From Gwynedd to Europe: Building lifelong skills at Ysgol Pendalar
Ysgol Pendalar is a special school for pupils aged 3-19 in Gwynedd. Through three transformative Taith mobilities in the UK, France and Spain, pupils developed greater confidence, independence and other essential lifelong skills that will help them build happy and fulfilling lives in the future.
Teacher, Lyndsey Pleming, tells us about the experience and the impact it has had on the pupils.
What were the objectives of the project?
The main objectives were to develop pupils’ independence, life and employability skills. These skills form part of our School Action Plan and were a key priority for the school. We also wanted to create opportunities for staff to investigate emotional wellbeing and mental health in order to have a positive impact on the experiences and lives of pupils and the wider learning community.
Many of our pupils face daily barriers and would not normally have the opportunity to travel abroad or experience new cultures.
The project provided valuable opportunities for pupils to use the skills they had been developing in school in real-life situations across Europe.
How did the pupils feel about taking part in an international exchange?
As this was the first project of its kind at Ysgol Pendalar there was great excitement when it was introduced. However, there was also some nervousness because it was a new experience for both pupils and their families.
For many pupils, this was the first time they had left home without their parents, making it a huge step.
How did you prepare pupils for the visits?
Preparation and regular discussion were crucial. Meetings were held with parents and pupils to introduce the project. Of course, everyone had lots of questions – and if we didn’t have an answer, Taith staff were always there to help along the way.
The UK visits were essential in building confidence among pupils, staff and families and allowed plans to be adapted gradually where necessary.
Pupil voice was central throughout the project. Pupils took part in planning and preparation, including practicing travelling with passports, discussing flights and researching destinations.
What activities did you take part in in France and Spain?
The trip to France in June 2025 was unforgettable. Travelling abroad together for the first time was a memorable experience for pupils and staff alike. After months of preparation, the group flew to Paris Charles de Gaulle Airport.
During the visit to Paris, pupils explored the the city, took a boat trip on the River Seine and enjoyed spectacular views of the Eiffel Tower. Everyone was amazed by the scale of one of the world’s most recognisable landmarks.
One pupil commented:
It really was the best week of my life. Thank you so much.
In May 2026, pupils from the vocational pathway spent an amazing week in Barcelona. They visited La Ginesta School where they exchanged ideas about wellbeing and learned about different approaches to supporting learners., Despite language differences, communication and social interaction were highly successful
Pupils also visited major attractions including the Sagrada Familia, Las Ramblas Port Aventura. Some pupils even had the opportunity to attend a Barcelona football match – an experience they will never forget. They also experienced local culture and cuisine, with many trying tapas for the first time.
The week was full of fun, learning and personal development helping pupils build confidence, independence and social skills.
What impact did the visits have on pupils?
Pupils developed a wide range of life skills. They practiced communicating with new, managing time, handling money and foreign currency, and taking greater responsibility for self-care, packing and organisation
The impact was clear. Pupils showed significant increases in confidence, independence and willingness to try new experiences. Many who were initially anxious became much more confident in making decisions, solving problems independently and working effectively as part of a group.
As well as developing practical skills, They also broadened their horizons through exposure to new cultures, transport systems and places they would not usually have the opportunity to visit. This contributed significantly to their wellbeing, enjoyment and sense of achievement.
Has the project had a lasting impact on staff and the wider school community?
The project has strengthened staff capacity to provide high-quality learning experiences
Staff attended a wellbeing course in Finland, developing a deeper understanding of supporting mental health, wellbeing and independence. This led to new ideas and practices that have positively influenced the school environment and contributed to a supportive learning experience for all pupils.
A successful partnership was also established with La Ginesta School in Barcelona. This strengthened international links and created opportunities to share good practice, benefiting both pupils and staff.
The project has raised the profile of international learning within the school and demonstrated the value of programmes such as Taith in providing opportunities that would not otherwise be available. This effect will continue as the school builds on the partnerships and new practices developed during the project, ensuring long-term benefits for pupils, staff and the wider school community.
Would you recommend international learning exchanges to other schools?
Absolutely! The project genuinely raised pupils’ aspirations for the future.
Our advice would be to establish partnerships as early as possible, remain flexible when plans need to change and make full use of the support available through Taith.
Without the Taith grant, it would not have been possible to provide such incredible experiences. We feel extremely fortunate and are grateful for the opportunity to open the doors of the world to our pupils and to share these unique experiences with them.
