Across Wales, schools continue to battle lower attendance rates in the years following the pandemic. But one Welsh-medium primary is bucking the trend — and showing that a nurturing, community-centred approach can make a remarkable difference.

At Ysgol Gymraeg Caerffili, attendance for the first month of the academic year reached an impressive 98.2%. At a time when national figures still lag significantly behind pre-Covid levels, their success offers an inspiring model of what’s possible.

How They’re Doing It: Clubs, Community and Consistency

Headteacher Lynn Griffiths believes the school’s strong attendance isn’t down to a single intervention, but a combination of culture, consistency and connection.

A key ingredient? Extra-curricular clubs.

More than 90% of pupils in Years 3–6 participate in free clubs that run at lunchtime or after school — everything from sports and dance to chess, literacy sessions and modern languages. With so many options, pupils often discover a talent or passion they didn’t know they had.

Griffiths says this has a huge impact on how children feel about school:

“If they regularly attend clubs, they often end up representing the school — and that builds a sense of self-worth. Children don’t want to miss out.”

Parents frequently report that even when their child feels a little under the weather, they’re reluctant to stay home because they genuinely enjoy being in school.

A Supportive, Not Punitive Approach

Unlike some schools, Ysgol Gymraeg Caerffili no longer awards 100% attendance certificates. Feedback from families suggested these could create unnecessary pressure.

Instead, the school publishes weekly class-by-class attendance data online — a gentle way to keep families informed without singling out individual children.

Holiday absences aren’t authorised in the first half term, but the team takes a flexible, understanding approach later in the year. Griffiths emphasises that the school prefers collaboration over confrontation:

“Fines are always the last resort. We much prefer to work with parents.”

If a family can only take leave at a certain time due to work, staff help minimise the academic impact, supplying books, online tasks and opportunities for pupils to share what they learned during their trip once they return.

Strong Relationships at the Heart of Success

Wellbeing officer Rachel Warden highlights that regular communication — not just when concerns arise — is key.

Often, attendance issues stem from something small that can be resolved quickly once school and home work together.

Pupil voice also plays a major role. Children describe their school as a place they want to be:

• They don’t want to miss out on learning or special activities.
• They value the school’s wellbeing centre, where pupils can take restorative breaks.
• They even enjoy dog therapy sessions, which help reduce anxiety.

The message is clear: when children feel safe, supported and engaged, attendance naturally improves.

The Bigger Picture in Wales

While primary attendance is improving, it remains below pre-pandemic levels:

• 90.9% attendance across all Welsh schools last year
• 93.4% in primary vs 90.3% in secondary
• Attendance continues to be lowest among pupils eligible for free school meals
• Education inspectorate Estyn warns it may take a decade to return to 2019 levels

Still, schools like Ysgol Gymraeg Caerffili show what’s possible with community-centred practice and consistent support.

Education Secretary Lynne Neagle praised their approach, emphasising the importance of strong family partnerships. The Welsh Government has announced £7 million to help re-engage learners at risk of persistent absence.

What Parents Are Saying

Parents across Wales hold varying views on attendance:

• Some worry about the rising cost of holidays and feel term-time breaks are sometimes unavoidable.
• Others stress that medical issues make high attendance difficult.
• Some families prioritise consistency: if their child is well, they attend — full stop.

Schools that communicate clearly, offer flexibility where appropriate, and prioritise wellbeing tend to build the strongest relationships with families.

What Other Schools Can Learn

The success of Ysgol Gymraeg Caerffili highlights several powerful principles:

1. Make school a place children genuinely want to be

Clubs, enrichment and opportunities to shine increase motivation.

2. Build deep, consistent relationships with families

Not just during problems — year-round communication builds trust.

3. Offer individual support

Understanding each family’s context reduces barriers to attendance.

4. Prioritise wellbeing

Spaces for calm, emotional support and positive relationships keep children feeling safe.

5. Replace pressure with partnership

A supportive approach is far more effective than sanctions alone.