Impact of School on Pupils' Health & Wellbeing in Wales
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Effaith yr ysgol ar iechyd
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School impact on pupils’
health and wellbeing
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Mae gan oddeutu dwy o bob tair ysgol
gynradd a thraean o ysgolion uwchradd
yng Nghymru ymagwedd ysgol gyfan,
gynhwysol at gefnogi iechyd a llesiant
disgyblion.
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Mae gan yr ysgolion hyn:
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bolisïau ac arferion sy’n sicrhau bod
disgyblion yn gwneud cynnydd da yn
eu dysgu
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arweinwyr sy’n ‘gwneud y dweud’
ynghylch cefnogi iechyd a llesiant
disgyblion
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diwylliant anogol, lle y mae
perthnasoedd cadarnhaol yn galluogi
disgyblion i ffynnu
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cymuned ac ethos cynhwysol
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gwybodaeth fanwl am iechyd a
llesiant disgyblion sy’n dylanwadu ar
bolisïau a chamau gweithredu
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Around two-thirds of primary schools and
a third of secondary schools in Wales
have an inclusive whole-school approach
to supporting pupils’ health and wellbeing.
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These schools have:
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policies and practices that ensure
pupils make good progress in their
learning
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leaders who ‘walk the talk’ about
supporting pupils’ health and
wellbeing
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a nurturing culture, where positive
relationships enable pupils to thrive
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an inclusive community and ethos
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detailed knowledge about pupils’
health and wellbeing that influences
policies and actions and policy
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Mae gan yr ysgolion hyn:
(parhad)
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amgylchedd a chyfleusterau sy’n
hybu iechyd a llesiant da, fell le i
chwarae, cymdeithasu ac ymlacio
amser egwyl
•
cwricwlwm eang a chytbwys, sy’n
cynnwys profiadau dysgu unigol, yn
seiliedig ar dystiolaeth, sy’n hybu
iechyd a llesiant
•
gofal bugeiliol cefnogol ac ymyriadau
targedig i ddisgyblion sydd angen
cymorth ychwanegol
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cysylltiadau effeithiol ag asiantaethau
allanol
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partneriaethau agos â rhieni a
gofalwyr
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dysgu proffesiynol parhaus i’r holl
staff, sy’n eu galluogi i gefnogi iechyd
a llesiant disgyblion
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These schools have:
(continued)
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environment and facilities that
promote good health and wellbeing,
such as space to play, socialise and
relax at break times
•
a broad and balanced curriculum, that
includes discrete, evidence-based
learning experiences that promote
health and wellbeing
•
supportive pastoral care and targeted
interventions for pupils that need
additional support
•
effective links with external agencies
•
close partnerships with parents and
carers
•
continuing professional learning for all
staff that enables them to support
pupils’ health and wellbeing
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Mae gan y rhan fwyaf o ysgolion eraill
nifer o agweddau cryf yn eu cymorth ar
gyfer iechyd a llesiant disgyblion, er nad
yw eu hymagwedd yn un gwbl ysgol
gyfan.
•
Rheswm allweddol pam mae ysgolion
uwchradd yn cefnogi iechyd a llesiant
disgyblion yn llai llwyddiannus nag
ysgolion cynradd yw’r anghysondeb
rhwng y negeseuon allweddol sy’n cael
eu rhoi a’r profiad a gaiff disgyblion.
Hefyd, mae’r newidiadau a ddaw gyda’r
glasoed yn ei gwneud hi’n fwy heriol i
ysgolion uwchradd gefnogi iechyd a
llesiant disgyblion. Gallai hyn hefyd
esbonio’n rhannol pam mae ysgolion
uwchradd yn llai llwyddiannus ar y cyfan
nag ysgolion cynradd wrth gefnogi
iechyd a llesiant disgyblion, er na ddylid
ei ddefnyddio’n esgus.
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Most other schools have several strong
aspects to their support for pupils’ health
and wellbeing, despite their approach not
being fully whole-school.
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Discrepancy between the messages
given and the lived experience of pupils is
a key reason why secondary schools are
less successful than primary schools in
supporting pupils’ health and wellbeing.
The changes that come with adolescence
also make it more challenging for
secondary schools to support pupils’
health and wellbeing. This too may partly
explain why secondary schools are
generally less successful than primary
schools at supporting pupils’ health and
wellbeing, though it should not be used
as an excuse.
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Mae ysgolion sy’n cefnogi llesiant
disgyblion yn effeithiol yn tueddu i
gefnogi llesiant staff yn gryf hefyd.
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Mae cynnwys disgyblion yn ystyrlon
mewn gwerthuso a datblygu gwaith
ysgol i gefnogi’u hiechyd a’u llesiant yn
ffactor allweddol ar gyfer llwyddiant.
Mae ymdeimlad disgyblion o berthyn ac
o werth yn aml wedi’i wreiddio yn y
graddau y teimlant fod staff yn poeni
amdanynt, yn cymryd amser i ddod i’w
hadnabod, ac yn gwrando ar eu barn.
•
Mae ansawdd perthnasoedd rhwng staff
a disgyblion a pherthnasoedd disgyblion
a chymheiriaid yn ffactor hanfodol o
safbwynt p’un a yw disgyblion yn ffynnu
ai peidio yn yr ysgol.
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Schools where pupil wellbeing is
supported effectively tend also to provide
strong support for staff wellbeing.
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Involving pupils meaningfully in the
evaluation and development of a school’s
work to support their health and wellbeing
is a key factor for success. Pupils’ sense
of belonging and value is often rooted in
the extent to which they feel that staff
care about them, take time to get to know
them, and listen to their views.
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The quality of relationships between staff
and pupils and in peer relationships
between pupils is a critical factor in
whether or not pupils thrive in school.
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Mewn ychydig ysgolion, mae arweinwyr
yn dirprwyo cyfrifoldeb am iechyd a
llesiant yn ormodol i un aelod staff, neu
dîm bach o staff. Mae’r ysgolion hyn yn
colli’r ymdeimlad bod iechyd a llesiant yn
gyfrifoldeb ar bawb, ac yn rhoi’r argraff i
ddisgyblion nad yw pawb yn poeni.
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Mae ysgolion cynradd yn tueddu i
ddarparu profiadau o ansawdd gwell
mewn ABCh ac mae ysgolion uwchradd
yn tueddu i ddarparu profiadau o
ansawdd gwell mewn addysg gorfforol.
Fodd bynnag, nid yw ysgolion cynradd ar
y cyfan yn addysgu addysg rhyw a
pherthynas yn dda, ac nid yw ysgolion
uwchradd yn neilltuo digon o amser i
addysg gorfforol wrth i ddisgyblion fynd
yn hŷn.
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In a few schools, leaders devolve
responsibility for health and wellbeing too
much to one member of staff, or a small
team of staff. These schools lose the
sense that health and wellbeing is
everyone’s business, and leave pupils
with a perception that not everyone cares.
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Primary schools tend to provide better
quality experiences in PSE, whereas
secondary schools tend to provide better
quality experiences in PE. However,
primary schools generally do not teach
sex and relationships education well, and
secondary schools do not give enough
time to PE as pupils get older.
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Yn ogystal â’u gwaith eu hunain, mae’r holl
ysgolion yn gweithio gyda staff o
asiantaethau allanol amrywiol, fel
cwnselwyr, nyrsys, swyddogion yr heddlu,
gweithwyr cymdeithasol a gweithwyr
ieuenctid. Mae’r gwaith amlasiantaeth hwn
yn cefnogi iechyd a llesiant disgyblion yn
fwyaf effeithiol pan fydd y naill ochr yn
ymddiried yn ei gilydd ac yn deall sut orau i
gydweithio er lles pennaf disgyblion. Yn yr
un modd, mae gwaith ysgolion gyda rhieni
yn gweithio orau pan fydd ysgolion wedi
meithrin ymddiriedaeth ac yn cyfathrebu’n
effeithiol.
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Roedd disgyblion mewn tua hanner yr
ysgolion a holwyd – ysgolion uwchradd yn
bennaf – wedi mynegi pryder am doiledau.
Mae gan ddisgyblion farn gref am
doiledau, ond nid yw ysgolion bob amser
wedi cyfrif yn ddigon am eu barn.
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In addition to their own work, all schools
work with staff from various external
agencies, such as counsellors, nurses,
police officers, social workers and youth
workers. This multi-agency work is most
effective in supporting pupils’ health and
wellbeing when each party trusts each
other and understands how best to work
together in the pupils’ best interests.
Schools’ work with parents similarly
works well when schools have built trust
and communicate effectively.
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Pupils in around half of the schools
surveyed – mainly secondary schools –
expressed concern about toilets. Pupils
have strong views about toilets, but
schools have not always taken enough
account of their views.
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Ychydig athrawon sy’n ymuno â’r
proffesiwn gyda hyfforddiant cefndir
sylweddol ym maes datblygiad plant
neu’r glasoed, neu’r ffordd orau o
gefnogi iechyd a llesiant plant. Dim ond
lleiafrif o staff mewn ysgolion sydd o’r
farn bod yr hyfforddiant neu’r arweiniad a
gawsant ar y cychwyn neu mewn swydd
wedi’u helpu i gynorthwyo disgyblion â’u
llesiant a’u hiechyd meddwl.
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Few teachers enter the profession with
substantial background training in child or
adolescent development, or how best to
support children’s health and wellbeing.
Only a minority of staff in schools think
that the training or guidance they have
received initially or in-service has helped
them to support pupils with their
wellbeing and mental health.
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R1
Develop a coherent whole-school
approach that supports all pupils’ health and
wellbeing
R2
Strengthen relationships between staff and
pupils and peer relationships between pupils
R3
Improve the quality of teaching and
learning experiences on health and wellbeing,
within a broad and balanced curriculum
R4
Take better account of pupils’ views and
academic research in developing their
approaches to supporting pupils’ health and
wellbeing
R5
Ensure that the school’s environment and
services support pupils’ health and wellbeing
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A1
Ddatblygu ymagwedd drefnus, ysgol
gyfan, sy’n cefnogi iechyd a llesiant pob
disgybl
A2
Cryfhau’r perthnasoedd rhwng staff a
disgyblion a pherthnasoedd cymheiriaid
rhwng disgyblion
A3
Gwella ansawdd addysgu a phrofiadau
dysgu o ran iechyd a llesiant, o fewn
cwricwlwm eang a chytbwys
A4
Cyfrif yn well am farn disgyblion ac
ymchwil academaidd wrth ddatblygu’u dulliau
o gefnogi iechyd a llesiant disgyblion
A5
Sicrhau bod amgylchedd yr ysgol a’i
gwasanaethau yn cefnogi iechyd a llesiant
disgyblion
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R6 Support schools to develop a whole-
school approach to health and wellbeing
R7 Support effective working between schools
and other agencies in the best interests of
children and young people and their families
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A6
Gynorthwyo ysgolion i ddatblygu
ymagwedd ysgol gyfan at iechyd a llesiant
A7 Cefnogi gweithio effeithiol rhwng ysgolion
ac asiantaethau eraill er lles pennaf plant a
phobl ifanc a’u teuluoedd
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R8 Ensure that new teachers are trained to
understand child and adolescent development
and prepared to support pupils’ health and
wellbeing
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A8 Sicrhau bod athrawon newydd wedi’u
hyfforddi i ddeall datblygiad plant a’r glasoed
a’u bod wedi’u paratoi i gefnogi iechyd a
llesiant disgyblion
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A9 Sicrhau bod y dulliau atebolrwydd a
ddefnyddir yn y system addysg yn rhoi pwys
ar iechyd a llesiant disgyblion
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R9
Ensure that pupils’ health and wellbeing is
valued in accountability approaches used in
the education system
C
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1.
I ba raddau y mae gan yr ysgol
ymagwedd ysgol gyfan at gefnogi
iechyd a llesiant disgyblion?
2.
Pa mor effeithiol yw’r profiadau dysgu y
mae’r ysgol yn eu darparu i gefnogi
iechyd a llesiant?
3.
Pa mor dda y mae’r ysgol yn hybu
agweddau cadarnhaol at yr ysgol a
mwynhad dysgu i bawb?
4.
Pa mor llwyddiannus yw’r ysgol wrth
sefydlu amgylchedd dysgu cynhwysol?
5.
Pa mor dda y mae’r ysgol yn sicrhau
bod gan ddysgwyr ddigon o gyfleoedd i
fod yn gorfforol weithgar ac yn iach?
6.
Pa mor gadarnhaol yw’r perthnasoedd
rhwng staff a disgyblion?
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1.
To what extent does the school have a
whole-school approach to support pupils’
health and wellbeing?
2.
How effective are the learning
experiences that the school provides to
support health and wellbeing?
3.
How well does the school promote
positive attitudes to school and enjoyment
of learning for all?
4.
How successful is the school in
establishing an inclusive learning
environment?
5.
How well does the school ensure that
learners have sufficient opportunities to be
physically active and healthy?
6.
How positive are relationships between
staff and pupils?
C
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6.
Pa mor dda y mae’r ysgol yn gwrando
ar ddysgwyr ac yn galluogi dysgwyr i
ddylanwadu ar faterion sy’n effeithio
arnynt?
7.
Pa mor dda y mae’r ysgol yn monitro
pob agwedd ar iechyd a llesiant
dysgwyr?
8.
Pa mor dda y mae’r ysgol yn ymgysylltu
â rhieni/gofalwyr i wella iechyd a llesiant
eu plant?
9.
Pa mor dda y mae’r ysgol yn hybu ac yn
cynnal hawliau plant a phobl ifanc?
10.
Pa mor dda y mae amgylchedd a
chyfleusterau’r ysgol yn cefnogi iechyd
a llesiant da?
11.
Pa mor dda y mae’r ysgol yn cefnogi
dysgu proffesiynol ym maes iechyd a
llesiant i’r holl staff?
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6.
How well does the school listen to
learners and enable learners to influence
matters that affect them?
7.
How well does the school monitor all
aspects of learners’ health and wellbeing?
8.
How well does the school engage with
parents/carers to enhance their children’s
health and wellbeing?
9.
How well does the school promote and
uphold the rights of children and young
people?
10.
How well does the school environment
and facilities support good health and
wellbeing?
11.
How well does the school support
professional learning in health and
wellbeing for all staff?
The study reveals that a significant number of primary and secondary schools in Wales implement inclusive approaches to support students' health and wellbeing. These schools prioritize policies, leadership, nurturing culture, community ethos, and close links with external agencies and parents to ensure students thrive. Additionally, they offer a conducive environment, a balanced curriculum, pastoral care, and continuous professional development for staff to foster students' health and wellbeing effectively.
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Iach a hapus Effaith yr ysgol ar iechyd a llesiant disgyblion Healthy and happy School impact on pupils health and wellbeing
estyn.llyw.cymru estyn.gov.wales estyn.gov.wales estyn.llyw.cymru Prif ganfyddiadau Mae gan oddeutu dwy o bob tair ysgol gynradd a thraean o ysgolion uwchradd yng Nghymru ymagwedd ysgol gyfan, gynhwysol at gefnogi iechyd a llesiant disgyblion. Main findings Around two-thirds of primary schools and a third of secondary schools in Wales have an inclusive whole-school approach to supporting pupils health and wellbeing. These schools have: Mae gan yr ysgolion hyn: policies and practices that ensure pupils make good progress in their learning leaders who walk the talk about supporting pupils health and wellbeing a nurturing culture, where positive relationships enable pupils to thrive an inclusive community and ethos detailed knowledge about pupils health and wellbeing that influences policies and actions and policy bolis au ac arferion sy n sicrhau bod disgyblion yn gwneud cynnydd da yn eu dysgu arweinwyr sy n gwneud y dweud ynghylch cefnogi iechyd a llesiant disgyblion diwylliant anogol, lle y mae perthnasoedd cadarnhaol yn galluogi disgyblion i ffynnu cymuned ac ethos cynhwysol gwybodaeth fanwl am iechyd a llesiant disgyblion sy n dylanwadu ar bolis au a chamau gweithredu
estyn.llyw.cymru estyn.gov.wales estyn.gov.wales estyn.llyw.cymru Prif ganfyddiadau Mae gan yr ysgolion hyn: (parhad) Main findings These schools have: (continued) environment and facilities that promote good health and wellbeing, such as space to play, socialise and relax at break times a broad and balanced curriculum, that includes discrete, evidence-based learning experiences that promote health and wellbeing supportive pastoral care and targeted interventions for pupils that need additional support effective links with external agencies close partnerships with parents and carers continuing professional learning for all staff that enables them to support pupils health and wellbeing amgylchedd a chyfleusterau sy n hybu iechyd a llesiant da, fell le i chwarae, cymdeithasu ac ymlacio amser egwyl cwricwlwm eang a chytbwys, sy n cynnwys profiadau dysgu unigol, yn seiliedig ar dystiolaeth, sy n hybu iechyd a llesiant gofal bugeiliol cefnogol ac ymyriadau targedig i ddisgyblion sydd angen cymorth ychwanegol cysylltiadau effeithiol ag asiantaethau allanol partneriaethau agos rhieni a gofalwyr dysgu proffesiynol parhaus i r holl staff, sy n eu galluogi i gefnogi iechyd a llesiant disgyblion
estyn.llyw.cymru estyn.gov.wales estyn.gov.wales estyn.llyw.cymru Prif ganfyddiadau Mae gan y rhan fwyaf o ysgolion eraill nifer o agweddau cryf yn eu cymorth ar gyfer iechyd a llesiant disgyblion, er nad yw eu hymagwedd yn un gwbl ysgol gyfan. Main findings Most other schools have several strong aspects to their support for pupils health and wellbeing, despite their approach not being fully whole-school. Discrepancy between the messages given and the lived experience of pupils is a key reason why secondary schools are less successful than primary schools in supporting pupils health and wellbeing. The changes that come with adolescence also make it more challenging for secondary schools to support pupils health and wellbeing. This too may partly explain why secondary schools are generally less successful than primary schools at supporting pupils health and wellbeing, though it should not be used as an excuse. Rheswm allweddol pam mae ysgolion uwchradd yn cefnogi iechyd a llesiant disgyblion yn llai llwyddiannus nag ysgolion cynradd yw r anghysondeb rhwng y negeseuon allweddol sy n cael eu rhoi a r profiad a gaiff disgyblion. Hefyd, mae r newidiadau a ddaw gyda r glasoed yn ei gwneud hi n fwy heriol i ysgolion uwchradd gefnogi iechyd a llesiant disgyblion. Gallai hyn hefyd esbonio n rhannol pam mae ysgolion uwchradd yn llai llwyddiannus ar y cyfan nag ysgolion cynradd wrth gefnogi iechyd a llesiant disgyblion, er na ddylid ei ddefnyddio n esgus.
estyn.llyw.cymru estyn.gov.wales estyn.gov.wales estyn.llyw.cymru Prif ganfyddiadau Main findings Schools where pupil wellbeing is supported effectively tend also to provide strong support for staff wellbeing. Mae ysgolion sy n cefnogi llesiant disgyblion yn effeithiol yn tueddu i gefnogi llesiant staff yn gryf hefyd. Mae cynnwys disgyblion yn ystyrlon mewn gwerthuso a datblygu gwaith ysgol i gefnogi u hiechyd a u llesiant yn ffactor allweddol ar gyfer llwyddiant. Mae ymdeimlad disgyblion o berthyn ac o werth yn aml wedi i wreiddio yn y graddau y teimlant fod staff yn poeni amdanynt, yn cymryd amser i ddod i w hadnabod, ac yn gwrando ar eu barn. Involving pupils meaningfully in the evaluation and development of a school s work to support their health and wellbeing is a key factor for success. Pupils sense of belonging and value is often rooted in the extent to which they feel that staff care about them, take time to get to know them, and listen to their views. The quality of relationships between staff and pupils and in peer relationships between pupils is a critical factor in whether or not pupils thrive in school. Mae ansawdd perthnasoedd rhwng staff a disgyblion a pherthnasoedd disgyblion a chymheiriaid yn ffactor hanfodol o safbwynt p un a yw disgyblion yn ffynnu ai peidio yn yr ysgol.
estyn.llyw.cymru estyn.gov.wales estyn.gov.wales estyn.llyw.cymru Prif ganfyddiadau Mewn ychydig ysgolion, mae arweinwyr yn dirprwyo cyfrifoldeb am iechyd a llesiant yn ormodol i un aelod staff, neu d m bach o staff. Mae r ysgolion hyn yn colli r ymdeimlad bod iechyd a llesiant yn gyfrifoldeb ar bawb, ac yn rhoi r argraff i ddisgyblion nad yw pawb yn poeni. Main findings In a few schools, leaders devolve responsibility for health and wellbeing too much to one member of staff, or a small team of staff. These schools lose the sense that health and wellbeing is everyone s business, and leave pupils with a perception that not everyone cares. Mae ysgolion cynradd yn tueddu i ddarparu profiadau o ansawdd gwell mewn ABCh ac mae ysgolion uwchradd yn tueddu i ddarparu profiadau o ansawdd gwell mewn addysg gorfforol. Fodd bynnag, nid yw ysgolion cynradd ar y cyfan yn addysgu addysg rhyw a pherthynas yn dda, ac nid yw ysgolion uwchradd yn neilltuo digon o amser i addysg gorfforol wrth i ddisgyblion fynd yn h n. Primary schools tend to provide better quality experiences in PSE, whereas secondary schools tend to provide better quality experiences in PE. However, primary schools generally do not teach sex and relationships education well, and secondary schools do not give enough time to PE as pupils get older.
estyn.llyw.cymru estyn.gov.wales estyn.gov.wales estyn.llyw.cymru Prif ganfyddiadau Yn ogystal u gwaith eu hunain, mae r holl ysgolion yn gweithio gyda staff o asiantaethau allanol amrywiol, fel cwnselwyr, nyrsys, swyddogion yr heddlu, gweithwyr cymdeithasol a gweithwyr ieuenctid. Mae r gwaith amlasiantaeth hwn yn cefnogi iechyd a llesiant disgyblion yn fwyaf effeithiol pan fydd y naill ochr yn ymddiried yn ei gilydd ac yn deall sut orau i gydweithio er lles pennaf disgyblion. Yn yr un modd, mae gwaith ysgolion gyda rhieni yn gweithio orau pan fydd ysgolion wedi meithrin ymddiriedaeth ac yn cyfathrebu n effeithiol. Main findings In addition to their own work, all schools work with staff from various external agencies, such as counsellors, nurses, police officers, social workers and youth workers. This multi-agency work is most effective in supporting pupils health and wellbeing when each party trusts each other and understands how best to work together in the pupils best interests. Schools work with parents similarly works well when schools have built trust and communicate effectively. Pupils in around half of the schools surveyed mainly secondary schools expressed concern about toilets. Pupils have strong views about toilets, but schools have not always taken enough account of their views. Roedd disgyblion mewn tua hanner yr ysgolion a holwyd ysgolion uwchradd yn bennaf wedi mynegi pryder am doiledau. Mae gan ddisgyblion farn gref am doiledau, ond nid yw ysgolion bob amser wedi cyfrif yn ddigon am eu barn.
estyn.llyw.cymru estyn.gov.wales estyn.gov.wales estyn.llyw.cymru Prif ganfyddiadau Main findings Few teachers enter the profession with substantial background training in child or adolescent development, or how best to support children s health and wellbeing. Only a minority of staff in schools think that the training or guidance they have received initially or in-service has helped them to support pupils with their wellbeing and mental health. Ychydig athrawon sy n ymuno r proffesiwn gyda hyfforddiant cefndir sylweddol ym maes datblygiad plant neu r glasoed, neu r ffordd orau o gefnogi iechyd a llesiant plant. Dim ond lleiafrif o staff mewn ysgolion sydd o r farn bod yr hyfforddiant neu r arweiniad a gawsant ar y cychwyn neu mewn swydd wedi u helpu i gynorthwyo disgyblion u llesiant a u hiechyd meddwl.
estyn.llyw.cymru estyn.gov.wales estyn.gov.wales estyn.llyw.cymru Argymhellion Recommendations Schools should: Dylai ysgolion: A1 Ddatblygu ymagwedd drefnus, ysgol gyfan, sy n cefnogi iechyd a llesiant pob disgybl R1 Develop a coherent whole-school approach that supports all pupils health and wellbeing A2 Cryfhau r perthnasoedd rhwng staff a disgyblion a pherthnasoedd cymheiriaid rhwng disgyblion R2 Strengthen relationships between staff and pupils and peer relationships between pupils R3 Improve the quality of teaching and learning experiences on health and wellbeing, within a broad and balanced curriculum A3 Gwella ansawdd addysgu a phrofiadau dysgu o ran iechyd a llesiant, o fewn cwricwlwm eang a chytbwys R4 Take better account of pupils views and academic research in developing their approaches to supporting pupils health and wellbeing A4 Cyfrif yn well am farn disgyblion ac ymchwil academaidd wrth ddatblygu u dulliau o gefnogi iechyd a llesiant disgyblion A5 Sicrhau bod amgylchedd yr ysgol a i gwasanaethau yn cefnogi iechyd a llesiant disgyblion R5 Ensure that the school s environment and services support pupils health and wellbeing
estyn.llyw.cymru estyn.gov.wales estyn.gov.wales estyn.llyw.cymru Argymhellion Dylai awdurdodau lleol a chonsortia rhanbarthol: Recommendations Local authorities and regional consortia should: R6 Support schools to develop a whole- school approach to health and wellbeing A6 Gynorthwyo ysgolion i ddatblygu ymagwedd ysgol gyfan at iechyd a llesiant R7 Support effective working between schools and other agencies in the best interests of children and young people and their families A7 Cefnogi gweithio effeithiol rhwng ysgolion ac asiantaethau eraill er lles pennaf plant a phobl ifanc a u teuluoedd
estyn.llyw.cymru estyn.gov.wales estyn.gov.wales estyn.llyw.cymru Argymhellion Recommendations Initial teacher education providers should: Dylai darparwyr addysg gychwynnol athrawon: R8 Ensure that new teachers are trained to understand child and adolescent development and prepared to support pupils health and wellbeing A8 Sicrhau bod athrawon newydd wedi u hyfforddi i ddeall datblygiad plant a r glasoed a u bod wedi u paratoi i gefnogi iechyd a llesiant disgyblion
estyn.llyw.cymru estyn.gov.wales estyn.gov.wales estyn.llyw.cymru Argymhellion Dylai Llywodraeth Cymru: Recommendations Welsh Government should: A9 Sicrhau bod y dulliau atebolrwydd a ddefnyddir yn y system addysg yn rhoi pwys ar iechyd a llesiant disgyblion R9 Ensure that pupils health and wellbeing is valued in accountability approaches used in the education system
estyn.llyw.cymru estyn.gov.wales estyn.gov.wales estyn.llyw.cymru Cwestiynau i ysgolion Questions for schools 1. I ba raddau y mae gan yr ysgol ymagwedd ysgol gyfan at gefnogi iechyd a llesiant disgyblion? 2. Pa mor effeithiol yw r profiadau dysgu y mae r ysgol yn eu darparu i gefnogi iechyd a llesiant? 3. Pa mor dda y mae r ysgol yn hybu agweddau cadarnhaol at yr ysgol a mwynhad dysgu i bawb? 4. Pa mor llwyddiannus yw r ysgol wrth sefydlu amgylchedd dysgu cynhwysol? 5. Pa mor dda y mae r ysgol yn sicrhau bod gan ddysgwyr ddigon o gyfleoedd i fod yn gorfforol weithgar ac yn iach? 6. Pa mor gadarnhaol yw r perthnasoedd rhwng staff a disgyblion? 1. To what extent does the school have a whole-school approach to support pupils health and wellbeing? 2. How effective are the learning experiences that the school provides to support health and wellbeing? 3. How well does the school promote positive attitudes to school and enjoyment of learning for all? 4. How successful is the school in establishing an inclusive learning environment? 5. How well does the school ensure that learners have sufficient opportunities to be physically active and healthy? 6. How positive are relationships between staff and pupils?
estyn.llyw.cymru estyn.gov.wales estyn.gov.wales estyn.llyw.cymru Cwestiynau i ysgolion Questions for schools 6. Pa mor dda y mae r ysgol yn gwrando ar ddysgwyr ac yn galluogi dysgwyr i ddylanwadu ar faterion sy n effeithio arnynt? 7. Pa mor dda y mae r ysgol yn monitro pob agwedd ar iechyd a llesiant dysgwyr? 8. Pa mor dda y mae r ysgol yn ymgysylltu rhieni/gofalwyr i wella iechyd a llesiant eu plant? 9. Pa mor dda y mae r ysgol yn hybu ac yn cynnal hawliau plant a phobl ifanc? 10.Pa mor dda y mae amgylchedd a chyfleusterau r ysgol yn cefnogi iechyd a llesiant da? 11.Pa mor dda y mae r ysgol yn cefnogi dysgu proffesiynol ym maes iechyd a llesiant i r holl staff? 6. How well does the school listen to learners and enable learners to influence matters that affect them? 7. How well does the school monitor all aspects of learners health and wellbeing? 8. How well does the school engage with parents/carers to enhance their children s health and wellbeing? 9. How well does the school promote and uphold the rights of children and young people? 10.How well does the school environment and facilities support good health and wellbeing? 11.How well does the school support professional learning in health and wellbeing for all staff?
