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Ysgol Gyfun Gymraeg Bryn Tawe

Parent Information

Letters 2021/22

CY Llythyron 2021/22


Date Subject
17/05/2022 Literacy and Numeracy Assessments Y7
28/04/2022 Letter to Parents – New Bus Bay 250422
28/04/2022 Dylan Goes Digital

Literacy and Numeracy Assessments

08.04.22 End of Easter term letter 2022

05 04 22 Letter to parents and carers draft FINAL

29/03/2022 Summer Examinations Letter
28/03/2022 Free Sanitary Products
22/03/2022 Year 7 Parents’ Evening

Parents’ Guide for Booking Appointments

21/03/2022 Prom points letter
14/03/2022 GCSE Options Evening
08/03/2022 Ukraine Appeal
07/03/2022 Data collection activity
04/03/2022 Year 8 Parents’ Evening

Parents’ Guide for Booking Appointments

17/02/2022 Year 10 Mock Examinations
06/02/2022 220202 Director Letter to Parents Carers FINAL
03/02/2022 Year 8 and 9 – Dubai Trip
27/01/2022 Year 9 Parent’s Evening

Parents’ Guide for Booking Appointments

Year 8 Science Curriculum

25/01/2022 Year 11 mock exams

Year 11 Mock examinations timetable.

24/01/2022 Careers Advice Year 9
14/01/2022 6th Form mock exams
11/01/2022 6th Form Open Evening
07/01/2022 Year 10 Parent’s Evening

Parents’ Guide for Booking Appointments

Set Texts Letter

05/01/2022 Letter to parents 050122
16/12/2021 LLythyr i Rieni 161221 – Trefniadau Dywchwelyd yn Ionawr ’22

16 12 21 Letter to parents and carers FINAL

School operations – January 2022 – FAQs – Bilingual

Additional package of support for learners

15/21/2021 End of term letter Dec 2021
07/12/2021 Christmas Jumper Letter
03/12/2021 Sixth Form Parents’ Evening

Parents’ Guide for Booking Appointments


Period Dignity Grant

23/11/2021 Year 11 Parents’ Evening

Parents’ Guide for Booking Appointments

Careers Wales Newsletter

14/11/2021 Llythyr Rhieni Bl.11 – Year 11 Letter 141121
09/11/21 Letter from Swansea Bay University Health Board – Paracetamol
04/11/2021 Key Stage 3 Skills Evening Letter
01/11/2021 Letter from the Director for Education in Swansea regarding the new self-isolation protocols:

1 November 2021 Letter Parents Carers v1.0

22/10/2021 Letter to Parents 221021

(7) Welsh Government Education on Twitter: “Is your child in secondary school or college? Follow this guidance if someone they live with tests positive for coronavirus. Together we can #KeepWalesLearning More information here:” / Twitter

15/11/2021 School Uniform Letter
11/10/2021 Year 11 November Examinations
01/10/2021 Year 7’s Pastoral Parents’ Evening

Parents’ Guide for Booking Appointments

30/09/2021 Student Health and Wellbeing Survey
23/09/2021 Parents Evening – Year 11
21/09/2021 Election of Parent Governors
16/09/2021 Year 12 Pastoral Evening
16/09/2021 Higher Education Evening for Year 13
15/01/2021 Letter to Parents 150921

14 September 2021 Letter Parents Carers FINAL

31/08/2021 Letter for Parents – start of term 310821

Letters 2020/21

CY Llythyron 2020/21


Date Subject
15/09/21 14 September 2021 Letter Parents Carers FINAL
12/07/2021 Letter for Parents end of Summer 2021 120721
29/06/2021 Year 7 Parents’ Evening

Parents’ Guide for Booking Appointments

22/06/2021 Year 8 Parents’ Evening

Parents’ Guide for Booking Appointments

15/06/2021 A Level Results Arrangements

AS Level Results Arrangements

09/06/2021 Year 12 End of Term Arrangements
09/06/2021 Year 10 Parents’ Evening

Parents’ guide for booking appointments

28/05/2021 Letter to parents 280521
19/05/2021 Year 9 Parents’ Evening – Parents’ guide for booking appointments
19/05/2021 Year 9 Parents’ Evening
14/4/21 Letter from Swansea Council Education Dept.
14/4/21 LFT Self-test
26/03/2021 Parent pupils letter CDG
26/03/2021 Returning after Easter: Letter to Parents 260321
17/03/2021 Information for Lateral Flow Tests:

Letter to parents 170321 – LFT Self-Test

LFT Self-Test – COVID-19-self-test-instructions

LFD SELF TESTING Video – Subtitled on Vimeo

LFT Self-Test – Education Settings – Privacy Notice Pupil and Learner Version

FAQs – Routine Testing for Education and Childcare Settings – pupils

12/03/2021 Covid Measures – March 2021 return – Information for Parents
08/03/2021 Letter-to-learners-040321(the appeal process) – (Quals Wales)
05/03/2021 Letter to Parents 050321

05 03 21 Letter to parents and carers FINAL(Director of Education)

01/03/2021 GCSE Open Evening 2021
25/02/2021 250221 Letter to learners (Quals Wales)
09/02/2021 Learner letter – guidance update 090221(Quals Wales)
08/02/2021 Letter to parents 080221
26/01/2021 Letter to Parents 260121 – Distance Learning
21/01/2021 6th Form options evening 270121
20/01/2021 Letter for learners – Quals Wales 200121
15/01/2021 Letter to Parents 150121
08/01/2021 Learner letter 080121 (Quals Wales)
05/01/2021 Letter to Parents 050121
05/01/2021 05 01 21 LA Letter to parent carer V1.1
18/12/2020 End of term letter Dec 2020
18/12/2020 18 12 20 Letter to parent carer FINAL
16/12/2020 2020-12-16 – Assessments – learners letter – Minsiter for Education
10/12/2020 10 12 20 Letter to parent carer V1
10/12/2020 Letter to Parents 101220 – Move Blended Learning for the end of term
09/12/2020 Letter 071220 – 10-13 Parents’
09/12/2020 Letter to parents – change to isolation period 091220
04/12/2020 Letter to parent & carer – Interim Director for Education
04/12/2020 Parents of Pupils who are a contact of a positive case (Year 8) 041220 

Parents of pupils who are a non contact to a positive case 041220

01/12/2020 Parents of Pupils who are a contact of a positive case (year10) 011220

Parents of pupils who are a non contact to a positive case 011220

30/11/2020 Parents of pupils who are a non contact to a positive case 301120
26/11/2020 Parents of Pupils who are a contact of a positive case (year 7) 261120
25/11/2020 Parents of Pupils who are a contact of a positive case (year7+639Bus) 251120 

Parents of pupils who are a non contact to a positive case 251120

24/11/2020 6th Form Bubbles for years 12 +13
23/11/2020 Parents of Pupils who are a contact of a positive case (year11) 231120 

Parents of pupils who are a non contact to a positive case 231120

20/11/2020 KS3 Reading Support Pack
20/11/2020 Instructions to join the Year 7+8 ‘Literacy Parents Evening’ 26/11/20
20/11/2020 Lunch Menu Nov ’21
13/11/2020 Parents of Pupils who are a contact of a positive case (6th Form) 131120

Parents of pupils who are a non contact to a positive case (years 7-11) 131120

11/11/2020 Letter from the Minister regarding exam arrangements Summer 2021
11/11/2020 Letter Parents Yrs 10-13 – Exam Series 2021
01/11/2020 Letter Parents Yr 9-13 pupils 011120
21/10/2020 Letter to Parents 211020 – Half Term arrangements
08/10/2020 Parents of pupils who are a non contact to a positive case Bus 632B 081020
08/10/2020 Parents of Pupils who are a contact of a positive case (Bus 632B only) 081020
05/10/2020 Pastoral Parents Evening Yr.7 2020
29/09/2020 Welsh Homework No Problem
28/09/2020 Letter to year 8 parents – blended learning 280920
27/09/2020 Parents of pupils who are a non contact to a positive case 270920
27/09/2020 Parents of Pupils who are a contact of a positive case (Year 8 only) 270920
24/09/2020 Letter to Parents 240920
24/09/2020 Covid-19 related pupil absences – A quick reference guide for parents 24.09.20
11/09/2020 Canadian Tour Update Sept 2020
11/09/2020 Letter to Parents 110920
11/09/2020 Letter from the Interim Director_September 2020
11/09/2020 Lunchtime menu’s Sept.2020: MENU A; MENU B; MENU C; MENU D

School Uniform

CY Gwisg ysgol

The official school uniform gives our pupils as members of Ysgol Gyfun Gymraeg Bryn Tawe the opportunity to be proud of their school, giving them a sense of belonging and to be prepared to maintain high standards of behaviour and commitment to the work and aims of the school. We have high expectations in terms of uniform and every pupil is expected to conform to these rules.

Official School Uniform - Boys & Girls

  • Plain black shoes. Trousers must cover any plain black ‘boots’ worn. Heels over 4cm are not permitted.
  • Plain dark socks or black tights without a pattern.
  • Plain black trousers. Jeans (including skinny jeans) cords, skinny lycra trousers or combat trousers of any kind are not permitted.
  • Plain black knee length skirt. Tight elasticated skirts are not permitted.
  • Long sleeve white shirt with school tie
  • Official school jumper (to go with the shirt & tie)
  • Plain black or navy coat. Leather or imitation leather coats are not permitted.

Official Physical Education uniform - Boys & Girls

  • Suitable training shoes or rugby/football boots.
  • Official school socks, maroon with sky blue stripe/white training socks.
  • Football shorts/rugby shorts navy with school logo or skirt woth school logo
  • Official school sweat trousers.
  • Navy blue t-shirt with school logo.
  • Official school rugby shirt, maroon and light blue with school logo or PE maroon jumper with school logo

Appearance expectations


Only the following is acceptable: a wrist watch, one pair of plain studs at the bottom of the ear, one plain ring on one finger. Jewellery is not permitted to be worn on any other part of the body for Health and Safety reasons.


Pupils are not permitted to wear makeup, false eyelashes or fake tan. Nail varnish and nail extensions are not permitted.


Unnatural hair colour or extreme fashion styles are not permitted. The school will decide on what is extreme. An extreme style can include, shaved head, tramlines, dreadlocks, extensions etc.

Thick and or colourful hairbands / clips are not permitted – navy or plain black only.

The school decides what is acceptable in terms of uniform and appearance.

If pupils do not comply disciplinary action will follow.

Attendance Policy

CY Presenoldeb
Article 28 - Children and young people have the right to education no matter who they are.

Main principles

"If education is to be effective, regular attendance is a prerequisite, and ensuring this must be a priority for everyone in the school" (school attendance - The Education and Science Department, 1989)

Attendance is a statutory necessity for our pupils until they reach 16 years of age. Also, it's a necessity for earning a successful school career. Regular intermittent absences and/or absences for more extended periods are harmful to our pupils' education. Everyone involved in our pupils' education must work in partnership to ensure a high attendance amongst the pupils at Bryn Tawe.


Raising and maintaining attendance levels continues to be a priority in Bryn Tawe in order to provide the best opportunity for all pupils to reach their potential. There are several aspects of our daily work that have a positive effect on raising attendance:

  • Implementing and monitoring clear registration systems
  • Promoting and rewarding good attendance
  • Monitoring and acting on low attendance - with a graduated response depending on the level of absence
  • Expectations and support for parents

Implementing and monitoring clear registration systems

All members of staff who have a registration responsibility are aware of our processes with regards to ensuring that every pupil and student is registered present in order to meet Health and Safety requirements, as well as to ensure that we are able to monitor attendance correctly.

The attendance officer is responsible for the daily monitoring of every member of staff by ensuring they are fulfilling their registration duties for the morning and afternoon sessions. This is done centrally by 9:30 and 13:45.

Promoting and rewarding good attendance

In line with our rewarding policy, we often use prizes as a way of motivating pupils to be proud of their attendance in the school. For example:

  • Stickers of praise for good attendance are given every half term to pupils who
  • achieve 95% or higher.
  • Pupils who are present for 100% of the time during the Christmas term
  • receive a certificate of praise for their efforts.
  • Similarly, pupils who are present 100% of the time receive various certificates
  • during a rewards ceremony at the end of each year: one term = bronze; two
  • terms = silver and three terms = gold.
  • Pupils also receive merit points that contribute towards their totals in order to win prizes in our reward ceremonies at the end of the Christmas and summer terms. Also, the 10 best pupils of each month/half term, with regards to merit points, who have attendance points to contribute towards their totals, will be given a chance to go out for lunch as a group.
  • We run a separate attendance competition for the best class in KS3 and KS4 every month, with the best class receiving the cup for that month.
  • Every month, statistics are showcased for the best classes, the pupils who have achieved 100% attendance (100% Club) for the month as well as the whole school's statistics monthly in order to maintain the pupils' interest with regards to where we are with attendance.

Monitoring and acting on low attendance - with a graduated response depending on the level of absence

Some pupils are more likely to miss school than others - the reasons for this can include the following:

  • The pupil's medical history
  • Family tendencies
  • Difficulties with access to the curriculum
  • Bullying
  • Friends
  • School work
  • Ill health
  • Problems with regard to care or problems at home
  • Transport to and from the school
  • Work and money

In light of low attendance we have various graduated responses to overcome the problem. These include:

  • Head of Key Stage to receive a printout of the pupils with a percentage under 90% from the Attendance Officer.
  • Regular discussions between the Head of Key Stage and the welfare officer to discuss pupils with low attendance percentages
  • Weekly meetings between the Head of Key Stage and the welfare officer to discuss specific pupils
  • Regular interviews (every half term/4 weeks) for pupils with low percentages (under 90% - PT; under 85% Head of Key Stage; under 80% Welfare Officer)
  • Interviews to monitor targets
  • Meetings with parents of pupils who have a regular low %
  • Targeting particular families
  • Dedicated parents' evening for pupils with low attendance
  • Referral to the Welfare Officer
  • Meetings with the Senior Management Team
  • Governors' committee meeting
  • Refer the case to the court

The Head of Key Stage the Welfare Officer and members of the Senior Management Team will regularly discuss the most suitable steps for individual pupils in order to respond to their needs in the best way.

Expectations for our parents:

  • Ensuring regular attendance of their children
  • Work in partnership with the school
  • Ensure that their children understand the importance of attendance
  • Take an interest in their children's education - ask about their experiences in the school and encourage them to take part in extra-curricular activities in the school
  • Discuss any possible problems their children are having in the school - contact the school's teacher or headteacher to discuss any serious incidents.
  • Not to allow them to miss school for trivial reasons - especially reasons that parents wouldn't miss work for
  • Organise appointments and visits after school, over the weekend or during school holidays as this is an effective way of helping to avoid disrupting the child's education in the school
  • Not to take their children on holiday during school time

Support for parents:

  • Your child's school is the first point of contact to discuss any attendance problems.
  • The school should agree on an improvement plan to improve your child's attendance.
  • Keeping in regular contact with the school is crucial.
  • Every school has a Welfare Officer who can offer support with regards to problems that involve attendance.
  • They can offer specialist help to improve your child's attendance and behaviour whilst at the school.
  • The Welfare Officer will work with families and schools to avoid serious problems such as bullying.
  • Support is offered to reduce the burden on pupils who find things difficult on different occasions (i.e. if a child spends a lot of time caring for another member of the family).
  • Support because of a long-term illness.
  • Make sure that your child goes to school regularly, arrives on time and attends every lesson.
  • Start developing these routines from a young age. If you feel that your child is having problems, speak with the teachers at the school.
  • Contact your child's school as soon as you start to feel worried about your child's attendance.
  • Being absent means that your child is missing out on important learning opportunities.
  • Punctuality and regular attendance will help your child to develop two valuable aspects in the eyes of an employer, which are reliability and self-organisation.


Penalty Notice Information regarding school absences

Statement for school websites.

The Education (Penalty Notices) (Wales) Regulations 2013 introduced fixed notice penalties for regular non-attendance at school.

The Welsh Government has required all local authorities to draw up and implement their own Local Codes of Conduct to ensure consistency in the issuing of penalty notices. The code will be implemented in Swansea from January, 2015.

The Welsh Government states that penalty notices are one option among a number of different interventions available to promote better school attendance. The introduction of these regulations is one part of the Welsh Government strategy to support improved school attendance across Wales.

The introduction of these regulations mean that parents may now be fined for their child(ren)’s regular non-attendance at school.

The local code of conduct, which explains how penalty notices will operate, is available on the Swansea Council website

On the website the local authority has also provided answers to some frequently asked questions. Parents/carers will also receive explanatory letters and information leaflets from their child’s school in January, 2015.

If any parent has concerns about their child/s attendance, then please speak to staff in school for advice and support.

Penalty Notices

One Hour Parents Session

To be successful at school, students need a healthy dose of the following:

  • Self-motivation
  • Ability to remember many pieces of information
  • A revision strategy
  • Support from home

Without these key ingredients, success becomes more difficult.

As adults, we are well aware of the importance of learning but students don’t necessarily have the motivation to do their best.

It is up to us to provide the structure and support necessary for their success.

Who are we, and what do we do?

Our UK wide seminars have been developed and fine-tuned over the last sixteen years by a team of educational professionals including teachers and psychologists. They highlight a number of proven strategies that enable students to make learning easier and more productive. On average, 90% of attendees rate the seminars as very good or excellent.

Memorising the little things

School work is full of important things to remember such as lists, random facts, formulae, etc. This information is vital to exam success, but the question is: how can students be expected to remember it all?

We teach a selection of easy to use, fun and effective memory techniques which tap into the brains natural ability. We show the students how to use their imagination in a logical way which enables them to use both sides of the brain as they learn.


  • Mnemonics (e.g. Never Eat Shredded Wheat)
  • Image Chains (placing a list of words into an imaginative story)
  • Peg Words (attaching items to an image that is related to a number)
  • Loci (imagining items in a location in a room etc)
Memorising the big things

Exam success is dependent on more than just remembering selected facts. How can we help

students to remember an entire unit of work?

In order for students to remember something well, they need to make sure that they understand it first. This can be summed up by the mantra: read it, make sense of it, summarise it.

The best method to understand and summarise something is to look for its THEME, MAIN IDEAS and DETAILS:

  • THEME: What is it all about? ;
  • MAIN IDEAS: What are the key ideas?
  • DETAILS: Who? What? Where? When? Why? How?
Condensing & Creative Note-Taking

Long, boring pages of notes are not the most effective way to get the information into the brain quickly. Creative notes such as indented lists, diagrams, or especially, Association Maps (see picture) are much more productive.

They all require imagination, but also require the student to lay out their information in a clear logical way. This ensures that the information is properly understood and is a tool to aid recall, especially when other memory techniques are employed too.


Once they have understood, condensed and memorised their work, students are advised that a review programme should then be implemented. Once they have completed their summary of a unit, they should test themselves. All they need to do is try to draw out their A-maps, diagrams or lists from memory and see how much they can remember. Depending on their preferred learning style they may prefer to say it out loud to themselves.

The more imaginative and logical their summary, the more they will recall first time. They should then make note of the areas they didn’t recall fully (if any) and focus on them – re-read, re-draw, apply memory techniques, etc. After testing themselves the next day, a week later and a month later they should be able to achieve 90% – 100% recall of the information, all for a couple of minutes every day.

Encourage your children to follow the review programme. We also looked at time management, so you could encourage them to schedule it alongside homework, coursework and personal time. Perhaps you could provide them with a notice board for their A-Maps, notes, timetables, etc. Encourage the learning and memorising process to be a part of the household. Ensure that they have a suitable space for working, away from distractions. Show them that you are interested in their work; ensure that you are informed about what is expected regarding homework and assignments. From time to time go over their work with them. Give praise for accomplishment and effort, and encourage extra practice in his or her weak areas. Don’t get discouraged! Sometimes the going gets tough; remember to act calm and positive. Don’t let yourself get drawn into arguments and negativity. If a child is angry about school work it is often because they think they can’t do it. It is your job to show them that they can. Remember this:

If you think you can or you think you can’t – you’re right - Henry Ford.

For more information about our range of programmes for years 6 to 13: Call 01883 334551 or visit

Revision support – Parent Flyer

Pupil Deprivation Grant (PDG)

CY Grant Amddifadedd Disgyblion


  2020 2019 2018
Pupils at Bryn Tawe at the beginning of September 888 859 821
% of pupils eligible for free school meals Over 14% Over 12% 12%
Pupil Deprivation Grant £110,000

Notes 2018/2019/2020

The Pupil Deprivation Grant (PDG) is directly linked to the number of pupils who receive free school meals (FSM) at the school. Any expenditure from the grant is aimed at raising the standards of pupils who are at risk of underachieving because of poverty and deprivation.

The Sutton Trust is a charitable organization that investigates the effect of additional support aimed at raising the standards of pupils who are at risk of underachieving because of poverty and deprivation. Ysgol Gyfun Gymraeg Bryn Tawe has adopted a range of strategies recognized by the Sutton Trust as strategies that reinforce the school's aims.

The school has used a wide variety of strategies, specifically to support pupils who face the challenge of poverty and deprivation, including:

  • Appointing a Literacy (Welsh and English) and Numeracy Assistant to design and distribute programmes and activities for targeted pupils including pupils who receive or are eligible to receive FSM.
  • Developing leaders to promote pedagogy and ensure effective staff development within the school. The aim is to ensure that all staff understand the need to overcome the barriers faced by our pupils within society. Specific INSET sessions are held on improving the quality of teaching in these aspects annually.
  • Releasing 3 members of staff (pastoral leader, KS3 and 4 class teachers) to plan and monitor an intensive mentoring programme with specific interventions to support pupils, including pupils who receive or are eligible to receive FSM, to raise standards in all key stages.
  • All members of staff to prepare a robust mentoring programme to support our pupils' academic progress, including pupils who receive or are eligible to receive FSM, to raise standards in all key stages.
  • Releasing KS3 Literacy (Welsh and English) and Numeracy Co-ordinators, who are experienced teachers, to work with specific groups of pupils on intervention strategies for literacy and numeracy.
  • We have designated an additional learning class in Mathematics, English and Welsh so that we can develop a number of smaller classes. The classes include a number of pupils who are at risk of underachieving because of poverty and deprivation and we therefore expect them to realize their potential.
  • Close collaboration with our primary partner schools on agreed strategies to raise our pupils' literacy and numeracy standards.
  • We have identified a group of KS4 pupils who are at risk of being Not in Education, Employment or Training (NEET) when they leave school at 16. The majority of these pupils are at risk of underachieving because of poverty and deprivation. They receive regular mentoring sessions to support them to cope with the requirements of various courses, as well as encouraging them to raise their motivation levels to succeed academically.
  • Providing the 'Improvement Room', which is an additional inclusion area to allow pupils with behavioural and emotional needs to receive additional support to succeed.
  • Financial support for FSM pupils to attend extracurricular courses and music lessons to ensure participation in order to raise standards.
  • Funding an 'Inclusion Officer' in order to provide a very successful inclusion resource which plays a key part in providing continuity in the education of our more vulnerable pupils.
  • We monitor attendance closely, and introduce a wide variety of strategies which include targeting specific pupils who are at risk of underachieving because of poverty and deprivation.

The school's PDG and EIG plans are regularly appraised by the Local Authority.