Participation Is - Pupil Voice Wales

Piloting a Self-Assessment 

Tool against the National 

Children & Young People’s 

Participation Standards 

Final Report 

Contract No: NATSTANDARDS-08

Piloting a Self-Assessment Tool 

against the National Children & 

Young People’s Participation 

Standards 

Final Report 

Contract No: NATSTANDARDS-08 

Submitted to: 

Jane Harries 

School Council Project Leader 

Children and Young People’s Rights and 

Entitlements Branch 

Welsh Assembly Government 

Cathays Park 

CARDIFF 

CF10 3NQ 

Submitted by: 

CRG Research Limited 

25 Cathedral Road 

CARDIFF CF11 9TZ 

T: 029 2034 3218 

F: 029 2066 7328 

Email: debbie@crgresearch.co.uk 

Website: www.crgresearch.co.uk 

8 th July, 2009

Contents 

1. Introduction and Context 1 

2. Methodology 5 

3. Findings 11 

4. Conclusions and Recommendations 33 

Appendix I 

Appendix II 

Appendix III 

Appendix V 

Appendix VI 

School Pilot Groupings 

Briefing and Data Collection Tools 

National Children & Young People’s Participation Standards Self- 

Assessment Tool Standards Consultation Tool Kit 

Powerpoint Presentation put together by ‘The Children & Young People’s 

Participation Consortium for Wales’ 

Example of Action Plan

Piloting a Self-Assessment Tool against the National Children & Young People’s Participation Standards 

1. Introduction and Context 

“Participation means that it is my right to be involved in making decisions, planning 

and reviewing an action that might affect me. Having a voice, having a choice” 1 

The National Children and Young People’s Participation Standards 

1.1 The National Children and Young People's Participation Standards for Wales have 

been developed from commonly agreed ‘core principles’ of participation. They have 

been consulted upon and endorsed by young people across Wales. The final 

Standards document was endorsed by all members of the Welsh Assembly 

Government’s Children and Young People’s Cabinet Sub Committee in November 

2006. 

1.2 The 7 Participation Standards measure how well organisations are doing at engaging 

children and young people in decision-making. The Standards are given in Figure 1. 

1.3 Following the agreement of these standards, further work led to the development of a 

Self-Assessment Pack 2 , which provides “guidance on how to look at your practice in 

relation to each Standard... and build evidence against each of the Standards …” 

The pack was piloted in a number of settings including the Participation Unit; the 

Welsh Assembly Government’s Youth and Adult Learning Opportunities (YALO) 

division; Funky Dragon (the Children and Young People’s Assembly for Wales), 

amongst others. These organisations were inspected against these Standards by a 

team of young people who were trained to be inspectors. 

1.4 The Self Assessment Tool was developed to be used in conjunction with the Self- 

Assessment Pack and other key resources (which are described in more detail in 

Section 2). The Self-Assessment Tool can be used by organisations to measure 

participative practice using the National Children and Young People’s Participation 

Standards. The aim of this pilot is to assess how user-friendly the tool is for schools, 

and whether it needs adapting for use in this particular setting. 

1 The winning entry to a competition held by WAG in 2005, where young people were asked to sum up the 

meaning of participation. 

2 ‘Do We Meet Your Standards?’ National Children & Young People’s Participation Standards Self-Assessment 

Pack (May, 2007) 

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Figure 1: National Children and Young People's Participation Standards for Wales 

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Participation in Decision-making in Wales 

1.5 Participation can be used to describe many different relationships and activities. Most 

definitions of participation centre on ‘taking part’, but the term is more widely used 

presently to describe levels of participation in decision-making, as required by Article 

12 of the United Nations Convention on the Right of the Child (UNCRC). It is well 

recognised that there is a spectrum of levels of participation in decision-making 

processes, from giving opinions on a predetermined issue (consultation), to 

individuals being able to choose their agendas and taking their own decisions (full 

participation). 3 

1.6 In line with the unanimous adoption and ratification of the Convention on the Rights 

of the Child (UNCRC, 1991) in the UK the Welsh Assembly Government has made a 

commitment to promote and support children and young people’s participation in 

decision-making in Wales and to implementing children and young people’s rights to 

participate as stated in Article 12 through formally adopting the UNCRC as a basis 

for all its policies affecting children and young people. 

Benefits of Participation 

1.7 The benefits of participation are generally accepted as wide-reaching, identified in 

terms of benefits derived for the children and young people themselves, for 

organisations, and for the communities where the children and young people live. In 

brief, it has been suggested that participation can provide: 

• The opportunity for children and young people’s personal, social and political 

development; that it can offer practical experience and the opportunity to learn 

how to exercise responsibility; 

• Benefits to organisations including, for example, enhanced relationships; 

increased organisational relevance to children; helping to build capacity and 

sustainability within the organisation; 

• Benefits to communities from the empowerment of children and young people 

as members of civil society and active citizens 4 . 

1.8 Milestones which demonstrate Welsh Assembly Government’s commitment to the full 

participation of children and young people include: 

3 http://www.participationworkerswales.org.uk/participation/what-is-participation 

4 Op.cit 3 

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• In 2001 Wales became the first country in the UK to have a Children's 

Commissioner. The role of the Commissioner includes ensuring that children 

and young people are respected and that they know about their rights and have 

a voice in their community; 

• Funky Dragon, the Children and Young People’s Assembly for Wales was 

created in 2002 - a peer-led organisation that aims to give 0–25 year olds the 

opportunity to get their voices heard on issues that affect them and to support 

participation in decision-making at national level; 

• The Children and Young People's Participation Consortium initiated in 2003 by 

The Welsh Assembly Government is a multi-agency strategic body working at a 

national level to develop capacity and practice in terms of the participation of 

children and young people (0-25 years) in decision-making in Wales. Key 

priorities for the Consortium include participation in education, participation of 

0-10s, training in participation and setting standards and gathering evidence on 

the benefits of participation. The Participation Consortium received funding 

from the Welsh Assembly Government Children and Family Grants Scheme 

and the European Social Fund to establish a Participation Unit in 2004. The 

Unit acts as a focal point and supports the strategic development of 

participation. Key pieces of work include the National Children and Young 

People’s Participation Standards for Wales, developed by the Unit in 

partnership with children, young people and practitioners across Wales 5 . 

Focus of Research and Draft Report Structure 

1.9 CRG Research was commissioned by the Welsh Assembly Government in January 

2009 to undertake a pilot of the Self-Assessment Tool for use against the National 

Children and Young Peoples Standards. 

1.10 The main focus of this work was to undertake a wider pilot of the National 

Participation Standards Self-Assessment Tool within educational settings in Wales to 

introduce and monitor the use of the National Participation Standards as a measure 

of best practice when involving children and young people in decision making’ 

1.11 In the remainder of this report, Section 2 describes and reviews the methodology for 

this pilot in more detail; Section 3 explores findings from the pilot and Section 4 offers 

some initial conclusions and recommendations from the pilots with a view to 

facilitating the wider application of the Self-Assessment Tool. 

5 http://www.participationworkerswales.org.uk 

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2. Methodology 

2.1 In this section we briefly review the methodology for the ‘National Children and 

Young People’s Participation Standards Self-Assessment Tool’ school pilot in terms 

of the work programme and the rationale behind it. This is written with a view to 

providing step-by-step details to facilitate the wider application of the Self- 

Assessment Tool; to highlight any factors that may support or challenges which may 

hinder this; and to give an indication of potential resourcing requirements. 

Aims & Objectives 

• ‘To undertake a wider pilot of the National Participation Standards Self- 

Assessment Tool within educational settings in Wales to introduce and monitor 

the use of the National Participation Standards as a measure of best practice 

when involving children and young people in decision making’ 

• To focus on ‘…the process of applying the National Standards in school settings, 

and how this has felt for staff and pupils’ 

Step 1: Pilot Identification, Group Assignment and Initial Telephone Contact 

2.2 Schools which were prepared to pilot the Self Assessment Tool were recruited by the 

Welsh Assembly Government during December 2008. The Assembly contacted them 

by letter and follow-up telephone call to introduce the Standards Pilot and gauge 

interest in participating in the pilot. Schools wishing to take part in the pilot were 

required to return a completed form or call the Assembly Pupil Participation Project 

Leader directly to confirm their involvement. 

2.3 Schools were advised that they would be able to choose what aspects of school life 

they wanted to assess against the Standards and that they would be supported 

throughout the process by CRG. The one requirement was for schools to complete 

the Self-Assessment report using the Tool designed for this project (in addition to two 

appendices: Action Plan and an account of their experiences); beyond this schools 

were free to choose how they introduced the Participation Standards (e.g. schoolwide 

launch or perhaps an awareness-raising event with the School Council or other 

pupil group); gathering evidence of Participation within their school (e.g. staff 

collating the evidence and /or pupils) and validating this with the pupils (e.g. via an 

event). 

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2.4 The pilot methodology was based on a comprehensive, two-strand, comparative 

analysis, (Figure 2) which considered the effects of briefing and debriefing pilots by 

means of telephone inputs versus face-to-face contact. The rationale behind this was 

to identify whether the Self-Assessment Tool was something that could be introduced 

with a ‘light touch’ i.e. via telephone, or whether more intensive support was needed. 

2.5 From the outset, the 14 participating schools were assigned to one of two groups for 

their Introductory Briefing (i.e. Face-to-face or Telephone); and to one of two further 

possible pilot groups for their Follow-Up Session, again, Face-to-face or Telephone, 

giving four possible combinations of pilot group, (see Appendix I for pilot group 

assignment). All schools were given the option of an alternative method of 

Introduction/ Follow-up if preferred. No schools requested this. 

2.6 Schools were assigned to pilot groups to ensure, as far as possible, equal 

representation across the groups in relation to variables which included: 

• Geography (North, Mid and South Wales); 

• School type (Primary, Secondary, Special); and 

• Language medium (English, Welsh, Bilingual). 

2.7 There were a number of schools on the original ‘Pilot List’ that declined to participate 

when contacted. With these schools there appeared to have been some confusion 

over the initial letter that was sent by the Assembly, requiring schools to actively opt 

in if they wanted to be involved in the pilot. Whilst the schools emphasised that they 

supported the Pilot in principle, existing commitments made it impossible for them to 

take part on this occasion. 

2.8 Some slippage in getting the pilots up and running was experienced. Not unusually 

when working directly with schools, making contact with the identified head/teacher 

within each setting was challenging; this was further exacerbated by school closure 

due to adverse weather across Wales during February; and schools preparing for 

Estyn Inspections during this term. Timescales for the pilot were extended by 7 

weeks to offset these factors. 

2.9 Schools were contacted by telephone in the first instance by the CRG Research 

team member who was going to be working with them throughout the pilot, (see 

Appendix II for the full Introductory Telephone Script). Fluent Welsh speakers were 

assigned to work with Welsh medium schools. 

2.10 Discussions focused on the overall structure, aims and objectives of the pilot and 

CRG’s role within this. Initial calls were typically of 20-25 minutes duration. 

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Figure 2: Methodology for Pilot Introduction and Review 

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Step 2: Introductory Briefing 

2.11 The Introductory Briefing took an average of 30 minutes by telephone and about an 

hour face-to-face, depending on how many members of staff were included in the 

meeting. 

2.12 A significant part of the Introductory Briefing involved discussing schools’ initial ideas 

on how to implement the Pilot. Discussions focussed on identifying which aspects of 

school life were to be assessed against the standards; which groups of pupils would 

be involved; at what stage of the process the pupils would become involved; and how 

evidence was to be validated. It was emphasised at this stage that the school’s 

performance against the Participation Standards was not in any way under scrutiny. 

2.13 Materials for the pilot included: 

Pilot Materials & Supporting Information 

National Children and Young People’s Participation Standards Posters: A 

colour poster detailing the seven standards for children and young people’s 

participation in Wales i.e. the quality standards that can provide a means for 

measuring and assessing participatory practice. 

‘Do We Meet Your Standards?’ Self-Assessment Pack: Guidance on how to 

look at practice in relation to each Standard 6 (developed by the Participation 

Unit). 

National Children and Young People’s Participation Standards Self- 

Assessment Tool: A colour coded version of the tool to help work through the 

self-assessment process (taken directly from the Self-Assessment Pack). 

Standards Consultation Tool Kit: A collection of activities to support 

organisations introducing children and young people to the Participation 

Standards and facilitate information gathering to demonstrate children and young 

people’s participation (developed by the Participation Unit). 

Guidance for Piloting the Tool: A six-step guide to support successful piloting 

of the tool and to capture learning (developed by CRG Research). 

PowerPoint Presentation: A presentation put together by the ‘Children and 

Young People’s Participation Consortium’ to inform about how the National 

Standards were developed and adopted (presentation put together by the 

Participation Consortium). 

6 ‘Do We Meet Your Standards?’ pp.7 

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2.14 All materials (i.e. Self-Assessment Tool; Standards Consultation Tool Kit; PowerPoint 

Presentation; Guidance on Piloting the Self-Assessment Tool; – see Appendices for 

full versions) were available bilingually. Most schools had also been sent a copy of 

the ‘Do We Meet Your Standards?’ Self-Assessment Pack 7 and some Standards 

posters prior to agreeing to participate in the pilot. Additional copies of the Pack and 

posters were distributed to schools on request. 

Face-to-face Briefings 

2.15 Schools within this group were briefed on site. Support materials were emailed to the 

contact – in most cases the Head - prior to the meeting and hard copies of all the 

documents were distributed by CRG on arrival. 

Telephone Briefings 

2.16 Telephone Briefings were pre-arranged. As with the face-to-face briefings all 

materials were emailed to each school contact before so that both parties had the 

materials in front of them during the briefing. 

2.17 Experiences drawn from the initial pilot of the Self-Assessment Tool 8 recommended 

that the process of assessing pupil participation against the ‘National Children and 

Young People’s Participation Standards’ should be adult-led, with the evidence then 

validated by the pupils. Four options for introducing the Standards to pupils and using 

the Tool to collate/validate evidence were therefore suggested to schools (see 

‘Guidance’ in Appendix II for full details) these included: 

• Option 1: Designated staff member(s) completing the Self-Assessment Tool 

then arranging an event and/or discussion with pupils to contribute to and/ or 

validate the evidence; 

• Option 2: Completing the Self-Assessment by joining with the School Council 

or other representative pupil groups of children and young people within the 

school to gather and verify evidence, again perhaps through arranging an event 

and/or discussion with pupils to launch the pilot; 

• Option 3: Using the Self-Assessment Tool as part of a lesson (e.g. PSE, Welsh 

Baccalaureate: ‘Communication’, ‘Working with Others’ units); 

• Option 4: The school’s own preferred method of undertaking the selfassessment 

process. 

7 Op.cit 2 

8 An initial pilot of the self-assessment pack took place in two secondary schools in South Wales in 2008 as part 

of a “Making the Connections Project” (ITT pp.4) 

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2.18 To ensure that all schools received sufficient support throughout the pilot (regardless 

of approach taken), an Information and Guidance Helpline was set up. This was 

manned between the hours of 9.00am and 5.00pm, Monday to Friday, and an 

additional dedicated email address was available to schools for the duration of the 

pilot. This was also intended to offer potentially valuable insights into: 

• Whether schools within certain pilot groups used the Helpline more than others 

and what this might indicate 

• The sort of queries or challenges schools were experiencing and the possible 

implications for Tool development and wider rollout 

• The frequency and duration of calls and what this may mean in terms of 

resourcing a National rollout were a similar service to be provided. 

Step 3: Applying the National Participation Standards 

2.19 Once methods for piloting the tool and dates for the Follow-Up Session had been 

agreed, the schools were left to trial the Self-Assessment Tool, with the 

understanding that the Information and Guidance Helpline was available if needed. 

Step 4: Follow-Up Session 

2.20 Follow-Up Sessions to explore the experience of implementing the Tool for the staff 

and pupils involved were conducted either face-to-face or by telephone. These 

sessions took between 30 minutes and 1½ hours. 

2.21 A copy of the completed Self-Assessment Tool and other completed pilot documents 

(i.e. Action Plan; Log) were requested to be sent by each school to their CRG contact 

prior to follow-up 9 . Detailed discussions were based on the Follow-Up topic guide 

(see Appendix II for full copy) and the information contained in the completed 

documents, where available. 

9 Not all schools sent their completed forms in prior to the Follow-up Interview. 

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3. Findings 

Overview 

3.1 In this Section we summarise the activities and experiences of schools that have 

completed the Self-Assessment. The findings were gathered during the Follow-Up 

Session. 

3.2 Steps 1 and 2 findings below are collated from CRG’s interviews with key individuals 

setting up the pilots. Step 3 summarises schools’ findings; pupil and staff views 

having undertaken the self-assessment process; of using the Self-Assessment Tool; 

and on the supporting materials. 

3.3 Schools were drawn from a list contacted during December, 2008. When schools 

were first contacted they were sent a copy of the ‘Do We Meet Your Standards? Self- 

Assessment Pack’ and the National Participation Standards. Schools were advised 

that they would be able to choose what aspects of school life they wanted to assess 

against the Standards and would be supported throughout the process by CRG. 

Schools were free from this point on to decide exactly what they would assess 

against and how, leading to considerable variation both in terms of school 

experiences of implementing the Self-Assessment Tool and views of the supporting 

materials. As pointed out in Section 2, some of the schools that were originally 

included on the Pilot list eventually declined to participate. 

Step 1: Initial Telephone Contact of Identified Pilot Sample 

3.4 When first contacted by the Research Team, several of the schools had ideas about 

how they might use the tool, and what they could use it to assess. That said, the 

majority of schools wanted to go through the materials (i.e. the Tool, the Self- 

Assessment Pack, the Standards Consultation Tool Kit, the Guidance for Piloting the 

Tool, the PowerPoint Presentation) in more detail and talk to colleagues and/or 

pupils, prior to making any final decisions on implementing the pilot. 

Step 2: Introductory Briefing 

3.5 Staff were generally keen to fit the briefing – either face-to-face or telephone - into a 

single teaching period where they either had a free period, or were able to arrange 

cover with another member of staff. 

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3.6 The Introductory Briefing was reported by all schools to be either useful or very 

useful, to “check understanding” to “work out what we wanted to do” and “…just to 

answer questions about the little things”. 

3.7 For some staff, a face-to-face introduction would have been preferred over a 

telephone introduction, as it gave the opportunity to “talk through perceptions”, 

“formulate ideas about how the Tool could be used”, and “go through things 

together”. One Head believed this more personal introduction may also increase 

school motivation to undertake the self-assessment. 

3.8 For others however, the method of introduction was not really an issue, “We’d have 

the same discussions and questions on the telephone or if you came here in person”, 

and “It’s always nice to meet people face-to-face, but it was perhaps more effective 

this way…I had no difficulty grasping the concept, the telephone approach worked 

fine”. Some also made the point about the potential resource implications involved 

with delivering face-to-face briefings, were the Tool to be rolled out on a National 

basis. 

Step 3: Applying the National Standards in School Settings - How this has Felt for 

Pupils and Staff 

3.9 The process of applying the Standards and how the pupils and staff felt about this 

appears to have been influenced by a number of different variables e.g.: 

• School ethos towards pupil participation in decision making (i.e. how actively 

pupils engage with school initiatives) 

• Pupil make-up (e.g. age, ability) 

• Pupil group maturity (not necessarily in terms of individual ability but maturity 

as a fully functioning team of individuals) 

• Size of group 

• Workload and experience of School Council/ pupil group (i.e. how many other 

school initiatives were they involved with at the time) 

• Time available within the curriculum 

• Areas of staff /pupil interest. 

Validation by Children & Young People (CYP) 

3.10 For some schools, involving the School Council to validate evidence for the Self- 

Assessment was the obvious choice; while other schools preferred to try something 

different: one School Council was felt to be “quite immature [as a recently formed 

group] in what they are able to do at present…” staff therefore decided to work with 

older pupils to undertake the self-assessment within their PSE class and engage 

members of the School Council to help validate the evidence. Another felt that their 

School Council was “over used”; and therefore piloted the Tool with other groups of 

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pupils; and a secondary school also approached pupils outside of the School Council 

as they did not believe that the Council was sufficiently representative of the school. 

3.11 Some schools used the process as a means of implementing and/or building on 

something they had wanted to do for some time: for example evaluating library 

facilities by undertaking a school-wide pupil survey and assessing pupil participation 

in this activity against the Standards; building on a recent initiative to survey pupils 

about developments within the school; and assessing participation levels when 

surveying pupils, staff and Governors about adapting school uniforms. 

Options for Self-Assessment 

3.12 The focus of the assessment, and the choice of how to involve the pupils, 

determined how the Tool was implemented to some extent. The different options 

(Option 1-4) chosen by individual schools are set out in Table 1 below. 

3.13 Findings suggest that Option 2 – ‘Completing the Self-Assessment by joining with 

the School Council or other representative pupil groups of CYP’ is the preferred 

method of implementing the Self-Assessment Tool. 

Table 1: Pilot Options 

School 

Option 

Twynyrodyn Community School 3 

North Mid 

South 

Ysgol Cynnwyd Sant 

Ysgol Pen-Y-Dre 

Cardinal Newman 

St Cenydd 

Ysgol Hen Felin 

Ysgol Bro Morgannwg 

Penybont Primary 

Ysgol Penmaes 

Crickhowell High School 

Ysgol Craig y Don 

Ysgol Gynradd Niwbwrch 

Ysgol Y Creuddyn 

Ysgol Hafod Lon 

2 

2 

2 

3 

* 10 

2 

4 

1 

2 

2 

2 

2 

1 

10 It was not possible for Ysgol Hen Felin to complete the self-assessment within the designated timescales; 

however discussions around the Tool's potential lead to more informed questioning of other schools, particularly 

Special schools. 

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Key: 

Option 1: Designated staff member(s) completing the Self-Assessment Tool 

then arranging an event and/or discussion with pupils to contribute to and/ or 

validate the evidence 

Option 2: Completing the Self-Assessment by joining with the School 

Council or other representative pupil groups of CYP 

Option 3: Using the Self-Assessment Tool as part of a lesson (e.g. PSE) 

Option 4: The school’s own preferred method. 

Case Studies 

3.14 Below we present case-studies to illustrate how the four options for Self-Assessment 

Tool implementation worked in practice. 

Option 1: 

Ysgol Hafod Lon: A Special school based in North Wales which has 20 pupils 

and three teaching staff in addition to the Head who also teaches. 

Approach 

The Head and staff completed the Self-Assessment Tool together. They then 

approached the more able pupils within the School Council to help validate the 

evidence. 

The teachers were able to use the ‘Getting to Know You’ activity from the 

‘Standards Consultation Tool Kit’ as this closely resembled an activity that their 

pupils practiced in speech therapy. 

The other activities within the Tool Kit were too complex for their pupils and 

would have needed significant input to adapt for what would have been quite 

limited use given the number of their pupils that could have understood. 

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Option 2: 

Ysgol Gynradd Niwbwrch: A small rural school in Anglesey: a Welsh language 

(bilingual) primary school serving a community where approximately 60% of 

pupils come from homes where Welsh is spoken as a first language. It has 63 

pupils and three full-time teaching staff, in addition to the Head. 

Approach 

The Healthy Schools Scheme Co-ordinator decided to use the School Council as 

a vehicle for piloting the Self Assessment tool. The School Council has become 

experienced at working as a group, and they are very familiar with being asked 

to consider issues of importance to themselves and fellow pupils. The pilot 

effectively built upon other recent initiatives that sought to involve pupils in 

decision-making, i.e. questionnaires were distributed to all pupils asking their 

opinions on various developments in the school. 

The process was led by the Healthy Schools Scheme Co-ordinator who is also 

the teacher responsible for working with the School Council. Nine separate group 

sessions were organised (20 – 30 minutes long) to first introduce the principles 

of participation and the Standards, and then to consider each theme in turn. 

Working in short bursts like this was felt to be a good way to maintain the focus 

and concentration of the children. 

The group did use some of the ideas contained within the ‘Standards 

Consultation Tool Kit’, for example the use of “Agree/Disagree/Don’t Know’ cards 

proved very popular and effective. That said, the school took a pragmatic (or 

‘pick and mix’) approach to the use of these resources, as they felt some of the 

information lacked relevance. In general, the supporting information provided 

was felt to be useful, though a little excessive in volume. 

The children worked with the teacher to collect/suggest evidence for each of the 

Standards, and then the information was entered onto the self-assessment form 

for validation at a wrap-up session. No difficulties were reported in terms of using 

the tool, though more time to complete the process would have been preferable. 

The inclusion of example text was seen as particularly helpful. 

The School Council enjoyed the process and actively embraced the challenge of 

assessing participation standards within the school. The children are more aware 

of their rights as a result of this process and this is something that they could 

now take forward as a Council on a rolling basis, as part of their overall role and 

responsibilities. 

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Option 3: 

Twynyrodyn Community School: A primary school in Merthyr Tydfil with an 

extensive track-record of pupil participation in decision-making, spanning more 

than 5 years. Pupils have been involved in teacher appointments; they regularly 

give presentations to and meet with school Governors; pupils are involved in a 

number of initiatives such as Eco Schools, Healthy Schools and a number are 

currently involved in designing a new playground. 

Approach 

The Tool was introduced through PSE lessons. With only one hour of PSE 

scheduled per week, they reorganised their timetable to free-up additional time 

for the pilot. 

7 separate files – one for each of the Standards was set up within their online 

space accessible by pupils. Pupils were asked to upload any examples of school 

work (i.e. photos, design plans, notes from meetings etc.) to evidence 

participation against each of the 7 Standards. 

The Tool was adapted to include an Action Plan that was already used internally, 

the rationale being that if the Self-Assessment Tool is something they are going 

to integrate into their systems, it needs to support processes already in place, 

(see Appendix VI for example of form used). 

They referred to the ‘Methods and Evidence’ section of the Self-Assessment 

Pack 11 to identify what could be used to evidence participation for each of the 

Standards. 

11 Op.cit 2 

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Option 4: 

Penybont Primary School: An English medium school in South Wales that 

uses Welsh as a second language and promotes a strong Welsh ethos 

throughout the school. 

Approach 

Due to limited timescales, the school decided they would address one of the 

Standards – ‘Information’ - in greater depth rather attempting to tackle them all 

superficially. 

Thirty pupils from Years 4, 5 and 6 decided to assess participation while 

exploring a specific topic agreed by pupils and teachers – they decided to focus 

on the topic of ‘Greed’. The pupils researched and wrote a script around the 

topic, acting it out to an assembly of their parents. 

Following this, the pupils wanted to explore the topic further so they chose a 

charity - The Hat Foundation, an organisation that sends aid to improve the 

infrastructure for children in countries such as Sri Lanka – and contacted them 

for further information in order to put together a PowerPoint presentation on the 

work of the charity for a school-wide presentation. 

The pupils have since arranged a ‘No-Uniform Day’ (8 th 

funds for the charity. 

May 2009) to raise 

Pupil Issues 

3.15 Pupils from Years 5 & 6 of Twynyrodyn Community School reportedly found the selfassessment 

process “very straightforward”. This particular school has high levels of 

pupil participation gained from extensive experience on a broad range of initiatives, 

meaning the Standards were second nature to the children asked to participate in the 

pilot. 

3.16 Pupils in Ysgol Penmaes 12 volunteered to take part in the Standards Pilot. All of the 

pupils were reportedly fully engaged in the discussions, actively agreeing and 

disagreeing with each other throughout the activities, with one pupil commenting 

“That made me think”. The staff recording the events and making notes of the pupils’ 

12 Eight pupils ranging in age from 15-17, all volunteers; two School Council representatives, others not. 

Timescales prevented accessing views of the younger pupils. 

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responses were very impressed with the level of engagement and with the pupils’ 

responses and took their involvement as a good indication that these pupils feel fully 

involved in their school and feel able to comment on and influence decisions “It was 

very positive”. 

3.17 In Ysgol Gynradd Niwbwrch the School Council both collated and validated 

evidence, “The School Council itself worked very well as a group, and embraced the 

challenge of considering and assessing the Standards within the school…this is 

something they are used to from past exercises…The children took to the concept of 

participation very quickly and brought lots of ideas to the table. They had no problem 

discussing the Standards …probably due to them having lots of practice in terms of 

debating issues and putting their ideas across”. 

3.18 Staff and pupils at Penybont Primary School thought this had been an extremely 

worthwhile process and demonstrated full participation from the children whilst 

involving wider stakeholders such as parents and teachers (see case study Option 4 

above for details). In future, Penybont will be linking the standards with School 

Council activities and both Penybont and Ysgol Cynnwyd Sant are planning to roll 

out the Standards to all staff in the next staff meeting and to progress this work 

across the school in the coming months as part of their PSE/ABCh classes. 

3.19 The School Council at Ysgol Y Creuddyn felt that working on the Self-Assessment 

process had helped them develop as a group and had given them plenty of ideas to 

take forward. Concrete measures that have already been implemented as a direct 

result of the pilot include a notice board where pupils’ ideas can be displayed; a 

facility for logging suggestions to improve the school on their website and a 3-point 

structured improvement plan for the Council, focusing initially on ‘Ways of 

Improving’, ‘You Get Something Out of It’ and ‘Feedback’. 

3.20 Members of the School Council in Ysgol Pen-Y-Dre considered adapting their school 

uniform against the Participation Standards. They found the Tool was an effective 

way of collating evidence of participation and in identifying what they might do 

differently in future, e.g. “Hold class council meetings to feedback information more 

effectively” and “Involve more staff and use further means of disseminating 

information such as a newsletter, assemblies etc.”. 

3.21 Cardinal Newman conducted a school-wide evaluation of their library against the 

Participation Standards; they wanted to update the contents of their library as they 

felt many books were outdated and failed to reflect what pupils actually wanted to 

read. It was reported that the range of books requested by pupils demonstrated 

active participation from all sections of the school community with clear differences 

in book choices emerging according to pupil age, academic ability, interest and 

gender; the Self-Assessment Process also reportedly refocused attention on the 

need to address relocation of the library to a quieter part of the school. 

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3.22 In Ysgol Bro Morgannwg the Self-Assessment process was found to work well 

overall. This experienced School Council were reportedly very effective at debating 

the issues and collecting evidence of participation. This was in part due to their 

familiarity with the ‘Children’s Voice’ agenda, which meant that the pupils took to the 

Standards very easily. The Self-Assessment Tool has now been logged in the 

School Council’s file and they intend to revisit the Tool and the Action Plan as part of 

their general work programme. 

3.23 Having introduced the Standards, some schools asked their pupils to complete the 

Evaluation Questionnaire from the Tool Kit. Question 1 ‘How did you feel the 

Assessment of the School against the National Children and Young People’s 

Participation Standards Went?’ produced some interesting responses: as expected, 

some positive, some less so and some illustrating how the self-assessment process 

had encouraged pupils to think about their situation in relation to the Standards. 

Table 2: Summary of Pupil Response Type 

Pupil Comments % 

Positive 59 

Negative 34 

Suggestions for Development 7 

n=81 

3.24 Positive comments included: 

• “Enjoyable” 

• “I am getting the hang of the 7 Standards but the words are quite a mouthful” 

• “I felt it was a good ideal of assessing how children think” 

• “It went well. I now know about 7 school Standards” 

• “Fun” 

• “It was useful but difficult to do” 

• “It went well but they could have explained it a bit more” 

• “It was lots of big words what I did not know but it was fun”. 

3.25 The less positive comments to some extent reflect the difficulties inherent in 

developing anything that is aimed at a broad range of children and young people 

(spanning different ages, abilities and interests) i.e. what was too easy for some 

pupils proved challenging for others: 

• “I thought it was quite boring because it had too many long questions” 

• “The words were too big and I didn’t understand all of it” 

• “It was alright. A bit confusing” 

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• “…a bit too easy because everything matches up with symbols (e.g. speech 

bubbles, arrows etc.)” 

• “The booklet should be set out with language for our age, we aren’t babies!” 

3.26 Some of the pupils’ comments illustrate how the self-assessment process has 

encouraged them to think about what works well in their school, and offer 

constructive suggestions for improvement: 

• “I think the school is good with everything and I don’t think the school should 

change much” 

• “We get lots of information” 

• “We need a suggestion box in school” 

• “More rewards for good behaviour that can benefit us” 

• “Make our PE lessons less sexist - let the girls play footy once in a while. Let 

the boys learn street dance”. 

Staff Issues 

Staff Awareness/Expectations 

3.27 Despite being initially “fearful” of the amount of administration that this pilot might 

involve, many schools were keen to use the Tool as a means of engaging children 

and getting additional feedback. Teachers recognised that the process would allow 

pupils to “…have their say” adding “…Anything that helps us to evaluate what we 

provide our children and young people is very important”. Ysgol Hafod Lon, for 

example, has recently been working closely with Barnardos towards the Clywed kite 

mark 13 and saw this pilot as an opportunity to assess progress. 

Practical Experience 

3.28 One Head commented that assessing against the Standards was very important 

as it gave staff a greater awareness of what was expected of them as a school and 

how they could achieve that, “It can help our practice”, adding, “…that’s very 

powerful”. 

3.29 Another Deputy Head stated that he felt strongly that making children aware of 

their rights and involving them in activities like this increased the likelihood of their 

ongoing involvement in the democratic process. 

13 The Clywed Kite mark is given to companies, agencies and practitioners who can demonstrate their 

commitment to promoting participation. http://www.cartrefbontnewydd.org/services(clywed).html 

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3.30 There was general agreement that the successful introduction of the Standards (and 

the wider self-assessment process) is likely to depend largely on what else is going 

on in the school i.e. to what extent the pupils have been exposed to these concepts 

before. Those pupils active in School Councils, Eco Committees, involved in staff 

appointments and meetings with Governors etc. are intuitively going to be familiar 

with and find it easier to work with the Standards and what is being asked of them 

than pupils new to Participation; and the same can be said for the staff “I think it was 

far easier for me to grasp because I am used to running pilots like this”. 

3.31 A number of the schools involved in the pilot did however express the difficulties they 

experience in trying to ‘juggle’ competing priorities (e.g. Estyn’s 7 Key Questions; 

Basic Skills Initiatives; Healthy Eating; Eco Schools; Green Flag etc.), all which 

require extensive pupil involvement. The logistics of timetabling and equipping the 

children and young people to manage these additional workloads are significant. In 

addition, one Head pointed out that a school’s attention and motivation to engage 

with new initiatives is likely to be heavily influenced by how effectively it is sold to the 

school: 

“It’s about whether people understand the importance of the initiative or 

not…Has there been enough preamble? It’s a marketing issue. I wasn’t 

aware of the Standards; we would have been if we’d been involved with 

Funky Dragon…If it is an inclusive policy then you’ve got to try to 

communicate that to the total audience”. 

3.32 Another Head commented, “More work would be needed to embed the Standards 

before being able to gather a meaningful response to the self-evaluation from a 

young person’s point of view; the Standards have not been well publicised”. 

3.33 A recent discussion between one of the Heads and their local 14-19 Coordinator 

highlighted the fact that the Standards were not known about within these Networks 

either; they are also now looking in detail at Participation, suggesting that a National 

dissemination and marketing strategy is a key requirement to prevent potential 

duplication of effort. 

3.34 The need for effective awareness-raising is not merely restricted to the Standards, as 

a member of staff from another school commented, “As a teacher it would have been 

useful if I could have received some detail about who ‘Funky Dragon’ are and other 

details prior to the lesson.” 

Materials 

3.35 Initial feedback from some schools suggests that they found the amount of 

paperwork, (i.e. ‘Do We Meet Your Your Standards?’, Guidance for Piloting the Tool, 

the ‘Standards Consultation Tool Kit’, PowerPoint Presentation), “overwhelming” 

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and “a bit off-putting at first”, in some cases this lead to perceptions that the selfassessment 

process was far more complex than in practice. 

3.36 A few of the schools suggested that the materials should be available in an 

interactive, electronic format as schools are generally moving away from paperbased 

exercises towards more ICT-focused activity. 

‘The National Children & Young People’s Participation Standards’ Posters 

3.37 The ‘National Children & Young People’s Participation Standards’ and the Standards 

Poster were received very positively by most schools, “They’re presented clearly, 

colourful and aesthetically pleasing”. Some of the schools displayed the posters in all 

classrooms to facilitate awareness-raising of the Standards prior to launching the 

pilot. However three of the schools that did this commented that the writing was far 

too small to catch the pupil’s attention and motivate them to read about the 

Standards in more detail. It was suggested that featuring one Standard per poster 

would be more effective. 

‘The National Children & Young People’s Participation Standards’ 

3.38 The Standards were considered to present a potential challenge for some pupils, 

“The Standards require a good deal of explanation for those who have difficulty with 

basic skills”. 

3.39 There were suggestions that the language being used to describe the Standards 

needed to be simpler; some teachers felt that Standards as presented were geared 

more towards the end of Key Stage 2 /beginning of Key Stage 3. Some schools felt 

that the materials and processes would need to be simplified significantly for use with 

Key Stage 1. 

3.40 Some difficulties with the Welsh translation of the Standards were experienced by 

Welsh medium-schools involved in the pilot, although, this should not be over-stated 

i.e. in one of the schools teachers had to explain the meaning of the Standard 

‘Byddwch chi ar eich ennill hefyd’ 14 to pupils. The term ‘Cyfranogiad’ 15 also needed 

some explanation in some of the Welsh-medium schools; it was suggested by one 

member of staff that had she not been exposed to such terminology though 

involvement with previous participative activities, she might have encountered more 

difficulties. 

3.41 While the Standards as a model were new to some of the schools in the pilot, the 

philosophy behind them was familiar to almost all. Special schools particularly, 

14 The Welsh translation for “You Get Something Out Of It” 

15 Welsh for ‘Participation’ 

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highlighted how these are standards they always adhere to due to the very nature of 

their pupils’ diverse needs which require an individually-centred approach and 

philosophy. However, it was also appreciated that this may not be the case for all 

schools. 

3.42 It was also highlighted that in this particular school setting (Special school) how 

some of the Standards were only directly applicable for their more able pupils, for 

example, Standard 1 – Information: for pupils with very complex needs, it needs to 

be the parents who are informed about what is going on etc. as well as the pupils. 

Parallels were drawn between this and current discussions within the 14-19 Agenda 

around ensuring accessibility to information - in terms of personal support - in the 

case of some of the pupils that means identifying the key people in their lives that 

need access to information on their behalf. 

3.43 However another Head commented that while the previous point was certainly true, it 

could be argued that all the Standards worked on a number of different levels, for 

example, looking again at Standard 1 – Information - for some pupils this equates to 

making sure that they understand what is going to be happening in the next activity 

and making that accessible for them. 

3.44 The Standards working on a number of different levels was echoed by a small, rural 

Primary school when discussing ‘No Discrimination’ with their pupils: 

“The children enjoyed thinking about Participation, and really focussed on the 

issue of equality. Being a small rural school, without many children from 

different ethnic minorities – equality was interpreted as a way of ensuring parity 

between different ages of children within the school – young children having 

equal rights to the older children, etc.” 

3.45 However, one of the Welsh-medium Secondary schools experienced difficulties with 

evidencing participation for this particular Standard. The School Council felt that 

discrimination was effectively covered by legislation – as well as internal school rules 

– and as a result, they struggled to find evidence for this measure. It was further felt 

that assessing against this Standard would be difficult to do without prying into the 

backgrounds of individual pupils. They suggested that offering additional 

perspectives on how to look at this Standard and how to evidence it would be helpful. 

3.46 For some of the younger or less able pupils teaching staff generally felt that the 

Standards “needed a lot of careful unpacking”, and this appeared to be reflected in 

the time it took a number of schools to introduce the Standards i.e. most found that a 

one-hour lesson was inadequate to be able to introduce the Standards, running over 

into at least two, for example, Ysgol Craig-Y-Don undertook the process over nine 

days, in a total of four sessions, three of which were devoted to exploring the 

Standards: 

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Table 3: Self-Assessment Process – Ysgol Craig-Y-Don 

Session 

Activity 

Session 1 Meeting to introduce the Standards 

Session 2 Discussed Standards 1-4 

Session 3 Discussed Standards 5-7 

Session 4 Completed the Self-Assessment Tool 

“Time was the main difficulty as we found it took up to an hour to discuss one 

Standard from introduction through to activities, collecting ideas and agreeing 

conclusions” 

“The Standards need to be fully explained using a range of strategies to 

ensure young people fully understand what they mean and the implications to 

them as individuals and as members of the school community”. 

3.47 For example, ‘It’s Your Choice’ – “They need to know that it’s not a choice whether 

they come to school or not, it’s the law…This is what takes the time – ensuring full 

understanding”. The challenge for teaching staff in getting across the subtleties 

within some of the Standards was illustrated to some extent by the following pupil 

comment, “We should have a choice in class (e.g. if a teacher wants you to stand up 

and read out a poem or act something out in front of everyone, then if you have bad 

stage fright or are scared they shouldn’t make you)”. 

3.48 ‘No Discrimination’ was also reportedly, a difficult concept to describe fully – 

particularly for the Special Schools who were using pictures and everyday objects to 

facilitate understanding. 

3.49 Two of the schools however did not link the Standards explicitly to the participative 

activity although both had raised awareness of the Standards prior to undertaking the 

Self-Assessment, one by distributing posters around the school, the other by going 

through the Standards with pupils when initially agreeing to be a pilot in February. 

“We didn’t feel we needed the pupils to understand the Standards to be able 

to assess against them…this felt too artificial…surely as a teacher I should be 

making sure we’re meeting the Standards in everything we do. Do the pupils 

really need to know there are Standards for us to be able to meet them? This 

is the responsibility of a teacher”. 

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The Self-Assessment Pack & Tool 

3.50 Comments on the Self-Assessment Tool have been mixed, for example, for some 

schools the Tool was seen as useful in its current form – clear instructions; good 

focus on areas for development through the Action Plan and sufficiently flexible to 

adapt to fit within existing school systems and processes: 

“The Self-Assessment Tool was simple enough to use, and we didn’t 

experience any problems in working with it. Good idea to include suggestions 

and example text – gave us a lead on how to complete the form, albeit we 

adapted and added to the text to reflect our own circumstances”. 

3.51 While for others, the self-assessment process and Tool felt like a work in progress, 

“Overall, all three teachers felt it was too difficult (wording and conception) for Year 7 

pupils. The SEN group found it especially difficult”. Others suggested that it needed 

teacher input to ensure practical application within the classroom and suggested that 

different packages would be needed to reflect the different ages and capabilities of 

the pupils involved. 

“As a teacher I found the whole exercise confusing. Terminology and 

phraseology were complicated and instructions wordy and unclear - difficult to 

understand which forms/sheets were being referred to”. 

3.52 Use of the ‘Do We Meet Your Standards?’ Self-Assessment Pack reflected the 

flexibility with which the schools approached the pilot in that some of the schools 

used this resource extensively, i.e. Twynyrodyn Community School used it as an aidmemoir 

in conjunction with an internal school action planning form and Crickhowell 

High School gave pupils the ‘Methods and Evidence’ section from the pack to prompt 

discussions about how well they were meeting the Standards; others referred only to 

the information contained within the Tool (the form) itself. 

3.53 Ysgol Hen Felin was very positive about the Self-Assessment Tool’s potential. PSE 

and use of tools such as individual Pupil Progress Files are heavily embedded into 

the way that the school approaches their pupils’ development and they envisage the 

Self-Assessment Tool working effectively as an extension to this approach which 

gives pupils greater ownership in their school and their individual learning 

experience. 

3.54 There were some minor criticisms of the Tool: 

• It was suggested that with so many initiatives vying for their attention schools 

are becoming “harder to please” – there are a number of different ‘Packs’ 

around – glossy, attractive etc. and this one, in comparison, was thought to be 

“slightly plain” by some 

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• Another commented on how it appeared that the Tool and accompanying 

materials were aimed largely at mainstream pupils and therefore perhaps not 

as inclusive as they could be 

• The ‘Methods and Evidence’ sections of the Tool and Self-Assessment Pack 

were found to be repetitive across different Standards resulting in a certain 

amount of overlap and “head scratching” i.e. one item could have been used to 

evidence participation over a number of different Standards and staff and 

pupils struggled to find ‘fresh’ examples of participation 

• Others commented that the tool was “quite wordy” in appearance, containing a 

lot of detailed information in quite a limited space, which meant that it did not 

appear particularly user-friendly at first glance 

• Use of the Tool relied heavily on literacy skills 

• With regard to the Welsh used within the Standards and Tools, it was 

suggested that whilst first language speakers would have had the skills and 

understanding to get the concepts across to the pupils, second language 

Welsh speakers might have struggled, particularly with some of the less familiar 

terms. 

3.55 In terms of how the Tool could be improved, suggestions included: 

• Reducing the amount of information contained in the Tool 

• Simplifying the language for children and young people “…so that they would 

know what was meant” 

• Amending the wording of some of the exemplars within the Tool/Pack, for 

example, Standard 3 – No Discrimination - in ‘How to meet this Standard’ 

suggests organisations ‘Evidence at least 3 ways you have contacted different 

groups of children and young people (e.g. disabled CYP, black minority ethnic 

CYP, gypsy traveller CYP)’. One of the Special schools made the point that as 

one of the groups “on the other side, working against isolation” the wording 

could be “more tactful”, they have a large proportion of pupils from mainstream 

schools contacting their pupils but their priority is to get their pupils out into the 

wider community 

• Greater use of symbols and pictures to facilitate understanding and 

engagement in the process 

• Integration of the Action Plan into the Self-Assessment Tool. 

The Standards Consultation Tool Kit 

3.56 The ‘Standards Consultation Tool Kit’ has been used in very different ways and 

generated diverse opinions; some of the schools did not use any of the activities, 

while others followed the suggested lesson plan and associated activities. 

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3.57 Of the schools that liked the Tool Kit, comments suggested they had found it a useful 

resource, “to dip into or adapt if and as required” and could see a lot of value in the 

Kit “…there were some lovely ideas and activities to start working with the Standards 

and help understand where they fit in” and “There were some useful ideas in the Kit 

on how to engage children. We didn’t use all of the information but it did stimulate 

some ideas”. 

3.58 Other schools however, did not feel it was particularly user-friendly or the activities 

appropriate; for example, one school found that all the activities were far too easy for 

their Key Stage 1 and 2 pupils, having already covered many of the Standards in 

greater detail during PSE. Another described the activities as 

“artificial…timewasters”, a third “adequate”; while another suggested that the 

activities assume a thorough knowledge of the Standards. 

3.59 Some schools commented on specific activities within the Kit: 

• Pupils in one school enjoyed the ‘Ice-breaker’ (throwing a ball) but as they 

knew each other already, and it bore no relation to the following tasks, both 

pupils and staff felt it was pointless 

• In another, pupils enjoyed displaying ‘Agree/Disagree’ cards for Activity 2 

‘Opinion Finder’ but commented that to have moved around the room to 

undertake the exercise as suggested would reportedly have been “chaotic” 

given limited space 

• The ‘Mix and Match Laminate Activity’ was criticised quite heavily by some: 

pupils realised they could align the shapes without needing to consider the 

examples and could not see any relevance to the exercise. The teacher 

subsequently removed all the shapes thereby requiring the pupils to read about 

the Standards and consider them more but found that some of their Year 7 

(mixed ability) classes struggled with some of the words. One teacher 

commented that this activity generated “few constructive ideas” and that pupils 

were losing interest 

• Some felt that the Evaluation Sheet had potential to be adapted for wider use. 

3.60 There were mixed views on the Tool Kit for use in Special schools; while the 

inclusion of activities suitable for pupils with additional needs would certainly be 

welcomed, they did not necessarily agree that materials should be targeted in that 

way making the point that their teaching and support staff are very experienced in 

taking materials for use in mainstream schools and adapting them for their pupils. 

For example, one of these schools found that Activity 2 in the Tool Kit – ‘Opinion 

Finder’ – generated a great deal of interest in their group of participants; reasons for 

its success included, “…there was very little reading on their part and the exercise 

involved moving around and allowed time to think and discuss as pupils were 

moving. Use of symbols [the Agree/Disagree/Don’t Know faces] helped to act as 

prompts”. 

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3.61 Suggestions as to how teaching staff from all types of school setting might do things 

differently were they to use the Tool Kit again included: 

• Getting the pupils to suggest standards schools should meet before introducing 

the agreed ones; asking them to prioritise the standards and explain why 

• Working in smaller groups 

• Spending longer going through the Standards; building in very small tasks 

• Using visuals aids (i.e. cartoons, pictures, stories) to facilitate understanding. 

3.62 It was suggested that the Consultation Tool Kit could be improved by: 

• Building in gradual progression through the Standards and activities meaning 

that: 

- The more difficult concepts within the Standards are introduced at a later 

stage; and 

- As pupil’s understanding of the Standards becomes more sophisticated, 

so do the activities associated with them 

• Further breaking down activities within the Kit to aid understanding for pupils in 

the Foundation Phase 

• Enhancing the process through greater of use of visual prompts (i.e. widely 

recognised symbols, pictures, photographs) to engage pupils with varying 

needs and abilities 

• Use of ICT. 

PowerPoint Presentation 

3.63 Only one of the schools used the PowerPoint presentation to introduce the 

Participation Standards; they found that the writing was too small for the pupils to 

see. Two of the schools gave pupils a copy of the presentation to put in their PSE 

files. 

Information & Guidance Helpline 

3.64 The one call made to the Helpline was to rearrange a scheduled Follow-Up Session, 

although another interviewee stated that he would have used the Helpline had he 

remembered about it; he was reportedly struggling to find exemplars, in addition to 

those in the Self-Assessment Pack and Tool, to help him identify participatory 

evidence. 

3.65 Two other teachers contacted WAG directly (having found telephone/contact details 

at the back of the Self-Assessment Pack); one to put back the date for their Follow- 

Up Session, another to clarify exactly what needed to be completed – the version of 

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the Tool in the back of the Self-Assessment Pack or the colour-coded version 

produced specifically for this pilot. 

3.66 General discussions around the potential for such a service highlighted the fact that 

most interviewees would have preferred to have direct contact with the consultant 

working with their school, rather than go through a Helpline – even if the Helpline 

routed them to their consultant – they would rather cut out the ‘middle man’. 

3.67 Findings suggest that overall, these schools are very experienced in implementing 

new initiatives, which often involves becoming familiar with new Frameworks and 

adopting/adapting materials, negating any real need for the level of support offered 

by a dedicated Helpline, “Didn’t use the telephone helpline – didn’t feel the need. My 

understanding was that there was no ‘right or wrong’ way of doing it so we were 

comfortable interpreting the process in our own way. We let it evolve in its own way”. 

Timeframes for Completion 

3.68 Schools were encouraged to complete the self-assessment within a two-week 

period, however, most felt this was unrealistic, i.e. following the Introductory Briefing, 

some schools felt it necessary to “get to grips” with the materials and to discuss in 

more detail with their pupils and/or other members of staff what they were going to 

assess and how. It was suggested that between 4 and 6 weeks was achievable 

albeit still difficult within an already overcrowded curriculum. Even within the 4-6 

week timescales, a number of schools were forced to postpone Introductory Briefings 

and Follow-Up Sessions, sometimes 2 or 3 times due to unforeseen circumstances 

that required the Head’s/staff member’s immediate attention, with one commenting, 

“If it were done again, having more time would be appreciated”. 

3.69 The nature of what was going to be assessed against the Participation Standards 

also changed for some schools during the pilot due to time pressures. 

3.70 However, the point was made that how long something like this takes very much 

depends on how well the Standards are embedded into the school’s ethos and 

communicated to pupils, “If the Standards are part of the culture, reviewing 

performance against them may only take an afternoon – as with Estyn’s 7 Key 

Questions”. 

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Alignment of the Self-Assessment Tool with other Frameworks and Initiatives 

3.71 On a strategic level it was suggested that getting involved in pilots such as this gave 

useful pointers towards Assembly policy direction and identifying what it wants 

schools to focus on in the mid and long-term. However comments from some of the 

Heads suggest that more explicit guidance from the Assembly in this respect this 

would be welcomed, “Which initiatives are driving which and how do they ‘fit’?…How 

do you get coherence with so many policies and initiatives going on …what do you 

focus on first?”. 

3.72 This lack of clarity was also evident with respect to the Participation Standards “How 

do the seven Participation Standards link in with the 10 Entitlements?” 16 , and “…How 

much time they would like us to spend on this? Is this something we should be 

devoting considerable resource to, or something we should cover as part of other 

activities, through the School Council, for example?” 

3.73 The School Effectiveness Framework (SEF) states, ‘…Any future programmes 

promoted by the Welsh Assembly Government and its partners will be designed to fit 

within and be consistent with the Framework’. 17 According to one Head, this fact - 

that SEF is the overarching framework within which all other initiatives should ‘fit’ - 

has not been successfully conveyed either to schools or within DCELLS. 

3.74 For some schools, the Participation Standards were not found to be sufficiently 

aligned with SEF to make implementation straightforward “You’ve got to find and 

make the links which is time-consuming…some Standards map, others don’t”. It was 

reported by some of the teachers piloting the Tool that the processes needed to 

undertake the self-assessment could be aligned with some of the SEF elements, but 

not necessarily the Standards themselves. 

3.75 There was a suggestion that it could help implementation if a chart were provided 

with the Self-Assessment Tool that had already mapped which elements of the Tool 

related to which elements of SEF – much as Estyn has done with their Common 

Inspection Framework (CIF). 

3.76 Some schools further suggested that the lack of alignment could hinder wider takeup 

of the Self-Assessment Tool; with the SEF already assessed by Estyn, given 

limited time and resources, the suggestion was that schools may be more likely to 

concentrate on this rather than assessing against the Standards. 

16 http://wales.gov.uk/topics/childrenyoungpeople/learning1/?lang=eng 

17 School Effectiveness Framework: Building effective learning communities together (2008) Welsh Assembly 

Government pp.5 

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3.77 However, a recent Estyn report advised the Welsh Assembly Government on how 

the National Children and Young People’s Participation Standards relate to Estyn’s 

Common Inspection Framework (CIF) 18 concluding that together, they provide “…a 

useful tool for evaluating the extent and effectiveness of learner participation”. 19 A 

number of the schools also identified the Tool’s potential for collating evidence on 

participation in a structured way for Estyn inspections; Ysgol Pen-Y-Dre used the 

their completed Self-Assessment Tool and accompanying materials to evidence pupil 

participation towards their Estyn inspection (February ’09). 

3.78 It was noted however, that Estyn’s Inspection Framework is currently under review 

and the new Framework will also need to offer strong support for the Standards to 

ensure a seamless adoption of the Self-Assessment Tool. 

3.79 Many of the schools within the Rhondda-Cynon-Taff and Caerphilly County 

Boroughs subscribe to the ‘Values-Based Education’ 20 system. This comprehensive 

teacher/pupil resource covers a different value each month and offers teachers 

supporting material (i.e. courses; books; lesson plans), promoting values – such as 

‘Respect’, for example – which are broken down to facilitate learning into: 

• Teacher Understanding 

• Stimulus 

• Discussion Activity 

• Progression Demonstrated. 

3.80 However, rather than being in competition, the two approaches reportedly 

complement each other, “The Values back up the Standards nicely”. Additional 

resources were being accessed by pilot schools to facilitate introduction of the 

Participation Standards, e.g. the ‘Blast Off’ Good Practice Guides to Participation 21 . 

3.81 The Special school pilots highlighted how they are increasingly working with symbols 

and pictures to enable their pupils to give opinions and participate in surveys etc. and 

they could all see how the activities within the Kit could be adapted and enhanced in 

this way. For example, one school works with ‘Widgit’ 22 , a commercially available 

package which is used fairly consistently across Special schools. Another source of 

symbols and pictures is ‘Maketon’ 23 – similar to British Sign Language (BSL), 

Maketon provides a visual representation of language which increases 

understanding and makes expressive communication easier. 

18 

www.estyn.gov.uk/publications[inspecting_participation_mapping_the_cif_against_NCYPPS_February_2009.pdf] 

19 www/estyn.gov.uk/publications[are_learners_being_listened_to_press_release_February_2009.pdf] 

20 ‘Values-Based Education; Dr. Neil Hawkes: http://www.values-education.com/about.php 

21 www.participationworkerswales.org.uk/participation 

22 http://www.widgit.com/ 

23 http://www.makaton.org/about/ss_how.htm 

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4. Conclusions and Recommendations 

4.1 The aims and objectives of this pilot were ‘To undertake a wider pilot of the National 

Standards Self-Assessment Tool within Educational settings in Wales to introduce 

and monitor the use of the National Participation Standards as a measure of best 

practice when involving children and young people in decision-making; 24 focusing on 

‘the process of applying the National Standards in school settings, and how this has 

felt for staff and pupils’. 25 

Conclusions 

4.2 A number of general points have emerged, which include: 

• Schools are typically positive about ‘participation’ in general: the pilots have 

been able to build on underlying interest in finding effective approaches to 

engaging pupils in a range of decision-making processes; 

• Schools’ participation ‘infrastructure’ varies a good deal – for example with 

differing levels of reported effectiveness of School Councils; 

• Initial apprehensions that School Councils would not be able to ‘cope’ with the 

Standards seem not to be valid. In most cases, School Councils do seem well 

able to work with participation concepts and activities – as well as giving 

specific attention to involving and engaging other pupils, most seem to be 

able to draw on practical experience of addressing relatively complex, 

strategic topics; 

• Local-level issues seem to be more important in determining how schools 

approach participation as a principle than, say, distinctions between Primary, 

Secondary or Special schools, or language distinctions; 

• It is important for the use of terms and definitions to be clear and consistent: 

there is scope for considerable confusion over terms like ‘Self-Assessment 

Tool’, ‘Toolkit,’ and so on. Similarly, the status of particular elements and 

exercises (‘Are they just suggestions?’ ‘Are they recommendations?’) need 

repeated emphasis. 

4.3 This exercise has clearly not involved reviewing the Standards themselves, but 

teachers were able to explain how they had used the Standards and supporting 

materials effectively within schools, usually selecting from and adapting available 

materials to fit into lesson plans and other opportunities. 

24 Invitation to Quote, p.4 

25 Invitation to Quote, p.5 

CRG Research Ltd 33


4.4 There is no one way of implementing the self-assessment process well; it has been 

helpful that non-prescriptive approaches have been emphasised so far. Teachers are 

adept at ‘pick and mix’ responses to the material so far provided; schools will find 

different approaches which work for them, bearing in mind variables such as: 

• School ethos towards pupil participation in decision making 

• Pupil make-up i.e. age, ability 

• Pupil group maturity (not necessarily in terms of individual ability but maturity 

as a fully functioning team of individuals) 

• Size of pupil group 

• Workload of School Council/ pupil group i.e. how many other school initiatives 

were they involved with at the time 

• Time available within the curriculum 

• Areas of staff /pupil interest. 

4.5 Methods of introduction and follow-up for the self-assessment processes and 

materials (i.e. by face-to-face or telephone) appeared to have little, if any impact on: 

• A school’s/pupil’s ability to undertake the self-assessment 

• The need for additional information or support 

• The outcomes (i.e. levels of understanding; enthusiasm for the Tool and 

participation; completion of the self-assessment; perceptions of Tool). 

4.6 The Standards themselves are widely seen as relevant in all main types of Schools 

(i.e. Primary, Secondary, Special), albeit forming the basis from which teachers can 

build quite varied practice in relation to local need and opportunities, for example, in 

terms of: 

• Level of pupil understanding due to factors such as age, experience and 

ability (Primary; Special schools) 

• Direct applicability of some of the Standards for pupils (Special schools) 

• Appropriateness of Tool Kit activities (Primary, Secondary, Special schools). 

4.7 Teachers in all school settings appeared very adept at implementing new initiatives 

and adopting/adapting associated materials, suggesting there is little need for 

intensive support in the form of a Helpline. However, findings do suggest that a 

dedicated contact for schools would be useful, along with guidance on factors 

including: 

• Links to SEF, Estyn advice, and other Standards and requirements 

• The kinds of resourcing (particularly time) which might be required to make 

best use of the Standards and the various support materials 

CRG Research Ltd 34


• Suggestions for the intensity of self-assessment (i.e. ‘light touch’ or more 

detailed scrutiny?). 

4.8 During the pilots, The Standards’ alignment with SEF, for example, was not found to 

be as close as some schools would have expected given the overarching nature of 

the framework. 

4.9 Adoption of the Standards may, to some extent, depend on: 

• Its perceived alignment with SEF 

• Support from Estyn 

• How effectively the benefits of self-assessment are promoted in comparison 

with how other initiatives are ‘sold’ to schools, given the limited and multi-focal 

pressures placed on schools. 

Recommendations 

Effective Promotion 

4.10 The importance of the National Participation Standards and what they offer to 

schools (‘what they are; the benefits of participation and self-assessment) are not yet 

widely appreciated, including the links between the Standards and other frameworks 

such as SEF and CIF. Much wider awareness-raising seems to be needed if the 

Standards and assessing pupil participation against them are to be effectively 

embedded within the school curriculum. 

4.11 ‘Getting the message across’ to schools can be challenging: the pilots revealed many 

instances of paperwork or emails having been mislaid, initial indications of support 

being overtaken by events, and so on. Repeated, consistent messages seem 

essential. Schools and individual members of staff need to have confidence that the 

time and other resources they will need to carry out effective self-assessment can be 

made available. 

4.12 We gathered repeated evidence of the need for clear, consistent messages about the 

Standards, probably based around ‘cut down’ versions of the current Toolkit and 

other paperwork. Currently available materials were often viewed, sometimes 

simultaneously, as both ‘too wordy to use’ in their entirety, but ‘a very useful series of 

ideas to build on and draw from’. 

CRG Research Ltd 35


Self-Assessment 

4.13 The principle of self-assessment works well; results will inevitably vary from school to 

school, but teachers value the opportunities for linking this approach to wider 

participation plans and specific lessons. 

4.14 Clearer titling and language (e.g. making plain the distinction between the Tool and 

Toolkit) is vital; some reduction in current volumes of paperwork would be attractive. 

User Support 

4.15 A dedicated school contact such as a School Participation Coordinator is 

recommended to support adoption of the National Participation Standards and Self- 

Assessment Tool: this role would be two-fold: 

• Awareness-raising and promotion of the Standards and the benefits of 

participation amongst schools; and 

• Providing schools with information and guidance to support them in the early 

stages of implementation e.g. launching the Standards; acting as a sounding 

board for schools to discuss evidence gathering and validation etc. 

The National Participation Standards Self-Assessment Tool 

4.16 Incorporating the Action Plan into the Tool is recommended, encouraging schools to 

summarise what they do well, what could be done better and ensuring these are 

translated into SMART objectives. This will help the self-assessment become 

embedded into existing school structures - undertaken regularly as opposed to a 

one-off exercise. 

The Standards Consultation Tool Kit 

4.17 Recommendations for the Tool Kit include the need for clarity in language and 

structures suggested earlier. Ideally, within a somewhat simpler, ‘leaner’ approach, it 

will be possible to differentiate materials and activities to give schools more scope to 

target variables such as pupil age, ability and experience of participation in decision 

making; options include: 

• Adding specific activities appropriate for younger (i.e. Foundation Phase) 

pupils, pupils of lower ability or pupils of Special schools which would make 

greater use of visual aids (cartoons, pictures, widely recognised symbols etc.) 

• Incorporating suggestions for adapting the activities according to pupil group 

• Building in gradual progression through the Standards and activities so that: 

- The more difficult concepts within the Standards are introduced at a 

later stage; and 

CRG Research Ltd 36


- As pupils’ understanding of the Standards becomes more 

sophisticated, so do the activities associated with them. 

4.18 Further work to ‘roll out’ the Standards and self-assessment will bring benefits for 

schools, teachers and pupils. The levels of effort needed to achieve these benefits 

should not be underestimated, however. Schools have many other tasks to attend to, 

and will need to see good links to SEF, etc. Teachers have achieved good results 

from adopting a flexible approach to drawing on concepts and materials available to 

them, but might reasonably expect more guidance on the anticipated scope and 

resourcing of their treatment of the Standards. Crucially, it does seem that much 

more awareness-raising across Wales is going to be essential if the Standards are 

going to be effectively embedded within practice generally. 

4.19 In summary: 

• It is important that the Standards and the Self-assessment Tool are more widely 

publicised 

• It is crucial that the Standards and the Self-assessment Tool are aligned to 

major WAG policies and processes - especially SEF and the new CIF - or 

schools may not take it on board 

• The Standards Tool and other materials need to be as user-friendly as possible 

• Messages need to be clear and consistent. 

CRG Research Ltd 37


CRG Research Ltd 38

Appendix I 

School Pilot Groupings

Table 2: School Pilot Groupings 

FACE-TO-FACE/ FACE-TO-FACE FACE-TO-FACE/ TELEPHONE 

Twynyrodyn 

Community 

School Primary English 

Penybont Primary 

School Primary English 

Ysgol Pen-Y-Dre Secondary English Ysgol Penmaes Special English 

St Cenydd Secondary English 

Ysgol Bro 

Morgannwg Secondary Welsh 

Ysgol Craig-Y- 

Don Primary Welsh 

Crickhowell High 

School Secondary English 

TELEPHONE/ FACE-TO-FACE TELEPHONE/ TELEPHONE 

Ysgol Y Creuddyn Secondary Welsh 

Ysgol Cynnwyd 

Sant Primary Welsh 

Ysgol Hen Felin Special English Cardinal Newman Secondary English 

Ysgol Gynradd 

Niwbwrch Primary Bilingual Ysgol Hafod Lon Special Bilingual 

Key: 

Pilot Group Allocation: INTRODUCTION / FOLLOW-UP 

Geographical Location: North Wales Mid Wales South Wales 

School Setting: Primary Secondary Special 

Language Medium: English Welsh Bilingual

Appendix II 

Briefing and Data Collection Tools

Introductory Telephone Call Script 

Details: 

Interviewer: 

Date / Time 

Interviewee: 

School: 

Contact Details: Tel: Email: 

Introductory Session: Face-to-Face Telephone 

Follow-up Session: Face-to-Face Telephone 

Interviewee Briefing: 

My name is………. I’m one of the consultants who will be working with you/r school 

to pilot the ‘National Children and Young People’s Participation Standards Self- 

Assessment Tool’. The Self-Assessment Tool can be used by organisations to 

measure participative practice using the National Children and Young People’s 

Participation Standards. The aim of this pilot is to assess how user-friendly the tool is 

for schools, and how it may need to be adapted for wider use. 

Background to Project 

Have you received a copy of the National ‘Children and Young People’s Participation 

Standards Self-Assessment Pack’? 26 (It includes the National Standards document 

with guidance on how to look at your practice in relation to each Standard and ideas 

to help you to gather information to demonstrate participation in your school setting). 

We will be introducing the Self-Assessment Tool in 20 school settings across Wales. 

The main focus of this pilot is to test how user-friendly and effective the tool is in a 

school setting. We will be feeding this information back to the Assembly, but will not 

be recording any information concerning how well your school is meeting the 

Standards. At the same time, we hope that the process will be beneficial to you in 

terms of assessing good practice and ascertaining where gaps in practice are. 

Background to National Standards (Nb. if needed) 

The National Standards for Children and Young People’s Participation have been developed 

from commonly agreed ‘core principles’ of participation which have been consulted upon and 

endorsed by children and young people across Wales. They represent quality standards that 

can provide a means for measuring and assessing participatory practice. 

26 If not, please note and take details of who to send a copy to

Introductory Session: 

Face to Face 

(A) 

Telephone 

(B) 

A. Your school has been randomly selected for a face-to-face introduction to 

the tool. We envisage that this will take approximately half-a-day for us to 

introduce the standards, provide some background information and 

explanation on the tool and provide further details as to the scope of our work, 

the information we are interested in recording and answer any questions you 

may have. 

B. Your school has been randomly selected for a telephone introduction to the 

tool. We would like to arrange a time when we can call you to outline the 

standards, provide some background information and explanation on the tool 

and further details as to the scope of our work, such as what information we 

are interested in recording. We anticipate this briefing will take approximately 

30-45 minutes. We will also be sending you supporting materials for 

introducing the standards and self-assessment tool in your school setting (i.e. 

Powerpoint presentation etc.) 

Introductory Session 

The Introductory Session will be dedicated to facilitating how you are going to 

embark on the self assessment process. (It should be clarified here that it is 

envisaged that the tool will be initially completed by staff – but then monitored by 

pupils.) We will be interested in: 

• How you are planning to use the self-assessment tool in your school? 

• How many are responsible for undertaking the task? 

• How are you intending to raise awareness of the National Children and Young 

People’s Participation Standards and self-assessment tool? 

• If there are going to be formal / informal internal feedback sessions? 

Have you had any initial thoughts about how you might do this?

When would be convenient to undertake the Introductory Session? 

Date and time agreed: 

Follow-up Session 

We would like you to complete the tool within your school within a period of 2 weeks. 

After this period, we will review your experience of using the tool. We would like to 

carry out the review XXX (see below). 

Follow-up Session: Face to Face Telephone 

Key questions for the follow-up session might include: 

• How useful was the Introductory Session? (What worked well/could be 

improved?) 

• Was the supporting information you received useful? (i.e. introductory 

materials; Self-Assessment Pack) 

• What was good / not so good about the self-assessment tool? 

• What worked well / less well? 

• How did other pupils / teachers take to the idea of participation generally, and 

use of the National Children and Young People’s Participation Standards 

specifically? 

• Have their views on participation altered as a result of taking part? If so, in 

what way? 

• Do they feel empowered in a way that they didn’t before the self-assessment 

exercise? 

• Have expectations of ‘having a voice’ and an influence in their schools setting 

increased as a result of their involvement? 

Could we arrange a time for this follow up session now? 

Date and time agreed:

Helpline 

A telephone information and guidance helpline will be available throughout the period 

of the pilot within office hours, 9am-5pm, should you have any queries on using the 

tool. Calls will be logged and responded to either by pre-arranged telephone call or 

email as preferred. 

Your telephone contact will be Juliet Williams. She can be reached on 029 2034 

3218 or by email: nps@crgresearch.co.uk. 

Do you have any questions? 

Additional information:

Sgript Galwad Ffôn Cyflwyno 

Manylion: 

Cyfwelydd: 

Dyddiad / Amser 

Cyfwelai: 

Ysgol: 

Manylion Cyswllt: Ffôn: E-bost: 

Sesiwn Cyflwyno: Wyneb yn wyneb Rhif Ffôn 

Sesiwn Dilynol: Wyneb yn wyneb Rhif Ffôn 

Cyfarwyddyd y cyfwelydd: 

Fy enw yw………a fi yw un o’r ymgynghorwyr bydd yn gweithio gyda chi/eich ysgol i 

weithredu’r peilot hwn sef ‘Teclyn Hunanasesu Safonau Cenedlaethol Cyfranogiad’. 

Gall y Teclyn Hunanasesu gael ei ddefnyddio gan sefydliadau i fesur ymarfer 

cyfranogol gan ddefnyddio’r Safonau Cenedlaethol. Nod y peilot hwn yw asesu pa 

mor hawdd ei drin yw’r teclyn gan ysgolion, a sut efallai y bydd rhaid ei ddiwygio ar 

gyfer defnydd ehangach. 

Cefndir y Prosiect 

Ydych chi wedi derbyn copi “Pecyn Hunanasesu Safonau Cenedlaethol Cyfranogiad 

Plant a Phobl Ifanc”? 27 (Mae’n cynnwys dogfen Safonau Cenedlaethol gydag 

arweiniad ar sut i edrych ar eich ymarfer sy’n berthnasol i bob Safon ynghyd a 

syniadau i helpu i gasglu gwybodaeth i brofi cyfranogiad yng ngosodiad eich ysgol). 

Byddwn yn cyflwyno’r Teclyn Hunanasesu mewn 20 o osodiadau ysgol ar draws 

Cymru. Prif ffocws y peilot yw i brofi pa mor hawdd ei drin ac effeithiol yw’r teclyn 

mewn gosodiad ysgol. Byddwn yn rhoi adborth i’r Cynulliad ar y wybodaeth hon, ond 

ni fyddwn yn gwneud cofnod o unrhyw wybodaeth ar sut mae’ch ysgol yn cwrdd â’r 

safonau. Ar yr un pryd rydym yn gobeithio bydd y broses o fudd i chi yn nhermau 

asesu ymarfer da a darganfod ble mae’r bylchau. 

Cefndir i’r Safonau Cenedlaethol (d.s. os oes angen) 

Y mae’r Safonau Cenedlaethol ar gyfer Cyfranogiad Plant a Phobl Ifanc wedi’u datblygu oddi 

wrth ‘egwyddorion craidd’ cyfranogiad y cytunwyd yn gyffredinol arnynt. Y maent wedi’u 

hymgynghori arnynt a’u cefnogi gan blant a phobl ifanc Cymru. Maent yn cynrychioli safonau 

ansawdd sy’n darparu modd o fesur ac asesu ymarfer cyfranogol. 

27 Os nad ydynt, nodwch a chymerwch manylion i bwy y dylid danfon copi at

Sesiwn cyflwyno: 

Wyneb yn wyneb 

(A) 

Ffôn 

(B) 

A. Mae eich ysgol wedi cael ei ddewis ar hap am gyflwyniad wyneb yn wyneb 

am y teclyn. Rydym yn rhagweld bydd y cyflwyniad yn cymryd hyd at hanner 

diwrnod i ni gyflwyno’r safonau, darparu ychydig gwybodaeth am y cefndir ac 

i roi esboniad am y teclyn gan ddarparu manylion pellach am ffiniau ein 

gwaith, y wybodaeth rydym am ei gofnodi ac i ateb unrhyw gwestiynau sydd 

gennych. 

B. Mae eich ysgol wedi cael ei ddewis ar hap am gyflwyniad dros y ffôn am y 

teclyn. Rydym am drefnu amser cyfleus i alw i amlinellu’r safonau, darparu 

ychydig gwybodaeth am y cefndir ac i roi esboniad am y teclyn gan ddarparu 

manylion pellach am ffiniau ein gwaith, er enghraifft y fath o wybodaeth rydym 

am gofnodi. Rydym yn rhagweld bydd y cyflwyniad yn cymryd tua 30-45 

munud. Byddwn hefyd yn danfon deunydd ategol ar sut i gyflwyno’r safonau 

a’r teclyn hunanasesu yng ngosodiad eich ysgol (e.e. cyflwyniad Powerpoint 

ac ati). 

Sesiwn Cyflwyno 

Bydd y Sesiwn Cyflwyno yn ymroddedig i lywio sut y byddwch yn mynd ati i 

ymgymryd y broses hunanasesu. Rhagwelwn y bydd y teclyn yn cael ei gwblhau gan 

staff i ddechrau - ond caiff y dystiolaeth ei gasglu a’i ddilysu gan y disgyblion. Bydd 

diddordeb gennym ar: 

• Sut ydych yn cynllunio i ddefnyddio’r teclyn hunanasesu yn eich ysgol? 

• Faint o bobl bydd yn gyfrifol am ymgymryd y dasg? 

• Sut ydych yn bwriadu codi ymwybyddiaeth y Safonau Cenedlaethol a’r teclyn 

hunanasesu? 

• Os ydych am drefnu sesiynau adborth ffurfiol / anffurfiol mewnol? 

A oes syniadau cychwynnol gennych ar sut efallai y byddwch yn gwneud hyn?

Pryd fyddai’n gyfleus i ni wneud y Sesiwn Cyflwyno? 

Dyddiad ac amser cytûn: 

Sesiwn Dilynol 

Rydym am gwblhau’r teclyn yn eich ysgol o fewn cyfnod o 2 wythnos. Ar ôl y cyfnod 

hwn, byddwn yn adolygu eich profiadau o ddefnyddio’r teclyn. Rydym am wneud yr 

adolygiad ar XXX (gweler isod). 

Sesiwn Dilynol: Wyneb yn wyneb Ffôn 

Rhai cwestiynau allweddol i gynnwys yn y sesiwn dilynol: 

• Pa mor ddefnyddiol oedd y Sesiwn Cyflwyno? (Beth weithiodd/gall ei wella?) 

• A oedd y wybodaeth ategol a dderbynioch yn ddefnyddiol? (e.e. deunydd 

cyflwyno; Pecyn Hunanasesu) 

• Beth oedd yn dda / ddim mor dda am y teclyn hunanasesu? 

• Beth weithiodd yn dda / ddim mor dda? 

• Sut gwnaeth y disgyblion / athrawon eraill ymgymryd â’r syniad o gyfranogiad 

yn gyffredinol, ac yn benodol defnydd y Safonau Cenedlaethol? 

• Ydy eu barn am gyfranogiad wedi newid o ganlyniad i gymryd rhan? Os ydy, 

ym mha ffordd? 

• A ydynt yn teimlo bod awdurdod ganddynt mewn ffordd nad oedd ganddynt 

cyn yr ymarfer hunanasesu? 

• A ydy’r disgwyliadau o ‘gael llais’ a dylanwad o fewn eu gosodiad ysgol wedi 

cynyddu o ganlyniad i’w ymglymiad i’r ymarfer hwn? 

A allwn ni drefnu amser i wneud sesiwn dilynol gyda chi nawr? 

Dyddiad ac amser cytûn:

Llinell Gymorth 

Bydd Llinell Gymorth ar gael i ddarparu gwybodaeth ac arweiniad i chi yn ystod y 

peilot hwn os bydd gennych unrhyw gwestiynau ar sut i ddefnyddio’r teclyn. Bydd y 

Llinell Gymorth ar gael o fewn oriau swyddfa 9am-5pm. Bydd galwadau yn cael eu 

cofnodi ac yn cael eu hymateb drwy alwad ffôn sydd wedi ei rhagdrefnu neu trwy e- 

bost os dymunir. 

Juliet Williams yw eich cyswllt ar y Llinell Gymorth. Cewch ei chysylltu trwy ffonio: 

029 20343218 neu trwy e-bost: nps@crgresearch.co.uk 

Oes unrhyw gwestiynau gennych? 

Gwybodaeth Atodol:

National Children and Young People’s Participation Standards 

Self-Assessment Tool: 

Guidance for Piloting the Tool 

Introduction 

- 

The 7 National Children and Young People’s Participation Standards measure 

how well schools and other organisations are doing at engaging children and 

young people in decision-making. 

This is how we suggest you start making self-assessments against the 

National Children and Young People’s Participation Standards. 

Step 1 – Familiarise Yourself with 

o 

o 

o 

o 

‘Do We Meet Your Standards?’ Self-Assessment Pack 

The concept of participation in decision-making (for a suggested 

activity please see the ‘Standards Consultation Tool Kit’) 


The Self-Assessment Tool. 

Step 2 – The Process 

The process of assessing how you are doing against the National Children and 

Young People’s Participation Standards is adult-led but needs to be validated 

by pupils. 

You have several options for introducing the Standards to pupils and gathering 

evidence from them to demonstrate what works well/ less well in relation to 

Participation:

Option 1: You might want to: 

i. Complete the Self-Assessment Tool yourself and/or involve other 

members of the teaching staff 

ii. Then arrange an event and/or discussion with pupils to contribute to 

and/ or validate the evidence (See ‘Standards Consultation Tool Kit’ for 

examples of events/discussion topics) 

Option 2: You might decide to complete the Self-Assessment by joining 

with the School Council. This could involve: 

i. A launch event again maybe using the attached examples or some of 

your own (See ‘Standards Consultation Tool Kit’ for examples of 

ii. 

iii. 

events/discussion topics) 

Working with the School Council or other groups of children and 

young people to verify and gather evidence 

Discussing evidence at a further School Council meeting, before 

assessments against the Standards are finalised. 

Option 3: You might want to use the Self-Assessment Tool as part of a 

lesson (e.g. PSE, Welsh Baccalaureate: ‘Communication’, ‘Working with Others’ 

units). 

Option 4: You may have your own alternative, preferred method of 

undertaking the self-assessment process. Please discuss your ideas with 

the research team. 

Step 3 – Action Planning 

Whatever option you chose, please summarise your future plans for taking 

participation further on a sheet like the one in Annex 1, (‘Action Plan: What We 

Will Do to Improve Against the Standards’).

Step 4 – Process Evaluation 

The purpose of the pilots is to learn as much as possible about how the 

National Children and Young People’s Participation Standards Selfassessment 

Tool works in educational settings to measure good practice in 

pupil participation. 

Please help us to find out what works well or less well as you start using the 

Self-Assessment tools by filling in a very brief ‘log’ noting: 

o 

o 

o 

o 

Who was involved? 

What worked well? 

Were there any difficulties/disagreements? 

What might you do differently another time? 

There is an example included in this pack (Annex 2) for noting down any points 

of learning during the process. 

Step 5 – Submit Completed Self-Assessment Tool & 

Supporting Documents 

Please send a copy of your completed Self-Assessment Tool, Action 

Plan and Log to: 

Juliet Williams 

CRG Research Ltd. 

25 Cathedral Road, 

CARDIFF, 

CF11 9TZ 

Email: nps@crgresearch.co.uk 

Please note: we are only interested in the process of using the tool and 

its effectiveness; we are not recording any information concerning how 

well you are meeting the National Children and Young People’s 

Participation Standards. We do, however, hope that this will be a 

beneficial process for your school. Please share with us what pupils 

and staff got out of it, and how it may help you to plan the way forward. 

Sight of the completed Self-Assessment Tool will add to the data being 

collected around its ‘user-friendliness’ and how it may be adapted for 

wider use.

We would like a copy of the completed Self-Assessment Tool to be 

returned to CRG prior to the pre-arranged Follow-Up Session (see Step 

6 below); this will enable us to focus on the issues specific to you and 

your pupils when talking about your experiences. 

Step 6 – Follow-Up Session 

The purpose of the Follow-Up Session is to explore your experience of using 

the Self-Assessment Tool in more detail. 

Key Questions will include: 

• How useful was the Introductory Session? (i.e. What worked well/could be 

improved?) 

• Was the supporting information you received useful? (i.e. introductory 

materials; Self-Assessment Pack) 

• What was good / not so good about the Self-Assessment Tool? 

• What worked well / less well? 

• How did other pupils / teachers take to the idea of participation 

generally, and use of the National Children and Young People’s 

Participation Standards specifically? 

• Have their views on participation altered as a result of taking part? If so, 

in what way? (i.e. Have expectations of ‘having a voice’ and an influence in 

their schools setting increased as a result of their involvement?)

ANNEX 1: 

Action Plan - What We Will Do to Improve Against the Standards 

Standard What we do well What we would like to do 

better 

Information 

‘SMART’ actions: Who? 

What? When? 

It’s Your 

Choice 

No 

Discrimination 

Respect 

You get 

something 

out of it 

Feedback 

Improving how 

we work

ANNEX 2: National Children and Young People’s Participation Standards Self-Assessment Tool - Log 

What Happened? This section is for recording information such as: Who was involved; What you decided to do; Why 

you decided to do it that way 

Timeline Please record along the timeline what activities were undertaken and when, to give an idea about how long the 

process took 

Day 1

What worked well? Please record things that worked particularly well and outline why that was 

Were there any difficulties/disagreements? Please record things that were challenging and outline why that was 

What might you do differently another time? Please outline what you might do differently next time and why

Questions or Comments: Please note here any questions you may have from participating in the pilot or any further 

comments you would like to make with regard to the Self-Assessment Tool; the Standards or more widely

Teclyn Hunanasesu Safonau Cenedlaethol Cyfranogiad Plant 

a Phobl Ifanc: 

Arweiniad ar Beilota’r Teclyn 

Cyflwyniad 

Mae’r 7 Safon Genedlaethol Cyfranogiad Plant a Phobl Ifanc yn mesur pa mor 

dda mae ysgolion a sefydliadau eraill yn cynnwys plant a phobl ifanc yn eu 

penderfyniadau. 

Dyma sut rydym yn awgrymu i chi gychwyn eich hunanasesiadau wrth edrych 

ar y Safonau Cenedlaethol Cyfranogiad Plant a Phobl Ifanc. 

Cam 1 – Cyfarwyddo eich hun gyda 

o 

o 

o 

o 

Pecyn Hunanasesu ‘Ydyn ni’n cwrdd â’ch Safonau?’ 

Cysyniad cyfranogiad mewn penderfyniadau (Pecyn Cymorth ar 

Safonau Ymgynghori’) 

Safonau Cenedlaethol Cyfranogiad Plant a Phobl Ifanc 

Teclyn Hunanasesu. 

Cam 2 – Y Broses 

Mae’r broses asesu ar sut ydych yn gwneud wrth edrych ar y Safonau 

Cenedlaethol Cyfranogiad Plant a Phobl Ifanc, yn un sy’n cael ei arwain gan 

oedolion ond ei ddilysu gan y disgyblion. 

Mae gennych nifer o opsiynau ar sut i gyflwyno’r Safonau i'ch disgyblion, ac i 

gasglu tystiolaeth er mwyn iddynt dangos beth sy’n gweithio’n dda/ddim mor 

dda mewn cysylltiad â Chyfranogiad:

Opsiwn 1: Efallai byddwch am: 

iii. 

iv. 

Cwblhau’r Teclyn Hunanasesu eich hun a/neu ymglymu athrawon 

eraill 

Trefnu digwyddiad a/neu drafodaeth gyda’r disgyblion i gyfrannu i 

a/neu i ddilysu’r dystiolaeth (Gweler ‘Pecyn Cymorth Safonau 

Ymgynghori’ am esiamplau o ddigwyddiadau/pynciau trafodaeth) 

Opsiwn 2: Efallai byddwch am gwblhau’r Hunanasesiad drwy ymuno a 

Chyngor yr Ysgol. Gall hyn golygu: 

iv. 

Digwyddiad lansio, efallai drwy ddefnyddio’r esiamplau atodol neu 

rhai eich hun (Gweler ‘Pecyn Cymorth Safonau Ymgynghori’ am 

esiamplau o ddigwyddiadau/pynciau trafodaeth) 

v. Gweithio gyda Chyngor yr Ysgol neu grwpiau eraill o blant a phobl 

ifanc i wirio ac i gasglu tystiolaeth 

vi. Trafod y dystiolaeth mewn cyfarfod Cyngor yr Ysgol, cyn gwneud yr 

asesiadau terfynol wrth edrych ar y Safonau. 

Opsiwn 3: Beth am ddefnyddio’r Teclyn Hunanasesu fel rhan o wers? (e.e. 

Addysg Bersonol a Chymdeithasol (PSE), Unedau Bagloriaeth Cymru: 

‘Cyfathrebu’, ‘Gweithio gydag Eraill’). 

Opsiwn 4: Efallai bod syniad eich hun gennych o sut i gyflawni’r broses 

hunanasesu. Trafodwch eich syniadau gyda’r tîm ymchwil os gwelwch yn 

dda. 

Cam 3 – Cynllunio Gweithredol 

Pa bynnag opsiwn rydych yn dewis, a fyddech cystal â chrynhoi eich 

cynlluniau am y dyfodol ar gymryd cyfranogiad ymhellach, a’u nodi nhw ar 

dudalen fel yr un yn Atodiad 1, (‘Cynllun Gweithredol: Beth Fyddwn yn Gwneud i 

Wella Wrth Edrych ar y Safonau’). 

Cam 4 – Y Broses Gwerthuso 

Pwrpas y peilot yw i ddysgu cymaint ag sy’n bosib am sut mae’r Teclyn 

Hunanasesu Safonau Cenedlaethol Cyfranogiad Plant a Phobl Ifanc mewn 

gosodiad ysgol ac i fesur ymarfer da cyfranogiad disgyblion. 

Helpwch ni i ddarganfod beth sy’n gweithio’n dda a ddim mor dda wrth i chi 

ddechrau defnyddio’r teclynnau Hunanasesu drwy wneud cofnod byr ar:

o 

o 

o 

o 

Pwy gymerodd rhan? 

Beth weithiodd yn dda? 

A oedd yna unrhyw anawsterau/anghytundebau? 

Beth fyddech chi’n gwneud yn wahanol y tro nesaf? 

Rydym wedi cynnwys esiampl yn y pecyn (Atodiad 2) i chi i ddefnyddio i nodi 

unrhyw bwyntiau rydych wedi dysgu yn ystod y proses. 

Cam 5 – Cyflwyno Eich Teclyn Hunanasesu a 

Dogfennau Ategol 

Danfonwch gopi o’ch Teclyn Hunanasesu, Cynllun Gweithredol a’ch 

Cofnod gorffenedig i: 

Juliet Williams 

CRG Research Ltd. 

25 Heol y Gadeirlan, 

CAERDYDD, 

CF11 9TZ 

E-bost: 

nps@crgresearch.co.uk 

 

Mae gennym ddiddordeb ond yn y proses o ddefnyddio’r teclyn a’i 

effeithlonrwydd; ni fyddwn yn cofnodi unrhyw wybodaeth ynglŷn â pha 

mor dda rydych yn cwrdd y Safonau Cenedlaethol Cyfranogiad Plant a 

Phobl Ifanc. Rydym fodd bynnag yn gobeithio bydd y broses hon o 

fudd i’ch ysgol. Rhannwch gyda ni beth gawsoch chi, y disgyblion a’r 

athrawon allan o’r broses, a sut bydd hyn yn helpu chi i gynllunio ar 

gyfer y dyfodol. 

Bydd y data rydych yn cofnodi yn eich Teclyn Hunanasesu orffenedig 

yn cael ei gasglu wrth edrych ar ba mor hawdd ei drin ydoedd, a sut 

bydd y teclyn yn gallu cael ei addasu ar gyfer defnydd ehangach. 

Hoffwn i chi ddychwelyd copi o’ch Teclyn Hunanasesu orffenedig i CRG 

cyn y Sesiwn Dilynol sydd wedi ei rhagdrefnu (gweler Cam 6 isod); bydd 

hyn yn ein galluogi i ganolbwyntio ar y materion sydd o bwys i chi a’ch 

disgyblion wrth drafod eich profiadau.

Cam 6 – Sesiwn Dilynol 

Pwrpas y Sesiwn Dilynol yw i ddarganfod eich profiadau o ddefnyddio’r Teclyn 

Hunanasesu yn fwy manwl. 

Cwestiynau Allweddol i gynnwys: 

• Pa mor ddefnyddiol oedd y Sesiwn Cyflwyno? (e.e. Beth weithiodd/gall ei 

wella?) 

• A oedd y wybodaeth ategol a dderbynioch yn ddefnyddiol? (e.e. deunydd 

cyflwyno, Pecyn Hunanasesu) 

• Beth oedd yn dda / ddim mor dda am y Teclyn Hunanasesu? 

• Beth weithiodd yn dda / ddim mor dda? 

• Sut gwnaeth y disgyblion / athrawon eraill ymgymryd â’r syniad o 

gyfranogiad yn gyffredinol, ac yn benodol defnydd y Safonau 

Cenedlaethol Cyfranogiad Plant a Phobl Ifanc? 

• Ydy eu barn am gyfranogiad wedi newid o ganlyniad i gymryd rhan? Os 

ydy, ym mha ffordd? (e.e. A ydy’r disgwyliadau o ‘gael llais’ a dylanwad o 

fewn eu gosodiad ysgol wedi cynyddu o ganlyniad i’w ymglymiad i’r ymarfer 

hwn?)

ATODIAD 1: Cynllun Gweithredol - Beth Fyddwn yn Gwneud i Wella Wrth Edrych ar y 

Safonau 

Safon 

Beth ni’n gwneud yn 

dda 

Beth ydym am wella 

Gweithrediadau ‘SMART’: 

Pwy? Beth? Pryd? 

Gwybodaeth 

Eich Dewis Chi 

Dim 

Gwahaniaethu 

Parch 

Byddwch chi ar 

eich ennill hefyd 

Adborth 

Gwella ein 

ffordd o weithio

ATODIAD 2: 

Cofnod - Teclyn Hunanasesu Safonau Cenedlaethol Cyfranogiad Plant a Phobl Ifanc 

Beth Ddigwyddodd? Mae’r rhan yma i chi i gofnodi gwybodaeth fel: Pwy gymerodd rhan; Beth benderfynoch chi i 

wneud; Pam benderfynoch chi i wneud hyn 

Llinell Amser Nodwch yma ar hyd y llinell amser, y gweithgareddau wnaethoch a phryd, ynghyd a pha mor hir 

gymerodd y broses i chi i gyflawni 

Diwrnod 1

Beth weithiodd yn dda? Nodwch yma beth weithiodd yn dda iawn ac amlinellwch pam oedd hyn 

A oedd yna unrhyw anawsterau/anghytundebau? Nodwch beth oedd yn heriol iawn ac amlinellwch pam oedd hyn 

Beth fyddech yn gwneud yn wahanol be baech yn gwneud hyn eto? Nodwch beth fyddech yn gwneud yn wahanol y 

tro nesaf a pham

Cwestiynau neu Sylwadau: Mynegwch yma unrhyw gwestiynau sydd gennych wrth gymryd rhan yn y peilot neu 

unrhyw sylwadau pellach rydych am wneud ynglŷn â’r Teclyn Hunanasesu; y Safonau neu’n ehangach

Participation Standards Follow-Up Session 

Details: 

Interviewer: 

Date / Time 

Interviewee: 

School: 

Contact Details: 

Introductory Session: Face-to-Face Telephone 

Follow-up Session: Face-to-Face Telephone 

Interviewer brief: 

The Self-Assessment Tool can be used by organisations to measure participative practice using the National 

Children and Young People’s Standards. The aim of this pilot is to assess how user-friendly the tool is for 

schools, and how it may need to be adapted for wider use. 

Having completed the first stage, this stage of the pilot involves conducting a follow-up review with the 

participating schools (either by telephone or face-to-face) to evaluate their experiences of using the Self- 

Assessment Tool and guidance; to identify what level of support may be needed for successful implementation 

of the Self-Assessment Tool and gather data as to how things (process or materials) might be improved. 

The following questions can be used in either a semi-structured interview with a key member(s) of staff, or as 

the basis of focus group discussions within the school setting.

1. Why did you /your school decide to take part in the pilot? 

2. How useful was the Introductory Session? (i.e. What worked well/could be improved?) 

3. Was the supporting information you received helpful? (i.e. Introductory materials; Self-Assessment Pack 

etc.) 

4. Would you have preferred to have had an alternative format of: 

a) Introduction to the Standards/Self-Assessment Tool? Why is that? 

a) Follow-up session? Why is that? 

5. How did you/your school go about evidencing pupil participation? 

a) What worked well? 

b) If you were to do this again, would you do anything differently? 

6. How did you/your school validate the evidence of participation? 

a) What worked well? 

b) If you were to do this again, would you do anything differently? 

7. What was good / not so good about the Self-Assessment Tool? (i.e. format; ease of use, level of 

detail; aesthetics) 

a) From a pupil’s perspective? 

b) From the perspective of a member of staff? 

8. How did other pupils / teachers take to the idea of: 

a) Participation generally? 

b) Use of the National Standards specifically?

9. Have pupils’ views on participation altered as a result of taking part? If so, in what way? (i.e. Do they 

feel more empowered / have expectations of ‘having a voice’ and more of an influence in their schools 

setting as a result of their involvement?) 

10. Did you use the telephone helpline at all? (We will know this via call logs)? 

a) If so, how useful did you find it? (i.e. Were your questions answered satisfactorily? Did someone get 

back to you promptly? Could it be improved any way?) 

b) If not, why? (i.e. Had no need; couldn’t find the time to call) 

11. Do you have any other comments you’d like to make? 

Thank participant(s)

Safonau Cyfranogaeth Sesiwn Dilynol 

Manylion: 

Cyfwelydd: 

Dyddiad / Amser 

Cyfwelai: 

Ysgol: 

Manylion Cyswllt: 

Sesiwn Cyflwyno: Wyneb yn wyneb Rhif Ffôn 

Sesiwn Dilynol: Wyneb yn wyneb Rhif Ffôn 

Briff y Cyfwelydd: 

Gall y Teclyn Hunanasesu gael ei ddefnyddio gan sefydliadau i fesur ymarfer cyfranogol wrth ddefnyddio’r 

Safonau Cenedlaethol. Nod y peilot hwn yw asesu pa mor hawdd ei drin yw’r teclyn gan ysgolion, a sut efallai y 

bydd rhaid ei ddiwygio ar gyfer defnydd ehangach. 

Unwaith i’r cam cyntaf gael ei gwblhau, mae’r cam hwn o’r peilot yn cynnwys gwneud adolygiad dilynol gyda’r 

ysgolion sy’n cymryd rhan (naill ai dros y ffôn neu wyneb yn wyneb) er mwyn gwerthuso eu profiadau o 

ddefnyddio’r Teclyn Hunanasesu a’r cyfarwyddiadau; i ganfod beth yw lefel y cymorth bydd angen i weithredu’r 

Teclyn Hunanasesu’n llwyddiannus ac i gasglu data i ddarganfod sut gall pethau (y broses neu’r deunydd) cael 

eu gwella. 

Gellid defnyddio’r cwestiynau dilynol mewn cyfweliad rhan-strwythedig gydag aelod(au) o staff allweddol, neu ar 

sail trafodaeth grŵp ffocws o fewn gosodiad yr ysgol.

1. Pam benderfynoch chi/eich ysgol i gymryd rhan yn y peilot? 

2. Pa mor ddefnyddiol oedd y sesiwn cyflwyno? (e.e. Beth weithiodd yn dda/gall ei wella?) 

3. Oedd y gwybodaeth cefnogol yn ddefnyddiol? (e.e. Deunydd cyflwyno, Pecyn Hunanasesu ac ati.) 

4. Byddai’n well gennych i dderbyn fformat gwahanol i’r hyn gwnaethoch dderbyn: 

a) Cyflwyniad i’r Safonau/Teclyn Hunanasesu? Pam oedd hyn? 

b) Sesiwn dilynol? Pam oedd hyn? 

5. Sut wnaethoch chi/eich ysgol fynd ati i ddangos tystiolaeth cyfranogaeth eich disgyblion? 

a) Beth weithodd yn dda? 

b) Os oeddech yn gwneud hyn eto, a fyddech yn gwneud unrhyw beth yn wahanol? 

6. Sut wnaethoch chi/eich ysgol ddilysu tystiolaeth y gyfranogaeth? 

a) Beth weithodd yn dda? 

b) Os oeddech yn gwneud hyn eto, a fyddech yn gwneud unrhyw beth yn wahanol? 

7. Beth oedd yn dda / ddim mor dda am y Teclyn Hunanasesu? (e.e. fformat; hawdd ei drin, lefel y 

manylion, estheteg) 

a) O bersbectif y disgybl? 

b) O bersbectif yr aelod o staff? 

8. Sut gwnaeth gweddill y disgyblion / athrawon ymgymryd â’r syniad o: 

a) Cyfranogaeth gyffredinol? 

b) Pa mor ddefnyddiol yw’r Safonau Cenedlaethol yn benodol?

9. Ydy barn y disgyblion wedi newid o gwbl o ganlyniad i gymryd rhan? Os ydy, ym mha ffordd? (e.e. 

Ydynt yn teimlo bod ganddynt awdurdod / bod ‘ganddynt lais’ a mwy o ddylanwad yng ngosodiad eu 

hysgol o ganlyniad iddynt gymryd rhan?) 

10. A ddefnyddioch chi’r Llinell Cymorth dros y ffôn o gwbl? (Byddwn yn gwybod hyn drwy edrych ar 

gofnodion y galwadau)? 

a) Os do, pa mor ddefnyddiol ydoedd? (e.e. Cafodd eich cwestiynau eu hateb yn foddhaol? A 

wnaeth rhywun ddod nôl atoch yn brydlon? Gall y llinell gymorth cael ei wella mewn unrhyw 

ffordd?) 

b) Os na, pam? (e.e. Doedd dim ei angen, dim amser i ffonio) 

11. Oes unrhyw sylwadau ychwanegol gennych i fynegi? 

Diolchwch y Cyfranogion

Appendix III 

National Children & Young People’s Participation 

Standards Self-Assessment Tool

Standard 1 - Information: 

This Standard means: 

• Information that is easy to understand for everyone 

• Adults working with you who know what is going on and are up 

front and clear 

Methods and Evidence Examples and Guidance 

MET 

̌ 

NOT 

MET 

X 

We will: 

Ensure everyone has enough information to get properly involved 

How: 

By demonstrating a minimum of three different means of 

circulating information to children and young people 

• Direct Talk to / inform / ask children and young 

people e.g. by recording consultation 

sessions. Talk to C&YP representatives e.g. 

from school councils, youth forums etc. (See 

Standard 6 for similar evidence) 

• Written e.g. newsletter / use of questionnaires 

/ surveys/ posters 

• Indirect e.g. websites (My Space / Bebo) 

Evidence of database showing where 

information has gone. 

Any information circulated to C&YP must be 

accessible and user friendly - see Good Practice 

Guide 4 and 5 on ‘Children and Young People 

Friendly Documents’ and ‘Alternatives to 

Documents’ 

Let you know what difference you being involved will make 

Consultation by: 

How: 

A consultation has been conducted and children and young 

people have provided evidence that they know what 

difference their being involved will make 

• Talking to/asking young people 

• Workshops 

• Questionnaires 

• Stalls 

• Talks 

• Surveys (Web etc.) 

• Forms 

Inform you about who is going to listen and make changes 

How: 

Clear evidence has been provided that children and young people 

have been informed about who will listen to them and make 

changes 

• Lead person’s name and contact details given 

• Participation Protocol filled in (See copy in 

Appendix 2) 

• Children and Young people given the context of 

the information e.g. What next?

Standard 2 – It’s Your Choice: 


• You choose if you want to get involved or not 

• You choose to work on things that are important to you 

• You choose what you do and how you do it 

Methods and Evidence 

Examples and Guidance 

MET 

̌ 

NOT 

MET 

X 

We will: 

Give you enough information and time to decide if this is 

something you want to do 

How: 

Evidence must be provided to show that adequate time and 

information was given to children and young people so that 

they could make an informed choice 

• Examples of adequate time given in relation to the 

activity e.g. a month given for young people to 

decide if they want to take part in a residential; a 

week given for them to decide to attend a one-off 

activity 

• Participation Protocol Form filled-in demonstrating 

planning and time for choice 

This must be provided for a minimum of three separate 

occasions 

• Examples of Information given out- specifying 

dates e.g. adverts, open days held in advance of 

the events/opportunities

Standard 3 – No Discrimination: 


• Children and young people are all different but you all have the 

same right to have a say about the things that matter to you 

• We want everyone to feel welcome and be able to get involved if 

they want to be 



MET 

̌ 

NOT 

MET 

X 

We will: 

Challenge any discrimination 

How: 

Show evidence of an equal opportunities policy and procedure 

Framework for no discrimination: 

Copy of Equal Opportunities Policy- shows framework 

in place for no discrimination 

Get in touch with children and young people in lots of different 

situations 

How: 

Evidence at least three ways you have contacted different 

groups of children and young people (e.g. disabled children 

and young people, black minority ethnic children and young 

people, gypsy traveller children and young people) 

Access for all: 

Show who the children and young people are and 

where they are from. Show there is fair representation 

from different areas and backgrounds e.g. attendance 

records, ethnicity data, ensuring advertising / marketing 

of information is not targeted to specific ages / ethnic 

groups and making sure information is appropriate e.g. 

bi-lingual. (See also Standard 2 for similar evidence 

and other examples) 

Get involved with things you want to do 

How: 

Show evidence that you have tailored your opportunities to enable 

children and young people in lots of different situations to get 

involved in things they want to do 

Equal Opportunities for all: service delivery 

• Make sure venue, formats, timings, activities etc 

are appropriate 

• Treating children and young people with equal 

respect e.g. by documenting cross-cultural 

gathering / meetings bringing diverse children 

and young people together

Standard 4 - Respect 


• Everyone has a chance to have a say - your opinions are 

important and we will respect them 

We will: 

Listen to your ideas, views and experiences 

How: 

Show three ways you have listened to the views of children 

and young people 



• Ensure that there are good open channels 

of communication so that children and 

young people can give their views to the 

organisation easily e.g. show examples of 

communication methods used 

(See Standard 2 for similar evidence) 

MET 

̌ 

NOT 

MET 

X 

Take you seriously and treat you fairly 

How: 

Show feedback from children and young people recording that 

they feel like they have been taken seriously and treated fairly 

• C&YP’s evaluation forms 

• C&YP’s comments boxes 

• Case studies/personal views and testimonies 

from C&YP 

Work with you to do something about the things you tell us are 

important 

Work with you to help change things for the better 

How: 

Show evidence of something you are working on that shows 

you are respecting the input from C&YP/ views that they have 

given you 

• Show how you have picked up on views given 

by C&YP 

• Action Plans 

• Planning + incorporating the ideas of C&YP 

into this 

• Information sharing with your team about 

C&YP’s views 

• What commitment and arrangements made 

• Next steps

Standard 5 - You Get Something Out Of It 


• We want you to enjoy and benefit from taking part. 

• We know that you have other things to do in your lives as well! 

• Making sure that participating is a positive not a negative 

experience 

We will: 

Work in safe, fun, and enjoyable ways 

How: 

Evidence feedback from children and young people to show it has 

been fun 



• Show a planning document or risk 

assessment form for an event that evidences 

how you have considered health and safety 

for C&YP 

• Feedback from C&YP that it has been fun 

e.g. returned evaluations, recordings of 

discussions, feedback from comments boxes 

MET 

̌ 

NOT 

MET 

X 

Make the most of what you know 

Do positive things that build your confidence 

How: 

Show how you have built upon children and young people’s 

knowledge and confidence and outline three activities done to achieve 

this 

Meet in friendly places that are easy for all young people to use 

How: 

Record where you meet and how this is child and young person 

friendly 

• Evidence of how activities that C&YP have 

taken part in have been planned in order to 

develop their skills and learning in a positive 

way e.g. agendas, planning documents, 

outlines of training sessions. 

• Show how C&YP have benefited from taking 

part in an activity e.g. ‘start and end’ 

evaluations, written/ verbal feedback from 

children and young people. 

• Examples of activities, team building 

exercises, presentations, written tasks 

• Make sure meeting places or venues for 

events are appropriate for children and 

young people e.g. space for breaks/ playing, 

necessary facilities available, venue easily 

accessible, suitable times for meeting, staff 

friendly and helpful. 

• Evidence from C&YP showing that they feel 

that venues are suitable and that they are 

happy to meet there 

Value and respect what you have to offer 

How: 

Show how you have agreed with children and young people in 

advance how best to recognise / reward / remunerate their 

contributions 

• How C&YP have been able to take part in 

different ways appropriate to them e.g. 

chairing meetings, designing flyers 

• How C&YP contributions have been 

recognised and valued through 

qualifications, accreditation, vouchers, 

certificates, rewards etc.

Standard 6 - Feedback 


• It is really important that you know what difference you have made 

and how your ideas have been used 



MET 

̌ 

NOT 

MET 

X 

We will: 

Keep you up-to-date with what is happening 

How: 

Show evidence that you have kept children and young people up-todate 

in keeping with what was originally arranged / planned (see 

Appendix 2 for Participation Protocol) 

• Keep records that show that you have 

updated websites, notice boards, newsletters 

etc with information 

• Provide routes for C&YP to communicate 

e.g. phone lines, comments boxes, MSN, 

email, MySpace/Bebo + C&YP’s preferred 

options 

• Use any appropriate networks to disseminate 

information e.g. youth groups, youth forums 

etc. 

Give feedback as soon as possible and in ways that are easy to 

understand for everyone 

How: 

Show dates feedback was given and a record of how this was 

delivered 

• Show that dates were set for feedback in 

advance and that these dates were kept to 

e.g. through minutes of meetings, copies of 

emails, posters 

• Present feedback in a way that is appropriate 

for everyone e.g. written information is clear; 

alternatives are produced for those with 

special needs e.g. video evidence

Standard 7 - Improving How We Work 


• We want to learn and get better at the way we work with you 



MET 

̌ 

NOT 

MET 

X 

We will: 

Look at the way we work with you and how to improve it 

How: 

Evidence of feedback from children and young people and action taken 

upon feedback 

• Set out aims and objectives at the beginning of 

each project and review with children and 

young people at the end to see if these 

objectives were met and what could be done to 

improve the project 

Ask you what has gone well and what needs to change 

How: 

• Complete reviews with C&YP as the project 

progresses e.g. progress meetings, interim 

reports and feedback from young people. Do 

this in addition to a final review at the end of a 

project 

Highlight what needs to change as a result of children and young 

people’s recommendations and steps you are going to take to address 

these 

Make sure your views make a difference to the way we make plans 

and decisions 

How: 

Show three ways children and young people’s views have impacted on 

the service / organisation 

• Show how C&YP’s ideas and opinions have 

shaped your work e.g. through minutes of 

meetings, policy documents etc. 

• Show the impact of C&YP’s involvement on 

your work e.g an example of an area of 

work/project /document that has changed or 

been done differently because of young 

people’s opinions 

• Mechanisms to gather C&YP views on a 

regular basis can be set up e.g. joint planning 

with children and young people steering / 

advisory group, regular opinion finding sessions 

held with C&YP

Safon 1- Gwybodaeth 

Ystyr hyn yw: 

* Gwybodaeth sy’n hawdd i bawb ei deall 

* Oedolion yn gweithio gyda chi sy’n gwybod 

beth sy’n digwydd ac sy’n agored ac yn 

glir. 

DULLIAU A THYSTIOLAETH ENGHREIFFTIAU A CHANLLAWIAU WEDI 

CWRDD 

̌ 

HEB 

GWRDD 

X 

Byddwn yn: 

Sicrhau bod pawb yn cael digon o wybodaeth i gymryd 

rhan yn iawn. 

Sut: 

Gellir dangos o leiaf tair ffordd wahanol o 

ddosbarthu gwybodaeth i blant a phobl ifanc. 

Dweud wrthych chi sut y bydd y ffaith eich bod chi'n 

cymryd rhan yn gwneud gwahaniaeth 

Mae ymarfer ymgynghori wedi ei gynnal ac mae 

plant a phobl ifanc wedi cyflwyno tystiolaeth eu bod 

yn gwybod pa wahaniaeth y bydd y ffaith eu bod yn 

cymryd rhan yn ei wneud 

• Uniongyrchol- Siarad â / hysbysu / gofyn i blant a phobl 

ifanc e.e. drwy recordio neu gofnodi sesiynau ymgynghori. 

Siarad â chynrychiolwyr ppi e.e. o gynghorau ysgol, 

fforymau ieuenctid ac ati . (Gweler Safon 6 am dystiolaeth 

debyg) 

• Ysgrifenedig e.e. cylchlythyr / defnydd o holiaduron / 

arolygon / posteri 

• Anuniongyrchol e.e. gwefannau (my space / bebo) 

(Gweler hefyd Safon 6 am dystiolaeth debyg) Tystiolaeth 

o gronfa ddata yn dangos i le yr aeth gwybodaeth. 

Rhaid i unrhyw wybodaeth a ddosberthir i ppi fod yn hygyrch ac 

yn gyfeillgar i’r defnyddiwr - Gweler Canllawiau Arfer Da 4 a 5 ar 

‘Dogfennau sy’n Ystyriol o Blant a Phobl Ifanc’ ac ‘Dewisiadau 

Amgen sy’n Ystyriol o Blant a Phobl Ifanc yn lle Dogfennau’ 

Ymgynghori drwy: 

• Siarad â / holi pobl ifanc 

• Gweithdai 

• Holiaduron 

• Stondinau 

• Sgyrsiau 

• Arolygon (gwe, ac ati) 

• Ffurflenni 

weud wrthych chi pwy sy’n mynd i wrando a newid 

pethau 

Mae tystiolaeth glir wedi ei darparu bod plant a 

phobl ifanc wedi cael gwybod pwy fydd yn gwrando 

arnynt a newid pethau. 

• Rhoddwyd enw a manylion cyswllt y person arweiniol 

• Ffurflen Protocol Cyfranogi wedi’i llenwi - (gweler copi yn 

Atodiad 2) 

• Rhoddwyd cyd-destun y wybodaeth i’r Plant a’r Bobl Ifanc – 

e.e. beth nesaf?

Safon 2 – Eich Dewis Chi 

Ystyr hyn yw: 

* Chi sy’n dewis a ydych am gyfranogi ai peidio. 

* Rydych yn dewis gweithio ar bethau sy’n bwysig i chi. 

* Chi sy’n dewis beth rydych chi’n ei wneud a sut. 

DULLIAU A THYSTIOLAETH 

ENGHREIFFTIAU A CHANLLAWIAU 

WEDI 

CWRDD 

̌ 

HEB 

GWRDD 

X 

Byddwn yn: 

Rhoi digon o wybodaeth ac amser i chi 

benderfynu ydy hyn yn rhywbeth yr ydych 

chi eisiau ei wneud. 

• Enghreifftiau o amser digonol yn cael ei roi o 

ran y gweithgaredd e.e. rhoi mis i bobl ifanc 

benderfynu a ydynt eisiau cymryd rhan mewn 

gweithgaredd preswyl, wythnos iddynt 

benderfynu mynychu gweithgaredd unwaith yn 

unig 

Sut: 

Rhaid cael tystiolaeth i ddangos bod plant a 

• Ffurflen Protocol Cyfranogi wedi’i llenwi - 

dangos cynllunio ac amser ar gyfer dewis 

phobl ifanc wedi cael digon o amser a 

gwybodaeth er mwyn iddynt wneud dewis 

• Enghreifftiau o wybodaeth a ddosbarthwyd - yn 

nodi dyddiadau e.e. hysbysebion, diwrnodau 

agored wedi eu cynnal cyn y 

digwyddiadau/cyfleoedd 

doeth. 

Rhaid darparu hyn ar dri achlysur 

gwahanol, o leiaf.

Safon 3 – Dim Gwahaniaethu 

Ystyr hyn yw: 

* Mae plant a phobl ifanc i gyd yn wahanol ond mae gan 

bob un ohonoch yr un hawl i gael dweud eich dweud am 

faterion sy’n bwysig i chi. 

* Rydym eisiau i bawb deimlo eu bod yn cael croeso a’u 

bod yn gallu cymryd rhan os ydyn nhw’n dymuno 

gwneud hynny. 



WEDI 

CWRDD 

̌ 

HEB 

GWRDD 

X 

Byddwn yn: 

Herio unrhyw wahaniaethu. 

Sut: 

Fframwaith ar gyfer dim gwahaniaethu: 

Copi o Bolisi Cyfle Cyfartal – dangos bod fframwaith yn ei lle ar 

gyfer dim gwahaniaethu 

Dangos tystiolaeth o bolisi a gweithdrefnau cyfle 

cyfartal. 

Cysylltu â phlant a phobl ifanc mewn llawer o wahanol 

sefyllfaoedd. 

Tystiolaeth o dair ffordd, o leiaf, yr ydych wedi 

cynnal grwpiau gwahanol o blant a phobl ifanc (e.e. 

plant a phobl ifanc anabl, plant a phobl ifanc du ac o 

leiafrif ethnig, plant a phobl ifanc sipsiwn a 

chrwydrwyr). 

Mynediad i bawb: 

• Dangos pwy yw’r plant a’r bobl ifanc ac o le y dônt. Dangos 

bod cynrychiolaeth deg o wahanol ardaloedd a chefndiroedd 

e.e. cofnodion presenoldeb, data ethnigrwydd, sicrhau nad 

yw hysbysebu / marchnata gwybodaeth wedi ei dargedu at 

oedrannau / grwpiau ethnig penodol a gwneud yn siŵr fod 

gwybodaeth yn addas e.e. dwyieithog. (Gweler hefyd Safon 

2 am dystiolaeth debyg ac enghreifftiau eraill) 

Eich cael chi i gymryd rhan yn y pethau rydych chi am 

gymryd rhan ynddyn nhw. 

Dangos tystiolaeth eich bod yn cynnwys plant a 

phobl ifanc mewn pethau y maen nhw wedi dweud 

eu bod eisiau eu gwneud 

Cyfle cyfartal i bawb – darparu gwasanaeth: 

• Gwneud yn siŵr fod lleoliad, fformatau, amseru, 

gweithgareddau ac ati yn briodol 

• Trin plant a phobl ifanc gyda’r un parch e.e. drwy ddogfennu 

ymgynulliadau/cyfarfodydd traws ddiwylliannol gan ddod â 

phlant a phobl ifanc amrywiol at ei gilydd

Safon 4 - Parch 

Ystyr hyn yw: 

* Mae pawb yn cael cyfle i ddweud eu dweud 

– mae eich barn yn bwysig a byddwn yn ei 

pharchu. 



WEDI 

CWRDD 

̌ 

HEB 

GWRDD 

X 

Byddwn yn: 

Gwrando ar eich syniadau, eich safbwyntiau a’ch 

profiadau. 

• Sicrhau bod yna sianeli cyfathrebu agored a da fel y gall y 

plant a’r bobl ifanc roi eu barn i’r sefydliad yn hawdd e.e. 

dangos enghreifftiau o ddulliau cyfathrebu a ddefnyddiwyd. 

(Gweler Safon 2 am dystiolaeth debyg) 

Sut: 

Dangos tair ffordd yr ydych chi wedi gwrando ar farn 

plant a phobl ifanc. 

Eich cymryd chi o ddifri a’ch trin yn deg. 

Dangos adborth gan blant a phobl ifanc yn cofnodi 

eu bod yn teimlo iddynt gael eu cymryd o ddifri a’u 

trin yn deg. 

• Ffurflenni gwerthuso PPI 

• Blychau sylwadau PPI 

• Astudiaethau Achos/barn bersonol a thystiolaeth gan ppi 

Gweithio gyda chi i wneud rhywbeth am y materion y 

dywedwch wrthym sy’n bwysig i chi. Gweithio gyda chi i 

helpu newid pethau er gwell. 

Dangos tystiolaeth o rywbeth y buoch yn gweithio 

arno ac a gafodd ei newid, ac a nodwyd yn bwysig 

gan blant a phobl ifanc. 

• Dangos sut yr ydych wedi llwyddo i ddeall y farn a roddwyd 

gan ppi 

• Cynlluniau Gweithredu 

• Cynllunio ac ymgorffori syniadau ppi i hwn 

• Rhannu gwybodaeth gyda’ch tîm ynglŷn â barn ppi 

• Pa ymrwymiadau a threfniadau a wnaed 

• Camau nesaf

Safon 5 – Byddwch Chi Ar Eich Ennill 

Hefyd 

Ystyr hyn yw: 

* Rydym am i chi fwynhau ac elwa o gymryd rhan. 

* Rydym yn gwybod bod gennych bethau eraill i’w 

gwneud â’ch bywydau hefyd! 

* Gwneud yn siŵr bod cymryd rhan yn brofiad 

cadarnhaol, nid yn un negyddol. 



WEDI 

CWRDD 

̌ 

HEB 

GWRDD 

X 

Byddwn yn: 

Gweithio mewn ffyrdd diogel, hwyliog a phleserus. 

Sut: 

Casglu tystiolaeth gan blant a phobl ifanc i ddangos 

ei fod wedi bod yn hwyl. 

• Dangos dogfen gynllunio neu ffurflen asesu risg ar gyfer 

digwyddiad sy’n dangos sut yr ydych wedi ystyried iechyd a 

diogelwch ar gyfer plant a phobl ifanc 

• Adborth gan ppi ei fod wedi bod yn hwyl e.e. gwerthusiadau 

a ddychwelwyd, cofnodion o drafodaethau, adborth o 

flychau sylwadau 

Gwneud y gorau o’r hyn yr ydych yn ei wybod. 

Gwneud pethau cadarnhaol sy’n meithrin eich hyder. 

Dangos sut y gwnaethoch gynyddu gwybodaeth a 

hyder plant a phobl ifanc ac amlinellu tri 

gweithgarwch a gynhaliwyd i gyflawni hyn. 

• Tystiolaeth sut y mae gweithgareddau y mae ppi wedi 

cymryd rhan ynddynt wedi cael eu cynllunio er mwyn 

datblygu eu sgiliau a’u dysgu mewn modd cadarnhaol e.e. 

agendâu, dogfennau cynllunio, amlinelliadau sesiynau 

hyfforddi. 

• Dangos sut y mae ppi wedi elwa o gymryd rhan mewn 

gweithgaredd e.e. gwerthusiadau ‘dechrau a diwedd’, 

adborth ysgrifenedig/llafar gan blant a phobl ifanc. 

• Enghreifftiau o weithgareddau, ymarferiadau adeiladu tîm, 

cyflwyniadau, tasgau ysgrifenedig. 

Cwrdd mewn llefydd cyfeillgar sy’n hawdd i bob person 

ifanc eu defnyddio. 

Cofnodi ble rydych chi’n cyfarfod a sut mae’r lle yn 

addas ar gyfer plant a phobl ifanc. 

• Gwneud yn siŵr fod mannau cyfarfod neu leoliadau ar gyfer 

digwyddiadau yn addas ar gyfer plant a phobl ifanc e.e. 

gofod ar gyfer egwyl/ chwarae, cyfleusterau angenrheidiol ar 

gael, y lleoliad yn hygyrch, amseroedd addas ar gyfer 

cyfarfod, staff yn gyfeillgar a pharod eu cymorth 

• Tystiolaeth gan ppi yn dangos eu bod yn teimlo fod 

lleoliadau yn addas a’u bod yn hapus i gyfarfod yno. 

Gwerthfawrogi a pharchu’r hyn sydd gennych i’w gynnig. 

Dangos sut rydych chi wedi cytuno â phlant a phobl 

ifanc ymlaen llaw ynglyn â’r ffordd orau o gydnabod 

/ gwobrwyo / ad-dalu eu cyfraniadau. 

• Sut mae ppi wedi gallu cymryd rhan mewn gwahanol ffyrdd 

sy’n briodol iddynt hwy e.e. cadeirio cyfarfodydd, cynllunio 

taflenni. 

• Sut mae cyfraniadau ppi wedi cael eu cydnabod a’u 

gwerthfawrogi drwy gymwysterau, achrediadau, talebau, 

tystysgrifau, gwobrwyon ac ati.

Safon 6 – Adborth 

Ystyr hyn yw: 

* Mae’n wirioneddol bwysig eich bod yn gwybod pa 

wahaniaeth rydych wedi’i wneud a sut y mae’ch 

syniadau wedi cael eu defnyddio. 



WEDI 

CWRDD 

̌ 

HEB 

GWRDD 

X 

Byddwn yn: 

Rhoi’r wybodaeth ddiweddaraf i chi am beth sy’n 

digwydd. 

Sut: 

• Cadw cofnodion sy’n dangos eich bod wedi diweddaru 

gwefannau, hysbysfyrddau, cylchlythyron ac ati gyda 

gwybodaeth 

• Darparu llwybrau i ppi gyfathrebu e.e. llinellau ffôn, 

blychau sylwadau, MSN, e-bost, myspace/bebo a’r 

dulliau sydd orau gan ppi 

• Defnyddio unrhyw rwydweithiau priodol i ledaenu 

gwybodaeth e.e. grwpiau ieuenctid, fforymau ieuenctid 

ac ati. 

Dangos tystiolaeth eich bod wedi gwneud yn siwr 

bod plant a phobl ifanc yn cael y wybodaeth 

ddiweddaraf ynglyn â'r hyn a drefnwyd / cynlluniwyd 

yn wreiddiol (gweler y Protocol Cyfranogaeth yn 

Atodiad 2). 

Rhoi adborth i chi cyn gynted ag sy’n bosib a hynny 

mewn ffordd sy’n hawdd i bawb ei deall. 

• Dangos bod dyddiadau wedi eu trefnu ymlaen llaw ar 

gyfer adborth ac y cadwyd at y dyddiadau hyn e.e. 

drwy gofnodion cyfarfodydd, copïau o e-byst, posteri 

• Cyflwyno adborth mewn modd sy’n briodol i bawb e.e. 

bod gwybodaeth ysgrifenedig wedi ei hysgrifennu 

mewn ffordd eglur a bod dewisiadau eraill yn cael eu 

cynnig i’r rheini sydd ag anghenion arbennig e.e. 

tystiolaeth fideo. 

Nodi dyddiadau derbyn adborth a chofnod o sut y’i 

cyflwynwyd.

Safon 7 –Gwella Ein Ffordd o Weithio 

Ystyr hyn yw: 

* Rydym eisiau dysgu a gwella ein ffordd 

o weithio gyda chi. 



WEDI 

CWRDD 

̌ 

HEB 

GWRDD 

X 

Byddwn yn: 

Edrych ar ein ffordd o weithio gyda chi a sut i’w 

wella. 

• Sefydlu nodau ac amcanion ar ddechrau bob 

prosiect ac adolygu gyda’r plant a’r bobl ifanc ar y 

diwedd i weld a gyflawnwyd yr amcanion hyn a 

beth ellid ei wneud i wella’r prosiect. 

Sut: 

Tystiolaeth o adborth gan blant a phobl ifanc a 

chamau a gymerwyd i weithredu ar yr adborth. 

Gofyn i chi beth sydd wedi mynd yn dda a beth sydd 

angen ei newid. 

• Cwblhau adolygiadau gyda ppi wrth i’r prosiect fynd 

rhagddo e.e. cyfarfodydd cynnydd, adroddiadau 

interim ac adborth gan bobl ifanc. Gwneud hyn yn 

ychwanegol at yr adolygiad terfynol ar ddiwedd 

prosiect 

Tynnu sylw at yr hyn y dylid ei newid yn dilyn 

argymhellion plant a phobl ifanc a’r camau yr ydych 

yn mynd i’w cymryd i fynd i’r afael â’r rhain. 

Sicrhau bod eich barn yn gwneud gwahaniaeth i 

sut y byddwn ni’n cynllunio ac yn gwneud 

penderfyniadau. 

Dangos tair ffordd y mae barn plant a phobl ifanc 

wedi dylanwadu ar y gwasanaeth / mudiad. 

• Dangos sut y mae syniadau a barn ppi wedi llywio 

eich gwaith e.e. drwy gofnodion cyfarfodydd, 

dogfennau polisi ac ati 

• Dangos effaith ymglymiad ppi yn eich gwaith e.e. 

enghraifft o faes gwaith/prosiect/dogfen sydd wedi 

newid neu wedi ei wneud yn wahanol oherwydd 

barn pobl ifanc. 

• Gellir sefydlu mecanweithiau i gasglu barn ppi yn 

rheolaidd e.e. cyd-gynllunio gyda grŵp 

llywio/ymgynghorol plant a phobl ifanc, cynnal 

sesiynau canfod barn yn rheolaidd gyda ppi

Appendix IV 

Standards Consultation Tool Kit

Standards Consultation 

Tool Kit 

This toolkit is the next stage in developing the National 

Children and Young People’s Participation Standards and 

working towards a National Kite-mark. This is a tool for you to 

reflect, self-assess and consider your own practice in 

partnership with children and young people. 

This pack will also help you to gather information to 

demonstrate children and young people’s participation in your 

organisation, for example as part of an Estyn inspection. The 

materials in the pack can be used in schools to deliver learning 

outcomes from the PSE Framework 28 . 

Increasingly, it is hoped that the 

National Standards will be integrated 

into policy and practice impacting upon 

children and young people in Wales. 

For example, they have already been 

written into the Draft guidance for 

the new Children and Young People’s 

Single Plans that Children and Young 

People’s Partnerships across Wales 

must produce by July 2008. 

28 Links to PSE as shown in the ‘Personal and Social Education Framework: Key Stages 1-4 

in Wales (ACCAC) and ‘Supplementary Guidance’ (ACCAC) (AWDURDOD 

CYMWYSTERAU, CWRICWLWM AC ASESU CYMRU)

Children and young people’s participation is also at the heart of 

the new School Effectiveness Framework in Wales as well as 

integral to a range of whole school initiatives and approaches 

such as School Councils, Healthy Schools, Eco Schools and the 

increasingly learner-centred PSE curriculum. In order for 

schools in Wales to assess how effective they are in this area, 

the National Children and Young People’s Participation 

Standards can be used as a tool that will help build up an 

evidence base for meaningful and effective pupil participation. 

In this toolkit, you will find activities to support you to deliver 

a consultation session to groups of children/young people in 

order to extract and feed their views in to the Self- 

Assessment process and meeting the National Children and 

Young People’s Participation Standards for Wales. It is 

important that you do the assessment in partnership with 

children and young people; in order for you to gain a balanced 

picture of how the school is doing in meeting the Standards 

and that the pupils feel that their input is valued at the same 

time 

Each pack contains the following suggested activities: 

• A suggested session plan 

• Delivery guidance for each activity 

• Standards cards and elements to be cut out 

• Opinion card templates 

• An agree /disagree statement sheet 

• An opinion tally sheet 

• An evaluation questionnaire.

Suggested Session Plan (Note: It is assumed that adults who lead the sessions will develop a plan that meets their own school’s needs, not necessarily 

following this plan 

Teacher/trainer Date Between Room Various 

Programme/topic Participation: National Standards Time various Duration Flexible 

Aim To give young people the opportunity to work in partnership with adults to review and assess how well the school 

is doing in relation to meeting the National Children and Young People’s Standards for Wales 

Activity and 

Timing 

Ice Breaker 

0-5 min 

Objectives/ 

Learning Outcomes 

Will be introduced to 

all members of group 

Resources Teacher Activities Learner Activities Assessment 

Bean bag 

Explain activity, 

Demonstrate 

Say their name/ask questions 

Observation 

Activity 

1a 29 

10-15 min 

Will gain an 

understanding of the 

National Children and 

Young People’s 

Standards for Wales 

Flip-chart 

Standards 

Statements 

Pens 

Explain activity and 

facilitate discussion 

Groups place statements on 

a flip-chart where they think 

they fit, asking other groups 

what they think in areas of 

uncertainty 

Observation 

Q&A 

Activity 

1b 

10-15 min 

Will gain an 

understanding of the 




Laminates 

and Element 

Shapes 

Explain activity and 

facilitate discussion 

To arrange laminates in order 

of Standard and its elements 

and discuss which one they 

feel is most important 

Observation 

Q&A 

29 Note: You probably won’t want to use both these activities

Activity 

2 

20-25min 

Explore the areas 

covered in the Self- 

Assessment Form 

Statements and 

agree 

disagree/don’t 

know cards 

Explain activity and read 

out statements facilitate 

discussion 

Stand by the 

agree/disagree/don’t know 

cards when they consider a 

read out statement. Explain 

their chosen position if 

comfortable 

Observation 

Q&A 

Activity 

3 

25-30min 

To understand how 

the school is doing in 

relation to the 



Participation 


Flip chart 

Post-its 

Pens 

Explain activity and the 

need for young people to 

have a say in service 

delivery 

Consider the answers put on 

the Self-Assessment form 

and put forward suggestions 

on how the service can best 

be delivered. Write them on 

post-its. Discuss and feed 

back to the group 

Observation 

Q&A 

Flip chart produced 

Evaluation 

15-20min 

To evaluate session 

and comment on the 

Standards Self- 

Assessment Form 

Targets, 

Sticky dots, 

Standards Self- 

Assessment Form, 

Post-its, 

Pens 

Explain evaluation 

activities and facilitate 

young people filling in the 

questionnaire 

Complete evaluation 

Complete questionnaire 

Q&A 

Observation 

Evaluation sheets 

Questionnaire

Standard Areas for development Action & improvements required

Ice Breaker: Getting to Know You Game 

Aim: To familiarise young people with each other and to warm 

up prior to the consultation session 

Resources: bean bags/ball 

Method: Young people (and adults) stand in a circle. An adult 

starts off the game by throwing a beanbag or ball at someone 

in the circle and saying their name at the same time, the 

person who catches the ball then throws it and says their own 

name. The same game can be played with young people that 

know each other by throwing the bean bag and asking a 

question at the same time - such as "What's your name?", "Do 

you have a brother or sister?", "What's your favourite colour?" 

and so on. The person who catches the beanbag/ball must 

answer the question and then throw it on and ask their own 

question. The game works best if you keep it moving quite 

quickly.

Activity 1a: ‘Participation Is …’ 

Aim: to gain an understanding of the National Children and 

Young People’s Participation Standards and promote 

discussion. 

Resources: 3 pieces of flip-chart paper; strips of paper or 

card with the 12 statements about participation on the next 

page, and copies of the national standards to refer to. 

Method: On 3 sheets of flip chart paper put one each of the 

following as headers: TRUE; FALSE; DON’T KNOW. 

Divide into 3 groups, and share the 12 statements between 

them. Each group places their statements on the flipchart 

sheets according to whether they think they’re true, false, 

or they’re not sure. The groups should be encouraged to 

relate the statements back to the National Participation 

Standards. 

On completion, facilitate a group discussion about whether 

the statements are in the right place, encouraging pupils to 

come to a group consensus.

Activity 1a Participation Statements 

Participation lets people have a say in what’s going to affect 

them 

-------------------------------------------------------------------- 

There are 10 National Participation Standards 

-------------------------------------------------------------------- 

You need to have proper information to make a good decision 

-------------------------------------------------------------------- 

Involving people in making decisions always takes ages and 

slows things down 

-------------------------------------------------------------------- 

Services we use ask people what they think of them 

-------------------------------------------------------------------- 

Asking children and young people what they think has 

changed things in our school 

------------------------------------------------------------------- 

Young people want to get involved and have a say in their 

communities 

------------------------------------------------------------------- 

Young people’s thoughts and feelings are listened to more 

often than they used to be 

------------------------------------------------------------------- 

Adults in our school are good at listening to young people 

------------------------------------------------------------------- 

I think that every pupil should have the same opportunity to 

be listened to and have their views taken into account 

------------------------------------------------------------------- 

I like to be kept up to date with what’s happening about 

things I’ve given my opinion on 

-------------------------------------------------------------------- 

Pupils are experts in their own lives

Activity 1b: Mix and Match Laminate Activity 

Aim: to gain an understanding of the National Children and 

Young People’s Participation Standards and to prioritise what 

young people feel is important to them. 

Resources: Seven Standards 

Method: 

The facilitator splits the group into smaller (max 3) and 

divides the sets of laminates between them. Young people are 

then asked to sort the elements of the Standards under each 

heading (the laminates are themed so this shouldn’t be to 

challenging, if groups run into difficulty the facilitator can 

offer assistance). Once the groups have sorted the Standards 

the facilitator then asks the groups to prioritise which they 

feel are important. The facilitator then asks each group to 

feed back to the main group. 

Themes 

Standard 1- Information: Stars 

Standard 2- It’s Your Choice 2: Arrows 

Standard 3- No Discrimination: Hearts 

Standard 4- Respect: Diamonds 

Standard 5- You get something out of it: Speech Bubbles 

Standard 6- Feedback: Circles 

Standard 7- Improving how we work: Wave/scroll 

RECORDINGS: standards prioritised as: 

Group A: 

Group B: 

Group C:

Standard 1: Information 

• Information that is easy 

to understand for 

everyone 

• Adults working with you 

who know what is going on 

and are up front and clear

Ensure 

Everyone has enough 

information to get properly 

involved

Let you know 

what difference 

you being involved

Inform you about 

who is going to 

listen and make 

changes

Standard 2: 

It’s Your Choice 

• You choose if you want to get 

involved or not

Give you enough information and time to decide if this is something you 

want to do

You choose what 

you do and how 

you do it 

You choose to 

work on things 

that are 

important to 

you

Standard 3: No 


• Children and young people are 

all different but you all have 

the same right to have a say 

about the things that matter to 

you 

• We want everyone to feel 

welcome and be able to get 

involved if they want to be

• Challenge any 

discrimination 

• Get in touch with 

children and young people 

in lots of different

• Get you involved in 

things you want to do.

Standard 4: Respect 

Everyone has a chance to have a 

say - your opinions are important 

and we will respect them.

• Listen to your ideas, views 

and experiences 

• Take you seriously and 

treat you fairly

• Work with 

you to help 

change things 

for the better 

• Work with you to 

do something about 

the things you tell 

us are important

Standard 5- You get something out of it: 

• We want you to enjoy and benefit from taking part 

• We know that you have other things to do in your lives 

as well! 

• Making sure that participating is a positive not a 

negative experience

Make the most of what 

you know 

• Work in safe, fun, and 

enjoyable ways 

Do positive things that build your confidence

• Meet in friendly places 

that are easy for all 

young people to use 

• Value and respect what you have to 

offer

Standard 6: Feedback 

• It is really important that you 

know what difference you have made 

and how your ideas have been used

Keep you up-to-date 

with what is happening 

• Give feedback as soon 

as possible and in ways 

that are easy to

Standard 7: Improving how 

we work 

We want to learn and get better at 

the way we work with you

• Look at the way we work with 

you and how to improve it 

• Ask you what has gone 

well and what needs to 

change 

• Make sure your views 

make a difference to the 

way we make plans and 

decisions.

Activity 2: Opinion Finder 

Aim: To facilitate discussion and to ascertain young people’s 

opinions on how well the school is doing in relation to the National 

Children and Young People’s Participation Standards 

Resources: Agree/disagree/don’t know wall laminates 

Statement Card 

Method: The opinion cards are place along an imaginary line, see 

diagram 

Agree 

Don’t know 

Disagree

Then explain to the young people that statements are going to be 

read out and young people should stand where they feel their 

opinion is. 

A good example one to use is ‘I love Marmite’. If they love it 

stand as close to the Agree point and if they hate it stand by the 

Disagree point. Some young people may also stand by Don’t Know 

point if they have never tasted it or if they feel the statement 

does not apply to them. 

The facilitator then reads the statement card and can facilitate 

a discussion by approaching young people saying something like “so 

you have placed yourself at the Disagree Why is that? Young 

people’s position and comments should be recoded on the Tally 

Sheet. The facilitator can also ask children and young people to 

suggest improvements and these can be recorded on the action 

plan sheet for future development with children and young people.

Agree 

☺

Disagree 

☹

Don’t Know

Agree/disagree statements 

1. Everyone has enough information to get properly involved 

and have a say about things that matter to them at 

school 

2. The school uses a minimum of three different ways of 

circulating information to us (e.g. newsletters, posters, 

assemblies) 

3. The school holds question and answer sessions with us to 

find out our opinions 

4. We can see that our opinions have led to changes 

5. We are given enough time and information to make good 

choices 

6. I know my school has a policy about healthy eating 

7. Everyone in my school can take part in decision making 

8. I am given the opportunity to be involved in decision 

making regardless of my age, ability or where I come 

from 

9. I can think of three ways that the school listens to the 

views of children and young people

10. I can think of a time when I felt I was taken seriously 

and treated fairly in school 

11. I enjoy and get something out of having a say in the 

school’s decisions/ activities 

12. When the school organizes a meeting, we meet in friendly 

places that are easy for us to use 

13. I know before I get involved what I am going to get out 

of it (e.g. a certificate or a prize) 

14. When I take part in an activity or project, I hear what 

happens as a result 

15. I am involved in decisions during lessons 

16. I am asked what I think before a decision is made in 

school (e.g. about healthy eating, anti-bullying policy, 

changes to school timetable…)

Opinion Finder Tally Sheet 

Statement: 

1. Everyone has enough 

information to get properly 

involved and have a say 

about things that matter to 

them at school 

Agree Disagree Don’t 

Know 

Comments 

2. The school uses a minimum 

of three different ways of 

circulating information to us 

(e.g. newsletters, posters, 

assemblies) 

3. The school holds question 

and answer sessions with us 

to find out our opinions 

4. We can see that our opinions 

have led to changes 

5. We are given enough time 

and information to make 

good choices 

6. I know my school has a policy 

about healthy eating 

7. Everyone in my school can 

take part in decision making 

8. I am given the opportunity to 

be involved in decision 

making regardless of my age, 

ability or where I come from 

9. I can think of three ways

that the school listens to the 

views of children and young 

people 

10. I can think of a time when I 

felt I was taken seriously 

and treated fairly in school 

11. I enjoy and get something 

out of having a say in the 

school’s decisions/ activities 

12. When the school organizes a 

meeting, we meet in friendly 

places that are easy for us 

to use 

13. I know before I get involved 

what I am going to get out of 

it (e.g. a certificate or a 

prize) 

14. When I take part in an 

activity or project, I hear 

what happens as a result 

15. I am involved in decisions 

during lessons 

16. I am asked what I think 

before a decision is made in school 

(e.g. about healthy eating, antibullying 

policy, changes to school 

timetable…)

Activity 3: Paper Carousel 

Aim: to allow young people to explore the content of the 

Standards Self-Assessment Form and to put forward 

suggestions in relation to what they feel should or shouldn’t be 

on the form. 

Resources: flip chart 

Pens 

Method: Facilitator divides young people into 2 groups, one 

group is asked to write on the flip chart anything that is NOT 

on the self-assessment form that they think should be and the 

other group is asked to write on the flip chart if there is 

anything ON the form that they feel should not be.

Carousel Questions 

1. Is there any evidence that is 

not mentioned on the form that 

you think should be? 

2. Is there anything on the form 

that you don’t think should be 

on there?

Evaluation Activities 

Aim: To evaluate the session and gain young peoples opinion on 

how they felt the session went. 

Resources: Questionnaire 

Targets 

Sticky dots 

Method: The facilitator supports young people in completing 

the questionnaire on the Self-Assessment process of the 


for Wales. 

Young people are then asked to place a dot in the target in 

relation to how they feel the session went, if the young people 

have any comments or suggestions of how to improve this 

session you can record these on the outside of the target and 

we will review the pack in line with children and young people’s 

comments. 

Centre ring: Good 

Middle Ring: ok 

Outer ring: Bad 

If you have any comments or suggestions as a facilitator of 

how we can improve this toolkit please let us know as we value 

your experiences and opinions.

Evaluation Questionnaire 

1. How did you feel the Assessment of the School against 

the National Children and Young People’s Participation 

Standards went? 

Reason: 

2. Do you agree with what the School Plans to do about- 

☺ ☹ 

 

Information Yes No Don’t know 

It’s Your Yes No Don’t know 

Choice 

No 

Yes No Don’t know 


Respect Yes No Don’t know 

You get Yes No Don’t know 

something out 

of it 

Feedback Yes No Don’t know 

Improving how 

we work 

Yes No Don’t know 

Comments

Pecyn Cymorth 

Ymgynghoriad Safonau 

“Ystyr cyfranogiad yw bod gennyf yr hawl i fod yn rhan o wneud 

penderfyniadau, o gynllunio ac o adolygu unrhyw gam a allai effeithio arnaf 

i. Cael llais, cael dewis.” 

Y pecyn cymorth hwn yw’r cam nesaf wrth ddatblygu Safonau 

Cenedlaethol ar gyfer Cyfranogiad Plant a Phobl Ifanc, a gweithio tuag at 

Nod Barcud Cenedlaethol. Bydd hwn yn gymorth i chi ystyried, eich 

asesu’ch hun a meddwl am eich arferion eich hun mewn partneriaeth â 

phlant a phobl ifanc. 

Bydd y pecyn hwn hefyd yn eich helpu chi i gasglu gwybodaeth er mwyn 

dangos cyfranogiad plant a phobl ifanc yn eich sefydliad, er enghraifft fel 

rhan o arolwg Estyn. Gellir defnyddio’r deunyddiau yn y pecyn mewn 

ysgolion i gyflenwi deilliannau dysgu’r 

Fframwaith ABCh 30 . 

Yn gynyddol, y gobaith yw y bydd y Safonau 

Cenedlaethol yn cael eu hintegreiddio i mewn i 

bolisi ac arfer sy’n effeithio ar blant a phobl 

ifanc yng Nghymru. Er enghraifft maent eisoes 

yn rhan o’r canllaw Drafft ar gyfer Cynlluniau 

Sengl newydd i Blant a Phobl Ifanc y mae’n 

rhaid i Bartneriaethau Plant a Phobl Ifanc eu 

cynhyrchu erbyn mis Gorffennaf 2008. 

30 Gwelir dolenni at ABCh yn ‘Fframwaith Addysg Bersonol a Chymdeithasol: Cyfnodau 

Allweddol 1-4 yng Nghymru (ACCAC) a ‘Canllawiau Atodol’ (ACCAC) 

CYMWYSTERAU, CWRICWLWM AC ASESU CYMRU 

(AWDURDOD

Mae cyfranogiad plant a phobl ifanc hefyd wrth wraidd y 

Fframwaith Effeithiolrwydd Ysgolion newydd yng Nghymru yn 

ogystal â bod yn greiddiol i ystod o fentrau ac ymagweddau 

ysgol gyfan megis Cynghorau Ysgol, Ysgolion Iach, Eco-Ygsolion 

a’r cwricwlwm ABCh sy’n gynyddol ddysgwr-ganolog. Er mwyn i 

ysgolion yng Nghymru allu asesu eu heffeithiolrwydd yn y maes 

hwn, gellir defnyddio’r Safonau Cenedlaethol ar gyfer 

Cyfranogiad Plant a Phobl Ifanc fel offeryn fydd yn helpu i 

adeiladu sail o dystiolaeth ar gyfer cyfranogiad ystyrlon ac 

effeithiol gan ddisgyblion. 

Yn y pecyn cymorth hwn, fe welwch weithgareddau i’ch 

cynorthwyo i gyflenwi sesiwn ymgynghori i grwpiau o blant/pobl 

ifanc er mwyn canfod eu safbwyntiau a’u bwydo i’r broses 

Hunanasesu a diwallu’r Safonau Cenedlaethol ar gyfer 

Cyfranogiad Plant a Phobl Ifanc yng Nghymru. Mae’n bwysig 

eich bod chi’n cyflawni’r asesiad mewn partneriaeth â phlant a 

phobl ifanc; er mwyn i chi gael darlun cytbwys o sut mae’r ysgol 

yn diwallu’r Safonau a bod y disgyblion yn teimlo fod eu 

mewnbwn yn cael ei werthfawrogi ar yr un pryd. 

Mae pob pecyn yn cynnwys y gweithgareddau canlynol: 

• Awgrym o gynllun sesiwn 

• Canllawiau ar gyfer cyflenwi pob gweithgaredd 

• Cardiau safonau ac elfennau i’w torri 

• Templedi cardiau barn 

• Taflen datganiadau cytuno / anghytuno 

• Taflen cofnodi barn 

• Holiadur gwerthuso.

Awgrym o Gynllun Sesiwn (Noder: Tybir y bydd yr oedolion sy’n arwain y sesiynau yn datblygu cynllun sy’n diwallu anghenion eu hysgol unigol, heb ddilyn 

y cynllun hwn o reidrwydd) 

Athro/hyfforddwr Dyddiad Rhwng Ystafell Amrywiol 

Rhaglen/pwnc Cyfranogiad: Safonau 

Amcan 

Cenedlaethol 

Amser Amrywiol Hyd Hyblyg 

Rhoi cyfle i bobl ifanc weithio mewn partneriaeth ag oedolion i adolygu ac asesu pa mor 

dda mae’r ysgol yn ei wneud o ran diwallu’r Safonau Cenedlaethol ar gyfer Cyfranogiad 

Plant a Phobl Ifanc yng Nghymru 

Gweithgaredd 

Amcanion / 

Adnoddau 

Gweithgaredd yr 

Gweithgaredd y 

Asesiad 

ac Amseru 

Deilliannau 

Dysgu 

Athro 

Dysgwr 

Torri’r iâ 

Eu cyflwyno i holl 

aelodau’r grŵp 

Bag ffa 

Esbonio’r 

gweithgaredd, 

Dweud eu henw/gofyn 

cwestiynau 

Arsylwi 

0-5 mun 

dangos 

Gweithgaredd 

1a 31 

Cael dealltwriaeth 

o’r Safonau 

Siart troi 

Safonau 

Esbonio’r 

gweithgaredd a 

Grwpiau yn gosod eu 

datganiadau ar siart troi 

Arsylwi 

C&A 

Cenedlaethol ar 

Datganiadau 

hwyluso trafodaeth 

yn y man sy’n briodol yn 

10-15 mun 

gyfer Cyfranogiad 

Ysgrifbinnau 

eu barn nhw, gofyn i 

31 Noder: Mae’n debygol na fyddwch am ddefnyddio’r ddau weithgaredd

Plant a Phobl 

grwpiau eraill am eu 

Ifanc yng 

barn os ydynt yn ansicr 

Nghymru 

Gweithgaredd 

Cael dealltwriaeth 

Laminiadau a 

Esbonio’r 

Gosod y laminiadau yn 

Arsylwi 

1b 

o’r Safonau 

Siapiau 


nhrefn y Safonau a’u 

C&A 


Elfennau 

hwyluso trafodaeth 

helfennau a thrafod pa 

10-15 mun 


Plant a Phobl 

un sydd bwysicaf yn eu 

barn nhw 

Ifanc yng 

Nghymru 

Gweithgaredd 

Archwilio’r 

Datganiadau a 

Esbonio’r 

Sefyll wrth y cardiau 

Arsylwi 

2 

meysydd a 

chardiau 


cytuno/anghytuno/ddim 

C&A 

gynhwysir yn y 

cytuno/ 

darllen y 

yn gwybod wrth iddyn 

20-25 mun 

Ffurflen 

Hunanasesu 

anghytuno/ 

ddim yn 

datganiadau. 

Hwyluso trafodaeth 

nhw ystyried y 

datganiadau. Esbonio 

gwybod 

eu dewis o safle os 

ydynt yn gyfforddus

Gweithgaredd 

Deall i ba raddau 

Siart troi 

Esbonio’r 

Ystyried yr atebion ar y 

Arsylwi 

3 

mae’r ysgol yn 

Nodiadau 

gweithgaredd a’r 

ffurflen Hunanasesu a 

C&A 

25-30 mun 

llwyddo mewn 

perthynas â’r 

gludiog 

Ysgrifbinnau 

angen i bobl ifanc 

gael llais yn y ffordd 

chyflwyno awgrymiadau 

ynglŷn â sut gellir 

Creu Siart Troi 

Safonau 

mae gwasanaeth 

cyflenwi’r gwasanaeth 



yn cael ei gyflenwi 

yn y ffordd orau. 

Ysgrifennu’r 

Plant a Phobl 

awgrymiadau ar y 

Ifanc yng 

Nghymru 

nodiadau gludiog. 

Trafod a chyflwyno 

adborth i’r grŵp 

Gwerthuso 

Gwerthuso’r 

sesiwn a chynnig 

Targedau, 

Dotiau gludiog, 

Esbonio’r 

gweithgareddau 

Cwblhau’r gwerthuso 

Cwblhau’r holiadur 

C&A 

Arsylwi 

15-20 mun 

sylwadau ar 

ffurflen 

gwerthuso a 

Taflenni 

ffurflen 

Hunanasesu’r 

Hunanasesu 

Safonau, 

hwyluso’r bobl ifanc 

wrth gwblhau’r 

Gwerthuso 

Holiadur 

Safonau 

Nodiadau 

holiadur 

gludiog 

Ysgrifbinnau

Safon Meysydd Datblygu Gweithredu a gwelliannau angenrheidiol

Torri’r Iâ: Gêm Adnabod ein Gilydd 

Amcan: Cael y bobl ifanc i gyfarwyddo â’i gilydd a chynhesu cyn 

y sesiwn ymgynghori 

Adnoddau: bagiau ffa / pêl 

Dull: Y bobl ifanc (ac oedolion) i sefyll mewn cylch. Oedolyn i 

gychwyn y gêm drwy daflu bag ffa neu bêl at rywun yn y cylch a 

dweud ei enw ar yr un pryd, y person sy’n dal y bêl yn ei thaflu 

ymlaen ac yn dweud ei enw yntau. Gellir chwarae’r un gêm â 

phobl ifanc sy’n adnabod ei gilydd drwy daflu’r bag ffa a gofyn 

cwestiwn yr un pryd - megis “Beth yw dy enw di?”, ”Oes gen ti 

frawd neu chwaer?", "Beth yw dy hoff liw?" ac yn y blaen. Rhaid 

i’r person sy’n dal y bag ffa / pêl ateb y cwestiwn ac yna ei 

daflu ymlaen gan ofyn cwestiwn arall. Mae’r gêm yn gweithio 

orau drwy gadw’r bag ffa i symud yn gyflym.

Gweithgaredd 1a: ‘Cyfranogiad Yw …’ 

Amcan: cael dealltwriaeth o’r Safonau Cenedlaethol ar 

gyfer Cyfranogiad Plant a Phobl Ifanc a hybu trafodaeth. 

Adnoddau: 3 darn o bapur siart troi; stribedi o bapur neu 

gerdyn gyda’r 12 o ddatganiadau am gyfranogiad sydd ar y 

dudalen nesaf, a chopïau o’r safonau cenedlaethol i gyfeirio 

atynt. 

Dull: Ar 3 darn o bapur siart troi rhowch un o’r canlynol fel 

pennawd: GWIR; ANWIR; DDIM YN GWYBOD 

Rhannwch yn dri grwp, a dosbarthwch y 12 datganiad 

rhyngddynt. Y mae pob grwp yn rhoi eu datganiadau ar y 

papurau siart troi, gan ddibynnu a ydynt yn credu eu bod 

nhw’n wir, yn anwir neu ddim yn gwybod. Dylid annog y 

grwpiau i gyfeirio at y Safonau Cyfranogiad Cenedlaethol 

wrth wneud hyn. 

Wrth i’r gweithgaredd ddod i ben, hyrwyddwch drafodaeth 

grwp ynglyn â a ydy’r datganiadau yn y lle iawn ai peidio, gan 

annog y disgyblion i ddod i gonsensws grwp.

Gweithgaredd 1a Datganiadau Cyfranogiad 

Y mae cyfranogiad yn caniatáu i bobl gael dweud eu dweud 

am yr hyn sydd yn mynd i effeithio arnyn nhw 

-------------------------------------------------------------------- 

Mae’na 10 o Safonau Cyfranogiad Cenedlaethol 

-------------------------------------------------------------------- 

Rhaid wrth wybodaeth gyflawn i wneud penderfyniad 

effeithiol 

-------------------------------------------------------------------- 

Y mae cynnwys pobl yn y proses o wneud penderfyniadau yn 

cymryd oesoedd ac yn arafu pethau 

-------------------------------------------------------------------- 

Y mae’r gwasanaethau rydym ni yn eu defnyddio yn gofyn i 

bobl beth yw eu barn am y gwasanaethau 

-------------------------------------------------------------------- 

Mae gofyn i blant a phobl ifainc beth maen nhw yn ei feddwl 

wedi arwain at newidiadau yn ein hysgol ni 

------------------------------------------------------------------- 

Y mae pobl ifainc am fod yn rhan o bethau a chael dweud eu 

dweud yn eu cymunedau 

------------------------------------------------------------------- 

Y mae pobl yn gwrando ar feddyliau a theimladau pobl ifainc 

yn fwy aml y dyddiau hyn nag yr oeddynt yn arfer gwneud 

------------------------------------------------------------------- 

Y mae oedolion yn ein hysgol ni yn dda am wrando ar bobl 

ifainc 

------------------------------------------------------------------- 

Credaf y dylai pob disgybl fod â’r un cyfle i bobl wrando 

arno / arni i, a chymryd eu barn i ystyriaeth 

------------------------------------------------------------------- 

Rwy’n hoffi cael gwybodaeth reolaidd am beth sy’n digwydd 

ynghylch y pethau rwy wedi rhoi barn amdanynt 

-------------------------------------------------------------------- 

Y mae disgyblion yn arbenigwyr am eu bywydau eu hunain

Gweithgaredd 1b: Gweithgaredd Laminiadau Dewis a 

Dethol 

Amcan: cael dealltwriaeth o’r Safonau Cenedlaethol ar gyfer 

Cyfranogiad Plant a Phobl Ifanc a blaenoriaethu’r hyn mae pobl 

ifanc yn ei ystyried yn bwysig iddyn nhw. 

Adnoddau: Saith Safon 

Dull: 

Mae’r hwylusydd yn rhannu’r grŵp yn grwpiau llai (3 ar y mwyaf) 

ac yn rhannu’r setiau o laminiadau rhyngddynt. Yna gofynnir i’r 

bobl ifanc drefnu elfennau’r Safonau o dan bob pennawd (mae’r 

laminiadau mewn themâu felly fydd hyn ddim yn rhy heriol, os 

yw’r grwpiau’n cael trafferth gall yr hwylusydd gynnig help). 

Unwaith mae’r grwpiau wedi trefnu’r Safonau mae’r hwylusydd 

yn gofyn i’r grwpiau flaenoriaethu pa rai sydd bwysicaf yn eu 

barn nhw. Yna mae’r hwylusydd yn gofyn i bob grŵp fwydo’u 

canfyddiadau’n ôl i’r prif grŵp. 

Themâu 

Safon 1- Gwybodaeth: Sêr 

Safon 2- Eich Dewis Chi: Saethau 

Safon 3- Dim Gwahaniaethu: Calonnau 

Safon 4- Parch: Diemwntau 

Safon 5- Byddwch ar eich Ennill Hefyd: Swigod Sgwrs 

Safon 6- Adborth: Cylchoedd 

Safon 7- Gwella Ein Ffordd o Weithio: Ton/sgrôl 

COFNODION: blaenoriaethu’r safonau: 

Grŵp A: 

Grŵp B 

Grŵp C

Safon 1: Gwybodaeth 

• Gwybodaeth sy’n 

hawdd i bawb ei deall 

• Oedolion yn gweithio 

gyda chi sy’n gwybod 

beth sy’n digwydd ac 

sy’n agored ac yn glir

Sicrhau 

Bod pawb yn cael digon o 

wybodaeth i gymryd rhan yn 

iawn

Dweud wrthych 

chi sut y bydd y 

ffaith eich bod 

chi’n cymryd rhan 

yn gwneud 

gwahaniaeth

Dweud wrthych chi 

pwy sy’n mynd i 

wrando a newid 

pethau

Safon 2 

Eich Dewis Chi 

• Chi sy’n dewis ydych chi am 

gymryd rhan neu beidio

Rhoi digon o wybodaeth ac amser i chi benderfynu ydy hyn yn rhywbeth yr 

ydych chi eisiau ei wneud ai peidio

Chi sy’n dewis 

beth rydych 

chi’n ei wneud a 

sut 

Chi sy’n cael 

dewis gweithio 

ar bethau sy’n 

bwysig i chi

Safon 3: Dim 

Gwahaniaethu 

• Mae plant a phobl ifanc i gyd yn 

wahanol ond mae gan bob un ohonoch 

yr un hawl i gael dweud eich dweud 

am faterion sy’n bwysig i chi 

• Rydym am i bawb deimlo eu bod yn 

cael croeso a’u bod yn gallu cymryd 

rhan os ydyn nhw’n dymuno gwneud 

hynny

• Herio unrhyw 

wahaniaethu 

• Cysylltu â phlant a 

phobl ifanc mewn llawer o 

wahanol sefyllfaoedd

• Eich cael chi i gymryd 

rhan yn y pethau rydych 

chi am gymryd rhan 

ynddyn nhw.

Safon 4: Parch 

Mae gan bawb gyfle i ddweud eu 

dweud, mae eich barn yn bwysig 

a byddwn yn ei pharchu.

• Gwrando ar eich syniadau, 

eich safbwyntiau a’ch 

profiadau 

• Eich cymryd chi o ddifri 

a’ch trin chi’n deg

• Gweithio gyda 

chi i newid 

pethau er gwell 

• Gweithio gyda chi 

i wneud rhywbeth 

am y materion sy’n 

bwysig i chi

Safon 5: Byddwch Chi ar Eich Ennill Hefyd: 

• Rydyn ni am i chi fwynhau ac elwa o gymryd rhan 

• Rydyn ni’n gwybod bod gennych bethau eraill i’w gwneud yn 

eich bywydau hefyd! 

• Sicrhau bod cymryd rhan yn brofiad cadarnhaol, nid yn un 

negyddol

• Gweithio mewn ffyrdd diogel, 

pleserus, llawn hwyl 

Gwneud yn fawr o’r hyn 

rydych chi’n ei wybod 

Gwneud pethau cadarnhaol sy’n meithrin eich 

hyder

• Cwrdd mewn llefydd 

cyfeillgar sy’n hwylus i 

bobl ifanc 

• Gwerthfawrogi a pharchu’r hyn sydd 

gennych chi i’w gynnig

Safon 6: Adborth 

• Mae’n bwysig iawn eich bod yn 

gwybod pa wahaniaeth rydych wedi’i 

wneud a sut y mae eich syniadau 

wedi’u defnyddio

Rhoi’r wybodaeth 

ddiweddaraf i chi am 

beth sy’n digwydd 

• Rhoi adborth i chi cyn 

gynted ag sy’n bosibl a 

hynny mewn ffordd

Safon 7: Gwella Ein 

Ffordd o Weithio 

Rydyn ni eisiau dysgu a gwella ein 

ffordd o weithio gyda chi

• Edrych ar ein ffordd o weithio 

gyda chi a gwella ar hynny 

• Gofyn i chi beth sydd 

wedi mynd yn dda a beth 

sydd angen ei newid 

• Sicrhau bod eich barn 

yn gwneud gwahaniaeth i 

sut y byddwn ni’n 

cynllunio ac yn gwneud 

penderfyniadau.

Gweithgaredd 2: Ceisio Barn 

Amcan: Hwyluso trafodaeth a chanfod barn pobl ifanc ynglŷn â 

pha mor dda mae’r ysgol yn ei wneud mewn perthynas â’r 

Safonau Cenedlaethol ar gyfer Cyfranogiad Plant a Phobl Ifanc 

Adnoddau: Laminiadau wal Cytuno/Anghytuno/Ddim yn gwybod 

Cerdyn Datganiad 

Dull: Caiff y cardiau barn eu gosod ar hyd llinell ddychmygol, 

gweler y diagram 

Cytuno 

Ddim yn gwybod 

Anghytuno 

Yna esboniwch i’r bobl ifanc bod datganiadau yn mynd i gael eu 

darllen a dylai’r bobl ifanc sefyll yn y fan sy’n adlewyrchu eu 

barn amdanynt. 

Enghraifft dda i’w defnyddio yw ‘Rwy’n hoffi Marmite’. Os ydyn 

nhw’n ei hoffi, dylen nhw sefyll wrth y pwynt Cytuno, ac os ydyn 

nhw’n ei gasáu, dylen nhw sefyll wrth y pwynt Anghytuno. Gallai 

rhai pobl ifanc sefyll wrth y pwynt Ddim yn Gwybod os nad ydyn 

nhw wedi’i brofi neu os ydyn nhw’n teimlo fod y datganiad yn 

amherthnasol iddyn nhw.

Yna mae’r hwylusydd yn darllen y cerdyn datganiad a gall 

hwyluso trafodaeth drwy ofyn rhywbeth i’r bobl ifanc fel “felly 

rwyt ti wedi gosod dy hun ar y pwynt Anghytuno. Pam?” Dylid 

cofnodi safle a sylwadau’r bobl ifanc ar y Daflen Cofnodi. Gall 

yr hwylusydd hefyd ofyn i blant a phobl ifanc awgrymu 

gwelliannau a gellir cofnodi’r rhain ar y daflen cynllun 

gweithredu er mwyn gallu eu datblygu yn y dyfodol gyda’r plant 

a phobl ifanc.

Cytuno 

☺

Anghytuno 

☹

Ddim yn 

Gwybod

Datganiadau Cytuno/Anghytuno 

1. Mae gan bawb ddigon o wybodaeth i gymryd rhan yn iawn a 

chael dweud eu dweud am bethau sy’n bwysig iddyn nhw yn yr 

ysgol 

2. Mae’r ysgol yn defnyddio isafswm o dri dull gwahanol o 

ddosbarthu gwybodaeth i ni (e.e. cylchlythyrau, posteri, 

gwasanaethau) 

3. Mae’r ysgol yn cynnal sesiynau holi ac ateb gyda ni er mwyn 

canfod ein barn 

4. Gallwn weld fod ein barn ni wedi arwain at newidiadau 

5. Rydyn ni’n cael digon o amser a gwybodaeth i wneud 

dewisiadau da 

6. Rwy’n gwybod fod gan fy ysgol bolisi bwyta’n iach 

7. Gall pawb yn fy ysgol gyfrannu at wneud penderfyniadau 

8. Rwy’n cael y cyfle i gyfrannu at wneud penderfyniadau beth 

bynnag yw fy oedran, abledd neu o ble rwy’n dod 

9. Rwy’n gallu meddwl am dair ffordd mae’r ysgol yn gwrando ar 

farn plant a phobl ifanc 

10. Rwy’n gallu meddwl am amser pan roeddwn i’n teimlo fy mod 

yn cael fy nghymryd o ddifrif ac yn cael fy nhrin yn deg yn 

yr ysgol

11. Rwy’n mwynhau ac yn cael boddhad o gael llais ym 

mhenderfyniadau / gweithgareddau’r ysgol 

12. Pan fydd yr ysgol yn trefnu cyfarfod, rydyn ni’n cyfarfod 

mewn llefydd cyfeillgar sy’n hawdd i ni eu defnyddio 

13. Rwy’n gwybod cyn dechrau cymryd rhan beth rwy’n mynd i’w 

gael yn y diwedd (e.e. tystysgrif neu wobr) 

14. Pan rwy’n cymryd rhan mewn gweithgaredd neu brosiect, 

rwy’n cael clywed beth sy’n digwydd o ganlyniad i hynny 

15. Rwy’n cymryd rhan mewn penderfyniadau yn ystod gwersi 

16. Mae fy marn yn cael ei gofyn cyn i benderfyniad gael ei 

wneud yn yr ysgol (e.e. am fwyta’n iach, polisi gwrth fwlian, 

newidiadau i amserlen yr ysgol …)

Taflen Gofnodi Canfod Barn 

Datganiad: 

* cofnodwch nifer y bobl ifanc 

1. Mae gan bawb ddigon o 

wybodaeth i gymryd rhan yn 

iawn a chael dweud eu 

dweud am bethau sy’n 

bwysig iddyn nhw yn yr 

ysgol 

Cytuno Anghytuno Ddim 

yn 

gwybod 

Sylwadau 

2. Mae’r ysgol yn defnyddio 

isafswm o dri dull gwahanol 

o ddosbarthu gwybodaeth i 

ni (e.e. cylchlythyrau, 

posteri, gwasanaethau) 

3. Mae’r ysgol yn cynnal 

sesiynau holi ac ateb gyda 

ni er mwyn canfod ein barn 

4. Gallwn weld fod ein barn ni 

wedi arwain at newidiadau 

5. Rydyn ni’n cael digon o 

amser a gwybodaeth i 

wneud dewisiadau da 

6. Rwy’n gwybod fod gan fy

ysgol bolisi bwyta’n iach 

7. Gall pawb yn fy ysgol 

gyfrannu at wneud 

penderfyniadau 

8. Rwy’n cael y cyfle i 

gyfrannu at wneud 

penderfyniadau beth 

bynnag yw fy oedran, 

abledd neu o ble rwy’n dod 

9. Rwy’n gallu meddwl am dair 

ffordd mae’r ysgol yn 

gwrando ar farn plant a 

phobl ifanc 

10. Rwy’n gallu meddwl am 

amser pan roeddwn i’n 

teimlo fy mod yn cael fy 

nghymryd o ddifrif ac yn 

cael fy nhrin yn deg yn yr 

ysgol 

11. Rwy’n mwynhau ac yn cael 

boddhad o gael llais ym 

mhenderfyniadau / 

gweithgareddau’r ysgol 

12. Pan fydd yr ysgol yn trefnu 

cyfarfod, rydyn ni’n 

cyfarfod mewn llefydd

cyfeillgar sy’n hawdd i ni eu 

defnyddio 

13. Rwy’n gwybod cyn dechrau cymryd rhan beth 

rwy’n mynd i’w gael yn y diwedd (e.e. tystysgrif 

neu wobr) 

14. Pan rwy’n cymryd rhan 

mewn gweithgaredd neu 

brosiect, rwy’n cael clywed 

beth sy’n digwydd o 

ganlyniad i hynny 

15. Rwy’n cymryd rhan mewn 

penderfyniadau yn ystod 

gwersi 

16. Mae fy marn yn cael ei 

gofyn cyn i benderfyniad 

gael ei wneud yn yr ysgol 

(e.e. am fwyta’n iach, polisi 

gwrth fwlian, newidiadau i 

amserlen yr ysgol …)

Gweithgaredd 3: Carwsél Papur 

Amcan: caniatáu i bobl ifanc archwilio cynnwys y Ffurflen 

Hunanasesu Safonau a chynnig awgrymiadau ynglŷn â’r hyn y maen 

nhw’n ei deimlo ddylai fod neu na ddylai fod ar y ffurflen. 

Adnoddau: siart troi 

ysgrifbinnau 

Dull: Yr hwylusydd yn rhannu’r bobl ifanc yn 2 grŵp. Gofynnir i un 

grŵp ysgrifennu ar y siart troi unrhyw beth NAD yw ar y ffurflen 

hunanasesu ond y maen nhw’n teimlo ddylai fod yno a gofynnir i’r 

grŵp arall ysgrifennu ar y siart troi os oes unrhyw beth AR y 

ffurflen maen nhw’n teimlo na ddylai fod yno.

Cwestiynau Carwsél 

3. Oes yna unrhyw dystiolaeth nad 

oes son amdani ar y ffurflen ond 

a ddylai fod yno yn eich barn chi? 

Oes yna unrhyw beth ar y 

ffurflen na ddylai fod yno yn eich 

barn chi?

Gweithgareddau Gwerthuso 

Amcan: Gwerthuso’r sesiwn a chanfod barn pobl ifanc am sut 

roedden nhw’n teimlo am y sesiwn. 

Adnoddau: Holiadur 

Targedau 

Dotiau gludiog 

Dull: Mae’r hwylusydd yn cynorthwyo pobl ifanc wrth iddynt 

gyflawni’r holiadur ar broses Hunanasesu’r Safonau Cenedlaethol 

ar gyfer Cyfranogiad Plant a Phobl Ifanc yng Nghymru. 

Yna gofynnir i’r bobl ifanc osod dot ar y targed mewn perthynas â 

sut maen nhw’n teimlo am y sesiwn, os oes gan y bobl ifanc unrhyw 

sylwadau neu awgrymiadau ynglŷn â sut i wella’r sesiwn hon gallwch 

eu cofnodi y tu allan i’r targed a byddwn ni’n adolygu’r pecyn yn 

unol â sylwadau’r plant a phobl ifanc. 

Cylch mewnol: Da 

Cylch canol: Gweddol 

Cylch allanol: Gwael 

Os oes gennych chi unrhyw sylwadau neu awgrymiadau fel 

hwylusydd ynglŷn â sut y gallwn ni wella’r pecyn cymorth hwn, 

rhowch wybod i ni oherwydd rydym ni’n parchu eich profiad a’ch 

barn.

Holiadur Gwerthuso 

1. Sut aeth yr Asesiad o’r Ysgol yn erbyn Safonau 

Cenedlaethol ar gyfer Cyfranogiad Plant a Phobl Ifanc yn eich 

barn chi? 

Rheswm: 

2. Ydych chi’n cytuno â’r hyn mae’r Ysgol yn bwriadu ei wneud 

ynglŷn â - 

☺ 

☹ 

 

Gwybodaeth Ydw Nac 

ydw 

Eich Dewis Chi Ydw Nac 

ydw 

Dim Gwahaniaethu Ydw Nac 

ydw 

Parch Ydw Nac 

ydw 

Byddwch Chi ar Eich Ydw Nac 

Ennill Hefyd 

ydw 

Adborth Ydw Nac 

ydw 

Gwella Ein Ffordd 

Weithio 

Ydw Nac 

ydw 

Ddim yn gwybod 







Sylwadau

Appendix V 

Powerpoint Presentation put together by 

‘The Children & Young People’s 

Participation Consortium for Wales’

The National 

Children and Young 

People’s 

Participation 

Standards 

Standards

The 7 Standards 

1. Information 

2. Respect 

3. It’s Your Choice 

4. You Get Something Out Of It 

5. No Discrimination 

6. Feedback 

7. Improving How We Work 

Stages of the 

Standards 

•Young people in Funky Dragon ask for National 

Standards 

• Standards are designed from ‘core principles’ of 

participation 

• Funky Dragon vote in favour of Standards at AGM 

2005 and assist with their design 

• Standards are piloted with groups of children and 

young people across Wales 2006

Adoption of Standards 

• WAG Children and Young People’s Cabinet Sub 

Committee adopt Standards for Wales 

• Jane Davidson launches Standards at Seminar on 25 th 

January 2007 

• Standards document is circulated and self assessment 

pack and workshops are designed 

•The Participation Unit has developed a self-assessment 

pack and workshops to accompany the National 

Standards, which emphasises the importance of good 

practice and organisations beginning to measure their own 

performance against the National Standards.

Safonau 



Plant a Phobl Ifanc 

Safonau

Camau’r Safonau 

•Pobl ifanc yn y Ddraig Ffynci yn gofyn am Safonau 

Cenedlaethol 

•Safonau’n cael eu cynllunio o ‘egwyddorion craidd’ 

cyfranogiad 

•Y Ddraig Ffynci’n pleidleisio o blaid y Safonau yng 

Nghyfarfod Cyffredinol Blynyddol 2005 ac yn 

cynorthwyo i’w cynllunio 

•Cynnal cynllun peilot o’r Safonau gyda grwpiau o 

blant a phobl ifanc ledled Cymru yn 2006 

Mabwysiadu’r Safonau 

• Is-bwyllgor Cabinet Plant a Phobl Ifanc Llywodraeth 

Cynulliad Cymru yn mabwysiadu’r Safonau ar gyfer Cymru 

•Jane Davidson yn lansio’r Safonau mewn Seminar ar 25 

Ionawr 2007 

•Dogfen Safonau’n cael ei dosbarthu a phecyn 

hunanasesu a gweithdai’n cael eu cynllunio 

•Mae’r Uned Cyfranogiad wedi datblygu pecyn 

hunanasesu a gweithdai i gyd-fynd â’r Safonau 

Cenedlaethol, sy’n pwysleisio pwysigrwydd arfer da a 

sefydliadau’n dechrau mesur eu perfformiad eu hunain yn 

erbyn y Safonau Cenedlaethol.

Appendix VI 

Example of an Adapted Action Plan

Pupil Participation Action Plan 2009-2010 

WAG Standards Action Responsibilities 

and dates 

Cost 

Desired 

outcomes 

Review 

Evaluation 

Standard 1 - 

Information 

Standard 2 – 

It’s your choice 


No discrimination 


Respect 


You’ll get something 

out of it 


Feedback 


Improving how we 

work

Participation Is - Pupil Voice Wales

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