Ysgol Y Strade

Nid Da Lle Gellir Gwell

School Life

School Uniform

Years 7–11

Parents are asked that pupils of the school adhere to the school's dress code on every occasion. No attempt by a pupil to draw attention to him or herself by his or her appearance will be tolerated. Items not conforming to the school uniform will be kept for a period.

All pupils

  • School tie
  • Navy knitted jumper with embroidered school badge – not a cardigan.
  • Shoes – black. Trainers are not permitted. Heels must be of a sensible height for the girls.
  • Sensible outdoor clothes – a dark one–coloured coat would be desirable. Denim or leather jackets are not permitted.

Boys Uniform

  • Shirt – white
  • Trousers – black/charcoal grey
  • Socks – black/grey/white

Boys PE uniform

  • White polo shirt with school badge
  • White shorts
  • Gym shoes
  • School rugby jersey
  • Red rugby socks

Girls Uniform

  • Blouse – green
  • Skirt – navy, without being too short or too tight. 'Lycra' skirts are not to be worn.
  • Trousers – navy, suitable style, not too wide or too tight
  • Socks/Tights – navy socks/thick navy tights

Girls PE uniform

  • Red polo shirt with school badge
  • Shorts – navy with school badge (Manhattan Marketing only)
  • Gym shoes
  • Grey sweatshirt

Pupils are not allowed to wear:

  • Any sort of trainers.
  • Earrings – only studs – one in each ear, to be worn on the ear lobe.
  • Studs or a ring on any other part of the body e.g. the nose, eyebrows etc.
  • More than one ring on each hand.
  • Coloured jumpers/sweatshirts/'hoodies'/jackets of any kind.
  • Shoes without socks/tights.
  • Shirt/blouse outside the trousers/skirt.
  • Makeup
  • Extreme hair colour or style.

6th Form

Sixth form students are expected to dress smartly and appropriately at all times whilst at the school and on visits when they represent the school. As senior students it is expected that they set high standards for the rest of the school.

Boys' Uniform

  • Black/dark grey trousers – no jeans or pinstripe
  • White shirt
  • 6th form tie
  • Plain black jumper/cardigan – no 'hoody' or coloured top
  • Black shoes no trainers

Girls' Uniform

  • Plain black skirt – not too short or too tight; no culottes
  • Plain black trousers – suitable style, not too narrow or too tight – no jeans style of any sort, cropped trousers/shorts, combats or leggins
  • Plain white blouse
  • 6th form tie
  • Plain, long sleeved black jumper/cardigan – no 'hoody', coloured top, jacket or tanktop/vest
  • Black shoes – reasonable heel, not too high; no sandals or flipflops

Students are not allowed:

  • Trainers
  • Drop earrings – one pair of studs only on the lower lobe
  • Studs or rings on other parts of the body e.g. nose, eyebrows etc
  • Shoes without tights
  • Hair that is styled or coloured extremely

General School Rules

A code of behaviour is essential for a community like a school and here is a summary of the general school rules.

  • Pupils are required to wear the official school uniform correctly.
  • Pupils are expected to be punctual at all times. Registration will be at 8.30 and 2.10 and pupils must be in school at least 5 minutes before these times. Pupils must be punctual at lessons.
  • Absentee notes must be presented on the first day following an absence.
  • Jewellery - Boys and girls are permitted to wear one stud in each ear. One ring is also permitted. Extreme hair styles are not acceptable.
  • Pupils will not be allowed to leave the school premises between 8.30am and 3.15pm without the express permission of
  • the Headteacher, Deputies, Assistant Headteachers or Heads of Standards. In addition pupils are not permitted to cross
  • Sandy Road from the bus bay to the garage and café prior to 8.30 and after 3.15 whilst waiting for the buses.
  • Smoking on school premises, on school buses and in public places is strictly forbidden.
  • Behaviour both in and out of school must be reasonable and respect must be shown for people and property.

There are other specific rules to be followed apart from these.

Standards in the School

Our curriculum is based on the subjects of the National Curriculum, but we also offer other subject areas which we consider to be of importance, such as the Welsh Curriculum and Vocational courses.

  • The school sets a number of targets determined by the Government and also sets targets of its own, yearly. Generally these are higher than the county and national targets.
  • These are published with relevant information in the Prospectus and the yearly Report of the Governing Body. We are confident that our Curriculum is broad, balanced and relevant and that we teach every pupil according to his/her ability and interest and that every pupil reaches his/her potential.

Character of the School

Our school is a Welsh school providing bilingual education. There is a happy community spirit within the school and we encourage the pupils to be proud of their school, their community and country. The pupils are expected to speak Welsh during the school day.

Pupils are given opportunities to think for themselves, to judge between good and bad, the important and unimportant and to respect themselves and others. Pupils are encouraged to serve their community and to be more aware of their environment.


  • We expect all pupils to come to school regularly. School begins at 8.30a.m. and we close the registers at 11a.m.
  • Parents are responsible legally for ensuring that their children come to school, and they have to inform the school of any absence. On returning to school after absence the school will ask for an explanatory note/letter.
  • Parents should remember that the school must agree to any absence if a pupil goes on holiday during the term. As a rule we encourage parents to avoid this if possible.

Discipline and Behaviour

All pupils are expected to conform to the school rules. Parents are welcome to read our Code of Conduct which deals with school discipline and rules. Parents are asked to support the school by adhering to this Code of Conduct.

The School has definite rules regarding uniform and jewellery. Pupils are not allowed to leave the school premises during school hours.


  • All pupils are expected to do homework appropriate to their age and the courses they are following.
  • Every pupil is expected to buy a book. In this book there is sufficient space for pupils to write whatever homework is provided every night.
  • Parents are asked to sign the book once a week. Therefore it is the parents' responsibility to check that their children are completing their homework as set out in the book.

Information that Parents and School will exchange

  • Parents' evenings are held annually for each year group where parents are given the opportunity to meet the various subject teachers in order to discuss in detail the progress of their children. Parents are urged to attend these meetings.
  • At the end of the year all pupils will receive a full Report.


We all have the right to appropriate consideration when making a complaint. All complaints will be treated sensitively and the school will respond in writing as soon as possible.

Occasionally photographs/videos/DVD's of pupils are displayed. If you do not agree to this, contact the school.

Developing a good relationship with parents is important to the success of our school and we are always prepared to give due consideration to the home language background of our pupils.

Student Support

Praise and Reward

We consider praise and reward to be a key element in a child's education:-

  • Praise is regularly given for any good work produced either orally or written in exercise books or in Contact Books.
  • Good work and good attitude and behaviour is recorded in the School Reports.
  • Different kinds of success and achievements is acknowledged in the Pastoral lessons, the Year and whole school Assemblies.
  • Pupils' work is exhibited whenever possible.
  • The opportunity to praise and reward pupils is welcomed by the Headteacher, the Deputies and Heads of Year.
  • Pupils are encouraged to take part in extra curricular activities.

When punishment is necessary it is administered in the following ways:-

  • Additional Homework.
  • Kept in at break and lunchtimes.
  • On Report.
  • Removal from lessons for a period of time.

Disciplinary problems are dealt with in the following ways:-

  • Everyday, less serious problems: Form tutor, Head of Year.
  • More serious problems: Deputy

Headteachers and then the Headteacher if there is no improvement. The Authority allows the school to exclude pupils from the school for a fixed period in exceptional circumstances.

Pastoral Care

A pupil upon admission to the school is normally moving from a comparatively small unit, in which as a senior member he has imported status and position, into a much larger organisation both in term of number on roll and extent of building.

Consequently he is bound in the first instance to experience a sense of insecurity and of 'being lost'. Thus this sense of 'belonging' has to be adequately catered for and must be given prime consideration, especially as the school continues to increase in size.

A Form Tutor has responsibility for his or her Form Group. He or she is responsible for morning and afternoon registration and for monitoring the progress and welfare of all boys and girls in the group. Heads of Standards are responsible for co-ordinating the work of the Form Tutor.

Heads of Standards

Year 7
Mr Arnold James
Year 8
Mrs Rhiannon O'Sullivan
Year 9
Mr Berian Davies
Year 10
Mr Endaf Price
Year 11
Mr Deiniol Evans
Year 12/13
Mr Adam Powell

Parents will be contacted directly if problems arise

Personal Education

The main aim of this course is to provide adequate focus on the personal developments of pupils between the ages of 11-18. This is achieved by offering educational experiences which will be of benefit emotionally and socially during their journey through life, in addition to developing appropriate attitudes and skills. The course develops the spiritual, moral, cultural and physical aspects of our pupils by offering appropriate cross curricular provision in many areas.

The following components are included in the PSE programme:- Moral/Spiritual Education, Health/Sex Education, Careers and Work Experience, Entrepreneurial Education, Physical Education, Environmental and Community Education, Social Education and awareness of world issues and citizenship.

These components are given priority in order to encourage the development of personal virtues and characteristics such as responsibility for oneself and community, empathy, awareness of their Welsh identity, problem solving skills and learning strategies.

The Curriculum

What arrangements are made for new Year 7 pupils?

Pupils are divided into registration classes. Every pupil will belong to a house. The names of the houses are:- Buddug, Gwenllian, Madog, Rhodri. Pupils will stay within the same houses throughout their school life. About 8 mixed ability groups will be created.

Every effort is made to keep friends together when teaching/registration classes are formed. It is our aim to keep the numbers in teaching classes low throughout the school and the number of classes in Year 7 will depend upon the number of new pupils entering the school.

Which subjects are studied during the first year?

Welsh, English, Mathematics, Science, Technology, History, Geography, Religious Education, Art, Music, Information Technology, French, Physical Education and Drama.

Will the subjects and organisation change in the Second and Third Years?

The curriculum remains more or less unchanged in Years 8 and 9. There will be a setting policy in most subjects. Pupils will be set in groups according to their ability in individual subjects.

How is time allocated during the school week?

There will be 25 lessons in a week. The curriculum is organised into 50 (hour) periods. The school operates a two weekly timetable. Two morning sessions of 20 mins. are allocated for Pastoral, Personal and Social Education provision.

Is it possible for pupils to choose subjects that they enjoy?

At the end of Year 9, pupils may choose to continue with some subjects and to leave others go. The curriculum will reflect the latest developments associated with the Learning Pathways and will include a variety of general and vocational courses. Every pupil must follow courses in Welsh, English, Mathematics, Science, Religious Education, Careers Advice and Guidance, ICT and Physical Education.

In addition to the subjects above, pupils must choose another 3 subjects, from the following:-

History, Geography, Art and Design, Drama, Physical Education, Design and Technology, French, Music, Business Studies, Child Development, Salon Studies, Engineering, Car Mechanics and Building Crafts. In addition, Digital Photography is offered after school hours.

The school provides a booklet for Years 10 and 11 which includes details about these subjects.

Will the options change at all?

The options do change from time to time according to statutory guidelines and School policy.

Are the pupils able to take the subjects that they choose?

Usually, pupils are able to take the courses that they choose. The school offers Personal Social Education and Careers Advice and Guidance to the pupils so that they may choose their subjects wisely and keep their options open without specializing too early.

What about the National Curriculum?

The school fully meets the demands of the National Curriculum and therefore every pupil enjoys cross - curricular themes and dimensions. e.g. Education Industry and Information Technology, Core skills, such as Communication and Numeracy, are also given due attention in most subjects areas.

Which external examinations are offered?

For most pupils, the G.C.S.E. (General Certificate of Secondary Education) is appropriate, but the School also offers courses at Entry Level for those who find G.C.S.E. too demanding.

Years 12/13 "The Sixth Form"

The School operates an open Sixth Form policy, and pupils are given the opportunity of choosing certain educational pathways.

The school provides a booklet for Year 12 explaining the wide choice of subjects available.

Is there support for students when choosing their pathways?

Every pupil will receive a Careers interview during Year 11 and also have the opportunity of attending a pupil/parents' evening allocated for giving advice to pupils pursuing 16+ courses. After receiving their results we extend an invitation to all Year 11 pupils to come to the School for a morning so that we can ensure that pupils pursue courses suited to their ability and relevant to their needs when they leave for college, university or take up employment.

Students may of course choose a combination of subjects. The school offers the following courses;-

• Welsh • English • French

• Biology • Chemistry • Physics • Mathematics • Design and Technology • ICT • Computing

• Religious Education • History • Geography • Business • Psychology • Politics • Fashion

• Art • Music • Drama • Physical Education • Law

• Health and Social Care • Leisure Studies

• Drama • Spanish • Music Tech • Child Care


Additional Educational Needs Policy

The aims and objectives of the school state that it endeavours to provide for all pupils. This includes every pupil who has additional educational needs.

In accordance with the general aims and objectives of the school, it endeavours to do its best for and achieve the best from every pupil with additional educational needs.

The special educational needs could arise from several aspects, including - low academic level, a high academic achievement, physical disability, psychological needs, social backgrounds, specific learning difficulties, a slow learner and anti-social behaviour.

Accessibility Plan

The site at Ysgol Y Strade has been adapted during the last few years to be accessible to pupils and adults with a range of disabilities, including wheelchair users. The school continues to plan ahead with regard to the school site, buildings and the curriculum for disabled pupils as they transfer into their secondary school.

Sex Education

This will be undertaken according to the policy of the Carmarthenshire Education Authority on Sex Education in the Curriculum. We shall develop Sex Education within an interdisciplinary framework taking into account:

  1. The age, maturity and development of the pupil.
  2. The syllabuses which include Sex Education will give a particular consideration to moral issues and the value of family life, the age, maturity and development of the pupils.
  3. The requirements of the Syllabuses of Health Education and Moral Education taught as a part of Personal and Social Education to every pupil in the school(as a complete course in Years 10,11,12,13 and as a part of the P.S.E. lesson in Years 7-9).
  4. The requirements of the Science Syllabus (GCSE) to all pupils in Years 10 and 11.

Language Policy

Welsh is the official language at Ysgol Y Strade and every subject, except for English, is taught up to G.C.S.E. level through the medium of Welsh. In Years 8-11 Mathematics and Science are taught through the medium of Welsh and English.

In 1998 Carmarthenshire County Council published a Welsh Language Scheme and a revised version of the Scheme was published in 2006. The intention for Ysgol Y Strade is to provide the whole curriculum (except English) through the medium of Welsh only for all pupils in Key Stage 3 and Key Stage 4 in line with the aim of the Authority, the wishes of the Governors and the School Development Plan.

The Governors and the school are responding to the requirements of the Scheme. In September 2011 the new Year 7 intake of pupils will be offered Mathematics and Science through the medium of Welsh only, which will then continue through to Year 8. At the end of Year 8 a choice of language will be offered to pupils.

As a part of these language developments the school will be making an effort to introduce the learning of Mathematics and Science through the medium of Welsh only up to Year 11 in the future as a means of reinforcing the school's excellent academic standards

Bullying Policy

A policy to combat bullying

Introduction: -

Considerable attention has been paid during recent years, across the nation, to the matter of bullying. We are shocked when we hear of the serious consequences of bullying; the matter should not be disregarded, by thinking that bullying does not occur in this school.

In our society, education is compulsory so it is therefore everyone’s responsibility to ensure that it takes place in a caring environment. It is our responsibility in this school to create a safe environment for the pupils who are in our care, so that parents can send their children to us, safe in the knowledge that they are safeguarded from bullying.

Neither verbal nor physical bullying will be tolerated in this school, and it is part of everyone’s duty to ensure that it does not occur.

Aims and objectives: -

  • To attempt to eradicate bullying from this school
  • To intervene effectively when bullying occurs
  • To establish a programme which is acceptable to school, parents and governors

What is bullying?

Bullying occurs when a person uses words or deeds, with the sole intention of hurting, threatening or frightening another.

  • Bullying can take a number of forms, e.g. name-calling, making faces, staring at someone in a threatening manner, spreading malicious tales about someone, damaging or taking someone’s property, obtaining something by threat, physical attack, kicking, pinching, pushing, making fun of someone, ostracising someone from the group, cyberbullying.

Note: -

  • That males and females of all ages are capable of bullying
  • That not every argument and fracas between two people denotes bullying
  • That only by seeing the effect that the attacks have on the victim do we realise how serious the bullying is.

Possible reasons for bullying

  • Jealousy
  • hatred
  • a show of power
  • attention seeking
  • ‘entertainment’ for others
  • raising status

The bully will usually pick on a child who is different by, e.g.

  • Clothing
  • accent
  • physical size
  • Disability
  • colour
  • race
  • More/ less able in any way at all

The effects and results that being bullied has on the individual: -

Fear of attending school; fear of travelling to school; an inability to sleep; avoidance of some sections of the school; loss of interest in work; Psychological effects: - depression, withdrawal, loneliness.

Note: -

We should look out for the following signs – they may denote that a child is being bullied: -

  • A sudden deterioration in the child’s work
  • Regular unexplained absence
  • Avoiding going out to play
  • Wanting to stay in the company of adults at all times
  • Frequently complaining of a headache/ stomach ache
  • Avoidance of certain lessons.

Signs of bullying:

  1. A child becoming introverted and refusing to explain why.
  2. Rapid or gradual deterioration in a child’s school-work.
  3. A pattern of headaches/ stomach aches.
  4. Personal property being lost.
  5. Damage to clothing or property.
  6. Frequent physical injuries (bruises )
  7. A request for extra dinner or pocket money.
  8. Refusing to go to school / playing truant / a pattern of regular absence.
  9. Fear of travelling on school transport..
  10. A pupil threatening another.
  11. The use of ICT – social networking sites, mobile phones etc.


  • Cyberbullying can be defined as the use of Information and Communications Technology (ICT), particularly mobile phones and the internet, deliberately to upset someone else. Cyberbulling is clearly a ‘method’ of bullying. Cyberbulling can include a wide range of unacceptable behaviours, including harassment, threats and insults; and like face-to-face bullying, cyberbullying can cause distress and harm.
  • However, cyberbulling differs in several significant ways to other kinds of bullying. The key differences are:-
    • Impact: the scale and scope of cyberbullying can be greater than other forms of bullying.
    • Targets and perpetrators: the people involved may have a different profile to traditional bullies and their targets.
    • Location: the 24/7 and anyplace nature.
    • Anonymity: the person being bullied will not always know who is attacking them.
    • Motivation: some pupils may not be aware that what they are doing is bullying.
    • Evidence: unlike other forms of bulling, the target of the bullying will have evidence of its occurrence.

It is important that this school presents a caring environment which does not tolerate any form of bullying. We will: -

  1. Support children who are being bullied.
  2. Help bullies change their attitude.
  3. Treat instances of bullying seriously, and investigate the circumstances of all incidents.
    1. Meet with everyone who was a part of the incident
    2. Break up any groups of bullies
    3. Help children to gain confidence and to know how to respond to difficult situations
    4. Involve parents at an early stage
  4. Show concern about bullying which occurs on the way to and from school.
  5. Record instances of bullying in a systematic fashion so that behaviour can be
  6. monitored.
  7. Discuss bullying and behaviour within school with the children.
  8. To seek help from outside agencies when the need arises.

Removing bullying from this school is everyone’s responsibility: -

  1. The P.S.E. programme – as part of the course, an unit on bullying will be discussed in year 7, and again in years 8 and 9, if necessary. Occasionally, wholeschool and Year assemblies will raise the matter of bullying.
  2. That bullying is never acceptable ought to be emphasised at all times.
  3. Pupils should be encouraged to speak promptly of their experiences and not to ignore the matter by thinking that they can cope alone.
  4. We must ensure that the playing fields, the corridors, the toilets and other hidden corners are inspected frequently by staff and senior pupils.
  5. Mentors from year 10 will be on hand to talk to and to listen to younger pupils, and to keep a watchful eye and respond in a positive manner when they see anything suspicious.
  6. We must ensure that each pupil has a nominated person that he or she can speak to, e.g. a Class Teacher or Head of Year or anyone that the pupil feels comfortable with. Pupils are eager to know that something will be done, and that the matter will be dealt with sensitively and confidentially.
  7. All non-teaching staff – especially dinner –time supervisors and kitchen staff - need to be a part of the process, and to implement our anti-bullying strategy.
  8. If pupils are concerned about bullying in the school, they have an opportunity to discuss matters in Year Council meetings and in the School Council.



  1. Look out for early signs of depression in children – keeping themselves to themselves, deteriorating work, feigning illness, preferring the company of adults, frequent absence. Although behaviour of this sort may be a sign of other problems, it can be an early sign of bullying.
  2. Listen carefully and record all incidents.
  3. Offer the victim immediate support by invoking the school’s procedures.
  4. Make clear to the bully and his/her parents that such behaviour is entirely
  5. unacceptable, as well as the consequences of any repetition.


The following points are an important part of a whole-school policy which makes use of each pupil and teacher in its anti-bullying campaign.

If you are being bullied: -

  1. Try not to show the bully that you are concerned, however difficult this is.
  2. Try to ignore the bullying.
  3. Walk quickly and with confidence – even though you don’t feel this way inside.
  4. Try to be positive – shout loudly.
  5. Collect your friends around you and say ‘NO’ to the bully.
  6. If you are different in any way, have pride in yourself – being a little different is a good thing.
  7. You need to avoid being alone in places where bullying occurs.
  8. If you are in danger, run away at once.
  9. Tell a trusted adult at once.
  10. If you are a victim of cyberbullying, save messages as evidence and where possible, print the evidence.

You can help put a stop to bullying: -

  1. Don’t stand and stare – fetch help.
  2. Show that neither you nor your friends accept bullying.
  3. Offer your help and support to pupils who are being bullied.
  4. Avoid provoking or making personal comments about someone – imagine how you would feel yourself.
  5. If you are aware of any bullying, tell an adult. This is not tale-telling – perhaps the person being bullied is lonely and afraid to say anything.


  1. It is always a good idea to take an interest in your child’s social life by chatting about friends and interests in and out of school. As well as finding out about your child’s current friendships, you may also get to hear of any disagreements or difficulties which are bothering him/her.
  2. Look out for signs of depression in your children – an unwillingness to attend school, a pattern of headaches/ stomach aches, missing items, a request for extra money, damage to clothing or bruising.
  3. If you suspect that your child is being bullied, contact school at once and ask to meet the member of staff dealing with the matter.
  4. Don’t encourage your child to hit back – this only makes things worse. Be positive, and encourage your child to make plenty of friends. A child who has friends is less likely to be bullied.
  5. Advise your child not to delay before telling an adult that he/she trusts.
  6. Monitor your child’s use of ICT e.g. mobile phone, the internet, especially social networking sites such as MSN, Facebook etc.
  7. Give the school time to investigate the problem. Every incident will be investigated without delay.
  8. If you are not satisfied with the outcome, request an interview with the Head.

Download the School bullying policy (pdf)