Emergency food parcels in Wales top 170,000 as child hunger rises
Trussell Trust warns of 'wake-up call' for government as 60,000 parcels go to children
MORE than 170,000 emergency food parcels were distributed across Wales last year by food banks in the Trussell Trust network—equivalent to one every three minutes. The charity says the scale of demand is a damning indictment of a broken welfare system and is calling on both the Welsh and UK governments to act urgently.
Of the 171,673 parcels issued between April 2024 and March 2025, over 60,000 were for children. That figure—60,158—represents a 16% increase in child food parcels compared to five years ago.
While the total number of parcels issued in Wales has fallen slightly—down 9% from the previous year—the Trussell Trust says need remains 'persistently high' and warns that the situation for families is worsening. The number of parcels going to households with children has risen by 19% since 2019/20, with a notable 8% increase for children under five.
Many food banks are now reporting 'heartbreaking' levels of hardship. Some parents are skipping meals to feed their children, while others are opening food parcels and eating immediately upon receiving them.
Andrew Butcher from Taff Ely Foodbank said: 'We are witnessing a significant and growing number of individuals and families turning to our food bank for support—all struggling to afford the essentials. Sadly, food donations are not keeping pace with this increasing demand.
'No one should have to rely on charity to eat. While we remain committed to pushing for systemic change to eliminate the need for food banks altogether, community support remains vital.'
According to Trussell, over 420,000 people in Wales now face hunger and hardship. Disabled people remain disproportionately affected: three in four households referred to Trussell food banks report having at least one disabled member.
The charity is urging the next Welsh Government to commit to ending the need for emergency food as part of a wider anti-poverty strategy. This includes investment in affordable housing, improved access to employment and childcare, and a 'cash-first' approach to financial crises.
Trussell is also calling on the UK Government to update Universal Credit to ensure all households can meet basic living costs. It has criticised proposals to cut disability benefits, warning such changes could push even more people into hardship.
Jo Harry, Trussell Trust's Network Lead in Wales, said: 'Thousands of children, families, disabled people, and older people across Wales relied on emergency food in the past year. A generation has now grown up seeing food bank use as normal.
'With Welsh elections less than a year away, all political parties must take a stand and commit to reducing the need for food banks.
'Ending hunger must be a priority if we want to improve public services, grow the economy, and build a better Wales.'
Members of the public can support local food banks by donating food or funds. To find out how many food parcels were distributed in your area, visit: campaign.trussell.org.uk/parcels-by-postcode
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South Wales Argus
a day ago
- South Wales Argus
Ysgol Gynradd Gymraeg Bro classroom expansion finished!
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Wales Online
a day ago
- Wales Online
What inspectors say about the 12 Cardiff schools they've visited this year
What inspectors say about the 12 Cardiff schools they've visited this year Two were put into special measures and two were taken out of Estyn review Tongwynlais Primary School was taken out of Estyn review this year after improvements It's been a busy year in Cardiff's primary schools and inspectors have been out and about to assess how well the city's education system is performing. Cardiff is the largest local education authority in Wales and this academic year 12 Cardiff schools have had full Estyn inspections. As a result two have been put into the highest level of Estyn monitoring, two have improved enough to be removed from Estyn review, and one is so good that inspectors made no recommendations for how it could improve when they visited. A feature of many schools is inclusivity, which inspectors note. They assessed how well schools are doing developing their own curricula as well as scrutinising key subjects like literacy and numeracy. One word summaries were removed from Estyn inspections some time ago and each report gives a more nuanced analysis of standards in schools. As the academic year comes to a close and staff, pupils, and parents look to the new year, and perhaps new schools, we've look at how the 12 Cardiff schools inspected in the 2024-2025 academic year were judged by inspectors. Sign up for our free daily briefing on the biggest issues facing the nation sign up to the Wales Matters newsletter here. Mount Stuart Primary Mount Stuart Primary School in Butetown (Image: Google ) Article continues below Inspectors say this primary in Butetown is a "welcoming and inclusive school with a clear vision that brings staff, pupils, and parents together". Inspectors praised the school's strong values of respect, resilience, and creativity. After visiting in March this year Estyn highlighted the school's diverse curriculum which it said showed a strong commitment to anti-racism and diversity. The school leadership leads professional learning that helps staff to gain understanding of best practice in diversity in and out of school. The watchdog said that Mount Stuart's curriculum strongly reflects its diverse community and plan lessons to represent all cultures and religions. It is of course the old school of Betty Campbell – the first black head teacher in Wales. Mount Stuart has 433 pupils with 56.8% speaking English as an additional language, 3.6% with special educational needs, and 41.3% eligible for free school meals. The school's success in promoting inclusion and academic progress was noted as a key strength by inspectors. Helen Borley has been head teacher since 2017. Literacy, numeracy, and Welsh Estyn said: "Leaders have high expectations for pupils' language and communication skills. Staff model multiple languages, creating a supportive environment, which helps most pupils to develop confidence in speaking. A structured approach to literacy ensures that most pupils make strong progress in reading and writing. "Teachers provide suitable opportunities for pupils to develop their mathematical skills. Most make good progress in number work but have fewer chances to apply their understanding to problem-solving or across the curriculum. Younger pupils learn basic Welsh vocabulary, while many older pupils use the language to ask and answer simple questions." Estyn praised the school for: Positive relationships between staff, pupils, and families, creating a strong sense of community. Its diverse and engaging curriculum, including standout opportunities in the arts. Commitment to diversity and anti-racism, with staff providing training support to other schools. High expectations for language and communication skills, supported by the school's multilingual environment. Well-structured and nurturing early years provision that fosters independence and curiosity in young learners Estyn said the school needed to do more work on: Ensuring pupils apply numeracy skills across the curriculum Broadening the range of digital skills pupils can access Improving pupil attendance St Joseph's Church in Wales Primary, Gabalfa St Joseph's RC. Primary School in Gabalfa was praised for its strong pupil progress and inclusive ethos by inspectors who visited in February this year. Their report highlighted excellent behaviour and attitudes of learners across all year groups. Inspectors described the school as a "vibrant, inclusive, and nurturing environment" where nearly all pupils feel safe and supported. The quality of teaching and the school's commitment to pupil wellbeing were praised. The report also noted the school's "Learning Squad" which inspectors said has an impact on improving assessment and helping pupils to take ownership of their progress. St Joseph's has 229 pupils, 23.5% of whom are eligible for free school meals, 25.7% speak English as an additional language, and 2% have additional learning needs. Alexandra Riordan retired as head teacher in April. Literacy, numeracy, and Welsh Estyn said nearly all pupils make strong progress in reading and writing and apply them confidently. Most pupils have strong digital skills too. But inspectors said that while most pupils make strong progress in acquiring maths skills opportunities to apply these across all areas of the curriculum is limited. The Criw Cymraeg actively promote the use of the Welsh language through their assemblies, their roles as monitors, and in the playground. As a result many pupils are confident in their use of incidental Welsh around the school. Estyn praised the school for: "Exemplary" behaviour and conduct of children Warm and positive relationships Good rates of progress overall "Rich and stimulating" curriculum Estyn said the school needed to do more work on: Improving opportunities for older pupils to develop their independent learning skills Ensuring independent learning experiences for younger pupils support their developmental needs Improve opportunities for pupils to apply their numeracy skills in their work across the curriculum St Mellons Church in Wales Primary This Church in Wales school was put into the highest level of Estyn monitoring after inspectors visited in February this year. Putting St Mellons Church in Wales Primary into special measures their report said: "Over the past year the school has experienced significant changes including moving to a new building, a rapid increase in pupil numbers, and changes in leadership. In September 2024 an interim executive head teacher was seconded to the school. The new leadership arrangements have had a positive impact but their long-term stability is uncertain." The school has 109 pupils with 18.9% eligible for free school meals and 6.4% using English as an additional language. There was no data for numbers of pupils with additional educational needs on the latest inspection report. Literacy, numeracy, and Welsh Estyn said "many pupils start school with skills appropriate for their age" but added: "While they develop speaking and listening skills well many pupils' progress in reading, writing and Welsh is limited. Many younger pupils are not yet sufficiently confident in applying new phonic skills to supporting their reading and writing. Only the oldest pupils use reading effectively for learning. Welsh language development slows as pupils move through the school and many older pupils struggle to retain simple words and phrases in Welsh." Estyn praised the school for: Leaders and staff have created a calm and positive learning environment and most pupils behave well. Leaders have established a strong safeguarding culture. They monitor attendance closely. The new leadership team has established a strong vision for school improvement. Most pupils demonstrate positive attitudes to their learning. Estyn said the school needed to do more work on: Securing long-term leadership arrangements and improving leadership capacity at all levels including that of the governing body. Improving quality of teaching. Improving pupils' skills in Welsh, reading, and writing. Improving attendance of pupils at risk of the impact of poverty. Stacey Primary Estyn praises this primary in Adamsdown for what it said is its nurturing environment, strong leadership, and focus on improving pupil outcomes. After visiting in October 2024 inspectors found the school has a commitment to providing a welcoming, engaging, and inclusive learning environment that "supports all pupils". Most pupils start Stacey Primary's nursery class with skills below those expected for their age but during their time in the school most pupils, including those from less-well-off families, those with English as an additional language (EAL), and pupils with additional learning needs (ALN) "make at least good progress from their starting points". Inspectors said the school has a calm and positive community and pupils have strong relationships with adults. Stacey Primary has 200 pupils and 36% are eligible for free school meals, 51% have English as an additional language, and 9% identify as having additional learning needs. The head teacher is Emma Vokes. Literacy, numeracy, and Welsh Inspectors found that teachers "plan purposeful opportunities for pupils to apply their literacy and numeracy skills across the curriculum, preparing them well to be able to apply these skills in real-life situations". But they said that "inconsistencies in the teaching of maths" mean a minority of pupils struggle to progress without adult support. The school's strategic planning takes good account of national priorities such as developing pupils' Welsh language speaking skills and older pupils use Welsh "with confidence". Estyn praised the school for: A nurturing and supportive learning environment that helps pupils progress, particularly from low starting points. Strong leadership and high expectations contributing to a culture of improvement. Effective opportunities for pupils to learn about Wales, their local community, and develop respect for cultural diversity and equality. Teachers' skilful use of questioning and feedback to assess progress and extend learning. Improving oracy skills. Estyn said the school needed to do more work on: Improving consistency in teaching to ensure the effective development of pupils' maths and independent learning skills. Ensuring the learning environment in younger classes provides effective opportunities for pupils to explore and practise their skills. St Cadoc's Primary Inspectors who visited this voluntary-aided Catholic primary in Llanrumney in December 2024 found it "welcoming and inclusive". In its report Estyn highlighted the school's strong leadership, positive learning culture, and effective teaching practices. Inspectors commended the school for its "happy and safe environment" where pupils thrive, behave exceptionally well, and form strong relationships. Inspectors found that most lessons feature clear and effective teaching and learning. Pupils, including those eligible for free school meals or with additional learning needs, make good progress overall. There are 366 pupils at the school and 41.1% are eligible for free school meals while 19.2% have English as an additional language and 5.5% have additional learning needs. The head teacher Rachael Fisher was appointed in April 2022. Literacy, numeracy, and Welsh Inspectors found the school has "a systematic approach to teaching maths that engages pupils well and ensures that they make good progress". Estyn said that "over time most pupils make good progress in developing their reading and writing skills". They found that most pupils to make "strong progress in most areas" including in the Welsh language. Estyn praised the school for: Positive relationships between pupils and with older pupils also regularly supporting younger peers. Effective reaching. Focus on literacy. Estyn said the school needs to do more work on: Enhancing the curriculum to better develop pupils' creativity and ability to innovate, particularly within the expressive arts. Further improve foundation phase learning, including teaching of early literacy skills, to ensure sustained progress among younger pupils. St Fagans Church in Wales Primary This Church in Wales Primary in Michaelston-super-Ely was praised for its academic excellence and inclusive environment in its latest report from Estyn after inspectors visited in September 2024. They found good attitudes to learning and excellent behaviour among most pupils. The report highlights what the watchdog said is the school's strong nurturing culture and commitment to pupil wellbeing. Inspectors said children feel safe, happy, and respected and nearly all pupils develop excellent attitudes toward learning and exemplary behaviour. The school has 205 pupils 17.6% are eligible for free school meals while 11% have English as an additional language and 5% have additional learning needs. The head teacher is Ceri Hawkins. Literacy, numeracy, and Welsh Inspectors said staff develop pupils' literacy skills well. They promote a love of reading and develop pupils' speaking, listening, and their writing skills successfully. Most pupils "develop as confident and skilful mathematicians and use their numeracy skills in a range of purposeful activities across the curriculum". On a less positive note Estyn found that "across the school pupils' Welsh and digital skills are underdeveloped." Estyn praised the school for: Inclusive culture and nurturing, caring environment. A curriculum that engages pupils and provides meaningful learning. Most staff using effective feedback to enable pupils to evaluate and improve their work. Excellent behaviour and attitudes to learning. Estyn said the school needs to do more work on: Improving pupils' digital and Welsh language skills. Providing more opportunities for pupils to exercise choice in their learning and fostering greater independence. Ysgol Y Berllan Deg Pupils from Ysgol Y Berllan Deg in Llanedeyrn supporting the Wales football team (Image: Cardiff Council ) This Welsh-medium primary in Llanedeyrn was described as a "happy community" where respect and Welsh identity are valued after inspectors visited in March this year. Pupils across the school behave kindly and maturely, Estyn said. Most pupils make good progress and show positive attitudes to learning. Governors are "hands-on" in school life and work "enthusiastically to improve the wider community's understanding of the benefits of Welsh-language education". On a less positive note Estyn found that "the history of school improvement is inconsistent". The school has 388 pupils and 5.7% are eligible for free school meals and 1.7% have additional needs. The head teacher is Mari Phillips. Literacy, numeracy, and Welsh Estyn said: "The school places a strong emphasis on developing pupils' Welsh language skills, ensuring that Welsh is a natural part of everyday life. It also supports parents with Welsh lessons to promote the use of the language at home. " The watchdog said mathematics and literacy skills are developed effectively. Estyn praised the school for: Staff commitment to "providing rich learning experiences including educational visits and creative activities such as theatre projects and opportunities to perform". Most pupils show positive attitudes to learning. Teachers cooperate closely and plan interesting learning activities. Pupils across the school behave kindly and maturely. Estyn said the school needs to do more work on: Strengthening strategic leadership and improve self-evaluation. Providing regular opportunities for pupils to take responsibility for their learning and develop them as independent learners. Ensuring consistency in effective teaching practices and raise staff's expectations to provide a consistent challenge for all pupils. Willows High School Willows head teacher Chris Norman Estyn says this secondary school in Tremorfa has a welcoming community, a commitment to diversity, and a focus on creating a positive learning environment. The curriculum emphasises understanding diversity and other cultures and pupils generally make good progress across subjects, inspectors found when they visited in November 2024 . The school has 808 pupils, 54.8% of whom are eligible for free school meals while 8% have additional learning needs. Chris Norman is the long-standing head teacher of the school. Work is under way to build a brand-new Willows High School, which is expected to open next year. The £60m development will see the school rebuilt and relocated to accommodate 900 learners in addition to a 30-place special resource base for pupils with complex learning needs. With completion due in the 2026-27 academic year the new school will provide comprehensive sports facilities including a sports hall, gym, drama studio, and grass pitches which will be available for public use outside of school hours. Literacy, numeracy, and Welsh A high proportion of pupils enter Willows with reading skills well below what would be expected for their age, Estyn found. As a result the school has "made a determined effort to establish a strong reading culture and exploit all opportunities to develop pupils' reading skills", inspectors said. Many pupils "organise their writing coherently" but in a few subjects pupils produce only short pieces of writing and around half of pupils make basic errors in spelling punctuation and grammar.. The majority of pupils have a suitable grasp of number skills. A minority have strong numeracy skills. Overall pupils do not have sufficient opportunities to develop their Welsh-speaking skills. In addition only around half of pupils are entered for a GCSE Welsh qualification. Estyn praised the school for: Strong relationships between pupils and staff. High expectations for engagement and behaviour. Inclusive environment and strong safeguarding culture. Clear strategies for monitoring and supporting attendance which has resulted in improved rates of attendance. Estyn said the school needs to do more work on: Ensuring that teaching consistently challenges pupils to make strong progress. Ensuring that self-evaluation processes are precise. Increasing the number of pupils who complete a Welsh language GCSE qualification and improve pupils' Welsh language speaking skills. Ysgol Bro Edern Ysgol Gyfun Gymraeg Bro Edern This Welsh-medium school in the Llanedeyrn area of Cardiff was put into the highest level of Estyn monitoring in May. Placing the school in special measures inspectors said pupils speak English too much. Many pupils "struggle to convey ideas in Welsh" and respond to teachers and assistants in English, inspectors found when they visited. Less than a quarter of children at the school speak Welsh at home. Estyn said: "In a minority of lessons teachers promote the use of the Welsh language by pupils effectively." The school has 936 pupils and of those 20.2% are eligible for free school meals and 2.7% have additional needs. Literacy, numeracy, and Welsh In general pupils at Bro Edern don't make strong enough progress in their literacy skills, inspectors said. While a majority of pupils write fairly fluently and accurately a minority make frequent grammatical and spelling errors in their work and mutate incorrectly. "Overall, pupils do not make enough progress in their oracy, reading and writing skills." A few pupils have strong numeracy skills. A few pupils have weak number skills. A majority of pupils demonstrate a firm grasp of number concepts. Estyn praised the school for: "A strong sense of belonging and providing a close-knit family environment for its pupils." Sound provision for pupils' wellbeing. A "host of" engaging extracurricular activities available. Sports teams' national success in several areas. Providing "valuable experiences to develop pupils' understanding of diversity and prejudice". Many pupils treat each other and adults with fairness and respect. Estyn said the school needs to do more work on: Improving strategic leadership and accountability at all levels. Ensuring that governors offer an appropriate challenge to leaders. Strengthening the quality of teaching. Strengthening pupils' literacy skills and their willingness to use the Welsh language. Improving attendance and punctuality to lessons. Fitzalan High Ed Sheeran surprised pupils at a Fitzalan High School in Cardiff when he turned up to perform in September (Image: Ed Sheeran Foundation ) Inspectors describe this secondary school in the Canton area of the city as highly caring and inclusive. Pupils make "sound progress" and it is particularly effective in celebrating its diverse community. Most pupils feel safe, valued, and respected and the school is particularly effective in tailoring its provision to meet individual needs, including those of its most vulnerable pupils, Estyn found. The acting head teacher is Adam Lear. The school has 1,830 pupils and 36.6% are eligible for free school meals and 9.3% have additional learning needs. Literacy, numeracy and Welsh Estyn said: "There are numerous worthwhile opportunities for pupils to develop their literacy and numeracy skills across the curriculum. The provision to support the progressive development of these skills is well-planned and coordinated and is supported appropriately in relevant subjects." Many pupils develop their numeracy skills well. A minority of pupils have strong numeracy skills. "The school is successful in addressing national priorities, for example by reducing the impact of poverty on attainment and promoting the development of pupils' Welsh-language skills." Estyn praised the school for: Many pupils listen well and respond suitably to the contributions of others. In nearly all lessons teachers ask suitable questions to check pupils' understanding. Purposeful and productive relationships between pupils and staff are a prominent feature of the school. The school's work is characterised by high expectations, strong leadership, reflective self-evaluation, and close links with its local community. Estyn said the school needs to do more work on: Inspectors made just one recommendation after visiting in January this year. They said Fitzalan should strengthen provision for the development of pupils' digital skills across the curriculum. Creigiau Primary Estyn describes this village primary in the city boundaries as "an extremely caring and familial community that is an important part of its community". The school teaches in both English and Welsh. Inspectors visiting in January this year added that behaviour is excellent and children feel happy and safe. The school's motto is "Together we stand" which inspectors said "reflects the familial and supportive element across the two language streams, where everyone respects and supportseach other continuously". The school has 367 pupils and of those 6.8% are eligible for free school meals and 2.9% have additional learning needs. Literacy, numeracy, and Welsh Inspectors said most pupils, including those with additional learning needs, English as an additional language, and those affected by poverty, make sound progress in their literacy, numeracy, digital competence, and wider skills. Estyn praised the school for: Staff prepare pupils successfully for the next steps in their learning The school tracks pupils' progress successfully Nearly all pupils trust the staff and behave excellently The school's procedures to ensure that pupils attend school regularly are sound Estyn said the school needs top do more work on: Inspectors, unusually, made no specific comments on how the school could improve in its January 2025 report. Lansdowne Primary Lansdowne Primary (Image: Media Wales Ltd ) Estyn describes this primary in the Canton area of the city as a welcoming and inclusive school where pupils feel valued and supported. Staff build strong relationships with pupils. This contributes to a positive environment where pupils behave well and focus on their learning. Inspectors who visited in January this year said Lansdowne Primary is a nurturing and inclusive school where respect and diversity "shape daily life". Pupils feel safe, supported, and encouraged to succeed. The school has 320 pupils and 38.8% are eligibly for free school meals and 5.1% have additional learning needs. Literacy, numeracy, and Welsh Estyn said: "Younger pupils develop Welsh skills well, although older pupils do not use the language as much outside lessons. "Reading is a strength. Most pupils enjoy books and talk about their reading enthusiastically. "Pupils develop their writing well, using grammar and spelling accurately. "Most make appropriate progress in maths. However, the quality of teaching in maths varies." Estyn praised the school for: Staff building strong relationships with pupils. A positive environment where pupils behave well and focus on their learning. A broad and interesting curriculum. Pupils make good progress. Estyn said the school needs to do more work on: Improving maths teaching and providing opportunities for pupils to apply numeracy skills across the curriculum. Provide worthwhile opportunities for pupils to respond to feedback and influence what and how they learn. Continue to improve levels of persistent absence. Two primaries taken out of Estyn review Coryton Primary School As well as these inspections two Cardiff primary schools were deemed to have improved enough to be taken out of Estyn review this academic year. The are Coryton Primary and Tongwynlais Primary. Article continues below Both schools were judged to have met Estyn recommendations to improve teaching, leadership, and the curriculum and raise standards in Welsh.
Wales Online
a day ago
- Wales Online
Students split on Welsh Bacc as some brand it 'waste of time' but others back it
Students split on Welsh Bacc as some brand it 'waste of time' but others back it The post-16 Advanced Skills Welsh Baccalaureate is compulsory in most maintained schools and colleges even though the Welsh Government doesn't demand it Coleg Sir Gar A-level students Sam Bartlett and Ioan Armstrong (Image: Ioan Armstrong ) Students, parents, former pupils, and teachers have been airing their views on the Advanced Skills Welsh Baccalaureate. Some said the Wales-only qualification is a "waste of time" while others, including a qualified pharmacist, insist it's what got them into university. The post-16 100% coursework subject is compulsory in most maintained schools and colleges in Wales. Two students have launched a campaign to make it optional, which has got people talking. After WalesOnline wrote about the campaign by Coleg Sir Gar AS students Ioan Armstrong and Sam Bartlett lots of readers had something to say. Sam and Ioan say the qualification has some value for some students but not all and argued they shouldn't have to do it. Although the Welsh Bacc is not a compulsory subject legally the pair say that colleges and schools are effectively forced to make it compulsory because they get extra funding if all students take it. The friends put in freedom of information requests showing colleges get £1,000-plus per Welsh Bacc student. They have launched a petition to change the funding rules which has had 315 signatures in two days. The teenagers have also written to education minister Lynne Neagle asking her to change the funding, raised the matter with their college, and organised a separate 137-signature petition with classmates. Sign up for our free daily briefing on the biggest issues facing the nation sign up to the Wales Matters newsletter here. Article continues below Sam, 16, and Ioan, 17, say the 100%-coursework qualification piles on workload and stress at already pressured exam time. This means they don't have as much time for their other three A-levels, which could affect their grades. After reading their comments teenagers, parents, former students, and others responded to our story on Instagram with differing views. Some said the Welsh Bacc, as it's colloquially known, was valuable while others agreed with Sam and Ioan that it wasn't useful for them and shouldn't be compulsory.. The qualification holds Ucas points and is officially considered equal to an A-level. It is accepted by most universities but not for all courses such as some medical and other degrees. Lots of other teenagers agreed in the comments that the Welsh Bacc might be useful for some students but said it's unfair to make all pupils study for it. said: "It's a complete waste of time which could be better spent on subjects we actually chose to do." But jakob,j05 said the qualification helped his university application: "I think the Welsh bacc is a great backup A/A* grade for if your option choices don't go as well as you need. From personal experience, it was the reason I got into the uni I wanted so I fully support the course. As for the mandatory nature, I agree that it can be taxing on those taking other demanding A-levels, so making this an optional subject may very well improve the A-level experience for students." One commenter, morganm.2105, said they are now a qualified pharmacist thanks to the Wales-only qualification. "Welsh bac actually saved my uni application. Had a decent grade in it and it was taken into account when I went through clearing. Just finished my second year as a qualified pharmacist!" Another supporter, wrote: "Honestly Welsh bac was the subject that saved me when it came to going to a below average uni. A in that and cce in everything else. Needed 3cs and that's what got me in." But -sweetietooth_ had a less positive experience writing: "none of my university accepts welsh bacc as an A level. Such a waste of time" and wrote: "if the subject was optional no one would do it." Second-year A-level student betahnlh_ said she'd changed her views: "Personally, at first didn't like Welsh Bacc but now in year 2 of a levels it is amazing, the actual work isn't the best but a level exams are made to really just test how much you can remember at once not your skills and you have ti revise and remember so much, yet welsh bacc you get to do the whole course as coursework no exams and when you compare it to all of the other subjects you sit it is so much easier and you still get a strong grade and it gives you the skills ready to use in uni/ future education." This wasn't the case for who wrote: "God I hated Bacc. I don't know a single person who didn't tbh even the very top students that I knew who went on to Russel group unis thought it was a waste of time and tried to get out of it. Just stressful and unnecessary when the only thing you do is thing you would have done in other subjects anyway. Yes for some it was an easy A if you were good at coursework but it's hard to be passionate about such a tedious thing." And parent jockark reckoned it was too much work at already high-pressure exam time. "Welsh Bacc on top of 3 very demanding A levels has nearly tipped my child over the edge!! There's absolutely nothing Welsh or Wales across the course!!" Anther former student said it had been no help. "Did Welsh BACC and it had no benefit to my main subject I was studying in college, a complete waste of my time that could have been spent on studying for my main qualification that was actually gonna get me into uni," wrote brog_gram. Umamifooddesign said they chose to send their child across the border to avoid the Welsh Bacc: "Living on the border we had choices - our son went to school in England from senior school onwards. It was a family choice, primarily to avoid learning welsh at gcse level." Another commenter, a teacher, said: "Welsh Bacc can be used to your advantage when applying to uni, e.g. do your individual project on a related topic - gives you something extra to talk about on your form or at interview. Aspects of it could be improved, but it's not all bad. Welsh BACC is a fantastic course which gives our students a wealth of skills and the freedom to research a topic of their choice. We are extremely fortunate in Wales to have this programme." Ioan and Sam stressed they were not criticising their college or other schools and colleges. They were told in reply to information they asked for under FOI that Coleg Sir Gar received more than £360,000 annually for running the Welsh Bacc. They calculated that this was the equivalent to the pay for around seven lecturers and not money the college could afford to lose so said they understood why it made the course a requirement. Sam is studying A-level law, sociology, and politics and wants to do a civil service apprenticeship, not university, after A-levels and he said the Welsh Bacc could be useful for some but not all students and they should be able to decide. Ioan, 17, who is studying politics, psychology, and sociology A-levels plus the Welsh Bacc, wants to go to university to study politics. The pair also argue that the stress the Welsh Bacc caused already under-pressure students went against the Welsh Government's own wellbeing guidance which, ironically, is part of the course. "We are campaigning for a policy change where colleges still get the funding if Welsh Bacc is optional," said Ioan, 17, adding: "The Welsh Government claims it is optional when in practice it is compulsory. The Welsh Bacc will not be useful to me but this isn't just about me." He claimed "the Welsh Bacc is not in the slightest bit as valuable as an A-level". He also claimed some teachers did not agree with the qualification being "forced" on students and that it was all coursework and "parroting from online". He said he had found parts of the course "pointless" including having to take personality tests and reading information about wellbeing targets in Wales and for the UN. He claimed much of the course was repeated across other more important subjects anyway. A Welsh Government spokesman responding to our first story on the campaign said: 'The Advanced Skills Baccalaureate Wales provides learners opportunities to develop and apply key skills in practical situations. "We are clear that it is not compulsory for learners to take the Advanced Skills Baccalaureate; school sixth forms and colleges are able to set their own curriculum offer and admissions policies. They should ensure that they are providing opportunities that are in the best interests of their learners.' The Welsh Bacc post-16 explained In September 2023 the new Advanced Skills Baccalaureate Wales (level three) replaced the existing Advanced Welsh Baccalaureate qualification. The Welsh Government says on its website that the qualification aims to equip students with practical skills, personal development, and social awareness, making them "better prepared for higher education, vocational training, and the workforce". It's designed to be integrated with traditional academic studies and is often studied alongside A-levels or other vocational qualifications. "Welsh Bacc is a valuable qualification for post-16 students in Wales, designed to enhance skills and prepare them for future pathways. It's a composite qualification that includes a Skills Challenge Certificate and supporting academic achievements. The Advanced level is particularly relevant for those pursuing higher education with its Ucas points equivalent to an A-level." The Skills Challenge Certificate is a key part of the course and is assessed through four areas: an individual project, enterprise and employability challenge, global citizenship challenge, and community challenge. To achieve the Welsh Bacc learners must also meet specific requirements related to GCSEs in English or Welsh language, and mathematics or mathematics-numeracy. Article continues below
