Radyr Comprehensive School Ysgol Gyfun Radur · Sport and the Arts feature prominently, with...
Transcript of Radyr Comprehensive School Ysgol Gyfun Radur · Sport and the Arts feature prominently, with...
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Radyr Comprehensive School
Ysgol Gyfun Radur
“Respect, Commitment and Success”
School Prospectus 2017/2018
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December 2016
Dear Parent
Welcome to our 2017/2018 School Prospectus. I hope you will find it of real interest. The Prospectus is divided into
two main sections with the earlier part aiming to give you a general understanding of the nature of the school and the
second part designed more as a reference section.
We are an English medium Community Comprehensive School. You will see that our students achieve extremely good
examination results at both 16+ and 18+. However, I hope you will also sense that we are committed to the highest
possible standards in other areas as well. Sport and the Arts feature prominently, with participation rates and levels
of achievement very high indeed. Perhaps just as important is our aim to be a caring school dedicated to providing
the sort of supportive environment in which all youngsters, whatever their abilities, talents and problems, can thrive,
develop to the full, and enjoy their time here. We are on the path towards becoming a ‘restorative school’ and
therefore put an emphasis on building and sustaining relationships with all those involved with our school.
The move to a new school is an important step in any young person's life and one not to be taken lightly. If, when you
have read the following pages, there are still issues about which you are uncertain and would like to know more, please
do not hesitate to contact me.
For those transferring into Year 7 from local primary schools there are opportunities for both parents and their children
to visit the school during the term before entry. Details regarding admission can be found within this prospectus.
Although we hold Open Evenings for Year 6 and Year 11, I am always happy for parents to arrange visits at other times
if they think this would be useful. Indeed, for those transferring from further afield or at a different stage of their
secondary schooling, I believe such a visit is a must.
I look forward to meeting you and working with you during the coming years.
Yours sincerely
Mr A D Williams Dr D Silver
Headteacher Chair of Governors
Heol Isaf, Radyr, Cardiff, CF15 8XG
Telephone: 029 20845100
Fax: 029 20845101
Headteacher: Mr A.D. Williams B.Sc. M.Ed.
Email: [email protected]
Website: http://www.radyr.cardiff.sch.uk
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Contents
Aim, Vision and Values 4
Senior leadership and pastoral Teams 5
Admissions 6
Caring for students 7
Wellbeing team 7
Grouping of students 8
Meeting individual needs 8
Extra-curricular activities 9
Sports at Radyr Comprehensive School 10
Working in partnership with parents 11
The school day 12
Term dates 13
Behaviour and relationships 14
Attendance 15
Curriculum structure 16
Examinations 20
Curriculum: core elements 21
Examination Results 2016 – National Curriculum Assessment Year 9 24
Summary of School Performance 26
Examination Results 2016 – GCSE 30
Examination Results 2016 – GCE A Level Examination Results 2015 – GCE
31
Examination Results 2016 – GCE AS Level
32
Targets 33
Appendix 1 Home school agreement 34
Appendix 2 Complaints Procedure Complaints Procedure
35
Appendix 3 Charging for School Activities Charging for School Activities
36
Appendix 4 Equality and Looked After Children 37
Appendix 5 School Rules 38
Appendix 6 School Code of Behaviour 40
Appendix 7 Relationships Policy 41
Appendix 8 Anti-Bullying Statement 43
Appendix 9 School Uniform-general 45
Appendix 10 School Uniform-Physical Education
46
Appendix 11 Health and Safety 47
Appendix 12 Destination of School Leavers 2016 48
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Radyr Comprehensive School Respect – Commitment – Success
Aim, Vision and Values
Our Aim
To be a caring and inclusive school that promotes the highest standards of respect, commitment and success. Our Vision
To achieve excellence in everything we do; High quality, inspirational and innovative teaching and learning; Inspirational and accountable leadership at all levels; Consistently high academic standards and expectations for every individual; Creative, exciting and memorable experiences inside and outside the classroom; A safe, secure and caring environment in which to work and learn; All achieved through collaboration and teamwork leading to empowerment.
We value pupils and their need to:
Develop the attitudes, characteristics and self-belief to tackle any challenges in future life; Enjoy their time at school; Be recognised as individuals; Develop good relationships and lasting friendships; Recognise and celebrate diversity; Develop and apply moral values; Acquire the skills, commitment and resilience to become successful, independent life-long learners; Take responsibility for leading themselves and others; Receive recognition and praise for their efforts and achievements in all areas of school life; Be active members who contribute to the school and wider community including academically, socially, culturally
and in sporting pursuits; Accept hard work and discipline as requirements for success.
We value staff and their need to:
Receive innovative, developmental and effective training; Be supported, cared for, challenged and valued; Feel trusted and empowered to take risks in the classroom; Have opportunities to develop and fulfil their potential in leading the school and their own professional
development; Participate in, contribute to and benefit from, partnerships beyond the school; Be a cohesive group with time and opportunities to develop partnerships and relationships with others within
school; Enjoy their work and find it fulfilling.
We value parents/guardians and their need to:
Demonstrate commitment to supporting their child and Radyr Comprehensive School; Receive regular quality information, advice and guidance in order to fulfil their roles as key partners in their child’s
learning; Have opportunities and be encouraged to provide feedback and contribute to the creation and maintenance of
an exceptional school.
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We value Governors and their need to: Be ambitious and aspirant in setting the strategic direction for the school; Inform themselves of educational developments beyond the school; Embrace partnership working where this is of benefit to the school, students, staff and governors; Develop new and alternative models of governance which respond to the changing needs of the school; Exercise rigour in monitoring and evaluating the school’s progress and the extent to which the school experience
is exceptional for all. Our Commitments In striving to move towards our vision, we recognise that we must commit ourselves to:
Helping our students grow into adults who will make a positive contribution as citizens in an increasingly global society that is changing rapidly socially, economically and technologically;
Taking a broad view of education incorporating an emphasis on developing emotional and spiritual wellbeing, creativity, social skills, problem solving skills and flexibility of approach as well as the knowledge, understanding and skills embedded within academic and vocational areas of the curriculum;
Maintaining clear parameters of acceptable behaviour and high standards of conduct based on mutual respect and support;
Excellence in all aspects of our provision.
Senior Leadership Team* Headteacher Mr A D Williams Deputy Headteacher - School Improvement Miss Charlotte Robins (Child Protection, LAC) Assistant Headteacher - Curriculum and ARR Mr R Jenkins Assistant Headteacher - Inclusion and Wellbeing Miss J Howlett Assistant Headteacher - Teaching and Learning Mr O Wood
Pastoral Team* Year 7 Progress Leader Mrs C Fowler Year 8 Progress Leader Mrs C Atkins KS3 Wellbeing Officer Mrs C Powell Year 9 Progress Leader Ms J Thomas Year 10 Progress Leader Mr P Hardy Year 11 Progress Leader Mrs K Slade KS4 Wellbeing Officer Mr M Collins Director of 6th Form Dr J Roe KS5 Wellbeing Officer Mr M Todd Further details regarding staffing can be found on the School’s website. * staffing correct at the time of writing
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Admissions Procedures The admissions authority for the school is Cardiff County Council. The school’s standard admission number for entry
to Year 7 through to Year 11 is 210. There is no standard admission number for Year 12 and this gives an overall
capacity for the school of approximately 1273. Numbers on roll in Autumn 2016:
Year Group November 2016
7 201
8 201
9 207
10 209
11 210
12 135
13 110
TOTAL 1273
The catchment area for the school is the combined catchment area of the seven partner primary schools – Bryn Deri,
Creigiau, Danescourt, Gwaelod y Garth, Pentyrch, Radyr and Tongwynlais.
Parents are invited to express a preference for the Secondary School they wish their child to attend. Pupils living
outside the catchment area can be admitted to Radyr Comprehensive School if their parents express a preference for
the school and there is space.
Places are assigned by March and there is an appeal process if a place is not allocated for the school of choice. Further
information regarding admissions is available from Mr Simon Williams, Pupil and Student Services at:
Pupil Admissions Section
Schools Service
Cardiff County Council
Atlantic Wharf
CARDIFF
CF10 4UW
Telephone: 02920 872087
A booklet on ‘Admission to Secondary Schools’ is freely available. Amongst other things, the booklet details the
admissions criteria to be applied when schools are over-subscribed.
Although application must be made to the Local Education Authority, the Headteacher is always happy to speak with
parents considering applying for their child’s admission to the school.
The school is its own admissions authority for post compulsory education so application for entry into the Sixth Form
should be made to the Headteacher.
Further details of the Admissions Policy can be found in the School Information section of the school website.
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Caring for students On entry to the school, pupils are grouped into seven mixed ability classes. Information from primary schools is used
to achieve a balance of academic abilities in each class. Each class has a Form Tutor who is likely to remain with the
group for five years.
The Form Tutor has a major responsibility for the overall development, general welfare, academic progress and
behaviour of members of his/her form. It is the Form Tutor who is likely to be the first point of contact with parents
if problems arise.
Supporting the work of Form Tutors in each year group is a Progress Leader and a Wellbeing Officer who may, in turn,
depend upon the support of the Assistant and Deputy Headteacher and, ultimately, of the Headteacher.
It is our policy to work in partnership with parents as much as possible and to involve them at the earliest practicable
opportunity if problems begin to occur. We would ask parents, in return, to contact the school as soon as possible if
they know of problems of which we should be made aware. Small problems can often be prevented from growing
into larger ones by keeping one another informed.
Bullying is a particular concern of many parents. Sadly, it seems a feature of every human organisation or institution.
Our comprehensive Anti-Bullying Policy commits us to action whenever bullying is reported or detected. We are a
‘telling school’ and parents are urged to encourage their children to report to staff any incidents in which they or
others are bullied.
Wellbeing Team We have 3 pupil Wellbeing Officers to cover each of the key stages and they are located in the centre of the school. The Wellbeing Officers will be the first point of call for any parents wanting to discuss anything regarding their child. The Wellbeing officers have a wealth of skills and experience from qualifications in coaching, counselling, anger management, mentoring, as well as developing specific programmes to support pupils with their academic progression. The Wellbeing Officers also have links with a variety of external agencies that can provide additional support and advice to pupils and families.
Their key responsibilities are:
To work in partnership with the Progress Leaders to ensure the wellbeing of pupils within the key stage; To organise and prioritise pastoral issues within the specified key stage; Support with emotional and social development of pupils. To monitor and improve the attendance, punctuality and behaviour of students within the key stage; Work as part of the Internal Exclusion Team in developing classroom re-integration strategies for students; Work closely with the SENCO and school counsellor and Transition support for new pupils.
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Grouping of Students
All pupils, when arriving with us in Year 7 are placed into seven mixed ability Tutor Groups. These are called North, South, East, West, North East, North West and South East. In Year 7, the vast majority of lessons are taught in these Tutor Groups. In some practical based subjects, such as Design and Technology, group size is determined by health and safety constraints. There is some limited grouping by ability in individual subjects but this does not take place until pupils have settled into school. The only grouping that takes place in Year 7 happens in Mathematics and English. In Year 8, some grouping by ability occurs in English, French, Mathematics, Science and Welsh. In other subjects the Tutor Group remains the basic teaching group.
In Years 9, 10 and 11, teaching in core subjects is mainly in sets and grouped by ability. The degree to which students
are grouped by ability in the various subjects is largely at the discretion of the individual departments who make a
decision as to the most effective grouping at each stage.
Meeting Individual Needs
The aims of the school clearly commit us to meeting the individual needs of all our students. This includes those young people with Special Educational Needs. The curriculum itself, especially in KS4, is structured in such a way as to stretch the most-able and to support those experiencing difficulties.
The OASIS (Opportunity And Support In School) centre is our learning support base from which our Special Educational Needs Co-ordinator (SENCo), Mrs G Warren, leads a dedicated team in the support of all those requiring support. Specialist teachers and Teaching Assistants work with pupils with learning difficulties, to ensure pupils are able to access the curriculum and achieve success in their learning. The faculty liaises with subject departments and the Progress Leaders to ensure the needs of individual pupils are met. They also work with external agencies, including the Achievement and Inclusion Service and Health professionals.
Radyr is committed to inclusive education, with all
pupils having access to the full curriculum. The
Supportive Education Department provides support
for pupils with special educational needs by providing
teaching assistant support in-class and on a
withdrawal basis, where small groups or individuals
work to improve their basic literacy and numeracy
skills. Sixth form students are also encouraged to work
with lower school pupils to improve their skills. The
Special Needs Policy of the school provides a
framework for special needs provision within the
school. This meets the requirements of the Revised
Code of Practice for Wales, and is in line with County
guidelines.
Further details of the Special Educational Needs Policy can be found in the School Information section of the school
website.
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Extra-curricular activities
We recognise that much that is of value cannot be tackled entirely through the main curriculum subjects during lesson
time. It is because of this that we try to provide the widest possible range of additional opportunities to young people
in our care.
Although the situation may change from year to year, regular clubs, practices, teams and activities have included:
Art (including Ceramics, Printmaking, Photography & visits), Athletics, Badminton, Basketball, Big Band, Brass
Ensemble, Charity Committees, Chess, Choirs – junior and senior, Community Service, Cricket, Cross-Country, Dance,
Drama, Euroclub/Culture Club, French Club, ‘Girls Fit Club’, ‘Greenfingers Club’, Green Flag Council, Gymnastics,
Hockey, Homework Clubs (Years 7-9), Lunch-time Youth Club, Maths Club, Netball, Orchestras, Pen to Paper Club,
Rounders, Rugby (Girls and Boys), Science Club, Soccer (Girls and Boys), Street Dance, Swimming, Tennis, Weight
Training, Welsh Club, Wind Band, Young Enterprise, Young Writers’ Club, Zumba.
[IT facilities are available during lunch-times and after school]
In addition to such regular activities the annual school calendar features:
Curriculum support activities run by many departments and including spelling and reading clubs
An active School Parliament that gives pupils a voice and encourages initiative
A variety of exchange and other foreign visits
Opportunity to visit other countries on expeditions and sporting ‘tours’
A variety of educational visits within the UK
The Spring Term Eisteddfod involving everyone in Years 7-9 as well as many in Year 12 – with a separate
concert event being held with those in Years 9 and 10.
‘Skills Days’ in which students focus intensively on particular topics related to Personal and Social
Development.
Frequent musical productions
Drama productions
Fixtures against other schools both near and far in most of the major sports
Revision sessions before, during and after school to boost exam preparations
Dedicated workshops aimed at raising aspirations and preparing students for Oxbridge applications
Industrial workplace visits for subjects such as Science and Technology
As is clear from this list, Sport and the Arts are prominent features of school life at Radyr. Our aim in both areas is
simply “to encourage the widest possible participation and the highest possible quality of performance”.
House System When pupils join us in September they are put into one of three Houses: Dwynwen, Ifor Bach or Llywelyn. They meet
regularly as Houses and compete throughout the year in different events such as the Eisteddfod, Charity Week and
Sports Day. Siblings are placed in the same house.
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Sports at Radyr Comprehensive School
Striving to raise standards and attainment in PE and Sport in the school and across the wider community remains our constant
aim, and will remain to be in the future. We continue to provide a breadth and depth of opportunities within and beyond the
curriculum (including dance, tag rugby, tennis, rowing, basketball and gymnastics). We pride ourselves on delivering a curriculum
that is varied and challenging for the pupils, whilst remaining achievable for all.
It is a subject that is thoroughly enjoyed by pupils. Teaching is judged to be good or outstanding and this has laid the foundation
for the increase in the number of young people engaging in competition and volunteering to act as officials and coaches at both
intra and inter school events.
In 2016 we hosted our first Sports Day off-site at Leckwith International Athletics Stadium. A fantastic day for all pupils and staff.
All pupils from Years 7-10 were involved throughout the day. As a Department we look forward to continuing this as a Radyr
tradition.
Both individually and as school teams Radyr were prominent throughout all school based competitions, notably:
Jordan Sakkas won gold in Junior Commonwealth Games
Sophie Thomas was crowned Sports’ Cardiff Junior Sports Personality of the Year
Iwan Jones 2nd in British Dry Slope Skiing Championships
Ski Team crowned Welsh Dry Ski Slope Champions and qualified for British Schools Championships
U15 Girls County Champions and Welsh Schools Athletics Champions
U16 Boys Hockey team silver medallists in National Championships
Senior Hockey team silver medallists in County Championships
County Representation
Athletics Issie Tustin – 100m, 200m and Relay County Champion. Grace Morgan – 75m Hurdle, Long Jump, Combined Events and Relay County Champion. Molly Greenman – Shot Putt and discus County Champion. Nia Riley – 800m County Champion. Huw Riley 1500m County Champion. Larry Ryan – Indoor multi events. Ella Jackson Shot Putt County
Champion. Alanah Hill 1500m County Champion
Cross Country Alanah Hill, Emma Ligthart, Ffion Morgan, Nia Riley, Huw Riley, Alex Brown, Larry Ryan and Ben Whelan
Cricket Sophie Thomas, Rebecca Kingsbury, Archie Clegg, Cian Morgan, Alex Griffiths, Taylor Burns, Tom Neil, Adam Keane, Owen Wallace and Daniel Rogers
Football Beth O’Donnell, Ella Powell, Monet Legall, Lewis Twamley (Cardiff City), Callum Dyer, Dylan Woodhead.
Gymnastics Emily Steer
Hockey Alf Entwhistle, Will Jones, Will Couston, Cian Morgan (South Wales) / Alex Griffiths (South West) and Tom Garman (South Wales)
Netball Emilia Whiles, Lara Kane, Erica Kingsbury and Holly Davies
Cardiff Schools Rugby Harry Fry, Danny Palmer and Max Critcher
Cardiff Blues U16 Joe Melhuish, Tony Lamerton and Lewis Jameson
Skiing Iwan Jones, Gethin Jones, Issac Criddle and Oliver Thorne skied in the South East Wales Dry Slope Championships and won individual medals in their age-related categories and finished first in the team event.
Emily Mabbot, Elin Jones and Seren Lewis also won their age-related events
Swimming Bethan Beynon, Anneliese Beynon and Becci DeTorres
National Representation
Athletics Issie Tustin (100m and Relay) and Grace Morgan (Combined Events and Long Jump)
Cheerleading Amy Shefferd
Cricket Sophie Thomas, Rebecca Kingsbury, Adam Keane and Daniel Rogers
Fencing Louisa Britton
Football Ella Powell and Liam Bishop (Boys Club Of Wales Football)
Gymnastics Jolie Ruckley, Gemma Frizzelle and Emily Steer
Hockey Will Couston and Alf Entwhistle
Weight Lifting Jordan Sakkas
Ice Hockey Eliot Randall and Ellis Frost
Sailing Jessica Wood
Skiing Iwan Jones
Swimming Bethan Beynon, Anneliese Beynon, Becci DeTorres and Bradley Newman
Water polo Emma Bailey and Leire Dafis-Sagamendi
Basketball Panos Karras and Ben Thomas
Volleyball Frazer Gregory
Wrestling Dewi McKenzie
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Radyr Comprehensive School Ysgol Gyfun Radur
Respect – Commitment – Success / Parch – Ymrwymiad – Llwyddiant Page11
Working in partnership with parents
Good links between the school and parents are
essential for the wellbeing and progress of pupils. The
school seeks to ensure communication between school
and home is efficient and effective. This begins whilst
pupils are still in primary school with the SENCo
attending Year 5 and 6 annual reviews for pupils with
statements of special educational needs. Year 5 and 6
parents are invited to annual open evening and new
intake meetings. Once pupils are members of our
school we provide parents with information evenings
and a parent evening for new pupils before the end of
the first half-term. Communication between school
and home is enhanced by Parentmail, Show My
Homework, Reports, Home school communication via
planners and the Governors’ Annual Report to Parents.
We shall only be able to fulfil our aims as a school by
working in partnership with parents. Their support,
help, encouragement and involvement cannot only
have a huge impact on the success of their own
children but also a very significant one on the school as
a whole. Some of the ways in which we actively seek
to involve parents are by inviting them to:
Parents’ Consultation Evenings to discuss their
child’s progress and any concerns;
Contact the school at any other time if they
feel it would be beneficial to discuss issues
with subject teachers, tutors or any other staff;
Work with the school in various voluntary
capacities such as involvement in extra-
curricular activities;
Participate in surveys of opinion as part of the
school’s development planning, and to contact
the Headteacher with any ideas of ways in
which we can improve the quality of our
provision;
Participate in the events organised by the
committee of our Parent and Teacher
Association and to stand for election to that
committee;
Monitor progress using the Homework Diaries
and support their own children with their
work;
Support their children in line with the Home
School Agreement;
Themed evenings dealing with important
educational issues;
Make use of our website. There is a dedicated
‘Parents section’ that holds information on
areas such as assessment and how to access
free school meals.
For those parents wanting more detailed written
information, documents such as School Policies and
Departmental Schemes of Work can be viewed by
arrangement with Mrs Jane Colley, the Headteacher’s
Personal Assistant.
The Radyr Parent and Teacher Association
We greatly value the work and support of the
association. All parents of students at the school are
automatically members of the PTA and are eligible to
serve on the association’s committee. Officers are
elected at the Annual General Meeting held early each
Autumn Term and serve for a two-year period.
Representatives of the staff and governors are also on
the committee. The PTA organises a series of events
each year – mainly directed at raising funds to be used
for the benefit of our students. Purchases have
included a minibus, Studio lighting and sound
equipment, outside bench-style seating for students,
and data projectors/interactive whiteboards and
computers for teaching areas. It has also made grants
to the School Council to support their work and
initiatives in addition to numerous items for individual
departments and computers for the school library.
Most recently it has funded the piloting of a wireless
online access in parts of the school enabling students
to access online resources from their own devices.
Events provide opportunities for parents and staff to
meet in an informal way.
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Radyr Comprehensive School Ysgol Gyfun Radur
Respect – Commitment – Success / Parch – Ymrwymiad – Llwyddiant Page12
The School Day
We operate a fortnightly 50 lesson timetable. Each
lesson is an hour long. The structure is:
Registration/Assembly 08.30
Period 1 08.50
Period 2 09.50
Break 10.50
Period 3 11.05
Lunch 12.05
Period 4 13.05
Period 5 14.05
End of School Day 15.05
Buses Depart 15.20
Lunch-time Arrangements
Pupils in Years 7-11 are expected to remain on the
school premises during the lunch break. They have the
choice of buying a school lunch or bringing a packed
lunch, which can be eaten in the canteen. A good
range of food - from snacks to full meals - is available
daily in the canteen. We operate a ParentPay online
account. No food can be purchased without an
account. Those pupils eligible for free school meals
can pay for meals in exactly the same way as any other
pupil. If parents believe that their child is eligible for
free school meals there are details on the website
about how they can apply.
However, any parent of a child living within easy
walking distance of the school who wishes their child
to come home for the lunch break should notify the
appropriate Progress Leader (in writing) of this
request. The child will then be regarded as being 'off-
premises' between 12.05pm and 1.05pm. It is very
important, for safety reasons, that this information is
accurate and kept up to date.
Pupils in Years 12 and 13 are allowed off premises at
lunchtime but must sign out in the 6th Form Centre
beforehand so that the school has a record of pupils
on site for Health and Safety reasons.
You should be aware that a wide range of activities take
place on site at lunchtimes and that those leaving the
site between the morning and afternoon sessions may
miss out on such activities.
Further details of the School Sessions Times Policy can
be found in the School Information section of the
school website.
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Radyr Comprehensive School Ysgol Gyfun Radur
Respect – Commitment – Success / Parch – Ymrwymiad – Llwyddiant Page13
Term dates
2016/17
Term Begins Half Term Ends Number of
School Days
Autumn Term
Tuesday 1 Sept 2016
Monday 24 Oct 2016
Friday 28 Oct 2016
Friday 16 Dec 2015
72 days
Spring Term
Monday 3 Jan 2017
Monday 20 Feb 2017
Friday 24 Feb 2017
Thursday 7 April 2017
63 days
Summer Term
Monday 24 April 2017
Monday 29 May 2017
Friday 2 June 2017
Wednesday 21 July 2017
60 days
2016/17: INSET Days Thursday 1 September 2016 Friday 2 September 2016 Friday 27 January 2017 May Day Bank Holiday - Monday 1 May 2017 Friday 16 June 2017 Monday 19 June 2017
2017/18
Term Begins Half Term Ends Number of
School Days
Autumn
Term
Monday
4 Sept 2017
Monday
30 Oct 2017
Friday
3 Nov 2017
Friday
22 Dec 2017 72 days
Spring
Term
Monday
8 Jan 2018
Monday
19 Feb 2018
Friday
23 Feb 2018
Thursday
29 Mar 2018 63 days
Summer
Term Monday
16 April 2018 Monday
28 May 2018 Friday
1 June 2018 Tuesday
24 July 2018 60 days
2017/18: INSET DAYS
Monday 4 September has been designated an INSET day for staff.
May Day Bank Holiday - Monday 7 May 2018
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Radyr Comprehensive School Ysgol Gyfun Radur
Respect – Commitment – Success / Parch – Ymrwymiad – Llwyddiant Page 14
Behaviour and relationships
We are working to become a ‘restorative school’, where everybody is working hard to build and sustain relationships.
Restorative approaches are used by members of staff in all aspects of school life. The great majority of our young
people act sensibly, behave well and work hard. It is important that they are commended for doing so. At Radyr we
have a Rewards System based on Merit stamps and Certificates/Postcards to supplement the words of praise a student
can expect whenever he or she has worked particularly hard, produced an exceptionally good piece of work or made
a significant contribution to the school community in some other way. We celebrate achievement through regular
assembly, musical events and at the annual Awards Evening.
However, there are times when pupils do not behave as we would wish. Every community needs clear, enforceable
rules in order to protect people and property and to ensure its smooth running. This school is no exception. We have
a Relationships Policy, agreed by staff and students, which covers general expectations of behaviour in class and
around school. It is reproduced below:
The Classroom Ground Rules are:
On time, properly prepared
Ready to listen and learn
Directions to be followed immediately
Environment needs care
Respect for all
At all times I will:
Show respect and consideration for other people and
their belongings and the environment of the school.
Be sensible and polite.
Arrive in registration on time.
Conform to the full school uniform rules.
Treat all school property with care and report any
damage immediately.
Not drop litter.
Eat and drink only in designated areas.
Students with Special Educational Needs
It is important that pupils should have their SEN considered when rewards and sanctions are being applied. The following advice to staff summarises our approach throughout the school Years 7-13 All students should be encouraged to achieve and engage with their learning and need to be taught how to fit into
society and maintain its rules; therefore, all students will be expected to follow the school and classroom rules.
However, individual needs should be considered when sanctions are to be applied. Sanctions may be lighter than those
given to other students for the same misdemeanour especially if the behaviour is deemed to be directly attributable to
their needs. If a situation arises where exclusion is a possibility, the individual, the circumstances and the
misdemeanour must be taken fully into consideration before an informed decision is made. Students with Autism,
including Aspergers, may require special consideration. It is essential that a supportive adult is present during any
interview to ensure the student understands the situation, the investigation process and the possible consequences or
sanctions. Strategies to use with students in order to prevent potential situations developing and leading to sanctions
are:
Wellbeing team involvement
Timeout cards
Support from a Learning Support Assistant or OASIS staff
Intervention by a member of Senior Leadership Team or the Progress Leader
It should be noted that the Relationships Policy provides guidelines in the use of reward and sanctions
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Radyr Comprehensive School Ysgol Gyfun Radur
Respect – Commitment – Success / Parch – Ymrwymiad – Llwyddiant Page 15
Attendance
Quite apart from the legal requirements on parents concerning their children's education, regular attendance and
punctuality are clearly important if a child is to gain maximum benefit from his or her education at Radyr and
prepare for adulthood and the world of work. Truancy at Radyr is rare and we ask parents to help us eliminate it
altogether by notifying us - as soon as possible - of the absence of a pupil.
The procedures set out below should be followed by parents and by the school. They are designed to set clear
guidelines for establishing a good working relationship between school, pupil and parents.
Notification of absence: Parents should notify the school of their child's absence on the first day and ensure
that written confirmation of the absence is given to the Form Tutor immediately upon their child's return to
school. This helps us to detect or identify truancy in its early stages and can be important for the safety of the
child. It is clearly essential that parents and the school know the whereabouts of the child.
Unexplained absences: The school will notify parents through the automated call system if an unexplained
absence occurs. Please respond as soon as possible.
Absence of a child during the course of a day: The school will notify parents if a child absents him or herself
from lessons during the day.
Involvement of Education Welfare Officers: The school will refer to the Education Welfare Service any
absences which seem unreasonable or for which no explanation has been received. It may then arrange a
home visit, or involve other agencies, in attempting to determine the reason for absence and to deal with the
causes. Any parent experiencing difficulty in getting their child to attend school should feel free to contact
the school in order to enlist such professional help and support.
Holidays during term-time: Please help us to achieve this ambitious target by not taking your child out of
school unless it is an emergency.
2015/16 Attendance Figures
Radyr Comprehensive School 95.4%
Cardiff 94.5%
Wales 94.2%
Overall, the attendance was 95.0% with the percentage of sessions missed due to unauthorised absence being only
0.8% and that due to authorised absence 4.2%. The ‘Radyr Attendance Framework’ has been adopted by all schools
within the cluster. It gives a detailed policy and guidelines for parents.
Further details of the Radyr Attendance Framework can be found in the School Information section of the school
website.
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Radyr Comprehensive School Ysgol Gyfun Radur
Respect – Commitment – Success / Parch – Ymrwymiad – Llwyddiant Page 16
Curriculum Structure
The school operates a flexible 11-18 curriculum, which allows students to develop and enhance their basic skills whilst deepening their learning across a broad and balanced range of academic and applied subjects and courses. The timetable cycle consists of 50 one-hour lessons across a fortnight. At Radyr we operate a 3-year KS4, so begin studying GCSE or BTEC courses in Year 9.
Key Stage 3 The school operates a two-year Key Stage 3. In Year 7 and 8 students follow the National Curriculum subjects. The Key Stage 3 curriculum aims to provide an excellent grounding in the core subjects (English, Mathematics, Science, Welsh, Religious Education, Personal, Health and Social Education and Physical Education) as well as the Creative Arts, the Humanities, Modern Foreign Languages, Design and Technology and Information Technology. More talented linguists will also be given the opportunity to study a second foreign language from the beginning of Year 8. It is through this study that they develop a range of skills and competencies and a substantial body of knowledge. Students will develop excellent independent study habits through a regular diet of homework and a focus on teaching them how to learn, as well as what to learn.
Year 7
Students are taught in mixed ability tutor groups for most of their lessons. After the first half-term, students are
placed in ability sets for Mathematics.
Subject Lessons/fortnight Subject Lessons/fortnight
English 7 IT 2
Mathematics 6 Music 2
Science 5 Physical Education 4
Art & Design 2 PSE 1
Drama 1 Religious Education 2
French 4 Technology 4
Geography 3 Welsh 4
History 3
Year 8 In Year 8, along with Mathematics, English, Science and Languages are given the opportunity to set. There are 2 learning pathways students can pursue. Learning Pathway 1 – German is offered as a second modern foreign language in Year 8. Students with an aptitude for languages will be selected for this pathway.
Subject Lessons/fortnight Subject Lessons/fortnight
English 6 History 3
Mathematics 7 Information Technology 2 Science 5 Music 2
Art & Design 2 Physical Education 3
Drama 1 PSE 1
French 3 Religious Education 2
Geography 3 Technology 4
German 3 Welsh 3
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Radyr Comprehensive School Ysgol Gyfun Radur
Respect – Commitment – Success / Parch – Ymrwymiad – Llwyddiant Page 17
Learning Pathway 2 – students have an additional lesson in French and Physical Education.
Subject Lessons/fortnight Subject Lessons/fortnight
English 6 History 3
Mathematics 7 Information Technology 2
Science 5 Music 2
Art & Design 2 Physical Education 4
Drama 1 PSE 1
French 4 Religious Education 2
Geography 3 Technology 4
Welsh 4
Key Stage 4 In Years 9, 10 and 11 students continue follow the core subjects: English, Mathematics, Science, Welsh (2nd Language), Physical Education, Religious Studies, Personal, Health and Social Education and Welsh Baccalaureate. We begin our options process towards the end of the spring term in Year 8 where students are guided carefully onto a range of courses in which they show both interest and aptitude. For some students we may feel it is to their advantage to sit examinations earlier in English, Mathematics and Science, however this decision will only be made after careful and thorough consideration of their needs and never to the detriment of their overall most ambitious progress. Year 9 is seen as a transition year in terms of the Key Stage 4 curriculum. Students have embarked on 3 chosen options whilst still retaining compulsory aspects associated with Key Stage 3.
Optional Subjects studied in Year 9, 10 & 11*
Art & Design Drama MFL-French Sociology
Child Development Food & Nutrition MFL-German Sport
Computer Science Geography Music Textiles
D&T: Product Design History Performing Arts Welsh
Digital Applications ICT Physical Education
*This may change annually due to levels of uptake. We review the curriculum to make sure it is as broad as possible.
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Radyr Comprehensive School Ysgol Gyfun Radur
Respect – Commitment – Success / Parch – Ymrwymiad – Llwyddiant Page 18
Year 9 (2016/17) – Year 10 (2017/18) – Year 11 (2018/19)
Subject Year 9
Lessons/fortnight
Year 10
Lessons/fortnight
Year 11
Lessons/fortnight
English 7 7 7
Mathematics 7 7 7
Science 12 9 9
Physical Education 4 2 2
Religious Education 2 2 2
Welsh 4 4 4
Welsh Baccalaureate/PSE 2 4 4
Option A 4 5 5
Option B 4 5 5
Option C 4 5 5
Year 10 (2016/17) – Year 11 (2017/18)
Subject Year 10
Lessons/fortnight
Year 11
Lessons/fortnight
English 7 7
Mathematics 7 7
Science 9 9
Physical Education 2 2
Religious Education 2 2
Welsh 4 4
Welsh Baccalaureate/PSE 4 4
Option A 5 5
Option B 5 5
Option C 5 5
Key Stage 5
In general, some 75% of our students choose to stay on into the Sixth Form and embark upon courses for which
they are suitably qualified. Course choices, and their implications, are outlined in our Sixth Form Prospectus issued
to students during Year 11. A comprehensive counselling programme supports these choices.
Most of our Sixth Form students choose to study four subjects at AS Level in Year 12 within the framework of the
Welsh Baccalaureate. Their choice of subjects is made from the list below.
Most students in Year 13 will pursue three subjects to full A Level.
At Post-16 we offer, as part of the successful City Partnership, an extensive range of Key Stage 5 programmes, comprising of A Levels and Applied Courses. Students have the opportunity to create programmes of study both at Radyr and at one or more of the other providers within the partnership, which maximises access and choice.
Much of the curriculum is determined by legislation. However, the content and balance of the curriculum is kept
under constant review.
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Radyr Comprehensive School Ysgol Gyfun Radur
Respect – Commitment – Success / Parch – Ymrwymiad – Llwyddiant Page 19
Subjects studied in Year 12 & 13*
Applied Science
Art
Business
Biology
Chemistry
Computing
D&T: Product Design
Economics
English Literature
English Language and
Literature
French
Further Mathematics
Geography
German
Health & Social Care
History
HE Food
Information Technology
Mathematics
Music
Music Technology
Politics
Physical Education
Psychology
Physics
Religious Education
Sociology
Sport
Textiles
Theatre Studies
*This may change annually due to levels of uptake. We review the curriculum to make sure it is as broad as possible.
Lesson allocation in Year 12 & 13
Subject Year 12 Lessons/fortnight
Year 13 Lessons/fortnight
Option 1 8 8 Option 2 8 8 Option 3 8 8 Option 4 8 8
Further details can be found in the Curriculum Policy in the School Information section of the school website.
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Radyr Comprehensive School Ysgol Gyfun Radur
Respect – Commitment – Success / Parch – Ymrwymiad – Llwyddiant Page 20
Examinations
It is our policy to enter students for external examinations in as many subjects as they can reasonably cope with
and at a level appropriate to their ability. Ultimately, decisions on examination entry are the responsibility of the
Headteacher following consultation with staff, students and parents.
In practice this means that:
In Key Stage 4
It is usual for students to be entered for each of the examination courses they have studied in KS4. In some cases, the assessment will be taken in Year 10 but for most courses the examination will be in Year 11. For the majority of students, this means they will be entered for between nine and eleven GCSE (or equivalent) examination subjects. Some students may be entered for the Entry Level Certification if this is thought to be most appropriate to their ability.
In some GCSE subjects, there are different tiers of entry. The final decision about which tier of entry is most appropriate for a student will often not be made until the January of Year 11. All subject teachers give careful consideration to a wide range of assessment evidence and exercise their professional judgement and considerable experience when entering students for a tier of entry that is in the student’s best interests.
Should a student’s level of achievement change significantly between January and March of Year 11 [for better or
worse!] it is still possible for a subject teacher to recommend an amendment in the tier of entry that will be most
appropriate to the student’s needs.
Parents will be kept informed throughout the entry process of any changes being made.
In Year 12
All students will be entered for all elements of the Welsh Baccalaureate Core as well as for the AS Levels or
Vocational courses for which they have registered as long as progress is such that they have a significant chance of
a successful outcome. Students should note that if they wish to re-take any module, in order to improve grades,
this will normally have to be financed by the student. We encourage students who may not have attained a GCSE
grade C or above in English or Maths, to re-sit the examination to improve their grade. The school will usually fund
the cost of one re-sit in GCSE English and/or Maths, as long as the student has attended re-sit classes and shown a
commitment to improve. The student will finance any further re-sit.
In Year 13
Students will be prepared for the A2 exams or vocational courses for which they are registered as long as progress
is such that they have a significant chance of a successful outcome. Students should note that if they wish to re-
take any module in order to improve their overall grade, then the student would normally be expected to finance
this.
Note: In the event of disagreement about an examination entry the final decision will be made by the Headteacher.
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Radyr Comprehensive School Ysgol Gyfun Radur
Respect – Commitment – Success / Parch – Ymrwymiad – Llwyddiant Page 21
Core Elements of the Curriculum
Throughout the school, emphasis is placed on a number of themes and issues not always reflected in subject titles. In
particular, these include:
Literacy and Numeracy
At the core of our curriculum is a commitment to ensure that all pupils attain a level of functional literacy and
numeracy. Since 2013 Literacy and Numeracy is tested in Years 7 to 9. The results of which are used to identify
individual students for intervention. Every teacher in Radyr is responsible for developing literacy and numeracy.
Some subjects will focus on literacy, others on numeracy. All will provide an opportunity for pupils to develop their
communication skills and many will help them develop their confidence in the use of number.
Additional support is provided through peer mentoring and targeted literacy/numeracy schemes in order to ensure
that every child attains that all-important functional level.
Guidance on how you may best support the development of your child’s basic skills at home is provided at regular
intervals and a curriculum booklet detailing topics taught with specific subject areas is issued annually. These along
with other documents can be found on the school’s website.
Welsh Baccalaureate
The Welsh Baccalaureate Qualification aims to provide a broad, balanced curriculum for 14-19 year olds. It helps
to develop knowledge and skills that students will require as they progress through education to the world of work.
The programme contains a range of activities including personal and social education, enterprise activities, work
experience and community participation. Students also gain accreditation in essential and key skills that will
complement their wider learning. It is taken by all pupils as part of the compulsory element of Key Stage 4 and Key
Stage 5, and is completed alongside other formal qualifications.
Careers Education and Guidance
“The School has very good arrangements to promote the health and wellbeing of all pupils”
Careers education and guidance permeates throughout Years 7-13 and is offered in partnership with the staff of
‘Careers Wales’, our national specialist Careers experts. This work is led by the school’s Co-ordinator for Work-
Related Education.
In the Lower School years, emphasis within Tutorial and Personal and Social Education activities is on identifying
personal strengths and weaknesses to be built upon and developed in later life. By Year 9, there is a need for more
specific work. This includes specialist careers events, a counselling programme related to subject choices and the
production of Individual Action Plans to make full use of each student’s academic and personal skills.
The Welsh Baccalaureate course in Years 9, 10 and 11 incorporates substantial elements of Careers Education,
including preparation and follow-up for Work Experience, individual interviews with Careers Officers, work on the
production of CVs and an introduction to job application and interview techniques. All Year 10 students experience
a one-week Work Experience placement.
Careers Education and Guidance continues into Years 12 and 13 during which time students make individual
appointments with Careers Advisers in addition to the opportunities provided within the general programme. The
Induction Programmes highlighting Higher Education and Career opportunities are a popular feature of Year 12 to
Year 13 transition.
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Radyr Comprehensive School Ysgol Gyfun Radur
Respect – Commitment – Success / Parch – Ymrwymiad – Llwyddiant Page 22
Equal opportunities
The school is committed to the philosophy of providing the best possible education for every individual student
irrespective of culture, gender, sexual orientation or special need. Much work has been done, and is being done,
to ensure that the spirit as well as the letter of recent legislation is reflected in our policy and practice.
Multi-Cultural Education
The school fully supports the Local Education Authority’s multi-cultural education policy. Its commitment to a non-
racist approach to education and life is conveyed to students – as are all fundamental values – primarily by example.
Reinforcement is provided by the choice of themes in Assemblies and key subjects. We recognise that the absence
of substantial ethnic minority groups within the school makes it all the more important to give our young people a
positive awareness of the multi-cultural nature of our society. Indeed, we seek to foster a sense of internationalism
and international understanding. Recent specific initiatives to promote multi-cultural education have included:
Membership of the Council for Education in World Citizenship
Regular participation in international exchanges and visits
Charity fundraising to help the disadvantaged at home and abroad
Links with various schools within and beyond Europe.
Religious Education and Collective Worship
Religious Education is offered throughout the school. In Years 7 and 8 it is offered as a discrete subject taking up
two lessons each week. In Years 9, 10 and 11 all students study Religious Studies.
School assemblies of a broadly Christian nature take place with members of the Senior Leadership Team and
Progress Leaders each week. On the days that pupils remain with their Form Tutors during registration time, Form
Tutors share, discuss and help students reflect upon a collection of ‘Tutorial Time Reflections’.
As the school has no affiliations with any particular religion or denomination, the courses followed are those
approved by the Local Education Authority. Nevertheless, you should note that parents have the right to withdraw
their children from Religious Education and from the worship in school assemblies. It is not, however, possible to
provide alternative provision for those students withdrawn from such activities. Any parent wishing to exercise this
right should contact the Headteacher.
Sex and Relationships Education
This features in all years in PSE under the heading of ‘Relationships’. In science lessons, the biological elements of
human reproduction are covered; in Religious Education, the spiritual and moral aspects feature. Physical
Education addresses aspects of personal physical development. The curriculum aims to promote the spiritual,
moral, cultural, mental and physical development of young people; and to prepare our pupils for the opportunities,
responsibilities and experiences of adult life.
It is given careful and sensitive treatment and taught to all pupils in accordance with the 1996 Education Act and
the requirements of the Welsh Government’s PSE Framework 2010. All pupils are encouraged to have due regard
for moral considerations and the value of family life. Included within Health Education are elements of Sex
Education and parents are reminded of their statutory right to withdraw their children from these parts of the
provision. Any parent wishing to discuss further should contact the Headteacher.
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Radyr Comprehensive School Ysgol Gyfun Radur
Respect – Commitment – Success / Parch – Ymrwymiad – Llwyddiant Page 23
Further details can be found in the Sex and Relationships Policy in the School Information section of the school
website.
Homework
Homework is an important feature throughout the school. At the start of each of Years 7 and 8, parents will receive
a ‘Curriculum Letter’, giving information about each course their child will be studying. This includes details of the
type and frequency of homework that can be expected in each subject as well as an indication of how parents can
support and help children with the work. Although students are issued with a planner, the main way of setting
homework is through ‘Show My Homework’. Pupils and parents will be given usernames and passwords. Parents
can easily access the work that has been set and can monitor its completion. This provides a ready form of
communication between teachers and parents as well as providing a record of homework set and done.
Parents are asked to monitor homework at least weekly and are invited to make use of pupil planners for writing
notes to their child’s teachers whenever this seems appropriate.
Bilingualism
At Radyr Comprehensive School, we believe that developing the Welsh dimension and bilingualism will help pupils
to understand and celebrate the distinctive quality of living and learning in Wales in the twenty-first Century.
Pupils will have opportunities to use the Welsh language both inside and outside of the classroom. We aim to help
them to identify and share their own sense of ‘Welshness’, feel a heightened sense of belonging to their local
community and country and understand the position of Wales in the World.
To be successful, the Cwricwlwm Cymreig has to be central to schemes of work of all subjects and integrated across
all aspects of school life. The Welsh experience, as conveyed by the Cwricwlwm Cymreig and the use of the Welsh
language, provides a valuable opportunity to extend the educational experience of all pupils giving them knowledge
of their heritage, language and culture as well as of contemporary Wales and its place in the world.
Further details can be found in the Welsh Ethos Policy in the School Information section of the school website.
Welsh is compulsory for all students at Radyr. There are opportunities for those students coming from Welsh
Medium primary schools, or in-year admissions from Welsh Medium secondary schools to have early entry in external
examinations. This is done through consultation and on an individual basis.
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Radyr Comprehensive School Ysgol Gyfun Radur
Respect – Commitment – Success / Parch – Ymrwymiad – Llwyddiant Page 24
Examinations Results: 2016
Key Stage 3 Teacher Assessed Results 2016 (End of Year 9)
Below you will find the percentage of year 9 pupils in 2016 achieving each level in each subject at the end of Key Stage 3 and
how they compare with all pupils nationally for 2015.
N
D
NCO1
NCO2
NCO3
1
2
3
4
5
6
7
8
EP
L5+
English School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.0 11.5 52.2 30.6 4.8 0.0 99.0
Wales 0.3 0.1 0.1 0.1 0.1 0.3 0.7 2.2 8.2 35.3 36.0 15.3 1.3 0.1 87.9
Oracy School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.0 8.6 48.3 38.3 3.8 0.0 99.0
Wales 0.3 0.1 0.1 0.1 0.1 0.3 0.6 2.0 8.3 33.9 36.8 15.6 1.7 0.1 88.0
Reading School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.9 17.7 47.8 27.8 4.8 0.0 98.1
Wales 0.3 0.1 0.1 0.1 0.1 0.3 0.7 2.5 9.5 34.8 35.0 15.2 1.4 0.1 86.4
Writing School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 2.4 15.8 55.0 22.5 4.3 0.0 97.6
Wales 0.3 0.1 0.1 0.1 0.1 0.3 0.8 2.7 14.4 37.1 31.2 11.6 1.2 - 81.0
Mathematics School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 3.3 20.6 33.0 41.1 1.9 0.0 96.7
Wales 0.2 0.1 0.1 0.1 0.1 0.3 0.6 2.0 7.9 29.1 33.2 22.9 3.4 - 88.7
Science School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.4 18.7 41.6 34.4 3.8 0.0 98.6
Wales 0.3 0.2 0.1 0.1 0.1 0.3 0.4 1.0 5.8 33.2 37.9 19.3 1.2 0.1 91.8
Core Subject Indicator (Percentage of pupils achieving Level 5 in English, Mathematics and Science)
School 95.7
Wales 83.9
N
D
NCO1
NCO2
NCO3
1
2
3
4
5
6
7
8
EP
L5+
Welsh Second
Language
School 0.0 1.0 0.0 0.0 0.0 0.0 0.0 0.0 6.7 24.9 57.9 9.6 0.0 0.0 92.3
Wales 1.0 1.4 0.2 0.1 0.2 0.5 0.7 3.1 11.7 38.1 30.8 11.4 0.8 0.1 81.2
Modern Foreign
Language
School 0.0 0.0 0.0 0.0 0.0 0.0 1.0 1.9 3.3 39.7 26.8 27.3 0.0 0.0 93.8
Wales 1.3 1.5 0.1 0.1 0.2 0.4 0.6 2.4 9.2 34.4 34.5 14.6 0.5 - 84.1
Design and
Technology
School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.5 14.8 61.7 22.5 0.5 0.0 99.5
Wales 0.4 0.2 0.1 0.1 0.1 0.2 0.3 0.7 5.6 37.3 40.9 13.3 0.6 0.0 92.1
ICT School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.5 24.9 38.8 19.1 16.7 0.0 99.5
Wales 0.4 0.2 0.1 0.1 0.1 0.2 0.4 0.8 5.0 33.1 42.2 16.9 0.5 0.0 92.7
History School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.5 1.4 25.4 34.0 30.1 8.1 0.5 98.1
Wales 0.4 0.2 0.1 0.1 0.2 0.2 0.4 1.2 7.5 34.4 36.4 17.4 1.4 - 89.6
Geography School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 2.4 23.9 44.5 27.8 1.4 0.0 97.6
Wales 0.5 0.2 0.1 0.1 0.2 0.2 0.4 1.2 7.2 34.5 36.2 17.2 1.9 0.1 89.9
Art and Design School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.0 29.7 44.0 19.1 6.2 0.0 99.0
Wales 0.4 0.2 0.2 0.1 0.1 0.2 0.4 0.6 5.8 37.2 37.8 15.2 1.7 0.1 92.0
Music School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.4 30.6 50.7 12.9 4.3 0.0 98.6
Wales 0.7 0.3 0.1 0.1 0.2 0.2 0.3 0.5 5.9 43.5 36.2 10.1 1.6 0.2 91.6
Physical
Education
School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.0 1.0 32.5 46.4 14.8 3.3 1.0 98.1
Wales 0.6 0.4 0.1 0.1 0.1 0.2 0.3 0.7 6.1 44.4 34.1 11.6 1.3 0.1 91.4
Notes
NCO1: National Curriculum Outcome 1
NCO2: National Curriculum Outcome 2
NCO3: National Curriculum Outcome 3
(NB: NCO1, NCO2 & NCO3 have replaced Level W in previous years and are
outcomes below Levels 1 to 8 and EP)
EP: Exceptional Performance
L5+: % achieving the expected level (L5 or above)
- : Not exactly zero, or estimated as zero or less than half the final
digit shown
* : figure is less than five or cannot be given for reasons of
confidentiality
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GCSE Examinations Results 2016
GCSE Full Course A* A B C D E F G U Total A*A% A*C% A*G%
Additional Science 3 18 38 35 4 0 0 0 0 98 21.4 95.9 100.0
Art & Design 17 11 5 3 1 0 0 0 0 37 75.7 97.3 100.0
Biology 13 18 1 0 0 0 0 0 0 32 96.9 100.0 100.0
Chemistry 29 3 0 0 0 0 0 0 0 32 100.0 100.0 100.0
CIDA 0 0 5 16 0 0 0 0 16 37 0.0 56.8 56.8
Computer Science 2 26 16 6 0 0 0 0 0 50 56.0 100.0 100.0
Core Science 3 11 35 68 22 13 6 4 7 169 8.3 69.2 95.9
Drama 0 6 9 4 1 0 0 1 1 22 27.3 86.4 95.5
DT: Product Design 0 4 3 7 10 9 0 0 0 33 12.1 42.4 100.0
English Language 7 46 47 60 26 13 5 0 3 207 25.6 77.3 98.6
English Literature 7 31 72 60 14 4 1 1 2 192 19.8 88.5 99.0
French 9 13 16 4 7 1 0 0 0 50 44.0 84.0 100.0
Geography 19 22 27 11 17 4 0 0 0 100 41.0 79.0 100.0
German 0 0 4 15 4 0 0 0 0 23 0.0 82.6 100.0
HE: Child Development 0 4 2 2 1 1 3 1 1 15 26.7 53.3 93.3
HE: Food 1 5 7 7 5 5 1 0 0 31 19.4 64.5 100.0
HE: Textiles 1 1 3 2 3 0 0 0 0 10 20.0 70.0 100.0
History 13 23 29 15 12 4 2 0 1 99 36.4 80.8 99.0
Information Technology 3 25 18 5 0 0 0 0 0 51 54.9 100.0 100.0
Mathematics 39 41 34 55 17 10 5 2 1 204 39.2 82.8 99.5
Media 0 3 4 2 1 0 0 0 0 10 30.0 90.0 100.0
Music 2 9 15 6 1 0 0 0 0 33 33.3 97.0 100.0
Physical Education 10 13 17 15 10 6 0 0 0 71 32.4 77.5 100.0
Physics 20 11 1 0 0 0 0 0 0 32 96.9 100.0 100.0
Religious Studies 12 25 31 43 21 18 7 7 5 169 21.9 65.7 97.0
Sociology 2 11 12 13 6 4 0 0 0 48 27.1 79.2 100.0
Welsh 2 4 0 0 0 0 0 0 0 6 100.0 100.0 100.0
GCSE Short Course A* A B C D E F G U Total A*A% A*C% A*G%
Religious Studies 0 0 0 3 10 11 4 0 1 29 0.0 10.3 96.6
Information Technology 0 1 2 0 0 0 0 0 0 3 33.3 100.0 100.0
Welsh 3 25 50 60 24 15 4 1 2 184 15.2 75.0 98.9
BTEC D* D M P - - - - - Total D*D% D*P% Applied Science Award 0 0 13 22 - - - - - 35 0.0 100.0 Applied Science Ext Cert 0 0 0 29 - - - - - 29 0.0 100.0 Sport 1 0 1 7 - - - - - 9 11.1 100.0
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A Level Examinations Results 2016
Faculty: A Level Subject A* A B C D E U Total A*A A*C A*E
CA: Art & Design 3 3 3 0 2 0 0 11 54.5 81.8 100.0
CA: Drama 2 2 1 1 0 0 0 6 66.7 100.0 100.0
CA: Music 1 1 1 1 0 0 0 4 50.0 100.0 100.0
CA: Music Technology 0 0 0 0 0 1 1 2 0.0 0.0 50.0
CA: Physical Education 1 2 2 1 0 0 0 6 50.0 100.0 100.0
EN: English Lang 3 3 2 4 4 0 0 16 37.5 75.0 100.0
EN: English Lang & Lit 0 2 3 2 2 0 0 9 22.2 77.8 100.0
HU: Geography 0 4 3 4 2 0 0 13 30.8 84.6 100.0
HU: History 0 1 9 7 8 5 0 30 3.3 56.7 100.0
HU: Politics 0 1 3 3 4 1 0 12 8.3 58.3 100.0
HU: Psychology 0 1 1 1 2 0 0 5 20.0 60.0 100.0
HU: Religious Studies 0 0 0 0 1 0 0 1 0.0 0.0 100.0
HU: Sociology 1 0 2 4 1 1 0 9 11.1 77.8 100.0
IT: Computer Science 0 0 4 4 0 0 0 8 0.0 100.0 100.0
IT: Information Technology 0 0 2 5 6 3 1 17 0.0 41.2 94.1
LA: French 0 3 3 0 1 0 0 7 42.9 85.7 100.0
LA: German 0 0 0 1 0 0 0 1 0.0 100.0 100.0
MA: Business Studies 0 1 0 0 0 0 0 1 100.0 100.0 100.0
MA: Economics 0 1 4 4 1 3 3 16 6.3 56.3 81.3
MA : Further Mathematics 6 2 3 0 0 0 0 11 72.7 100.0 100.0
MA: Mathematics 9 23 9 3 2 0 1 47 68.1 93.6 97.9
SC: Biology 5 10 6 9 1 2 1 34 44.1 88.2 97.1
SC: Chemistry 5 14 7 3 2 1 0 32 59.4 90.6 100.0
SC: Physics 0 5 3 2 2 1 0 13 38.5 76.9 100.0
TE: Food 0 0 0 4 1 1 1 7 0.0 57.1 85.7
TE: Health & Social Care 0 0 4 2 1 0 0 7 0.0 85.7 100.0
TE: Product Design 0 0 2 5 0 1 0 8 0.0 87.5 100.0
TE: Textiles 0 1 1 1 1 1 0 5 20.0 60.0 100.0
SK: WBQ 51 48 28 8 - - - 135 73.3 100.0 100.0
Faculty: Single BTEC D* D - M - P - Total D*D% D*M% D*P%
CA: Sport 1 5 6 1 13 46.2 92.3 100.0
IT: Information Technology 6 11 3 2 22 77.3 90.9 100.0
SC: Applied Science 4 11 15 26.7 100.0 100.0
Faculty: Double BTEC D*D* DD DM MM - PP - Total D*D*DD% D*D*MM% D*D*PP%
CA: Sport 4 2 2 1 1 10 60 80 90
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School Targets 2017/2018/2019
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Appendix 1
Home School Agreement
The School will do its best to …
provide a caring and stimulating environment in which
all students are helped to achieve their full potential
and enjoy the process.
In particular, it will seek to:
1. foster the intellectual, moral, social, spiritual and physical development of each individual by providing
a balanced curriculum meeting the individual
needs of students
high quality programmes of learning which are
both challenging and enjoyable
wider opportunities to develop individual
abilities and talents to the full
2. prepare young people for adulthood and the world of work by helping them to develop
a sense of right and wrong
an awareness of the responsibilities of adulthood, parenthood and citizenship
the adaptability to thrive in ever-changing circumstances
perseverance, compassion, tolerance and an independence of spirit
3. develop a learning community built on partnerships between students, teachers, parents and the wider community by
fostering good relationships in school and
dealing with any incidences of bullying in a
speedy, firm and appropriate manner
providing, at least once a year, a report on
each student’s progress and level of
achievement
providing sufficient information to help
parents support the learning of their
children
providing opportunities for parents to discuss
the progress of students and any problems
which may occur
utilising the expertise and opportunities
available in the wider community
As a parent/carer I will do my best to ...
make sure that my son/daughter attends
regularly, punctually, properly equipped and
wearing school uniform
support the school’s rules, code of behaviour
and system of rewards and sanctions
attend Parents’ Evenings and discussions on
progress or concerns
offer appropriate support with homework and
provide the best possible environment for such
work
Inform the school in advance of any anticipated
absence and on each day of unanticipated non-
attendance. Please provide a written
explanation immediately upon return to school
keep the school informed of any changes in
circumstances which may affect work or
behaviour in school.
As a student I will do my best to ...
attend school, and every lesson, regularly and punctually and with the correct materials and equipment
complete all homework and classwork on time and to the best of my ability
abide by the school’s rules and code of behaviour
wear the school uniform and maintain a tidy appearance
inform school staff as soon as possible of any incident of bullying or harassment
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Appendix 2 Complaints Procedure
Governors have adopted a General Complaints Procedure based on the model provided by Cardiff’s School Service.
It is a five stage process as summarised below:
Stage 1: Informal complaint
Concerns should initially be raised with the member of staff concerned or with the Headteacher [unless he is,
himself, the subject of complaint ~ in which case the matter must be raised with the Chair of Governors]. This
should be done in writing. The aim will be to investigate, resolve and report back on the matter as soon as possible.
If this is not done to the complainant’s satisfaction, the procedure moves on to Stage 2.
Stage 2: Headteacher’s Investigation
At this stage the complaint really must be put in writing to the school. This will be acknowledged within five working
days and a response promised within fifteen working days. At this point the complainant will be invited to meet
with the Headteacher [or a designated member of staff] – accompanied by a friend or relative if desired. Witnesses
and those involved will be interviewed and those who may be the subject of the complaint notified of its nature.
Written records will be kept of procedures at this stage and the complainant invited to discuss the outcome of any
investigation. The outcomes of this meeting will be outlined in writing.
(If the complaint is against the Headteacher, the Chair of Governors [or a designated Governor] will carry out the
Stage 2 procedures.)
Stage 3: Review by Governing Body
Only rarely will complaints reach this stage at which they need to be put in writing to the Chair of Governors. A
group of Governors will be convened to ensure that all parties are given a fair hearing. The complainant, and
anyone against whom the complaint is made, will be notified of the outcome of the meeting within five working
days. This letter will indicate that if the complainant remains dissatisfied he/she may contact the Chief Schools
Officer to review whether the complaint has been fully and fairly considered.
Stage 4: Review by the County Council
The Chief Schools Officer will designate an appropriate officer to carry out a review of procedures undertaken in
order to confirm that the complaint has been fully and fairly considered.
Stage 5: Review by National Assembly for Wales
Similarly, as a final stage, the complainant may approach the National Assembly for Wales for a review of the
process undertaken.
Further details can be found in the School Complaints Policy in the School Information section of the school website.
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Appendix 3
Charging for School Activities - Summary
Radyr has adopted, with minor amendments, the policy of the Local Education Authority. The main features are
outlined below. Any parent wishing to see the full LA Policy Statement as amended should contact the school.
Main Features:
1. For any activity occurring, in greater proportion, outside school hours we may charge parents the cost of the
activity if they wish their child to participate.
2. When an activity occurs, in greater proportion within school time, the school will ask for voluntary
contributions when offering it to pupils. Parents will understand that our ability to run such an activity will
be dependent upon a sufficient level of voluntary contributions being forthcoming for it to proceed.
3. The school charges for, or requires the supply of, ingredients and materials in practical subjects such as
Technology where parents have indicated a wish to own the finished product.
4. The Governing Body requires the school to ask parents to pay for the cost of any damage resulting from a
pupil's bad behaviour (e.g. a broken window and defaced, damaged or lost textbooks). Parents may also be
asked to make a part contribution, on a voluntary basis, to the cost of apparatus broken by a pupil in the
course of a practical lesson.
Further details can be found in the Charging Policy in the School Information section of the school website.
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Appendix 4
Equality
The school is committed to working towards Equality regardless of Race, Age, Gender, Faith, Sexual Orientation,
Language, Disability or Age, and to the creation of an inclusive culture in which every individual, regardless of ability
and background, is enabled to participate and is valued as a member of the school community. We therefore
promote positive approaches to diversity and foster respect for people of all cultural backgrounds.
Stereotyped ways of thinking are the result of ignorance and may result in low self-esteem and limited aspirations.
The school values and encourages involvement of people from all sections of the local community, and through this
involvement aims to provide positive images, which challenge stereotyped thinking.
The school is opposed to all forms of prejudice and discrimination based on Race, Age, Gender, Faith, Sexual
Orientation, Language, Disability or Age. Language or behaviour, which is racist, sexist, homophobic, disablist or
potentially damaging to any group will not be tolerated and will be challenged. The school takes its responsibility
to monitor and report on racist incidents each term seriously and uses this information to plan strategies to combat
incidents motivated by hate. We share this information with the LEA to help shape actions to combat hate crime
across the city.
We recognise and celebrate the fact that British and Welsh society is made up of people from diverse backgrounds
and life experiences. It is important that all pupils are prepared to live in such a society.
Looked After Children The designated member of staff with responsibility for promoting the educational achievement and welfare of
Looked After Children is Miss C Robins, Deputy Headteacher with responsibility for Child Protection. The School’s
policy is to support the educational achievement of Looked After Children through individual meetings and reviews
with pupils, carers and external agencies.
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Appendix 5
School Rules
You will note that nearly all of our rules are framed positively. Most of them are summed up by Rule 1. For
convenience, they are listed under three headings – Protection, Efficiency and Bounds.
Protection
1. Everyone should be courteous and helpful to others.
2. Personal property, buildings, grounds and equipment should be treated with care so, for example, please do not sit on tables or put your feet on chairs.
3. All personal clothing, books and equipment should be clearly marked with the owner's name. Please note that school books must be replaced if lost or damaged.
4. Full school uniform, as listed elsewhere in this booklet, must be worn. Please also note the list of items which may not be worn.
5. The only acceptable visible body piercing is a single piercing in each earlobe. Only a simple stud may be worn.
6. Hair colour should be within the spectrum of what naturally grows on the human head. Extreme haircuts are equally unacceptable (shaven heads, Mohican, extreme wedges etc.) The Headteacher will be the sole arbiter on these issues.
9. Pupils must remember that if phones are brought to school it is done so at their own risk. Any lost or stolen phones will not be covered by the school insurance. Phone calls are not permitted during the day unless in the case of an emergency. Students may use the telephone in the Main Office or the Wellbeing Office to contact home if they need to, however, should the student be ill we would always want the student to go through the school First Aider so
that we are aware of, and in control of, the problem. Students may only leave school premises during the morning or afternoon sessions if they have the permission of a member of staff. They must 'sign out' in the General Office and then 'sign in' again if they return later in the day.
10. Apart from students in Years 12 and 13, those taking a meal in school at mid-day, must remain on school premises during lunch-time. Those going home for lunch must bring to their Form Tutor a parental note to that effect.
11. A written explanation of any absence from school should be brought from parents immediately upon return.
12. Smoking is strictly forbidden in school, on school visits and on journeys to and from school.
13. Notify your Form Tutor, by letter, if you know you will be absent from school. Ring ‘Attendance’ on 02920 845121 on the morning of an unplanned absence.
14. Violent or abusive behaviour of any kind is prohibited.
15. The carrying of any offensive weapons or harmful materials are prohibited. Thus, for example, no inflammable materials, solvents, pressurised cans, knives or drugs of any kind (except with medical permission, in which case the medication should be handed in at the school office for safekeeping) may be brought into school.
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16. Similarly, only items needed for school should be brought onto the premises. Unless requested by staff, such items as iPods should not be brought.
Efficiency
17. All movement inside the school buildings should be quiet and orderly with no running or shouting. On stairs and in corridors, students should walk in single file.
18. The central quadrangle is not a play area. There must be no running or undue noise there.
Bounds
19. The following areas are out of bounds at all times:
The woods;
The bus park - except when leaving or boarding buses;
The cycle area - except for pupils parking or collecting their cycles;
The passageway behind the kitchen;
The top fields, regardless of weather*.
The red gra pitch - unless supervised;
The jumping pits - unless supervised and in proper kit;
The area around the greenhouse and potting shed;
The car park
The area behind the swimming pool (marked out by the top field hedge, the tennis court netting wire, the path to the top field and the building itself);
The area behind the Drama Studio, including the area under the emergency exit by the entrance to Year 9 (S4).
The grass areas behind the annexes (L1-L4).
*The top school fields are out of bounds at all times.
The bottom field can be used during fine weather in
the summer months. The red gra pitch can be used if
supervised.
In addition, please note that:
Students are asked to keep to paths and not cut
across grassed areas - especially near the
Technology Block and the Hockey Pitch.
All students should enter and leave school
through the entrance on Heol Isaf or from
Danescourt - not through the woods or via
Woodfield Avenue.
All students should keep to their own area at
breaks. Lower School students play on the Lower
tennis courts.
Only students in the Sixth Form may leave the premises to go to Radyr Village (not Danescourt) during mid-day break. No-one else may leave the site unless authorised to do so by their Progress Leader.
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Appendix 6
School Code of Behaviour
This is a Code of Behaviour agreed following widespread consultation and discussion between staff and students
Code of Behaviour - General Code of Behaviour – Classroom
At all times I will:
Show respect and consideration for other people
and their belongings and the environment of the
school.
When walking around the school be sensible and
polite.
Arrive in registration on time.
Conform to the full school uniform rules.
Treat all school property with care and report
any damage immediately.
Not drop litter.
Eat and drink only in designated areas.
In all lessons I will:
Respect teachers, fellow pupils and equipment.
Arrive punctually, well prepared and with the
correct equipment.
Listen to and follow instructions carefully.
Complete and hand in both classwork and
homework on time.
Make sure I neither distract nor disturb the
learning of others.
Attract the teacher's attention by raising my
hand if I need help.
Follow all safety rules.
Remain in my place unless it has been made clear
that I may do otherwise.
Avoid eating and drinking.
Work to the best of my ability.
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Appendix 7
Relationships Policy
Introduction Our aim as a school is to provide a caring and stimulating environment in which all, regardless of their ethnicity or faith, culture or language, gender, age, disability or sexual orientation are helped to achieve their full potential. This can only be achieved within a respectful well-ordered community, one that enables effective learning and teaching to take place. We have high expectations of all our staff and students at Radyr Comprehensive School. These expectations, with regards to behaviour, are built around the core values within our ethos, ‘Respect, Commitment and Success’. We expect all members of our community to respect themselves, others and our environment. We expect students to look smart by following our uniform expectations, to act appropriately in class so that learning can take place and around the school so a safe and orderly environment can be created, and treat all members of our school and local community with respect at all times. Clear guidance, positive modelling by staff and opportunities to explore and understand these expectations within the curriculum are provided to support students so that they take responsibility for their own actions and support our school community in a proactive way. We believe that sanctions must not be seen as the only “arm” of promoting positive behaviour and our initial response should always revolve around the nature of the displayed behaviour, the reasons behind it, and our attempt to restore situations and relationships. Rewarding and celebrating achievement, good behaviour and improvement are also important, alongside ensuring that all students are engaged and appropriately challenged in lessons to avoid boredom and frustration, both of which can lead to a deterioration in behaviour and relationships within our school community. Aims Our aims are to:
promote positive behaviour throughout the school to ensure the safety, wellbeing of all members of our community and to create an atmosphere to ensure effective learning and teaching;
ensure that students experience a safe stimulating learning environment free from disruption, bullying or any other hindrance to learning;
provide a framework within which there are clearly understood and consistently applied approaches to encouraging good behaviour and responding to poor behaviour and
to ensure that achievement and good behaviour are recognised, celebrated and rewarded. Commitments
To operate within a Learning and Teaching Policy with guidelines designed to ensure students are offered high quality learning opportunities that provide appropriate challenge, thereby minimising poor behaviour resulting from frustration or boredom.
To maintain a system for rewarding achievement and good behaviour that is clear and is implemented consistently and fairly.
To make clear to all staff and students our high expectations for positive behaviour and relationships in and out of the classroom.
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Radyr Comprehensive School Ysgol Gyfun Radur
Respect – Commitment – Success / Parch – Ymrwymiad – Llwyddiant Page 42
To provide a system of restorative strategies to be taken in the event of inappropriate behaviour which:
are the shared responsibility of every member of staff (Classroom teachers, TAs and PSAs, Admin/support staff, Cover supervisors, Form tutors, Heads of Department, Heads of Faculty, Progress Leaders and Leadership team members) and which empowers staff at all levels and clarifies the responsibilities of everyone involved;
are clear and easy to understand by staff and students alike;
are consistently and fully applied by all staff and seen to be so;
are based on respect: respect for staff and the school by students and by staff of the student.
To provide clear guidelines and training for staff on how to implement procedures relating to rewards and restorative strategies
To be pro-active in encouraging an ethos of inclusion in making the school a place where everyone feels welcome and valued and to be pro-active in tackling and eliminating any discrimination on the grounds of race, faith, culture, sexuality, ability, disability or language.
All teachers and non-teaching adults are encouraged to give frequent, positive recognition and rewards to pupils who deserve praise. This may be done in three ways: Non-verbal ~ a smile; Verbal ~ praise “I’m pleased with you”; Material ~ merits, letters home, reward trip etc.
Positive Behaviour Management is at the heart of what we do. It emphasises rewarding conformity and
compliance rather than punishing pupils.
Further details can be found in the Relationships Policy in the School Information section of the school website.
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Appendix 8
Anti-Bullying Policy
Rationale
Bullying can be defined as deliberate or thoughtless behaviour, usually over a period of time, which causes someone
to feel hurt, frightened, humiliated or threatened. It can take the form of physical assault, verbal abuse, ridicule,
intimidation and extortion and can be carried out by an individual or a group. Cyber bullying is also on the increase.
The overarching aim of this school is to provide a caring and stimulating environment in which all who learn and
work, regardless of their faith, culture, language, disability, age, gender, race or sexual orientation are valued
equally by the school and are helped to achieve their full potential. The environment cannot be defined as caring
if the bullying of staff or students is tolerated, or even allowed to remain unnoticed; nor will individuals achieve
their full potential unless they are free from the sense of humiliation, fear and oppression which bullying creates.
Purpose
This policy is designed to play a part in creating a caring and supportive environment for students in which:
Pro-active steps are taken to minimise the incidence of bullying Bullying is reported when it does occur – immediately! We must be a ‘telling school’ Bullying incidents are dealt with sensitively and thoroughly when they do occur We are pro-active in tackling and eliminating racial discrimination, which we acknowledge exists in society,
making the school a place where everyone feels welcome and valued. All racist incidents are reported to the LEA.
Commitment
The school will, therefore:
1. Encourage an ethos of inclusion, in which all students feel valued and respected and have the confidence to discuss issues of importance and concern (including bullying) with staff and other students.
2. Enshrine in the Code of Behaviour respect for individuality and consideration of the needs and feelings of every student thereby making bullying impossible.
3. Encourage the reporting of bullying whenever it happens and in whatever form. 4. Assure all students, even prior to their transfer from primary or other school, that bullying will not be tolerated
and will always be dealt with seriously, and make clear their responsibility to contribute to our anti-bullying ethos.
5. Guarantee that no reported incident of bullying will be ignored by any member of staff to whom it is reported. 6. Provide guidelines to staff on strategies appropriate for identifying and dealing with various types of bullying –
in terms of both support for the victim (and family) and sanctions available for the perpetrator. 7. Provide regular INSET for all staff on bullying-related issues. 8. Ensure that any serious and ongoing cases of bullying are reported to members of the Senior Management
Team and raised under an ‘Individual Students’ agenda item at the weekly meeting. 9. Stress to all who work here that the good example set in their dealings with one another and with students
plays a vital part in creating the caring and supportive ethos which must characterise the school as a community. 10. Ensure a staff presence in all major areas of the school at break and lunch-times. 11. Develop and maintain a programme of Personal and Social Education which:
Fulfils our aims of developing in our young people self-discipline, compassion and a sense of right and wrong such that they will not, themselves, be guilty of bullying.
Fulfils our aims of developing the personal skills, social skills and resilience necessary to share in the prevention of bullying aimed at themselves or others.
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Deals specifically and regularly with aspects of bullying in such a way as to make it clear that it will not be tolerated, that incidents must always be reported, that when reported it will always be taken seriously.
Promotes understanding of diversity and equality, which encourages positive, healthy relationships and which challenge all discriminatory practices.
12. Inform parents of early signs to look out for which indicate that their child may be being bullied. 13. Ensure that parents are made aware of how seriously any bullying will be regarded and dealt with, and that
they are encouraged to notify the school immediately of any incidents of which they become aware. 14. Make available to parents who report bullying, or a suspicion of bullying, simple notes offering advice on how
to deal with the situation and work in partnership with the school. 15. Involve external agencies in the support of both victims (and their families whenever appropriate) and bullies.
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Respect – Commitment – Success / Parch – Ymrwymiad – Llwyddiant Page 45
Appendix 9
School Uniform - General We ask parents to join with the staff in ensuring high standards of dress and adherence to the uniform
requirements. Our policy is to keep uniform as simple and economic as possible. The uniform suppliers are YC
Sports or Joyell (details on next page).
The shirt, tie and school jumper are compulsory items of clothing and must be worn at all times
Girls' Indoor Wear Boys' Indoor Wear
Common throughout Years 7–13
Black skirt or trousers.
Not permitted: Jeans or jean-type trousers,
leggings, studded or skinny fit trousers,
cords or cotton casual style trousers
(whatever the colour)
White school shirt
*Radyr School tie must be worn at all times
Plain dark tights in a plain design must be
worn at all times
Year 7 & 8
*Maroon Jumper
Year 9, 10 & 11
*Navy Jumper
Year 12 & 13
White school shirt
*6th form school tie
*Blazer
*Grey 6th Form Jumper
Common throughout Years 7–13
Black Trousers
White school shirt
*Radyr School tie must be worn at all times
Plain dark socks
Year 7 & 8
*Maroon Jumper
Year 9, 10 & 11
*Navy Jumper
Year 12 & 13
White school shirt
*6th form school tie
*Blazer
*Grey 6th Form Jumper
*These items are available ONLY at YC Sports and are compulsory items to be worn. In the 6th Form, the blazer is
compulsory but the jumper is optional. The only jumper that 6th Form students can wear is available from the
suppliers above.
All black shoes. Trainers of any colour are not permitted nor are boots or any other article of footwear which covers
the ankle. If any logo or branding is visible, this needs to be black or blacked out.
Dark, plain coloured coat. Denim or leather jackets are not permitted. Hoodies are not permitted unless being
worn for a trip or sporting event.
Items which should not be worn: jumpers, ties other than the one supplied by the School’s authorised supplier;
jewellery - no jewellery is allowed other than a watch and stud earring (no more than one in each earlobe); make-
up and nail varnish.
In addition, parents should note that unnatural hair colouring and shaved motifs/hairstyles are not permitted.
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Respect – Commitment – Success / Parch – Ymrwymiad – Llwyddiant Page 46
Appendix 10
School Uniform - Physical Education
Girls Boys
Common throughout Years 7–11
Maroon and sky-blue t-shirt with Radyr emblem
Maroon skort
Maroon and sky-blue rugby socks
Radyr navy footless tights or leggings – no motif
Training shoes – appropriate for running
Navy tracksuit bottoms with Radyr emblem
Radyr Comprehensive girls’ blue swimming
costume
Radyr sweatshirt ¾ zip mid layer
Maroon thermal base layer
Shin pads
Gum shield
Common throughout Years 7–11
Maroon and sky-blue t-shirt with Radyr emblem
Black rugby shorts
Maroon and sky-blue reversible rugby shirt
Training shoes – appropriate for running
Maroon and sky-blue rugby socks
Football boots
Navy tracksuit bottoms with Radyr emblem
Radyr Comprehensive boys’ blue swimming
shorts
Radyr sweatshirt ¾ zip mid layer
Maroon thermal base layer
Shin pads
Gum shield
Uniform suppliers:
YC Sports 156 Cowbridge Road East
Canton CF11 9ND 02920 220246
Open: Monday – Saturday 09.00 – 17.30 Joyell 5 Penlline Road Whitchurch Cardiff
CF14 2AA 02920 693653 Open: Monday – Saturday 09.30 – 17.00
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Appendix 11
Health & Safety
All members of the school, staff, students, and visitors must take individual responsibility for their own health and
safety whilst on the school site. The school takes seriously, the collective responsibility of all adults and pupils on
the site. The school has CCTV recording both inside and outside the building to support and protect all visitors and
members of the school community.
All visitors, including parents, must report to main reception and must not enter any other buildings beforehand.
Pupils leaving for medical appointments must sign out at the school’s reception.
All visitors must sign in and will be issued with a visitor’s pass, which must be returned when they leave the site. All
staff wear identification badges.
Senior staff and duty staff carry out duty at designated areas. The duty areas are published at the start of each
term. This includes bus duty.
Regular patrols of the corridors by the senior team take place during teaching time. The routes of these patrols are
regularly reviewed by the wellbeing team.
There are restrictions on vehicle movements at the beginning and at the end of the school day and strict separation
of pupils on foot from the buses entering and leaving the site. The school has a number of qualified First Aiders
who complete all required training.
Provision for toilet facilities
The school has sufficient toilet facilities in all buildings, including disabled access. All toilets are monitored regularly
throughout the day by grounds staff and duty staff. All toilets have soap and toilet paper and are cleaned daily.
Further details can be found in the Toilets Policy in the School Information section of the school website.
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Appendix 12
Destination of School Leavers 2016
Totals
Year 11
%
Totals
Year 12
%
Totals
Year 13
%
Continuing in full-time education - Same School
Parhau mewn addysg amser llawn - Yr un ysgol
68.27%
91.08%
2.82%
Continuing in full-time education - School
Parhau mewn addysg amser llawn – Ysgol
1.92%
1.27%
-
Continuing in full-time education - College
Parhau mewn addysg amser llawn – Coleg
25.0%
6.37%
4.23%
Continuing in full-time education - HE
Parhau mewn addysg amser llawn – AU
-
-
76.06%
GAP Year
Blwyddyn fwlch
-
-
6.34%
Continuing in Part time Education
Parhau mewn addysg ran-amser
-
-
-
Entering employment outside WBTYP
Dechrau cyflogaeth tu allan i Hyfforddiant Seiliedig ar Waith i Bobl Ifanc
1.44%
1.27%
10.56%
Entering WBTYP (employed status)
Dechrau Hyfforddiant Seiliedig ar Waith i Bobl Ifanc (statws cyflogedig)
-
-
-
Entering WBTYP - (without employed status)
Dechrau Hyfforddiant Seiliedig ar Waith i Bobl Ifanc (heb statws cyflogedig)
-
-
-
Able to Enter Emp, Ed or WBTYP (Unemployed)
Yn gallu cael mynediad at Gyflogaeth, Addysg neu WBTYP (di-waith)
0.96%
-
-
Unable OR NOT READY to enter Emp, Ed or WBTYP (e.g. due to illness,
custodial sentence)
Methu NEU DDIM YN BAROD i gael mynediad at Gyflogaeth, Addysg neu
WBTYP (e.e. salwch, dedfryd o gaethiwed)
-
-
-
Known to have left the area
Yn hysbys iddynt adael yr ardal
1.92%
-
-
Not responding to follow-up and therefore unknown
Dim ymateb i'r arolwg, felly'n anhysbys
0.48%
-
-
Total number of 2016 statutory school leavers
Cyfanswm y gadawyr ysgol statudol yn 2016
100.0%
100.0%
100.0%