Education

New term structures prompt fears of ‘chaos’ in our schools

Published

13 years ago

August 26, 2013

Report and Comment by Herald Special Correspondent, John Vaughan

There are fears amongst many within the education sector that Wales could be heading into chaos with a radical potential restructuring of term times. This comes as England adopts a policy from 2015 whereby head teachers will have the power to set their own school terms, potentially scaling down the long held traditional six week summer holiday to as little as four weeks.

The plans for England were announced on Monday July 1 of this year. The Department for Education set out the policy to ensure that, in future, term times are decided upon by head teachers and not local Councils. As it stands at present, Wales is not included in these plans and, though currently there is no legal duty on councils or governing bodies in Wales to work together on holiday times, there are plans to give the Assembly Government powers to set the same holiday times for all state schools in Wales. However, this is not policy yet and there is growing concern from some people within education that Wales could well follow in the same direction as England.

The National Union of Teachers have stated it will cause problems for families in different schools. A view shared by South Pembrokeshire And Carmarthen West AM and Shadow Minister for Education, Angela Burns who said, exclusively to the Herald,

“Imagine the chaos, a child at one school, another at one with different term times. It is hard enough with the disparity that England and Wales have. Even schools in the Vale of Glamorgan have different term times to Pembrokeshire. It’s the logistics!”

The Shadow Minister went on to express her concerns over the impact that this could have for potential childcare issues and parents planning for their work schedules. She stated,

“Why not let the County Council do it as they do now? I don’t understand the point of it and what are the benefits?”

Some have cited that one of the potential benefits of such a change could be cheaper package holidays for parents; others are more sceptical of this as an argument, as Christine Blower, head of the National Union of Teachers, pointed out when suggesting that holiday companies would just expand the period over which they charge premium rates, with the result that the general public would have fewer weeks of less expensive holidays.

Mrs Burns expressed her concern at the current Welsh Government proposal that the Welsh Minister for Education could have the sole power to set school term dates which could also mean an arbitrary decision could be taken on five or even six terms in a school year. She stated that she had been challenging these proposals. Mrs Burns also cast doubt upon the idea of cheaper holidays, given any change of term structure by saying that,

“The holiday companies would soon cotton on to it and nothing would change (with regard to cheaper holidays). I don’t see how that (argument) holds water”, a sentiment echoing that of Christine Blower.

A further argument put forward for this change is that it would allow for a better means of organising the curriculum. One head teacher in England argued that the changes would allow for ‘more equalised blocks of working which would be much better for curriculum planning and would be better in terms of levels of student and staff exhaustion’. Putting this point forward to Mrs Burns she responded by saying,

“Instinctively I don’t like the idea, but there is statistical evidence that the long summer break does give children too much time to forget what they are learning. The more successful European countries have shorter terms.There might be a discussion worth having about a four term year, it might serve small children, especially during the winter term”

This raised an important issue with regards to the lack of consistency with current term times and, when this was suggested to one local teacher, who asked not to be named, said,

“I can understand the argument that some of our terms are currently very long, with the present structuring, and, certainly, the autumn term leading up to Christmas can really take it out of all involved, pupils and teachers alike, but the summer holiday is almost an institution. It is a very long year and at the end of it we are all exhausted. I would suggest the first week of that summer break be a period for recovery and rest and then the last week is mostly used by teachers to prepare for the autumn term, whereby you simply hit the ground running almost immediately. I can see an argument for a five week summer break, but I would add that extra week on to the Christmas holiday, leaving the term length as it is. I can’t imagine the kind of chaos that would ensue if different schools had different term times – it makes you glad to be teaching in Wales if this is what is about to happen to our colleagues in England”

Seeking a response from the Head of Education in Pembrokeshire, Kate Evan-Hughes stated that,

“If such a policy were to be introduced in Wales, we, as a local education authority, would work with schools to minimise the impact and disruption for parents and students”

It certainly appears that whatever is decided upon in Wales, the policy is likely to cause at least some disruption and disorientation to parents, teachers and pupils when it is introduced into English schools.

However, a local Pembrokeshire school governor, who wished to be unnamed, did stress there may be some positives,

“From speaking to teachers I know it can take months for children to be re-focused after the summer holidays. I can see a four week holiday might be of benefit to help with this problem and pupils would re-focus much more quickly. Also, schools often struggle to keep children in school, holidays are cheaper (outside of current holiday times), but of course holiday companies would cotton on, but it could well cut down on unauthorised absences which is a real problem.”

It is an emotive issue and there are opinions for and against the change in England. No matter whether Wales adopts this policy or not, it seems from speaking with the various academic parties that, in Wales, there is at least a growing movement to question as to whether there should be a change to the structure of the school year and the amount of and length of terms. However, what are the impacts likely to be and who will it benefit? As Angela Burns states,

“This is a big decision that needs to be taken with all the consultation of teachers, unions, parents, governors, support services and businesses as it is a really radical move. If only one school did this it would be highly disruptive. It is a decision that needs proper analysis, research, evidence and consultation with everyone that it will affect. It is a huge change that needs investigating properly. It could be very unsuccessful”

Perhaps we, in Wales, should wait and see how successful it is in England before deciding upon a policy for Wales. After all, where education is concerned, risks simply cannot be taken with children’s academic futures. It is far too important for that and, surely, a measured and patient approach should be taken before any change is made, where quantifiable evidence has been studied and reflected upon before any final decision?

Education

How to Revise Complex A-Level Topics

Published

2 hours ago

March 16, 2026

Staff Writer

Trying to revise for A-levels can feel a little overwhelming, especially when it comes to complex topics such as science and maths. However, there are plenty of things you can do to revise more effectively, resulting in less stress and increasing your chances of securing better grades. Let’s explore.

Create a Manageable Revision Timetable

A revision timetable comes with a number of benefits, including better time management, increased motivation, and reduced stress.

If you struggle to get going or feel overwhelmed by the amount of studying you need to do, a timetable can really help. Giving yourself set times to study means you know exactly what you’re doing and when, reducing overwhelm and ensuring you cover all the material.

Use Visual Aids

Comprehensive A-level revision notes are essential, but you don’t need to stick to paragraphs of information. If that’s how you learn best then don’t reinvent the wheel, but if you feel like you’d benefit from something more visually stimulating, concept mapping might be a better option.

Concept mapping includes everything from spider diagrams to tables and allows you to access information easily and in a more visually appealing way. For many people, this helps them to remember things faster and may help you understand each element of a given topic more extensively.

Remove Distractions

TVs, game consoles, and social media are all big distractions. And while they all sound more appealing than revising, they can massively limit your productivity. Removing these distractions is critical.

If possible, create a revision-friendly environment. Use a dedicated desk and remove any TVs and gaming consoles from the room, and keep your phone off or leave it elsewhere. This should help you focus better on the task at hand.

Take Regular Breaks

The most important thing to remember is to take regular breaks. Revising for hours on end is unlikely to be effective and may lead to burnout. If you’ve planned your revision schedule effectively, you will have given yourself plenty of revision time before your exams begin, avoiding that last-minute cram and ensuring you still have the time to relax, engage in your favourite hobbies, and socialise with family and friends.

Revision Shouldn’t Be Overlooked

Taking the time to understand a subject thoroughly is essential for A-level success. By creating a reasonable revision timetable, leveraging visual aids, removing distractions, and taking regular breaks, you can set yourself up for better grades.

Crime

School threat fears grow across Wales as closures and lockdowns increase

Published

3 hours ago

March 16, 2026

Tom Sinclair

CONCERNS are mounting over a growing number of school safety incidents across Wales after police enforced the closure of two Cardiff schools this week.

Llanishen High School and Eastern High School were closed on Monday (Mar 16) after South Wales Police received a report on Sunday evening. Officers said the decision was taken as a precaution while enquiries continue.

Authorities have not yet confirmed the nature of the report that prompted the closures, but the incident has raised wider questions about the number of schools being forced into lockdown or temporary closure following threats or safety concerns.

The Cardiff case is the latest in a series of incidents affecting schools across Wales over the past year.

Earlier this month, Ysgol Maesydderwen in Ystradgynlais was placed into lockdown after police received reports of threats of violence sent digitally. A seventeen-year-old boy was arrested in connection with the incident, which caused alarm among pupils and staff.

In February this year, Milford Haven School in Pembrokeshire went into lockdown after emergency services were called to a serious incident involving a pupil and a weapon. A fifteen-year-old boy was arrested on suspicion of attempted murder following the incident.

In another case, Ysgol Harri Tudur in Pembroke was placed in lockdown after threatening messages were received suggesting a pupil may have brought a knife onto the school site. Police attended while staff secured the school.

North Wales has also seen similar concerns. Ysgol y Grango in Wrexham was placed into lockdown after a threat was reported, with police attending while pupils were kept inside classrooms.

Another incident in November 2025 saw Dafen Community Primary School in Llanelli close for the day after online messages warned people would arrive at the school with knives. Police confirmed the closure was a precaution while the threats were investigated.

While many incidents ultimately prove to be hoaxes, rumours or isolated events, education leaders say the rapid spread of messages on social media has created new challenges for schools.

Threats or rumours shared on platforms such as Snapchat and WhatsApp can circulate quickly among pupils, sometimes triggering widespread concern before school staff have time to verify the information.

The issue has also drawn political attention.

Commenting on the latest Cardiff closures, the Welsh Conservative Shadow Cabinet Secretary for Education Natasha Asghar MS said: “This is a deeply concerning situation for parents, pupils and staff, and I hope the police can carry out a swift investigation to avoid further disruption to families.

“Teachers and pupils must feel safe in school, and incidents like this raise serious concerns about safety.

“The Welsh Conservatives would restore discipline by introducing automatic exclusions for pupils who carry weapons, helping create a safer environment for students and staff.”

Debate around school safety intensified following the stabbing attack at Ysgol Dyffryn Aman in Ammanford in April 2024, when two teachers and a pupil were seriously injured.

The teenager responsible was later convicted of attempted murder, prompting calls for stronger measures to prevent weapons being brought into schools.

Despite the recent incidents, education leaders stress that schools remain safe environments for the vast majority of pupils. However, the combination of online threats, heightened safeguarding rules and rapid information sharing among students means schools and police are increasingly taking precautionary measures to protect staff and children.

With investigations continuing into the Cardiff closures, parents and teachers across Wales will be watching closely to see whether the incidents represent a worrying trend or a series of isolated cases.

Cover image:

Amman Valley school, in Ammanford, Wales, went into lockdown over a stabbing incident in 2024 (Photo: PA)

Education

New facilities open at Portfield School as redevelopment reaches key milestone

Published

3 hours ago

March 16, 2026

Tom Sinclair

THE FIRST phase of a major redevelopment programme at Portfield School in Haverfordwest has been completed, marking a significant step forward in specialist education provision in Pembrokeshire.

The project has been jointly funded by the Welsh Government and Pembrokeshire County Council through the Sustainable Communities for Learning programme, which aims to deliver modern, high-quality learning environments for pupils across Wales.

Developed in partnership with construction firm Morgan Sindall, the scheme has focused on accessibility, sustainability and the creation of spaces tailored to a wide range of learning and therapeutic needs.

Portfield School supports children and young people aged three to nineteen with additional learning needs. The new facilities provide modern, flexible and inclusive spaces designed to support pupils’ development while helping meet growing demand for specialist education provision in the county.

Headteacher Sarah Hartley said the new accommodation represented an important step forward for the school community.

She said: “We are delighted with the new provision for our pupils at Portfield School. It represents a significant step forward in ensuring every pupil has access to an inclusive, supportive and inspiring learning environment where they can thrive.

“As Headteacher I am incredibly proud of how well the pupils have transitioned into the new site and adapted so quickly to their new learning environment. I am very excited to be working alongside a dedicated team of staff who share the same passion for inclusive education. Together we will build a school community where every young person can flourish.”

The new building includes specialist facilities such as sensory rooms and improved outdoor areas designed to promote physical activity, social interaction and emotional wellbeing.

Cabinet Secretary for Education Lynne Neagle said the development would help support learners with additional needs across Pembrokeshire.

She said: “All learners deserve environments that nurture, challenge and support them. I am pleased to support learners with additional learning needs in Pembrokeshire through our Sustainable Communities for Learning programme. The specialist spaces will help us meet a wide range of needs and ensure every learner feels valued and able to thrive.”

Leader of Pembrokeshire County Council, Cllr Jon Harvey, described the completion of the first phase as an important moment for the school and the wider community.

He said: “This is an exciting moment for the school, the families we support, and the wider community. The new facilities will provide pupils with the high-quality, nurturing environment they deserve, and the first phase brings us closer to delivering the full vision for this exceptional school.”

Robert Williams, Area Director for Morgan Sindall Construction in Wales, said the company was proud to help deliver the project.

He said: “It’s a real privilege to hand over the new Portfield School SEN facilities. This milestone reflects the hard work and commitment of our Morgan Sindall team, and it has been fantastic to work with Pembrokeshire County Council to bring the project to life.

“The new facilities will make a lasting difference, providing children with a high-quality learning environment that offers the support pupils need to thrive and be inspired.”

Work on the next stage of the redevelopment has already begun. This will include refurbishment of the former Tasker Milward H Block for post-16 pupils, demolition of the existing primary school building, reinstatement works, the construction of a new respite care unit, and refurbishment of Holly House.

The overall scheme represents a long-term investment in specialist education and aims to ensure that children with additional learning needs across Pembrokeshire have access to the support and facilities they require.