Education

Call to end dogs in Pembrokeshire schools to be discussed

Published

1 year ago

November 29, 2024

Bruce Sinclair - Local Democracy Reporter

A CALL to end the ‘fad’ of permanent ‘school dogs’ in Pembrokeshire for their benefit and the befit of the schools, instead using visiting ‘therapy dogs’ is to be further discussed by councillors.

Pembrokeshire County Council’s Schools and Learning Overview and Scrutiny Committee meeting of November 28 considered a public submission by Robert Thomas – who works with therapy dogs through Cariad Pet Therapy – on the subject of school dogs.

The submission read: “My definition of a school dog is one that spends long periods in the school and is managed and owned by school employees not outside assessed and insured visiting therapy dogs who stay for an hour with a competent handler.

“The welfare of many dogs in schools in Pembrokeshire has been compromised over the last few years and we are concerned that the rise in the popularity of school-owned or teacher-owned dogs is an animal welfare issue.

“I can think of several school dogs in Pembrokeshire where it has gone wrong for the animal.”

He cited examples of ‘school dogs’ the county, where he says they have had to be removed, with the animals being unsettled, barking and even nipping on occasions, showing “a lack of understanding of animal welfare”.

His submission added: “We have done some work with the Animal Welfare team at the Welsh Government around licensing this field, a consultation was completed in March 2023, currently awaiting the outcome.

“It has become a fad across the country and many dogs spend all day in schools supported by staff members who have another job to do. It feels like PCC does not have a policy overarching animal welfare policy in schools to protect dogs from being seen as staff members and there purely for human benefit, not the dogs.

“Dogs need to rest and sleep during the day and not in school. The visiting therapy dog model works best as the impact is greatest and the welfare of the dog is managed externally. If the dog is there all the time that can diminish the impact, and the novelty can wear off for the pupils.

“In my experience schools should concentrate on teaching and leave the therapy dog introduction to those that have the expertise in animal welfare.”

At the November 28 meeting, Mr Thomas said both the Dogs Trust and the Kennel Club were against full-time school dogs due to welfare concerns, adding, in Pembrokeshire’s case, there had been animal and pupil welfare issues.

Calling for either a halt to school dogs, or the creation of a special welfare officer post, he said there was a “real concern the dog is there for the school and not the school there for the dog,” adding: “Animal welfare is not just about basic need but about emotional needs too.”

Members were told by officers that all such dogs in Pembrokeshire’s case were “safe and well,” and decisions on having school dogs came under the schools, and was “not the case the local authority has encouraged them to get dogs,” but “lessons had been learned” about a possible “too hard and too fast” move to having them in schools.

Following a proposal by Cllr Sam Skyrme-Blackhall members agreed to hold a special seminar to look at the issue in more depth before any recommendation was made.

Education

Carmarthenshire schools praised as careers pilot expands nationwide

Published

24 hours ago

March 25, 2026

Tom Sinclair

SCHOOLS in Carmarthenshire have been recognised for improving careers education as a national rollout of a new award scheme moves a step closer.

The Careers Wales Quality Award (CWQA), which has been piloted since September 2023, has involved 66 schools and education settings across Wales. These include primary and secondary schools, special schools, pupil referral units and EOTAS provisions.

Among those taking part are Ysgol Glan-y-Mor, Ysgol Bro Dinefwr, Ysgol Gynradd Llandybie and Burry Port Community Primary School.

Early feedback from the pilot suggests schools have strengthened leadership and planning around careers education, improved engagement with parents and employers, and increased pupils’ involvement in shaping their own learning. Teachers have also reported greater confidence in delivering careers-related lessons.

The scheme focuses on careers and work-related experiences for learners aged three to 16, aligned with the Curriculum for Wales.

Registration has now opened for schools across Wales to join the programme from September 2026.

The award is split into three stages — leadership, development and impact — designed to help schools build a structured approach to careers education and demonstrate its impact on pupils.

A national rollout will also introduce Bronze, Silver and Gold levels, aimed at recognising progress while allowing flexibility for different schools.

Mark Owen, Head of Stakeholder Services at Careers Wales, said the pilot had helped shape the scheme ahead of its wider launch.

He said: “High-quality careers and work-related experiences play an essential role in helping learners understand their options and develop the confidence and skills they need for the future.

“We’re encouraged by the positive impact we’re already seeing and look forward to welcoming more schools to take part.”

Education

Local authority support for school finances ‘too inconsistent’, says Estyn

Published

1 day ago

March 25, 2026

Tom Sinclair

LOCAL authorities are helping schools manage their day-to-day finances, but a lack of consistent strategic support is undermining long-term planning, a new report has found.

The review by Estyn, titled Local authority support for schools to manage their budgets, examines how effectively councils are supporting maintained schools during a period of growing financial pressure.

Inspectors found that schools generally value the advice and guidance provided by local authority finance teams. Many benefit from strong operational support, helping them monitor spending, manage grants and meet financial requirements.

However, the report highlights significant weaknesses in longer-term planning. Too often, support focuses on balancing annual budgets rather than helping schools make confident decisions about the future.

While budget-setting processes are typically transparent, the quality and timing of financial information varies widely. This inconsistency makes it harder for headteachers and governors to plan staffing and curriculum provision effectively.

The report also found that although most councils monitor financial risks and support schools in difficulty, approaches to early intervention and long-term sustainability are uneven. In many cases, efforts focus on short-term savings rather than building financial resilience.

Estyn said the strongest performance was seen where finance, human resources and school improvement teams work closely together. This joined-up approach allows risks to be identified earlier and ensures financial decisions support educational priorities.

Owen Evans, His Majesty’s Chief Inspector at Estyn, said: “Local authorities across Wales are strongly committed to supporting schools, and schools value the professionalism of finance teams.

“However, schools need clearer, more timely information and stronger support to plan for the medium and long term. Where services work together, authorities are better able to identify risks early and support sustainable decisions that benefit learners.”

The report calls on the Welsh Government to improve the predictability of funding and simplify arrangements to support long-term planning.

It also recommends that local authorities strengthen strategic support by improving multi-year planning, providing clearer financial information and working more closely across finance, workforce and school improvement services.

Education

Milford Haven School celebrates Year 11 leavers as ASPIRE awards evening

Published

2 days ago

March 24, 2026

Tom Sinclair

MILFORD HAVEN SCHOOL recently hosted a special ASPIRE celebration evening to honour its 2025 Year 11 leavers.

The event recognised the hard work and commitment shown by pupils throughout their studies, as well as their examination successes, while marking the start of their next chapter.

A highlight of the evening was a return visit from former pupil Ben Robertson, who attended as guest speaker. He shared his journey since leaving school, including building a successful career in digital marketing. Ben now works as a Digital Marketing Manager at Paragon Bank and was recently named Greater Birmingham Young Professional of the Year 2025.

Staff said it was a pleasure to welcome back former students and hear about the varied and exciting paths they are now pursuing.

The school also thanked award sponsors for their continued support in recognising student achievement.