‘Bridging the gap between primary and secondary education to build strong foundations for a confident future’

Ysgol Brynteg’s Dyfodol provision was established in 2021 in response to the growing needs of learners who found transitioning to a mainstream secondary curriculum challenging.

Dyfodol (meaning ‘future’) is an internal provision designed to address some barriers to learning (e.g. cognition and learning, communication, or social and emotional needs) which may impact upon a pupil’s ability to thrive and succeed in a purely mainstream environment. The Dyfodol provision brings together the breadth and challenge of a mainstream curriculum with the nurture and support of a smaller class setting. All classes are capped at fifteen places.

This provision is managed and funded by Ysgol Brynteg and is separate from any centrally funded LEA provision.

Dyfodol is:

• A full-time provision for Years 7-11, led by primary trained teachers where pupils attend a combination of mainstream lessons with their peers, and more tailored learning experiences in their smaller Dyfodol class.
• Capped at 15 places per year group (allocated through a referral process and agreed upon by an internal panel).
• A nurturing learning environment for pupils whose needs mean they benefit from a smaller class size.

What Dyfodol is not:

• Dyfodol is not a placement for pupils with significant additional learning needs requiring a specialist setting such as a CARE Base or MLD Provision.
• Dyfodol is not a specialist behavioural provision, though pupils with social or emotional barriers may receive support here as part of a planned package.

Who is Dyfodol for?

• Pupils within the Ysgol Brynteg cluster of schools who experience barriers to learning which make it a challenge for them to access a full-time mainstream curriculum/timetable. (Barriers to learning such as cognition and learning, social and emotional and communication difficulties.)
• Pupils who are more likely to succeed when given the balance of mainstream lessons and a smaller class setting.
• Pupils who are capable of achieving mainstream outcomes with targeted support.
• Pupils who would benefit from a gradual transition between a ‘primary’ nurture-based provision and mainstream learning.

Referral Process:

• Pupils are referred by their Brynteg cluster primary school ALNCO and Class Teacher during the Year 6 transition process.
• All referrals are discussed during meetings held with our cluster primary schools, with a shortlist being agreed by our internal school panel. Priority places go to our cluster primary schools in the first instance.
• Referrals for Brynteg pupils in Years 8-11 may come via Year Leaders and the ALNCO and will include evidence of barriers to learning and accompanying assessment data. All referrals will have been discussed with and have agreement from parents/carers and the pupil, following discussion of needs and goals.
• All referrals should be accompanied with section 2a of an IDP.

Entry Criteria:

• Pupils have been identified by their primary school as experiencing barriers to learning which are having an impact on their progress and require intervention beyond what can be provided within the mainstream classroom.  
• An attendance of 85% or above is required and should be maintained, as each class is limited to 15 places and places are in high demand. (Some pupils would build up to this attendance as part of our provision and be supported to maintain it).

Exit Criteria:

Pupils may exit the provision at any stage during Years 7-11. A return to full mainstream provision would be dependent upon:

• Sustained progress in mainstream and Dyfodol lessons as indicated by assessment data and teacher feedback.
• Demonstrated readiness to engage successfully in mainstream lessons.
• Review and transition plan agreed by Dyfodol staff, Ysgol Brynteg ALNCo, and the pastoral/year team.
• For those pupils not able to meet the 85% attendance or behaviour threshold, Ysgol Brynteg would manage this as part of our graduated response and should the placement fail, referrals to Access 2 Education (A2E) and other LEA provisions would take place.

Monitoring and Evaluation:

• Pupils will follow school monitoring and evaluation procedures with progress being reported through usual school reporting systems and parent/teacher evenings.