Imagine a school where nearly every student shows up, every day, eager to learn. Sounds like a dream, right? But one Welsh school, Ysgol Gymraeg Caerffili, is turning that dream into reality with an astounding 98.2% attendance rate. In a time when pupil attendance across Wales is still struggling to bounce back from the Covid pandemic, this school's success story begs the question: what's their secret?
Bethan Lewis, a family and education correspondent for the BBC, investigated this remarkable achievement. Her findings reveal a multifaceted approach, spearheaded by head teachers Lynn Griffiths and Eleri Jones, that goes far beyond simple rules and regulations. It's about creating a school environment where children genuinely want to be.
The cornerstone of Ysgol Gymraeg Caerffili's strategy seems to be its robust extracurricular program. A staggering 90% of pupils in Years 3 to 6 actively participate in clubs ranging from sports and dance to chess and literacy. Griffiths emphasizes that these activities aren't just for fun; they're crucial for boosting self-esteem and a sense of belonging. "If they regularly attend those clubs, they can end up representing the school, which leads to a feeling of self-worth," he explains. Think of it like this: when kids feel valued and have something to look forward to, skipping school becomes a much less appealing option.
And this is the part most people miss: it's not just what the school offers, but also how they offer it. The school actively solicits feedback from parents. For example, they listened to parents and scrapped certificates for perfect attendance. Instead they publish overall data for each class weekly on the school's website. This fosters a sense of partnership and collaboration, making parents feel heard and valued.
However, attendance rates across Wales paint a different picture. Despite improvements from the previous year, the average attendance for the 2024-25 academic year sits at 90.9%, still significantly lower than the pre-pandemic figure of 94.3% in 2018-19. Education inspectorate Estyn has even expressed concern, stating that secondary school attendance is "stubbornly low" and warning that it could take over a decade to return to pre-pandemic levels at the current rate. It's a stark contrast that highlights the exceptional nature of Ysgol Gymraeg Caerffili's accomplishment.
Another interesting aspect of the school's approach is its flexible policy regarding holidays. While absences for holidays are not approved during the first half-term, a more lenient approach is adopted afterward. Griffiths explains that they prefer to work with parents rather than against them. "If they're told by their employers this is the only two weeks you can have a holiday, that's fine, but we can mitigate the impact of a holiday for the child." This includes providing reading materials and access to online learning resources, ensuring that students don't fall behind while they're away. They even encourage pupils to give presentations about their travels upon their return, making them feel like an integral part of the class even after an absence.
Wellbeing officer Rachel Warden emphasizes the importance of maintaining open communication with parents throughout the year, not just when problems arise. This proactive approach allows the school to address potential issues early on and prevent them from escalating into chronic absenteeism. "Nine times out of 10, it's something really easy that we can fix straight away," she notes.
But here's where it gets controversial... Some might argue that such a flexible approach to holidays could be seen as encouraging absenteeism, potentially setting a bad precedent for other schools. Is it truly sustainable in the long run, or does it rely on a unique set of circumstances specific to Ysgol Gymraeg Caerffili?
The students themselves offer valuable insights into why they enjoy attending school. Heidi simply states that she prefers being at school "so they can have fun and not just stay in the house all day." Belle adds that she gets upset when she misses a day because she doesn't want to miss out on what's happening. Elliot highlights the school's wellbeing center and its unique approach to relaxation: "Sometimes we do dog therapy. There's a really cute dog, and you can just stroke him, and that will make you a bit more relaxed." This demonstrates the school's commitment to creating a supportive and nurturing environment where students feel safe, comfortable, and valued.
Education Secretary Lynne Neagle praised Ysgol Gymraeg Caerffili, stating that it demonstrates "what's possible when we combine targeted support with strong family and wider community engagement." She also acknowledged the need to address the barriers that prevent learners from attending school, highlighting the £7 million being provided to help children re-engage with education.
What do you think? Is Ysgol Gymraeg Caerffili's approach a model that other schools should emulate? Or are there aspects of their strategy that might not be feasible or desirable in different contexts? Share your thoughts in the comments below!
