reside.

If school is closed due to adverse weather conditions or any other emergency, the details will be announced on the local radio. Parents should provide the school with two emergency contact numbers.

The school has a Sex Education Policy. We try to develop an open attitude with the children. The school nurse participates in a formal teaching session with year 6 children. Parents have the right to withdraw their children from these lessons.

1 Legal duties
The school welcomes its duties under the Race Relations (Amendment) Act 2000. We are committed to:

- promoting equality of opportunity;
- promoting good relations between members of different racial, cultural and religious groups and communities;
- eliminating unlawful discrimination.

2 Guiding Principles
In fulfilling our legal duties listed above, we are guided by three essential principles;

Every pupil should have opportunities to achieve the highest possible standards, and the best possible qualifications for the next stages of their life and education;

Every pupils should be helped to develop a sense of personal and cultural identity that is confident and open to change, and that is receptive and respectful towards other identities;

Every pupil should develop the knowledge, understandings and skills that they need in order to participate in Britain’s multi-ethnic society, and in the wider context of an interdependent world.

3 The full range of school policies and practice
We ensure that the principles listed above apply to the full range of our policies and practices, including those that are concerned with:

 pupils’ progress, attainment and assessment;
 behaviour, discipline and exclusions;
 pupils’ personal development and pastoral care;
 teaching and learning;
 admissions and attendance;
 the content of the curriculum;
 staff recruitment and professional development;
 partnerships with parents and communities.

4 Addressing racism and xenophobia
The school is opposed to all forms of racism and xenophobia, including those forms that are directed towards religious groups and communities, for example Islamophobia, and against Travellers, refugees and asylum-seekers.

5 Responsibilities
The governing body is responsible for ensuring that the school complies with legislation, and that this policy and its related procedures and strategies are implemented.

The headteacher is responsible for implementing the policy; for ensuring that all staff are aware of their responsibilities and are given appropriate training and support; and for taking appropriate action in any cases of unlawful discrimination.

All staff are expected to deal with racist incidents that may occur; to know how to identify and challenge racial and cultural bias and stereotyping; to support pupils in their class for whom English is an additional language; and to incorporate principles of equality and diversity into all aspects of their work.

6 Information and resources
We ensure that the content of this policy is known to all staff and governors, and also, as appropriate, to all pupils and parents.

All staff and governors have access to a selection of resources which discuss and explain concepts of race equality and cultural diversity in appropriate detail.

7 Religious observance
We respect the religious beliefs and practice of all staff, pupils and parents, and comply with all reasonable requests relating to religious observance and practice.

8 Breaches of the policy
Breaches of this policy will be dealt with in the same way that breaches of other school policies are dealt with, as determined by the Headteacher and governing body.

9 Monitoring, evaluation and review
We collect, study and use quantative and qualitative data relating to the implementation of this policy and make appropriate adjustments as required. The policy is reviewed annually.

The wearing of school uniform is encouraged but is not compulsory.  The uniform is as follows:

Grey trousers
Blue shirt / polo-shirt
Royal blue pullover
Jogging suit with school logo

Summer wear            
Grey or blue shorts
Short sleeved blue shirt
or polo-shirt

Grey skirt
Blue blouse / polo-shirt
Royal blue jumper / cardigan
Jogging suit with school logo

Summer wear            
Royal blue striped cotton dress

School uniforms are available from Brodwaith Cletwr, Pentrefoelas, and Ar y Gweill, Llanrwst.  It would be appreciated if all items of clothing were marked with your child’s name.

The school day is as follows:

9.00 a.m.. - 12.00 p.m. (Nursery)
9.00 a.m. - 3.00 p.m. (Foundation Phase)
9.00 a.m. - 3.30 p.m. (Juniors)

Attending school regularly and punctually is important. If your child is absent, please inform the school as to the reason for his / her absence. You should inform the school either by letter, e-mail or by phone as soon as possible. If your child arrives at school after 9.15 a.m. the attendance mark will not be given.

Education should be of the whole person.

Thus the curriculum must have a sense of integrity and wholeness which brings pupils into contact with a broad range of learning experiences. It must be a balanced curriculum, giving appropriate attention to each element of learning and it must be flexible to cater for differences in the abilities, aptitudes and other characteristics of children.

The educational development of children is a continuous process and a well-planned curriculum-continuity will ensure smooth transition through all stages of school life.

The Governors support the L.E.A. in its decision to ensure that its schools are well informed and advised about the National Curriculum and its broad statutory requirements.

The National Curriculum should be viewed in the context of the whole curriculum which includes not only the formal programme of lessons but also informal features which produce the school’s ethos.

The needs, interest and aspirations of the individual child and the needs of the community and the wider world, of which the child is an integral part, should be balanced within the curriculum in order to encourage values and qualities necessary to produce a good citizen in a democratic and humane society.

Such qualities are:

 self-awareness
 self-esteem
 self-discipline
 curiosity
 originality
 perseverance
 open mindedness
 honesty
 responsibility
 willingness to co-operate
 independence
 reliability
 initiative
 tolerance

The Governors seek the interest and co-operation of parents in promoting these qualities and values.


A document explaining the arrangements may be examined at the school office.

Basically the process is as follows:
 Informal level – discussion with Headteacher
 Formal complaint to the Governing Body
 Formal complaint to the Local Education Authority

Parents may, by prior arrangement, visit the school specifically to view documents which they have a right to see:

 Governors Annual General Meeting Reports
 Minutes of the Governors meetings
 Her Majesty’s Inspectors Reports
 School Prospectus
 National Curriculum documents
 Schemes of Work
 Teacher Assessment Results
 Policies

Breakfast club is held every morning between 8.15am and 8.45am.

Pupils can attend an after school club which is held at the school. Contact school for further details.

The school has a ‘Home/School Agreement’ which notes what we expect in terms of parent/guardian and pupil engagement to supporting the school, as well as the school’s engagement to providing the best service for parents/guardians.


Conwy Education Authority operates a bilingual policy in all schools and Further Education establishments within the county.

The aim is to develop the ability of pupils and students within the county to be confidently bilingual in order that they can be full members of the bilingual society of which they are a part. All educational establishments within the county should reflect and reinforce the language policy in their administration, their social life and pastoral arrangements as well as their academic provision.


Foundation Phase
To ensure through sensitively structured provision and organisation that each child receives a firm foundation in Welsh in order to enable him / her in due course to attain the aim of full bilingualism.

To consolidate and develop each child’s Welsh and English capabilities in all aspects, both active and receptive so as to ensure that he / she can speak, read and write fluently and confidently in both languages on transferring to the secondary school. (Special provision will be made for junior late-comers).

Charging Policy:

The Charging Policy adopted by the Governing Body is based on the Conwy Council Charging and Remissions Policy (a copy is available for inspection at the school).

1 The Governing Body does not require charges to be raised for any school activity, but reserve to right to request voluntary contributions from parents and others as the need may arise. For activities wholly or mainly in school time, a child will not be excluded if no contribution is made (except in the cases of boarding and residential charges of optional extras).

2 Educational Visits and School Journeys
The Governing Body reserve the right to ask for voluntary contributions.

3 Materials for Practical Subjects and Project Assignments
A charge for ingredients may be asked for (cash or kind). Parents will be asked in advance if they wish to own a finished article / product.

4 Optional Extra Outside the School Day
A charge will be made for optional extras outside the school day. Details will be made known to parents and their agreement sought in writing.

5 Swimming
Swimming is deemed to be a permissible element of the Curriculum and may attract voluntary contributions.

6 Supplementary
a) Where school property or equipment is damaged or lost as a
consequence of pupils’ behaviour, payment from parents may be
b) Parents are responsible for the provision of games clothing.

We aim to present a balanced programme of Physical Education according to the requirements of the National Curriculum giving consideration to the provision and the site at the school. The programme will be a medium for developing physical skills as well as fostering enthusiasm and enjoyment, enabling the individual child to reach his/her full potential. We will teach children to work safely and to make appropriate and effective use of equipment. We aim to foster a co-operative attitude which is necessary for group/pair work as well as the ability to plan, perform and evaluate activities.

The general aim of Physical Education at the school is to encourage development, management and the child’s mastery of his/her body within the safe framework. In the Foundation Phase this will be presented through the medium of games, gymnastics, dance and swimming (Year 2). In Key Stage 2 athletics, open air and swimming (Years 3, 4, 5 and 6) will be added.
On every occasion an attempt will be made to reach the aim by fostering the child’s enthusiasm and enjoyment of Physical Education.

Specific Objectives
Children should have the following opportunities:
• To foster self-confidence and develop through challenge and achievement.
• Develop abilities in physical activities and try to ensure the highest possible levels for every child.
• To promote an appreciation of effective physical movement through observations, critical analysis and evaluation.
• Foster an appreciation for fair play, honest competition and learning to lose.
• Develop an understanding of safety and an appreciation of the principles of safe practice.
• To develop co-operation and communication skills.
• Develop the ability to maintain an interest and to persevere in order to achieve success.
• Make them aware of the importance of exercise in order to keep healthy.

The LEA is required to determine whether the provision of transport for pupils of statutory school age is necessary in order to facilitate the attendance of a pupil at a designated school. If such transport is deemed necessary, then the transport must be provided free of charge.

It should be noted that it is the responsibility of parents/guardians to make arrangements for the safe transportation of their children to and from school (when they do not qualify for school transport) and to and from bus stops and pick-up points.

A. The minimum position
The LEA provides free transport:
i. where a child of statutory school age, under 11 years of age resides over two miles from the nearest appropriate school;
ii where a child of statutory school age, over 11 years of age, resides over three miles from the nearest appropriate school.

B. Extensions beyond the minimum position
The LEA provides free transport for pupils of statutory school age:
i. to the nearest Welsh medium school, Church in Wales School (Primary) or Roman Catholic School, if distance criteria (as per section A) applies.
ii. where the route to school is considered to be Hazardous by the appropriate County Council panel (for criteria see Appendix 3);
iii. where a child requires transport on medical grounds and no suitable public transport exists;
iv. where transport to an identified school is essential in a pupil's statement of Special Educational Needs. This would normally be on medical or educational grounds and would be deemed essential in the context of other criteria identified in this policy.
v. where the closure of a school results in a pupil being transferred to another school. Children on the register of the closed school will be entitled to free transport to the receiving school, if distance criteria apply, for a period of up to 5 years from the date of closing.

B1. Pupils whose Statement of SEN specifies the provision of free transport.
This will usually be for medical or behavioural reasons, where the pupil lives too close to the nearest appropriate school to qualify on distance grounds, and where no suitable public transport exists.

C1. Appropriate school criteria

An appropriate school is deemed to be the nearest school which provides education for the relevant age and ability of a pupil, the nearest Welsh medium school (whether natural or designated) or the nearest Voluntary school. An appropriate school is deemed to be the nearest school which, in the judgement of the LEA, provides a reasonable range of courses suitable to the abilities, aptitudes and requirements of an individual.

A full copy of the policy can be obtained from the school.


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Ysgol Bro Gwydir
Heol Watling
LL26 0EY

[t] 01492 640342