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School defends Welsh-medium homework policy

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Better for kids?: Welsh-medium schools

Better for kids?: Welsh-medium schools

PRIMARY school children, whose first language is English, and who attend Welsh-medium schools are less likely to be top performers in core subjects. The figures were obtained by the BBC Wales show, released after a Freedom of Information request and were taken from a comparison of 25,000 pupils. The research is based on looking at how well 11 year olds are doing in English, Maths and Science, as well as first language Welsh in Welsh schools. The information covered 87% of children in Welsh-medium schools and 78% of pupils from English-medium schools.

Three groups of children were compared:

• Pupils in English-medium schools

• Pupils in Welsh-medium schools from Welsh-speaking homes

• Those in Welsh-medium schools from English-speaking homes. Better news was that, overall, when English is taken out of the equation, Primary school children from Englishspeaking homes who go to Welshmedium schools are less likely to underachieve than pupils in Englishmedium schools. Dr Mirain Rhys, research associate at Wales Institute of Social & Economic Research, is an expert on the issue and told The Herald: “Many of the concerns raised by English-speaking parents of pupils in Welsh medium schools were about children being able to complete their homework and having support from their parents. It’s an area which needs more research. When they don’t speak Welsh themselves it’s quite a worry. I know the Welsh Government and the Welsh Language Board used to have a helpline to helping pupils and parents – it’s initiatives like that that can help.”

Gwennol Ellis, head of Ysgol Bro Cinmeirch, Denbighshire (a welsh medium school), said: “We invest heavily in staffing. Through singing and oral work they become fluent in a year. The work sent home is to reinforce class work, and notes go home in English. Children are able to get on with their own homework. The aim is to get them to speak Welsh as if they were first language speakers. They are encouraged to speak Welsh with each other” Carla Bartlett, head of Welsh at Ysgol Gyfun Cymer, Rhondda, where 99% of pupils were from English speaking homes, also commented on the issue of homework being sent home in Welsh, telling The Herald: “I came from a background where my parents didn’t speak Welsh. I understand the parents can’t help with the language side, so homework is set appropriately. At the end of the day, the homework is for the children and not the parents.”

This newspaper was keen to find out how a local Welsh-medium school, Ysgol Glen Cleddau in Haverfordwest, managed pupils from English speaking backgrounds, which is 95% of their full register. Speaking exclusively with The Herald was head teacher, Mr Aled Davies who explained: “All subjects (other than English) are taught through the medium of Welsh, although aspects of subjects in Key Stage 2 (KS2) might be completed through the medium of English; extended pieces of writing in history ( e.g a letter or some narrative), the occasional science experiment, some problem solving in maths. Pupils are able to switch from one language to the other with ease which is what bilingualism is all about. By the end of KS2 they are able achieve good standards in both languages”. Mr Davies commented on the issue of homework in Welsh: “Homework would usually include; spelling lists, some maths (which would mainly be number work where either language could be used), reading in both languages, and work in log books (the Log Book includes little projects which would involve research in books or on the internet and parents would be able to assist and the recording might be through the medium of Welsh or English). Obviously we’d encourage parents to become involved in their children’s learning and we’d ensure that there was enough English medium homework available to enable them to do so”. He went on to discuss pupils’ access to English language skills acquisition, saying: “Pupils achieve high standards in English by the end of their time in this school. English is the mother tongue of most of our pupils, and they get ample time to develop their English oral skills outside school; at home, in sports clubs, with friends and relations.” “These skills would be honed in English language lessons at school; discussions, debates, dialogues, drama work etc. Of course they’re allowed to use conversational English (in and around school), but obviously they’re encouraged to speak Welsh. It is vitally important that pupils speak correctly in both languages. Their English and Welsh oral, reading and writing skills are developed side by side in school, and we encourage excellence in both languages. That is the essence of bilingualism.”

 

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Education

Graduate outcomes remain strong despite challenging economy

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Figures show 87% of UK graduates were in work or further study 15 months after graduation

GRADUATE outcomes have remained resilient despite a challenging economy and a cautious jobs market, new figures show.

The National Centre for Universities and Business (NCUB) said 87% of graduates with permanent residence in the UK were in employment or further study 15 months after graduation.

The data reflects a cohort entering the labour market during a period of subdued economic growth. UK GDP grew by just 0.3% in 2023 and 1.0% in 2024, while business investment and hiring remained cautious.

However, the figures also show that graduate unemployment has increased slightly, although it still rounds to 5%.

There were also significant differences between subject areas. Unemployment reached 10% among Computing graduates and 8% among Business and Management graduates.

The figures also showed that 67% of postgraduate Physical Sciences graduates were in full-time employment, compared with 47% of undergraduates in the same field.

Despite the tougher labour market, graduate satisfaction remained high, with 73% of graduates saying they felt satisfied or very satisfied with their lives 15 months after graduating.

Dr Joe Marshall, Chief Executive of NCUB, said the figures showed universities and employers had adapted to changing labour market needs.

He said: “We know that this is a challenging time for the economy and a changing time for the labour market. Against that backdrop, it is encouraging to see that graduate outcomes remain resilient, with the overwhelming majority of graduates progressing into employment or further study.

“This resilience has not happened by accident. Universities have worked hard, alongside employers and other partners, to adapt to changing labour market needs and develop new and innovative ways to prepare students for the world of work.

“Across the sector, we have seen growing employer partnerships, placements, work-based learning and other opportunities that help students build the skills and experience they need to succeed.”

Dr Marshall said the figures should not lead to complacency, particularly as some graduates are finding the transition into work harder than in previous years.

He added: “Graduate success reflects the strength of the wider economy, the opportunities available to young people, and how effectively universities, employers and policymakers work together to develop and deploy talent.

“If the UK wants stronger growth, higher productivity and greater competitiveness, helping graduates succeed remains a critical part of the answer.

“No university can achieve this alone. Creating more opportunities for graduates and ensuring their skills are fully utilised requires genuine collaboration between universities, employers, government and other education providers.”

The NCUB said institutions with the strongest outcomes were often those embedded within strong networks of partnership between universities, employers and other education providers.

 

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Education

Tenby school needs new roof just ten years after opening

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FURTHER discussion are to take place about where pupils from a Pembrokeshire school will go while its roof is rebuilt after failing when it was less than 10 years old.

Tenby VC School, a 3–11 English-medium primary school with an additional Learning Resource Centre (LRC) provision, was built in 2016.

Just a few years after its build, there were reports of water ingress.

In November 2024, a £75,000 feasibility budget to look at ways of tackling roof leaks at Tenby’s VC school, including a complete new roof, was backed by members of Pembrokeshire County Council’s Cabinet.

The council implemented a series of urgent health and safety measures to mitigate immediate risks, including the installation of 510 ‘acro’ props to support vulnerable roof areas and the full closure of the Early Years/Playgroup wing, along with regular inspections.

At the November 2025 Cabinet meeting, members received a report detailing the findings of the feasibility study, with a favoured option of the replacement of entire roof, backing tenders for the works being sought.

It was warned there would need to be a “a comprehensive decant strategy” for pupils to go elsewhere while the works took place.

At the June 2026 Cabinet meeting, in a report presented by Deputy Leader and Cabinet Member for Education and Regeneration Cllr Paul Miller, members were asked to approve the award of a Pre-Construction Services Agreement (PCSA) for Stage 1 of the Tenby VC School Roof Replacement Project following tendering; Morgan Sindall Construction the most successful applicant.

Stage 2 construction contract will only proceed following a separate formal approval based on market tested packages, validated cost plans, and an assessment of value for money, a report for members said.

Members were also asked to consider which decant strategies are to be considered for detailed feasibility, in order to enable the roof replacement works to take place.

Seven initial options have now been narrowed down to five the report said.

Options include: decanting the whole school to Saundersfoot CP and Stepaside Schools while retaining Tenby VC as a separate entity at a cost of some £0.5m a year; distribute Tenby VC pupils across multiple local schools across the wider Tenby cluster; decant to nearby comprehensive Greenhill School which currently has 302 surplus places; establish a modular village at the northern boundary of Greenhill School, a self-contained modular village adjacent to Heywood Lane, comprising nine classrooms and associated facilities for Tenby VC; and a hybrid model combining the modular village and Greenhill accommodation.

Two earlier options of a modular village on alternative council owned land in Tenby and a modular village on the Tenby VC site have been discounted.

Members agreed to further consideration on the ‘decant’ strategy, subject to a more detailed feasibility exercise, a final decant proposal be brought to Cabinet for consideration, along with the setting aside of up to £75,000 to support the final proposal; Cllr Miller saying there were, in effect, two options for the building: to replace the roof “or don’t, and effectively abandon that site”.

“A roof completely failing on a 10-year-old building is completely bad news, but we have 180 children being educated in a building that is no longer fit for purpose, and we have to get on with it.”

A further report will be brought to Cabinet at the conclusion of Stage 1 to seek approval for entering the Stage 2 construction contract.

 

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Community

Two Milford Haven schools set to be built amid cost concerns

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AN OUTLINE business case to Welsh Government for new schools in Milford Haven, which would be “the most expensive capital project ever undertaken by the council” has been backed by senior councillors.

At the Pembrokeshire County Council Cabinet meeting of May 27, members were asked to approve the submission of an outline business case for the Milford Haven Schools redevelopment to Welsh Government, and to approve the new updated budget for the scheme, in light of completing the outline business case , and make provision within the capital programme.

It was previously reported at the May meeting of full council that the scheme, for both a new English Medium and a Welsh Medium School, won’t be built before 2030 and 2032 respectively.

At that meeting, Cabinet member for education, Cllr Guy Woodham, who had earlier announced he was stepping down from his Cabinet education role, said he felt a personal disappointment to be stepping down before there was “a spade in the ground”.

A report for Cabinet members, presented by Cabinet Member for Residents’ Services, Cllr Rhys Sinnett, said following the Sustainable Communities for Learning Strategic Programme Board considering a report on the draft business case it was recommended a new Welsh Medium 3-11 primary school be built on the existing Milford Haven Community Primary School (junior site) and an English Medium provision combined new primary and secondary school building on the existing secondary school site, with some sharing of services.

The schemes also include a 40-place Flying Start centre, a 36-place secondary learning resource centre and a 24-place primary learning resource centre.

It also includes a leisure centre on site, with Thornton Sports Hall demolished as part of scheme, following a March Cabinet backing to support a new leisure investment programme, the funding for that not forming part of the business plan approved.

The report added: “The estimated cost of the scheme has changed from £141,598,965 to £143,617,659, primarily as a result of a change of Welsh Government requirements, from the Building Bulletin to new Area Guidelines, which has required an increase in the Gross Internal Floor Area (GIFA) of the schools to comply, together with further development of the project towards more accurate costs.”

The scheme would see a funding split of: Welsh Government 67.75 per cent, Pembrokeshire County Council 32.25 per cent, a total contribution from the council of £46,316,467

In the report, Director of Resources Jonathan Haswell the scheme would be “the most expensive capital project ever undertaken by the council”.

Members backed the recommendation, new Leader Cllr Tessa Hodgson reflecting it was the first Cabinet meeting without Cllr Guy Woodham in the education role, having stepped back due to health issues, saying he had “worked so hard for this”.

Members backed the recommendations.

Mike Cavanagh, Head of Culture, Leisure, and School Modernisation stressed the business case was not the last part of the process with a full business case expected by the end of the year, and hopes construction would be complete by 2030 and ’32 respectively.

 

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