Campaigners say this is now the crucial stage in the battle to stop the closure of the rural Tegryn school, with every formal objection required to be logged and answered before a final council decision.

THE BATTLE to save Ysgol Clydau has entered its most critical stage, with campaigners urging residents to lodge formal objections before the May 11 deadline in a last-ditch effort to stop the village school from being shut.

In a fresh appeal posted on Sunday, Save Ysgol Clydau – Cadw Clydau yn Gadarn said the school was “at the heart of our community” and warned supporters that earlier consultation responses do not count at this stage.

The campaign said: “A local school is at the heart of our community. It means less time travelling and more time together, friendships that last a lifetime, and a place where every child feels they belong.

“If you haven’t already, please submit your objection to the closure of Ysgol Clydau – previous responses do not count, and every single objection must be recorded and answered.”

That message marks a new phase in the fight over the future of the Tegryn school, after Pembrokeshire County Council formally published its statutory notice to discontinue Ysgol Clydau from Aug 31, 2026.

Under the proposal, the school’s catchment area would transfer to Ysgol Bro Preseli from Sept 1, 2026, if councillors approve the closure.

The issue is already highly charged. Members of Pembrokeshire County Council voted by the narrowest of margins in March to move the closure process forward, with the proposal passing by just one vote.

That slim majority has emboldened campaigners, who believe there is still everything to fight for if enough people object during the formal notice period.

The council says the closure is the most appropriate response because of surplus places, concerns over the condition of the buildings, the long-term sustainability of education in the Preseli area, and value for money.

But for families and supporters in Tegryn, the argument is not simply about budgets or buildings.

They say the loss of Ysgol Clydau would strike at the heart of the community, forcing young children to travel further, weakening local ties, and removing a school that many see as central to village life.

Campaigners are also likely to point to the fact that Ysgol Clydau is a rural school, a category that carries added significance in school reorganisation cases in Wales.

The school’s supporters argue that once a rural school is lost, the wider damage can stretch far beyond the classroom, affecting the Welsh language, village identity, and the long-term future of the community itself.

That argument is strengthened by the school’s recent reputation. Ysgol Clydau has been described by inspectors as a happy, caring and welcoming community, with pupils feeling safe and supported.

For opponents of closure, that raises an obvious question: why shut a school that is valued by its children and families?

The latest Facebook appeal makes clear that campaigners now see the statutory objection process as the decisive battleground.

Supporters are being told to email [email protected] or write to County Hall before May 11, with campaigners stressing that each objection must be formally considered and answered.

The final decision is expected to return to councillors in June, setting up what could be a dramatic showdown over the future of one of Pembrokeshire’s rural schools.

For now, the message from Tegryn is simple: this is the stage that counts, and the fight to save Ysgol Clydau is far from over.

Creative Media learners recognised after producing hard-hitting videos to warn young drivers about the dangers of peer pressure

PEMBROKESHIRE COLLEGE has praised its Creative Media learners after students produced a series of powerful short films as part of an annual road safety competition run in partnership with Pembrokeshire County Council.

The project challenged learners to create short social media videos highlighting one of the main causes of serious road traffic collisions, with this year’s theme focusing on the dangers of peer pressure. The films were designed to help raise awareness of road safety issues among young people across the county.

Aliyah was named overall winner for her video, Peer Pressure Doesn’t Need a Voice, and received a £100 prize.

Noah was recognised as a runner-up for his film, Don’t Treat the Road Like a Toy, while Lily was also commended for her entry, Don’t Give in to Peer Pressure.

The college said the competition gave learners the chance to respond to a real-world brief while producing work with an important public safety message.

Lecturer Denys Bassett-Jones praised the standard of the entries and said the issue of peer pressure was a major factor in young people’s lives, making it an important theme to highlight to new drivers and their passengers.

Sally Jones, Road Safety Officer at Pembrokeshire County Council, also praised the students’ work and said the group had produced interesting and dynamic videos while rising well to the brief.

The college said projects like this continue to give learners valuable practical experience while supporting wider efforts to reduce serious collisions on local roads.

THE SYSTEM supporting children and young people with Additional Learning Needs in Wales is facing serious pressures that could threaten its long-term sustainability, according to a new report from Audit Wales.

Published on Tuesday (Apr 7), the report examines support for children and young people with Additional Learning Needs, or ALN, in the context of changes introduced under the Additional Learning Needs and Education Tribunal (Wales) Act 2018.

Audit Wales said public bodies do not have a full understanding of demand, workforce capacity, skills, costs or outcomes, leaving them without the information needed for effective planning, budgeting and value-for-money assessments.

The report raises concerns about whether the current system is performing well enough to help learners achieve their full potential.

In 2024-25, 48,257 learners aged from nought to 25 were recorded as having ALN or Special Educational Needs. However, Audit Wales said that figure is incomplete and does not capture the full picture across all settings.

Available data shows the number of school learners recorded as having ALN or SEN fell by 58 per cent between 2018-19 and 2024-25, although the reasons for that drop are disputed. Over the same period, the number of school learners receiving statutory support through a statement of SEN, or now an Individual Development Plan, increased by 164 per cent.

The report says spending on supporting learners with ALN has also risen significantly, adding pressure to already stretched public budgets. While Audit Wales said it could not put an exact figure on total spending, identifiable annual costs are approaching £1 billion, with the true figure likely to be higher.

Councils’ budgeted expenditure on ALN or SEN rose by 34 per cent in real terms between 2018-19 and 2025-26.

Audit Wales said its conclusions were based on evidence showing that the system lacks good enough data to understand growing demand and complexity, while patchy workforce information makes it harder to assess staffing capacity and skills gaps. It also found that public bodies do not have a strong enough understanding of costs, raising concerns about financial sustainability.

The report adds that although the goals of the ALN system are clear, there is only limited evidence on whether it is delivering strong outcomes for learners, and that the system remains adversarial despite some signs of improvement.

Its recommendations are aimed mainly at the Welsh Government, particularly in its national leadership role, although Audit Wales said successful implementation would require action from a wide range of public bodies.

Auditor General Adrian Crompton said: “Children and young people with Additional Learning Needs include some of the most vulnerable people in society.

“There has been a significant amount of work involved in efforts to reform the system for the better over recent years. However, the system remains under strain and there is still a lot more that can be done to ensure it does as well as it can for our children and young people, both now and for future generations.”

The 2018 Act introduced a new system designed to create a more integrated, collaborative and person-centred approach to supporting learners with ALN. It extended statutory provision to learners aged nought to 25 and replaced the previous separate systems for under-16s with SEN and post-16 learners with learning difficulties or disabilities.

A major part of the reform was the introduction of Individual Development Plans, which replaced both non-statutory SEN support and statutory statements of SEN. Under the new system, every learner with ALN is entitled to an IDP.

Audit Wales stressed that the figure of 48,257 learners does not include all settings for learners aged nought to 25, including further education, meaning the overall scale of need may be higher than official data suggests.

For more information, contact Rhian Jones at Audit Wales on 02920 320 575 or by email at [email protected]
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