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Llwydcoed Primary SchoolSelf-evaluation report

2017

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Introduction to Self-Evaluation Report 2017

Our self-evaluation report is based on the 3 Key Questions of the Common Inspection Framework, and is therefore set out in the following sections:

Key Question 1: How good are outcomes?· standards· wellbeing

Key Question 2: How good is provision?· learning experiences· teaching· care, support and guidance· learning environment

Key Question 3: How good are leadership and management?· leadership· improving quality· partnership working· resource management

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Key Question 1 - How good are outcomes?Quality Indicator: Standards: 1.1.1 Results and trends compared with national averages, similar schools and prior attainment Evidence

End of Key Stage 2

The school is performing well with a significant upward trend of performance evident at the end of KS2.

By the time pupils leave our school performance at the expected level, and the expected level +1, is good, with 92.9% of pupils achieving the CSI. Performance at Level 5 across all subjects shows significant improvement and has been high over the last 3 years.

Our performance compares well with our family of schools where we are joint 1st in Mathematics and Science at the expected level. At the expected level +1 we are above the family average in English and Science.

Due to the variable and sometimes small number of pupils at the end of both key stages, the results of pupil assessments have to be treated with care, because one pupil’s results can have a significant impact on school performance.

The school’s performance is good when compared to similar schools in the FSM benchmark group as it is placed in quartile 1 for Mathematics and Science, and in Quartile 3 for English and the CSI at the end of KS2.

The percentage of pupils making 2 levels of progress or more between the FP and the end of KS2 is 92.9% for English and 100% for Mathematics. In both of these subject areas 28.6% of pupils made 3 levels of progress.

FFTD data was exceeded in Mathematics and Science.

14 Pupils = 7.1% per pupil

At Key Stage 2 the CSI shows an upward trend. The CSI is above the averages for the LA, CSC and Wales, but below the Family average. The school performs well when compared to similar schools and is placed in quartile 1 for performance in Mathematics and Science

All Wales Core Data Sets

Pupil Tracking Data

National Test Data / diagnostic analyses

School / CSC data

CSC reports

Pupil profiles

Portfolios

PLASC Data

Level 4+ Performance

2011 2012 2013 2014 2015 2016 2017 2017Family

2017 LA 2017 CSC

2017 Wales

English 72.7 84.6 92.9 100.0 100.0 100.0 92.9 94.5 90.6 91.3 91.1Mathematics 86.4 100.0 100.0 90.9 100.0 100.0 100 97.2 91.7 92.1 91.6Science 81.8 100.0 92.9 100.0 100.0 100.0 100 97.2 92.0 92.3 92.2CSI 72.7 84.6 85.7 90.9 100.0 100.0 92.9 94.5 89.1 90.0 89.5

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at the expected level.

Level 5+ Performance2011 2012 2013 2014 2015 2016 2017 2017

Family2017LA

2017 CSC

2017Wales

English 22.7 38.5 42.9 27.3 40.0 60.0 50.0 49.5 43.0 46.4 44.7Mathematics 31.8 30.8 35.7 36.4 50.0 50.0 50.0 55.0 44.5 48.8 47.0Science 36.4 38.5 35.7 36.4 50.0 70.0 64.3 52.3 43.9 47.9 46.4

Performance has been high in all subjects over the last 3 years. These results confirm we are continuing on an upward trend. We are above all averages for the Family, LA, CSC and Wales in English and Science We are above the averages for the LA, CSC and Wales in Mathematics, but below the Family The school performs well when compared to similar schools and is placed in quartile 1 for performance in Science, and in quartile 2

for English and Mathematics at the expected level +1. In Science 21.4% of pupils achieved level 6+.

Trends in KS2

L4+ 2009 2010 2011 2012 2013 2014 2015 2016 2017Oracy 64.3 62.5 72.7 100.0 78.6 100.0 100.0 100.0 100.0Reading 71.4 62.5 72.7 76.9 100.0 100.0 100.0 100.0 92.9Writing 71.4 62.5 68.2 69.2 92.9 100.0 100.0 80.0 92.9Maths 78.6 100.0 86.4 100.0 100.0 90.9 100.0 100.0 100.0R W M 64.3 62.5 68.2 61.5 92.9 90.9 100.0 80.0 92.9Science 78.6 62.5 81.8 100.0 92.9 100.0 100.0 100.0 100.0

We have yet again achieved 100% in Oracy, but 1 pupil didn’t achieve level 4 in Reading and Writing. We have also sustained our high performance in Mathematics and Science. We are joint 1st within in our family in Oracy, Mathematics and Science and above LA, CSC and All Wales averages in these areas. There is an upward trend from 2009

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Value added from Y2


Pupils make very good value added progress from Y2 to Y6, with 100% of pupils making 2+ levels of progress in English and Maths, and 28.6% making 3 levels of progress.

Targets v Actuals

14 Pupils = 7.1% per pupil Target Actual +/-

English 92.3 92.9 +0.6Maths 92.3 100.0 +7.7Science 92.3 100.0 +7.7

We exceeded our targets in all subjects.

2. End of Foundation Phase

At the end of the FP in 2017 performance has improved in all areas, with only one pupil not achieving O5+ in LLC and the FPOI. Over the last 4 years performance has fluctuated due to the variable and sometimes small number of pupils within the cohorts. The school recognises that one pupil’s results can have a significant impact on school performance.

Our performance compares well with our family of schools where we are joint 1st in PSD and MDT at the expected level, and are above the Family average in LLC. At the expected level +1 we are above the family average in LLC and MDT.

The school’s performance has improved significantly when compared to similar schools in the FSM benchmark group as it is now placed in quartile 1 for PSD and MDT at the expected level, and in Quartile 3 for LLC and the FPOI.

Core Subjects -2 Level of Progress 2+ Level of Progress

3+ Level of Progress

English - 100 28.6Maths - 100 28.6

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EOFPO 5+

2012 2013 2014 2015 2016 2017 2017 Famil

y

2017 LA

2017 CSC

2017 Wales

PSD 100.0 100.0 91.7 100.0 92.9 100 93.4 93.6 95.0 94.7LLC 90 78.6 91.7 87.5 85.7 90.9 87.9 87.0 87.7 88.1MDT 100.0 92.9 91.7 87.5 92.9 100 90.1 89.6 91.3 90.3FPOI 90 78.6 91.7 87.5 71.4 90.9 84.6 86.9 88.3 87.3

Our performance shows that we have improved significantly in the FPOI, and are now above all comparative indicators. Only one pupil didn’t achieve the FPOI. The school has improved in all areas. In LLC, MDT and PSD the school’s performance compares favourably with all other comparative indicators.

EOFPO 6+

2012 2013 2014 2015 2016 2017 2017Famil

y

2017 LA

2017 CSC

2017 Wales

PSD 30.0 35.7 58.3 67.5 35.7 45.5 63.7 55.6 60.7 61.3LLC 20.0 21.4 25.0 50.0 42.9 54.6 44.0 33.7 38.8 38.1MDT 30.0 28.6 33.3 50.0 50.0 54.6 44.0 36.2 40.4 38.7

At Outcome 6 we have maintained our high performance in LLC and MDT where there is an upward trend since 2012. At Outcome 6 in MDT and LLC the school is above the Family, LA, CSC and All Wales averages, and is in Quartile 1 of the FSM

benchmark group At Outcome 6 in PSD the school has made good progress, but is still behind comparative data.

Targets v Actuals


Target Actual +/-PSD 100 100 -LLC 88.9 90.9 +2MDT 100 100 -FPOI 88.9 90.9 +2

1 pupil did not achieve Outcome 5 in LLC. 1 pupil did not achieve the FPOI.

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3, Performance in National Tests

Across the school (Years 2-6) we performed well in the Procedural tests in years 3-6, but less well in year 2. Performance was mixed in the Reading and Reasoning tests, with some year groups performing well and others less well. Overall pupils in year 6 performed better than other year groups.

We performed well in the Reading Tests in Years 4, 5 and 6 in the 85-115 age range compared to our FSM benchmarking group, but less well in years 2 and 3. We performed less well in the >115 range with all year groups in either quartile 3 or 4.

In the Procedural Tests performance was strong in all year groups except Year 2 in both the 85-115 range and the >115 range.

In the Reasoning Tests we performed well in Years 3 and 6 in the 85-115 range, and we performed well in Years 4,5 and 6 in the >115 range.

National Test Results 2017 – Year 2


English Reading Procedural Reasoning No of pupils <85 85-115 >115 <85 85-115 >115 <85 85-115 >115School 11 18.18 72.73 9.09 27.27 72.73 0.00 9.09 90.91 0.00LA 17.67 67.99 14.34 18.26 68.90 12.85 18.51 67.62 13.88CSC 14.20 68.01 17.80 14.46 68.23 17.31 14.98 67.89 17.14Wales 15.65 67.93 16.42 15.68 68.07 16.25 14.95 68.26 16.78


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Quality Indicator: 1.1.2 Standards of different groups of pupils



English Reading Procedural Reasoning No of pupils <85 85-115 >115 <85 85-115 >115 <85 85-115 >115All Pupils 14 0.00 100.00 0.00 0.00 78.57 21.43 0.00 78.57 21.43LA 15.69 69.14 15.17 16.39 69.73 13.87 16.06 68.55 15.39CSC 14.97 66.86 18.17 15.05 67.13 17.81 14.92 66.71 18.36Wales 15.58 67.85 16.58 15.93 68.13 15.94 14.79 68.09 17.12

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1. End of Key Stage 2

Please note there were 9 boys and 5 girls in the cohort

No pupils were in receipt of FSM More able and talented pupils achieve their potential and met their challenging targets in 2017. Pupils with SEN achieve

agreed learning goals. In Maths and Science at KS2 there were no gender differences at level 4+ as 100% of pupils achieved the expected level. In English the boys outperformed the girls by 20% which compares favourably with all other comparative indicators. At Level 5 the boys outperformed the girls in English, Maths and Science which again compares favourably with all other

performance indicators.

2. End of Foundation Phase

Please note there were 3 boys and 8 girls in the cohort

In PSD and MDT there were no gender differences at Outcome 5+ as 100% of pupils achieved the expected level The girls outperformed the boys in LLC by 33.3% (one pupil) The girls also outperformed the boys at Outcome 6 in all areas, but the gap has narrowed compared to 2016 In LLC pupils in receipt of FSM outperformed pupils not in receipt of FSM. 100% of FSM pupils in Y2 achieved the expected level or higher in LLC 100% of FSM pupils in Y2 achieved the expected level or higher in MDT 100% of FSM pupils achieved the expected level or higher in PSD Overall from Reception to Y6, 13.24% of pupils were in receipt of FSM Nearly all FSM pupils achieved or exceeded their targets.

3. National Tests

Due to the variable and sometimes small number of pupils in each year group, these test results have to be treated with care, because one pupil’s results can have a significant impact on school performance.

In Year 2 the girls outperformed the boys in all tests, but we need to take into account that there were only 3 boys in the cohort. In Year 3 the girls outperformed the boys in the 85-115 band in all tests, but the boys outperformed the girls in the higher band in all

tests. In Year 4 the boys performed better than the girls in 85-115 band, but the girls outperformed the boys in the higher band in all tests. In Year 5 the girls outperformed the boys in all tests in the 85-115 band, but the boys outperformed the girls in the higher band in

the procedural tests. The girls slightly outperformed the boys in the reasoning test in the higher band. In Year 6 there was no gender performance gap at all in the reading tests. In the procedural and reasoning tests the girls

All Wales Core Data Sets

Pupil Tracking Data

National Test Data

School / CSC data

CSC reports

Pupil profiles

Portfolios

PLASC Data

SEN / MAT / Basic skills registers

Classroom Monitor Data

Subject Leader Reports / Listening to Learners

SFA Assessments

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outperformed the boys in the 85-115 band, but the boys outperformed the girls in the higher band in both tests. FSM pupils scored in the 85-115 band for all tests apart from the Reading tests in Y3 and Y5, where they scored in the <85 band.

3. Whole School MAT pupils achieved their targets. FSM pupils that enter the school often arrive with low ability but analysis of data shows that they make good progress as they move

through the school. No particular groups underachieve significantly. Pupils in receipt of free school meals do at least as well as other pupils. Pupils with SEN make good progress We have successfully funded an additional practitioner to deliver Literacy support programmes / interventions in order to improve

outcomes for disadvantaged pupils. Pupils in receipt of Catch Up Numeracy make good progress Our SLA with the library service has had an impact on improving the performance of boys in reading

Quality Indicator: 1.1.3 Achievement and progress in learning In lessons, the standards achieved by nearly all pupils is good. Nearly all pupils are making good progress across the curriculum,

and acquire new knowledge, understanding and skills well. Nearly all pupils achieve their challenging targets and make the progress expected of them at their stage of learning. Nearly all pupils reading and writing skills have improved as a result of literacy initiatives. The literacy and numeracy skills of nearly all pupils have improved across the curriculum. Nearly all pupils confidently apply their knowledge, understanding and skills across the curriculum. Across the school, standards of speaking and listening are good. Throughout the Foundation Phase, most pupils listen attentively

and many respond appropriately to their teachers and peers when answering questions and discussing their work. However baseline assessments show that a significant minority of pupils in our early years have weak speech and language skills. In key stage 2, most pupils are confident when talking to adults and other pupils. They listen carefully and use a good range of more advanced vocabulary in their conversations.

By the end of the Foundation Phase, most pupils read with increasing fluency. They use appropriate strategies effectively to read unfamiliar words. They make good use of picture cues to identify everyday words and to read simple books. Many express an opinion about their books and predict what will happen next.

By the end of key stage 2, nearly all pupils read fluently and use expression well to indicate meaning. They read to a standard that is at least appropriate to their age and ability. They select suitable texts from a variety of sources and share their opinions about favourite books and authors. Most answer more complex questions well about the different styles of texts they read.

In the Foundation Phase, most pupils experiment with mark making successfully and start to produce short pieces of effective independent writing. They use interesting vocabulary and begin to spell and punctuate accurately appropriate to their age. In key stage 2, most pupils write accurately and develop a good understanding of basic grammar, punctuation and spelling. Standards of writing have improved recently, and pupils are beginning to produce extended writing of consistently good quality. In both the Foundation Phase and key stage 2, many pupils’ handwriting is improving, as is presentation.

By the end of the Foundation Phase, nearly all pupils add, subtract and order two-digit numbers up to 100. They begin to understand place value and count in twos, fives and tens. They sort different items into categories and use simple fractions. Most pupils know the names and properties of basic shapes and understand about symmetry and right angles. They produce accurate block graphs, tell the time to quarter of an hour and use standard units of measurement appropriately.

By the end of key stage 2, nearly all pupils read and order large numbers and use addition, subtraction, multiplication and division to solve a range of problems. They calculate using percentages and decimals, as well as proper and improper fractions, and convert between them. Nearly all pupils measure accurately using standard units of length, weight and capacity. They understand the

Pupil Tracking DataClassroom Monitor DataMER: lesson obs, listening to learners, scrutiny of books etc.Assessment PolicyTeacher’s planning files Displays SFA Assessment fileSchool dataPupil profilesPortfoliosTarget Setting /SIMSIEP books / IEP files / reviewsEnd of Year AssessmentsPupil books

Subject Leader reportsCornerstones planning

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concepts of negative numbers, co-ordinates, probability and ratio and proportion. They collate and interpret data in different forms successfully.

Good progress is being made in Scientific Enquiry with all of the enquiry types being covered through the 2 year cycle. Laptop computers and ipads are used well and in KS2 children research and access programs on a daily basis. Children in all

classes can explain how ICT has improved their learning. In the FP staff record assessment material which ensures coverage, progression, continuity and achievements throughout the FP.

Quality Indicator: 1.1.4 Skills Nearly all pupils make good progress in developing a wide range of skills (communication, numeracy, thinking and ICT) in order to

access the whole curriculum. Their ability to solve numerical problems mentally is good. Pupils are given many opportunities to develop their skills in the wider curriculum, and they do this well. Pupils’ literacy and numeracy skills across the curriculum are good. Nearly all pupils reading and writing skills have improved as a result of literacy initiatives. Nearly all pupils apply their skills without support across a variety of curriculum activities Pupils learning is enhanced through well-embedded thinking skills strategies in both phases. Interventions are effectively planned to ensure that targeted pupils achieve well. Pupils possess a high level of ICT skills.

Teachers’ planning filesPupil profilesPortfoliosSubject Leader Reports / Listening to learnersPupils booksEnd of year assessmentsSFA AssessmentsCurriculum policiesPupil Tracking dataMER: Lesson observations, Scrutiny of books, Learning walksCSC reportsSkills Ladders

Quality Indicator: 1.1.5 Welsh language Many pupils’ reading skills in Welsh have improved and they confidently use Welsh language patterns throughout the school. Pupils’ standards in Welsh across the school are good with excellent features. Pupils confidently use Welsh in different contexts and subjects beyond their Welsh lessons. Eg. During registration and assemblies. Many pupils across the school develop appropriate oral skills in Welsh and use the language confidently in lessons and around the

school, for example in Years 5 and 6 when answering questions in mathematics. Many pupils speak clearly with accurate pronunciation appropriate to their age.

In the Foundation Phase, the majority of pupils develop appropriate reading and writing skills, and good progress is being made at improving reading and writing skills in key stage 2.

Standards at the end of KS2 are high. In 2017, 92.9% of pupils achieved level 4+, 35.7% achieved level 5+, and 7.1% achieved level 6+. Pupils demonstrate a positive attitude towards Welsh. Many children are confident when asking and answering previously consolidated questions / patterns Teachers’ positive attitude towards the language is reflected in the pupils’ enthusiasm

Welsh pupil profilesWelsh portfolioAthrawon Bro reportsPupil Tracking dataSubject policyPlanning FileSubject Leader’s reports / Listening to learnersCluster moderation portfolio

External Verification Report 2016

Further comments/Targets for Improvements1.1.1 Continue to improve standards in reading by reviewing curriculum maps and planning for reading to ensure progression, outcomes, range and cross curricular

links. (SIP Year 1) Improve standards in reading by developing the teaching and learning of reading across the curriculum (SIP Year 1) Continue to improve standards in numeracy by revising medium term planning and ensuring that the impact is monitored and analysed. (SIP Year 1)

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Improve standards in PSD at the expected level +1. (SIP Year 1)1.1.2 Continue to fund an additional practitioner to deliver Literacy support programmes / interventions in order to improve outcomes for disadvantaged pupils.

(ongoing) Continue to fund an additional practitioner to deliver Catch Up Numeracy. (ongoing)

1.1.3 Improve pupils’ reading skills in both FP and KS2. (SIP Year 1) Further improve the application of numeracy skills across the curriculum with a focus on thinking and reasoning skills. (SIP Year 1) Improve pupils’ numeracy skills by further developing planning for numeracy across the curriculum (SIP Year 1) Improve pupils’ ICT skills by fully implementing the new SoW based on the DCF (SIP Year 1) Improve pupils’ literacy skills by planning for Languages, Literacy and Communication AoL in new curriculum (SIP Year 2) Improve pupils’ numeracy skills by planning for Mathematics and Numeracy AoL in new curriculum (SIP Year 2)

1.1.4 Develop pupils’ ICT skills in line with the new SoW based on the DCF.(SIP Year 1) Develop pupils reading skills both in English lessons and across the curriculum (SIP Year 1)

1.1.5 Continue to improve standards of oracy in Welsh (ongoing) Improve standards of bilingualism (SIP Year 2)

1.2 - Wellbeing: 1.2.1 Attitudes to keeping healthy and safe Nearly all pupils feel safe in school and they show a good level of respect for each other and their environment. They have a sound

understanding of how to live healthily through eating a balanced diet and leading an active life. The school fruit tuck shop is a popular feature that helps pupils to make healthy choices.

Nearly all pupils feel respected by their peers and protected from bullying and harassment. Pupils regularly engage in physical activity and understand the importance of a healthy lifestyle. All classes established a class contract of expected behaviour and protocols. We are members of the Healthy Schools initiative, and have achieved Phase 3 of the Healthy Schools award. As part of our work

towards achieving this we improved the lunchtime experience for pupils, ensuring that a significant percentage eat a healthy lunch. We also made improvements to the Fruit Tuck Shop which is now very popular and used by a many of our pupils. We are on track to achieve phase 4 of the Healthy Schools award in the near future.

We have a Healthy Lifestyle week where children have the opportunity to experience a variety of activities to promote good health both physical and mental.

We achieved the UNICEF Rights Respecting School Award: Recognition of Commitment in July 2017. Our Community Police Officer visits the school regularly and works with all age groups. A variety of important areas are covered,

including internet safety, stranger danger, anti-social behaviour, alcohol and substance misuse. (NB. Some of these topics form part of the SAFE project which she carries out with our Year 6 children).

The results of the recent pupil questionnaire were extremely positive and show that our pupils have a strong sense of wellbeing. The results of the recent parent questionnaire were very positive and show that 84% of parents agree that their children are

encouraged to be healthy, with no parents disagreeing with the statement. 95% of parents agree that their child is safe in school. (19 responses, 5% per response)

We provide a range of successful extra-curricular activities that enrich the curriculum and have a positive effect on health and wellbeing.

Wellbeing assessments and analysisHealthy Schools FilesEco School FileSchool Council FilePolicies (including Health, Safety and Welfare, Anti-Bullying, Behaviour and Discipline, Food, etc)Risk AssessmentsParental QuestionnairesSchool / Class RulesSubject Leader Reports / Listening to LearnersTeachers’ Planning FilesUNICEF Award

Quality Indicator:1.2.2 Participation and enjoyment in learning Although many pupils start school with personal and social skills below those expected for their age, most make very good progress

in these aspects. Their behaviour in class and around the school is good. Nearly all pupils co-operate well with teachers, support staff and each other. They are polite and courteous to adults and visitors. They are keen to learn and engage in tasks with enthusiasm and interest. From an early age, they follow classroom routines well.

Our attendance figure for 2016-17 was 95.4, which shows that our attendance has improved from 94.7% in 2015-16. We were in

Wellbeing assessments and analysisHealthy Schools FilesEco School FileSchool Council File

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quartile 4 in 2015-16. Nearly all pupils arrive punctually in the morning. The school is a happy and caring environment where pupils are polite and courteous. Pupils mainly relate well to each other and to adults. Pupils are enthusiastic about and respond to the schools positive behaviour strategies with golden time and reward tokens. Most pupils have a good understanding of the need to look after our planet and each other. Children are well motivated and enjoy school. Nearly all demonstrate high levels of self-esteem and confidence. Many pupils listen

attentively and follow instructions well. Success is celebrated in our achievement assembly every week. Children are encouraged to work as part of a group sharing success with others. Relationships between staff and pupils are excellent and children are motivated and enthusiastic. Children’s emotional health and wellbeing is good as a result of recent initiatives to improve wellbeing. Eg. circle time, SEAL

activities. Behavioural referrals are low and remain static. No pupils have been excluded during the past six years, which compares very favourably with national data. The results of the recent wellbeing pupil questionnaire were extremely positive and show that our pupils have an improved attitude

to their overall wellbeing. Pupils value the well-established system of rewards.

Wellbeing PoliciesParental questionnairesAttendance dataGov Body minutesSchool Vision and AimsReward systemsExtracurricular ActivitiesMER informationDisplaysTeachers’ Planning FilesSubject Leader Reports / Listening to Learners

Quality Indicator: 1.2.3 Community involvement and decision making Pupils develop a sense of social responsibility and a good understanding that their actions have consequences through participating

in decision-making and community events. The democratically-elected school council makes a positive contribution to school developments. For example, members are

involved in improving the playground and the toilet facilities. They also organise events to raise money for charity and report regularly about their activities to the governing body.

The school council and eco council provide pupils with positions of responsibility and are a valued part of school life. School Council members are aware of their roles and responsibilities and feel their ideas and suggestions are listened to and

valued. They report directly to the Governing Body about initiatives they are involved with. The school has a range of extra-curricular activities that enhance the learning experiences and wellbeing of the pupils. We have improved the range of extra-curricular activities on offer this year, and as a result uptake has improved. Activities include:

School Choir, Netball Club, Athletics Club, Football Club, Gardening Club and Art Club. The results of the recent wellbeing pupil questionnaire were extremely positive and show that our pupils have an improved attitude

to their overall wellbeing. We have developed stronger links with parents / prospective parents and members of the community. Successful Foundation

Phase open days have been held at which a wide range of pupils’ work has been displayed; and at which members of staff have shared examples of good practice. Nearly all parents gave positive feedback to the school.

During the year pupils participated in raising money for Macmillan, Red Nose Day, Children in Need, Save the children and the Royal British Legion. School Council are instrumental in organising fundraising events.

The local vicar and other volunteers support learning effectively when they visit the school. Pupils have a voice in school development matters through School Council and the Eco-School Committee. All pupils complete questionnaires which contribute positively to the school’s self evaluation judgements. They also take part in

learning walks and listening to learners activities as part of the self evaluation process.

Wellbeing assessments and analysisHealthy Schools / ECO FilesSchool Council FileGov Body minutesSchool Vision and AimsExtracurricular ActivitiesCommunity Links FileMoodle

Quality Indicator: 1.2.4 Social and life skills

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Although many pupils start school with personal and social skills below those expected for their age, most make very good progress in these aspects. Their behaviour in class and around the school is good. Nearly all pupils co-operate well with teachers, support staff and each other. They are polite and courteous to adults and visitors. They are keen to learn and engage in tasks with enthusiasm and interest. From an early age, they follow classroom routines well.

Pupils develop good entrepreneurial skills through their involvement in our Fruit Tuck Shop Pupils questionnaires show that pupils are making good progress in developing Social and Life skills Nearly all pupils in our Foundation Phase develop good PSD skills. (See 1.1.1) Pupils show respect, care and concern for others and take responsibility for their actions and their work. Pupils’ emotional skills are very well developed. They demonstrate high levels of confidence and self-esteem. Eg. Pupils conducted

a learning walk as part of the self-evaluation process, reported their findings confidently to governors and school staff. Most pupils quickly acquire the skills needed to improve their own learning. They work effectively with others on collaborative

activities and are eager to solve problems.

Wellbeing assessments and analysisHealthy Schools / ECO FilesSchool Council FileWellbeing PoliciesRisk assessmentsCommunity Links FileMoodle Individual Pupil ReportsMER FileTeachers’ Planning FilesPupil ProfilesPupil Tracking data

Further comments/Targets for Improvements1.2.1 Work towards achieving Phase 4 of the Healthy Schools award. (SIP Year 1)

Continue offering sport’s clubs as extra-curricular activities. (ongoing)1.2.2 Improve attendance. (SIP year 2)

Reduce the number of unauthorised absences (SIP year 2) Continue to ensure standards of behaviour are good (ongoing) Introduce further initiatives to encourage pupils to take pride in their reading and numeracy work (SIP Year 1)

1.2.3 ICT leader and DHT to run a community learning project. (SIP Year 1) Continue offering sport’s clubs as extra-curricular activities. (ongoing) Continue to ensure pupils have a voice in school development matters. (ongoing)

1.2.4 Leader of Health and Wellbeing AoL to improve standards through careful planning for this new curriculum area.(SIP year 2)

Key Question 2 - How good is provision?Quality Indicator: Learning experiences - 2.1.1 Meeting the needs of learners, employers and the community Evidence

The curriculum allows pupils to receive learning experiences that are engaging, challenging and stimulating. Planning ensures progression, outcomes, range and cross curricular links are clear and well-developed.

Planning in the FP provides good opportunities for structured activities and active approaches to play based learning in areas of continuous and enhanced provision, including outdoor learning. Child-led learning and outdoor opportunities are highlighted in planning.

The curriculum provides a wide range of opportunities for writing that encourage pupils to develop their skills and also to write at length.

The school has improved the timetable to ensure that it allows for appropriate activities in accordance with the ethos of the

Pupils Work/BooksTeachers’ Planning Files (Planning/evaluations/SoW)Cornerstones curriculumIEP books / IEP files / reviewsDisplays/Resources

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Foundation Phase. Teachers’ planning is thorough and takes good account of the Literacy and Numeracy Framework. There are appropriate opportunities for pupils to learn through first-hand experiences, both indoors and outside.

Staff meet together regularly to share and evaluate their work. Teachers plan appropriate individual activities that link to the overarching theme in order to extend pupils’ learning.

High quality enhanced provision is provided in both FP classes but staff need to ensure opportunities to develop Literacy and Numeracy skills are not missed.

Support staff make a useful contribution to pupil learning, and are deployed effectively so as to make best use of their time and to provide pupils with suitable challenges.

Revised curriculum maps have been implemented for extended writing. As a result all pupils take part in activities where expectations are high ensuring all pupils are sufficiently challenged.

Detailed planning is in place for numerical reasoning / problem solving activities but the school should now review and revise curriculum maps and planning for Mathematics and numeracy across the curriculum to ensure progression, outcomes, range and cross curricular links.

Many pupils speak very positively about their mathematics lessons. They are aware of the progress they are making. They speak confidently about new strategies they have learned which enable them to make calculations and solve problems more accurately and quickly. They are able to give examples of how they use mathematics in other areas of learning, such as in science.

In KS2 the curriculum is planned in a way that provides many opportunities to enthuse pupils and engage them in their learning, not only in numeracy and literacy, but also in the wider curriculum. Eg. Cornerstones planning.

The school effectively groups pupils in mixed age classes that allow teachers to plan successfully to meet the needs of all learners. In literacy pupils are grouped by ability across the school (Success for All) and our assessments show that this is having a positive impact on standards.

The curriculum builds appropriately on pupils’ knowledge, understanding and skills as they move from the Foundation Phase to key stage 2. Eg. Teachers’ planning is thorough and takes good account of the Literacy and Numeracy Framework, and through Cornerstones the school offers a broad and balanced curriculum giving access to all National Curriculum subjects. There is some flexibility in the school’s curriculum to allow for children’s interests, i.e. special weeks and seasonal celebrations.

The school is successful in overcoming barriers for learning by providing good support for those pupils with additional learning needs and emotional difficulties. Eg. Catch Up Numeracy. Work is differentiated so as to make the curriculum accessible for all children. A well-planned range of intervention strategies result in improved outcomes for pupils with specific literacy and numeracy needs.

The school is effectively involved in the local community and contributes positively. Eg. Community hall concerts. Visits from local clergy enhance pupils’ moral and spiritual development. The school uses the local swimming baths.

Extra-curricular activities and visits, and also visitors to the school enrich pupils’ experiences successfully. Eg. Breakfast Club, After School Club and extra-curricular sports clubs.

ProspectusFoundation Phase brochure/information for ParentsPupil Tracking dataProvision MappingPupil ProfilesPortfoliosParental questionnairesCurriculum PoliciesCommunity communicationPre-School ‘LINK-UP’ + LAP / NAPMER (Lesson Obs. / Scrutiny of Books / Learning Walks)SFA Assessment dataCSC ReportsSEN File

Quality Indicator: Learning experiences 2.1.2 provision for skills Staff provide effective learning opportunities across the curriculum which ensure pupils gain essential skills in literacy and

numeracy. Skills provision is successfully delivered in line with the requirements of the LNF. Teachers plan for appropriate literacy and

numeracy activities across the curriculum to meet the needs of all learners. Teachers’ planning is thorough and takes good account of the Literacy and Numeracy Framework.

Cornerstones is used effectively across the school as a method of delivering the skills based curriculum in a stimulating way, ensuring progression and developing constructive group work and independent learning.

Teaching and support staff work well as a team supporting each other in the delivery of skills.

Pupils Work/BooksTeachers’ Planning Files (Planning/evaluations/SoW)Cornerstones curriculumProvision MappingPupil ProfilesPortfolios

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The curriculum focuses appropriately on the development of literacy and numeracy skills, based on the teaching of pupils in ability groups every morning.

A well-planned range of intervention strategies result in improved outcomes for pupils with specific literacy and numeracy needs, including the more able.

The Success for All initiative has been instrumental in improving reading skills. The introduction of Big Maths / Little Big Maths has ensured that pupils’ mental mathematics skills are good. The SLT effectively monitors and evaluates the provision of skills across the curriculum.

Curriculum PoliciesCommunity communicationPre-School ‘LINK-UP’ + LAP / NAPMER (Lesson Obs. / Scrutiny of Books / Learning Walks)Subject Leader Reports/ Listening to LearnersClassroom MonitorSkills laddersCPD recordsMinutes of staff meetings

Quality Indicator: Learning experiences 2.1.3 Welsh language development and the Welsh dimension Provision for the Welsh language and the Welsh dimension is effective, enabling pupils to develop an appropriate understanding of

the culture and history of the local area and Wales. The Welsh Subject Leader monitors and evaluates provision with support from our ‘Athrawes Bro’ from CSC. Standards in Welsh

and the consistency and quality of Welsh language development are good with some excellent features. The school has a good Welsh ethos. This is because everyone in the school adopts a bilingual approach to teaching, and

bilingualism is used effectively in all classes. The school contributes positively to pupils’ knowledge and understanding of the cultural, historical and linguistic characteristics of

Wales. Eg. We use our ‘Welshness’ as a starting point to develop knowledge and understanding of our place in the wider world. We have a ’Welsh Week’ in the Spring term.

The teachers’ positive attitude towards the language has reflected in the pupils’ enthusiasm. Daily oracy activities in the Helpwr Heddiw session are helping to develop bilingualism in all classes Staff have undertaken effective training which has improved their knowledge and expertise in the delivery of good quality Welsh

teaching.

Welsh Subject and Cwricwlwm Cymreig PoliciesPlanning/Evaluations Cwricwlwm CymreigWelsh Language SoW / ContinuumCSC data / reportsSubject Leader Reports / Listening to LearnersPupils Work/BooksTeachers’ Planning Files (Planning/evaluations/SoW)Displays/Resources

Quality Indicator: Learning experiences 2.1.4 Education for sustainable development and global citizenship

The school promotes pupils’ awareness of sustainable living appropriately through its curriculum and day-to-day routines. The eco council makes a worthwhile contribution to the life of the school, for example through saving energy and recycling.

Pupils have developed an awareness of other cultures and their role in the wider world, and their understanding of global citizenship is developing well.

We achieved the UNICEF Rights Respecting School Award: Recognition of Commitment in July 2017. As a result of the activities being led by our Eco-schools committee, the school is now preparing to achieve the Eco-school’s Green Flag

ECO/ESDGC/Healthy School FilesESDGC planningPolicies (Including ESDGC policy)Pupils Work/BooksDisplays/Resources

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award for the third time. ESDGC is incorporated into teacher’s planning across the curriculum. Pupils recognise the importance of taking responsibility for actions that make the world a better place. Eg. We collect money for a variety

of charities. The work carried out by these charities is investigated through lessons and assemblies. Charities we have collected for include Macmillan Cancer, UNICEF, Children in Need and Red Nose Day. School Council are instrumental in organising fundraising events.

Subject Leader Reports/ Listening to LearnersUNICEF award

Further comments/Targets for Improvements2.1.1 Develop the teaching and learning of reading across the curriculum in order to improve standards in reading. (SIP Year 1)

Review curriculum maps and planning for reading to ensure progression, outcomes, range and cross curricular links. (SIP Year 1) Ensure reading taught in English/ SFA lessons is applied across the curriculum. (SIP Year 1) Review the timetable for literacy so that plentiful opportunities to develop reading are included in teacher’s planning. (SIP Year 1) Revise medium term planning in order to improve pupils’ skills in Mathematics and Numeracy across the curriculum (SIP Year 1) Review the timetable for Numeracy so that plentiful opportunities to develop numeracy across the curriculum are included in teacher’s planning. (SIP Year 1) Fully implement the new ICT SoW across the school with support from ICT leader. (SIP Year 1) Upskill staff knowledge regarding application of ICT skills (SIP Year 1) Leader of Expressive Arts AoL to visit Pioneer School and develop plans to introduce this new curriculum area. (SIP Year 1) Leader of Humanities AoL to visit Pioneer School and develop plans to introduce this new curriculum area. (SIP Year 1) Leader of Science and Technology AoL to visit Pioneer School and develop plans to introduce this new curriculum area. (SIP Year 1) Leader of Languages, Literacy and Communication AoL to visit Pioneer School and develop plans to introduce this new curriculum area. (SIP Year 2) Leader of Mathematics and Numeracy AoL to visit Pioneer School and develop plans to introduce this new curriculum area. (SIP Year 2) Leader of Health and Wellbeing AoL to visit Pioneer School and develop plans to introduce this new curriculum area. (SIP Year 2)

2.1.2 Embed new ICT SoW in order to improve pupils’ ICT skills (SIP Year 1) Improve the provision for ICT in cross curricular areas so that pupils are able to successfully apply their ICT skills to enhance their learning. (SIP Year 1) Revise and update literacy planning in order to improve pupils’ reading skills (SIP Year 1) Revise and update planning for Mathematics and numeracy across the curriculum in order to improve pupils’ numeracy skills (SIP Year 1) Plan for new Languages, Literacy and Communication AoL in order to improve pupils’ literacy skills (SIP Year 2) Plan for new Mathematis and Numeracy AoL in order to improve pupils’ numeracy skills (SIP Year 2)

2.1.3 Continue to implement daily oracy activities in the Helpwr Heddiw session....whole school approach. (ongoing) Continue to ensure bilingualism is used effectively in all classes (SIP Year 2) Identify CPD opportunities for staff as appropriate (SIP Year 2) Monitor and assess progress of Welsh. (SIP Year 3)

2.1.4 Achieve the Eco-Schools Green Flag award (SIP Year 1)Quality Indicator Teaching: 2.2.1 the range and quality of teaching approaches

The quality of teaching is good or better in 100% of lessons. The modelling of outstanding practice within the school has ensured that teachers plan effectively, have clear objectives, apply a range of

teaching approaches, create resources to interest and stimulate pupils and challenge them effectively to achieve high outcomes. Staff have attended valuable INSET to ensure they have up to date knowledge and skills in both the Foundation Phase and in Key Stage

2. Teachers prepare lessons thoroughly. They have good subject knowledge and establish good working relationships with pupils and

support staff. They structure and organise learning effectively and generally match tasks to pupils’ ages and abilities well. Additional adults are used effectively to support pupils’ learning.

Teachers’ Planning Files (Planning/evaluations/SoW)MER: Lesson Obs. / Scrutiny of Books / Learning WalksCSC ReportsSubject Leader Reports/ Listening to Learners

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Teachers conduct lessons at a good pace and use assessment for learning strategies successfully to develop pupils’ thinking skills. They encourage pupils to express their opinions, to share their ideas and to work co-operatively. They manage behaviour well, use skilful questioning techniques and provide regular praise to motivate pupils to succeed.

Staff have attended INSET on extended writing. Book scrutiny and lesson observations have demonstrated that strategies have been effectively implemented in classrooms, and standards in the teaching and learning of extended writing have improved as a result of the training.

Teachers establish good working relationships so that most pupils are respectful and courteous to the adults, visitors and other pupils in each class, and demonstrate good standards of behaviour.

Teachers create learning environments and activities that stimulate pupils’ enthusiasm for their work and a willingness to answer questions, volunteer comments and participate fully in their lessons.

There is effective differentiation in all lessons, introductions and learning outcomes are clear and understood by all pupils, and the timing of the different parts of a lesson are appropriate.

CPD recordsCurriculum Policies

Quality Indicator Teaching: 2.2.2 Assessment of and for learning

Pupils regularly review their own learning, understand their progress and contribute to setting their own learning targets. ‘Child Friendly’ skills ladders have been created and introduced, which ensure that nearly all pupils understand the next steps to their learning.

Teachers respond to pupils’ work constructively and apply the marking policy consistently. All staff are consistent in the quality and amount of feedback given to pupils.

Pupils are encouraged to take note of feedback and respond appropriately to improve their learning. AfL is used with consistency across the school and as an integral part of all our lessons which enables pupils to understand what they have achieved and what they need to do to improve.

Robust baseline assessments have been completed for all Nursery and Reception pupils. Baseline assessments for writing and Big Maths are undertaken, with pupil targets set following analysis of data, which ensures

pupils’ needs are appropriately met. The school uses the Criterion Scale for the assessment of writing in order to track pupil progress with greater accuracy.

Weekly levelled assessment data for Big Maths is analysed. Nearly all pupils on track to achieve targets The assessment co-ordinator ensures that all assessments are valid and reliable. National Curriculum and National Tests data is

analysed in depth, and the HT discusses this data individually with teaching staff prior to target setting. The school assesses and tracks pupils’ progress and skills systematically, which helps to inform teachers’ planning and the

organisation of ability groups. For example, in the Foundation Phase, all staff evaluate pupils’ learning effectively by observing their activities and recording their behaviour and achievements on a daily basis.

Training in moderating and standardising work has ensured that assessments undertaken by all staff are accurate and impact on effective target setting. Portfolios of levelled work for assessment ensure accuracy. Standardisation and moderation cluster sessions ensure consistency.

The school is very effective in the way it analyses assessment findings and identifies priorities for future developments. An electronic assessment tool allows the school to maintain clear, systematic and manageable records on each pupil and groups of

pupils. This data is used effectively to track pupils’ progress, compare outcomes with benchmarks and intervene in individual cases if necessary.

Pupils Work/BooksTeachers’ Planning Files (Planning/evaluations/SoW)IEP books / IEP files / reviewsDisplays/ResourcesPupil Tracking dataProvision MappingPupil ProfilesPortfoliosCurriculum PoliciesMER: Lesson Obs. / Scrutiny of Books / Learning WalksSubject Leader Reports/ Listening to LearnersAll Wales Core Data SetsAssessment dataAssessment PolicySchool dataSFA AssessmentsMarking, Presentation and Handwriting PolicyTarget SettingAnnual ReportsSIP

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Annual reports meet statutory requirements and, together with regular consultation evenings, inform parents effectively about their child’s progress. They are clear, consistent and informative, and set out areas for improvement.

Pupils contribute well to the contents of reports. Eg. LAC reviews, reports to governing body. Parents clearly understand the assessment procedures of the school and where appropriate are given access to records and

reports relating to their children. The school actively encourages parents to respond to reports on progress. Eg. Section on annual report that invites parents’

comments / responses.Further comments/Targets for Improvements2.2.1 Develop the teaching and learning of reading across the curriculum in order to improve standards in reading. (SIP Year 1)

Ensure reading taught in English lessons is applied across the curriculum. (SIP Year 1) Staff to attend INSET on the teaching and assessment of reading. (SIP Year 1) Staff to attend INSET on revised medium term planning for Mathematics and Numeracy across the curriculum (SIP Year 1) Peer observations to be arranged so that good practice in the teaching of reading and numeracy across the curriculum can to be shared (SIP Year 1) Improve the impact on learner outcomes of next steps marking by introducing quality feedback time so that pupils are able to respond to the feed forward

marking comments to improve their work. (SIP Year 1) Complete a skills audit with staff and pupils in order to establish current skill levels in ICT (SIP Year 1) All teaching and support staff to attend ICT INSET. (SIP Year 1)

2.2.2 Baseline assessment of Oracy to be undertaken and analysed. Challenging targets to be set and pupil progress tracked. (SIP Year 1) Assess and track pupil progress in Mathematics in order to determine if new planning is having a positive impact on standards (SIP Year 1) Termly pupil progress meetings to review progress towards target and evaluate the provision for individual pupils. (SIP Year 1) Assess ICT skills in line with the new SoW and the DCF (SIP Year 1) SLT to continue to track pupil progress effectively. (ongoing)

Quality Indicator: Care, support and guidance - 2.3.1 Provision for health and wellbeing including spiritual, moral, social and cultural development The school has appropriate and effective policies and arrangements for promoting healthy living and pupils’ emotional and physical

wellbeing. The results from our pupil survey show they have a strong sense of wellbeing and enjoy life in school. (Year 1 – 6 pupil survey)

The school makes effective arrangements for promoting healthy eating and drinking and it encourages pupils to take regular exercise. For example, it provides a healthy lifestyle week, a fruit tuck shop and breakfast and after-school clubs, which offer a healthy diet. The school has achieved the 3rd Healthy Schools award.

Our provision for education about sex and relationships and about substance misuse supports pupils’ development and understanding in these areas. We receive good support from the school nurse in delivering this provision.

The school promotes pupils’ spiritual, moral, social and cultural development appropriately. Staff assess, monitor and support pupils’ wellbeing effectively through a well-structured framework for personal and social education. For example, they use circle time and surveys well to evaluate pupils’ social and emotional health and they intervene when necessary as a result. The school helps pupils to manage their feelings and develop self-awareness and self-respect.

The school has a strong ethos of working together to create a learning community where everyone’s contribution is valued. Pupils understand the need for group rules and are eager to contribute to their formation. This positively effects the moral, social and spiritual development of the school. The school holds acts of collective worship, which meet statutory requirements, and welcomes visits from a variety of guests who contribute to assemblies.

The school provides a high level of care and support for pupils on a day-to-day basis. The school has appropriate arrangements for safeguarding and the health and safety of all members of the school community. Eg. We have designated First Aiders trained in Paediatric First Aid.

Pupils Work/BooksTeachers’ Planning Files (Planning/evaluations/SoW)IEP books / IEP files / reviewsDisplays/ResourcesParental questionnairesMER: Lesson Obs. / Scrutiny of Books / Learning WalksSEN FileSubject Leader Reports/ Listening to LearnersWelsh Subject and Cwricwlwm Cymreig Policies (Including Behaviour and Discipline, Food, Health, Safety and Welfare, Collective

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We achieved the UNICEF Rights Respecting School Award: Recognition of Commitment in July 2017. The school’s anti-bullying policy is implemented effectively and consistently by all members of staff. Together with other policies the

school ensures that it eliminates sexism, racism and intolerance of diversity. These policies are well understood by all stakeholders. All pupils are encouraged to take note of feedback and respond appropriately to improve their learning. Most work well

collaboratively. The school promotes good behaviour and there are clear policies and procedures in place for addressing any issues. There have

been no exclusions in the last 7 years. Attendance has been on an upward trend but fell back during 2015-16. However it improved again during 2016-17. The school is successful in promoting an understanding of Christianity and other religions. All pupils are encouraged to reflect on

their own and other people’s lives and beliefs. The school fosters and promotes a good understanding of a range of values through the use of SEAL. Through a variety of activities the school contributes well to the local community. Eg Concerts at local church and community hall.

Pupils demonstrate a good understanding of the importance of their community in their life. Pupils participate in regular extra-curricular activities, for example after school sports clubs The school council provides a worthwhile contribution to the decision making process in the school and represents the views of their

peers well.

Worship, Anti-bullying, sex education, Attendance, etc.)Planning/Evaluations Cwricwlwm CymreigWelsh Language SoW / ContinuumECO/ESDGC/Healthy School FilesPoliciesUNICEF AwardVision and Aims of the SchoolRisk assessmentsHealth VisitorsAssembly OverviewPE SoWWellbeing assessments and analysis

Quality Indicator: Care, support and guidance -2.3.2 Specialist services, information and guidance

The school provides valuable individual support for all pupils identified with additional needs, and the school is successful in delivering the statutory SEN code of practice.

Our pupil friendly IEPs ensure that pupils understand their targets and what they need to do to achieve them. Parents receive detailed reports on their children’s learning. The school works successfully with a range of outside agencies including the Educational Psychologist and the Behaviour Support

Service. The school appropriately meets the requirements of the All Wales Child Protection Procedures and is effective in its involvement in delivering plans for LAC and children on the Child Protection Register.

The School Prospectus is updated regularly and includes a wealth of information and guidance that can be accessed via the school Moodle

IEP books / IEP files / reviews SEN FilePolicies (including SEN policy)Referrals to external agencies

Quality Indicator: Care, support and guidance -2.3.3 Safeguarding arrangements

The school’s Child Safeguarding Policy is robust and all staff have an excellent understanding of the correct policy and procedures to follow in the case of a safeguarding concern. This policy provides clear information regarding the named senior member of staff’s responsibilities for dealing with child protection and safeguarding issues and for providing advice/support to other staff. The designated governor is also named and their responsibilities outlined.

Our policies and procedures ensure that all staff are trained, that they respond and comply with our safeguarding arrangements and promote safe practices and a culture of safety.

There are effective recruitment, disciplinary and reporting arrangements in place to ensure the suitability of staff and volunteers, and these arrangements meet legal requirements.

The school’s anti-bullying policy is implemented effectively and consistently by all members of staff. Together with other policies the

All Wales Child Protection ProceduresStaff list of DBS checksSEAL SoWMaintenance Action PlanPolicies (including Accessibility policyHealth and Safety policyChild protection policy and procedures)

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school ensures that it eliminates sexism, racism and intolerance of diversity. These policies are well understood by all stakeholders. The governing body have ensured the safety and security of the site by installing new perimeter fencing, CCTV and a security fob

entry system. The school has appropriate policies, procedures and reporting arrangements in relation to physical interventions.

CPD records

Quality Indicator: Care, support and guidance -2.3.4 Additional learning needs

Provision for pupils with additional learning needs is good. Teachers identify pupils’ needs at an early stage and use information from observations and tests carefully to provide a suitable range of effective support programmes.

Our SEN policy is reviewed regularly to ensure it reflects the current provision and practice in the school accurately. There are clear identification arrangements for pupils with additional learning needs. Individual education plans are pupil-friendly and include clear measurable targets. The quality of support provided allows pupils to

make good progress in achieving their targets. There are efficient systems in place for monitoring and assessing pupils' progress. The school works effectively with a number of external agencies and support services to offer guidance and information to pupils

and parents, as required. The school has thorough Provision Mapping in place which ensures pupils identified on the SEN register receive the appropriate

interventions. The school has well understood entry and exit criteria for literacy and numeracy interventions, to help establish a graduated

response in relation to provision and interventions. This ensures appropriate support is provided where needed. The school offers pupils with ALN access to all areas of the curriculum. Parents are informed when special educational needs are identified. They are regularly invited to meetings and reviews, and are

encouraged to contribute to their child’s IEP and identify where they can provide support. The school liaises very well with specialist agencies for the benefit of pupils and makes appropriate referrals to Local Authority

services and Health therapy services. Professional development in special educational needs for teaching and support staff is identified through the school’s performance

management process. The school’s use of the PDG is clearly having a positive impact, and tracking data clearly shows that eFSM pupils across the school

are making good progress. Interventions such as Literacy Launch Pad, POPAT and Catch Up Numeracy have benefitted pupils with Special Educational Needs, but the PDG spent on ELSA training and interventions has clearly benefitted some of our MAT pupils and represents good value for money.

Teachers’ Planning Files (Planning/evaluations/SoW)IEP books / IEP files / reviewsPupil Tracking dataProvision MappingMER: Lesson Obs. / Scrutiny of Books / Learning WalksSEN FileSubject Leader Reports/ Listening to LearnersSchool dataReferrals to external agenciesSEN PolicySEN / MAT / Basic Skills Register and Provision

Further comments/Targets for Improvements2.3.1 Involve all stakeholders in revising our School Vision and Aims (SIP Year 1)

Achieve Phase 4 of the Healthy Schools award (SIP Year 1) Improve attendance and reduce the number of unauthorised absences (SIP year 2)

2.3.2 Continue to work effectively with outside agencies to meet the needs of our pupils (ongoing)2.3.3 Ensure our Child Protection policy is reviewed and is up to date. (SIP Year 1)

Continue to ensure that all staff follow this policy (SIP Year 1)2.3.4 Continue to monitor IEPs to ensure targets are SMART. (SIP Year 2)

Identify staff that would benefit from attending Access and Inclusion training. (SIP Years 2 and 3) Continue to adhere to LA advice on entry and exit criteria for literacy and numeracy interventions, such as Catch Up Numeracy, to help establish a graduated

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response in relation to provision and interventions appropriate for longer term difficulties identified for Early Years, School Action and Action Plus stages of special educational needs. (ongoing)

Quality Indicator: Learning environment - 2.4.1 Ethos, equality and diversity

The school has a positive, caring and supportive ethos, which encourages pupils to treat others fairly and with respect, and that values all pupils equally.

There are appropriate policies and procedures in place to ensure that pupils of all abilities and backgrounds have equal access to the curriculum and every aspect of school life.

Staff deal with any instances of bullying or harassment promptly and effectively. The school values diversity and makes appropriate provision for any pupil or adult with a disability. The classroom environments are welcoming, safe and provide interesting environments, which support pupils’ learning. There are

attractive, colourful and informative displays in the classrooms and these are used to celebrate pupils work and achievements. Pupils are encouraged to take on additional responsibilities and are keen to do so. The school is inclusive and pupils have equal access to all areas of the school’s provision. The buildings and outdoor environment are maintained well and there is an appropriate range of resources to support pupils’

learning. We track the achievements of groups of learners in order to help ensure equality of opportunity. Eg. Gender gaps in data are

analysed and appropriate steps are taken to try and reduce these gaps. We have a meaningful equal opportunities and racial awareness policy. Our Strategic Equality Plan meets statutory requirements,

and we ensure that staff implement it. Our complaints policy is contained within our School Prospectus so that all parents and carers are fully aware of its contents. It is

always followed precisely whenever any complaints arise.

Displays/ResourcesMER: Lesson Obs. / Scrutiny of Books / Learning WalksSubject Leader Reports/ Listening to LearnersECO/ESDGC/Healthy School FilesESDGC planningPolicies (including PSE and Citizenship, Strategic Equality Plan, SEN, Complaints etc.)School ProspectusSchool dataVision and Aims of the SchoolAssembly OverviewPSE SoW (SEAL)Referrals to external agenciesSEN / MAT / Basic Skills Register and ProvisionStrategic Equality PlanCommunity Links FileSchool Council File

Quality Indicator: Learning environment - 2.4.2 Physical Environment

Internally, although space is limited, the accommodation is bright and welcoming. A maintenance programme to address a number of minor issues is ongoing. The school has extensive grounds, which provide a beneficial and secure outdoor learning environment with a range of facilities.

Resources, including information and communication technology (ICT) equipment, are of appropriate quality and quantity. Staff use the resources and facilities well to support pupils’ learning needs.

Provision for the outdoor classroom has been improved through the purchase of additional resources. The toilet facilities are appropriate for the pupils’ needs.

Displays / ResourcesSIPRisk AssessmentsMaintenance Action PlanBudget FileAsbestos FileHealth, Safety and Welfare PolicyECO/ESDGC/Healthy School Files

Further comments/Targets for Improvements22

2.4.1 Involve all stakeholders in revising our School Vision and Aims (SIP Year 1) Ensure there is a role play area in every classroom (SIP Year 1) Ensure maths and numeracy displays are consistent and are updated regularly (SIP Year 1) Continue to ensure staff are implementing our Strategic Equality Plan (ongoing)

2.4.2 Install new C-touch boards in two classrooms (SIP Year 1) Create a 21st Century Classroom with the installation of an educational learning wall to encourage innovation in teaching and learning (SIP Year 1) Install ‘Eco-friendly’ lighting throughout the school (SIP Year 1) Upgrade toilets to enable disabled access (SIP year 3)

Key Question 3 - How good are leadership and management?Quality Indicator: Leadership - 3.1.1 Strategic direction and the impact of leadership Evidence The school has clear aims and a vision which is well understood by the school community. The detailed school improvement plan

has strategic objectives which outline the future improvements the school wishes to implement. The activities in the plan have clear timescales and are appropriately prioritised.

All plans and policies are focused on meeting all pupils’ needs. Self-evaluation activities and the MER process planner are closely linked and every member of the team has a clear

understanding of their role and expected contribution to the process. The SLT have developed a cyclical approach to strategic development, school improvement planning and self-evaluation activities as evidenced by the MER planner, SER and SIP.

Targets in the SIP are clearly related to the priorities for improvement identified in the Self-Evaluation Report The senior leadership group supported by an effective governing body curriculum committee are all involved in the strategic

journey of the school. The leadership of the school uses a variety of data effectively to monitor the progress of pupils but also to evaluate the

performance of staff. There are high expectations for performance communicated to all stakeholders. The senior leadership team have a good understanding of their roles and responsibilities in the strategic work of the school. The school sets challenging and realistic targets at pupil level but also for the overall performance of the school and supports

everyone to do their best. The headteacher leads the school efficiently. He has established good relationships with staff, parents and the governing body.

He has led the introduction of several new initiatives in recent years, in order to raise standards. Subject leader evaluations show that these are having a positive impact on teaching and learning.

The headteacher and senior staff have created a supportive ethos for learning and this has a positive effect on school development.

Distributed leadership is well developed with all staff understanding their roles and responsibilities and how they can contribute to the strategic journey of the school. Members of the SLT undertake their responsibilities conscientiously and effectively, and have established their roles in strategy development and school improvement. E.g. Regular FP staff meetings are led by the FP leader. These have led to a coherent approach to teaching and learning and enabled staff to review progress and planning, disseminate training, set short term targets and have given all FP staff a chance to contribute opinions and discuss issues which have arisen.

School Aims & VisionAll Wales Core Data SetsCPD recordsCSC Data / reportsPupil Tracking dataSchool dataSIPs 2010-17SERLesson Obs. / Scrutiny of Books / Learning WalksSubject Leader Reports/ Listening to LearnersMinutes of Staff / SLT meetingsJob DescriptionsStaffing StructurePoliciesGoverning Body Meeting MinutesPhotographs/Displays/ResourcesHealthy Schools/ECO FilesSkills LaddersWellbeing Analysis / Pupil QuestionnairesSIG evidenceMoodleSchool Council File

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This has had a positive impact on improved practice and standards. Performance management procedures are well established and have a positive impact on teachers’ practice and improved

outcomes for pupils. Opportunities to identify training and development needs are also addressed through this process. Policies to address underperformance are robust and well understood by all stakeholders. The school responds appropriately to local and national priorities by ensuring that they are included in the strategic improvement

plans. E.g. the implementation of the DCF. The school collaborates effectively with other schools through the CSC, SIG and the local cluster of schools for improved

outcomes for pupils.

Quality Indicator: Leadership - 3.1.2 Governors and other supervisory bodies

Governors have a very good understanding of their role in influencing the strategic direction and improvement journey of the school. The GB meet regularly in order to undertake their role in ensuring that there are effective strategic processes within the school. They effectively monitor progress against school improvement priorities. They regularly challenge the HT/SLT with regard to performance data and targets, but also act as critical friends.

They fulfil their statutory obligations, support the school conscientiously, and take account of relevant legislation and guidance. The HT and SLT provide good information about the performance of the school and the issues that affect it. E.g. Governors have

a sound understanding of the impact of small cohorts on benchmarking data. They are actively involved in the self-evaluation processes of the school and have gathered first hand evidence to support their

judgements about how the school is performing. E.g. Lesson observations and learning walks. The governing body is well organised into committees and they understand how to implement the appropriate policies and

procedures in the case of, for example, members of staff, parents/carers or any other person wishing to make a complaint. The governing body regularly reviews its policies and documentation, and worked well towards earning external accreditation for

its work in July 2015. Through this process, governors gained a clearer understanding of their roles and responsibilities. Members of the governors’ curriculum committee use first-hand evidence to validate their contribution to the self-evaluation process. Curriculum link governors have improved their knowledge of the school’s provision through scrutiny of pupils’ work and analysis of attainment data. They challenge the school effectively.

Governor training has continued, ensuring that governors are able to fulfil their statutory obligations, help the school as critical friends, and provide a sense of direction for the work of the school

SIPs 2010-17PoliciesGoverning Body Meeting MinutesGovernors visits to schoolRecords of Governors trainingHeadteacher Reports to GovernorsAnnual GB report to parents

Bronze Award File (including:

Attendance at relevant training courses

Clear committee structure.

Clear agendas for each meeting.

Governing Body minutes accurately recorded

All statutory GB documentation is in place (e.g. a register of governor’s business interests, a formal budget plan of each financial year, an annual report (issued to parents) and statutory policies and documents that have been reviewed and approved)

Principles of good conduct for a governing body have been clearly established and agreed,

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All new governors have an effective induction programme and are mentored for a period appropriate to their previous experience)

Further comments/Targets for Improvements3.1.1 Involve all stakeholders in refining the School Vision with close reference to the new curriculum based on ‘Successful Futures’ (SIP year 1)

Leader of Expressive Arts AoL to visit Pioneer School and develop plans to introduce this new curriculum area. (SIP year 1) Leader of Humanities AoL to visit Pioneer School and develop plans to introduce this new curriculum area. (SIP year 1) Leader of Science and Technology AoL to visit Pioneer School and develop plans to introduce this new curriculum area. (SIP year 1) Begin to introduce the new curriculum in line with our new School Vision. (SIP year 2) Evaluate the impact of recently introduced initiatives on teaching and learning. (SIP year 2) Embed improved practice in the teaching and learning of reading, numeracy and ICT. (SIP year 2) Review effectiveness of leadership and self-evaluation. (SIP year 2) Leader of Languages, Literacy and Communication AoL to visit Pioneer School and develop plans to introduce this new curriculum area. (SIP year 2) Leader of Mathematics and Numeracy AoL to visit Pioneer School and develop plans to introduce this new curriculum area. (SIP year 2) Leader of Health and Wellbeing AoL to visit Pioneer School and develop plans to introduce this new curriculum area. (SIP year 2) Monitor/review ICT development & use of new technologies. (SIP year 2) Review phase 1 of the introduction of the new curriculum. (SIP year 3) Embed the curriculum changes made in the areas of the Expressive Arts, Humanities, and Science and Technology. (SIP year 3) Fully embed the DCF. (SIP year 3) Evaluate the effectiveness of the teaching and learning of Literacy and Numeracy across the curriculum. (SIP year 3) Introduce the remainder of the new curriculum and review curriculum planning accordingly. (SIP year 3) Deputy Head to embark on NPQH training. (SIP year 1)

3.1.2 Governor training to continue, to ensure all governors are able to fulfil their statutory obligations, help the school as critical friends and provide a sense of direction for the work of the school (ongoing)

School governors to continue to contribute effectively to the SER and SIP development. (ongoing) Continue with a programme of ‘learning walks’ in order to enable all members of the GB to develop a good knowledge and understanding of the school, so

they can be effective in challenging and supporting the school. (ongoing)Quality Indicator: Improving Quality - 3.2.1 Self-evaluation, including listening to pupils and others

Self-evaluation is a regular part of the school’s working life and is embedded in our strategic planning through the robust MER cycle. Self-evaluation activities include a wide variety of first hand evidence gathering which supports the judgements made about the schools success and areas for improvement. E.g. Lesson observations are conducted regularly and show that teaching is good or better in 100% of lessons. SOFs are high quality documents which identify strengths in standards for pupils and quality of teaching / provision, but also identify clear areas for development, which impact positively on the quality of learning in the school.

Following the core inspection, the school carried out a thorough review of provision for writing across the curriculum. Staff agreed changes to the timetable to ensure they gave more appropriate time and focus to writing activities. The curriculum now provides a wide range of opportunities for writing that encourage pupils to develop their skills and also to write at length. The literacy co-ordinator has monitored the school’s work well through regular data analysis, lesson observations and book scrutiny.

The self-evaluation report and school improvement plan focus appropriately on improving outcomes for all groups of learners. The monitoring, evaluation and review cycle includes an appropriate range of first-hand monitoring activities. These help governors

All Wales Core Data SetsSchool dataSIPs 2010-17MER: Lesson Obs. / Scrutiny of Books / Learning WalksSubject Leader Reports/ Listening to LearnersGoverning Body meeting minutesClassroom MonitorSkills LaddersWellbeing Analysis / Pupil QuestionnairesSchool Council File

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and senior leaders to develop their understanding of the school’s performance and to identify areas for improvement. Leaders and managers undertake first-hand monitoring of standards and quality. They focus on the standards attained by learners

and the impact that good teaching and learning has on sustaining improvement. This approach is having an impact on securing improvement.

Since the inspection, the senior leadership team has embedded a culture of purposeful self-evaluation, and parents, pupils and governors are more involved in the process.

There is a sound correlation between the self-evaluation process, report and priorities for improvement. The actions identified in the school’s action and development plans have addressed the inspection recommendations. Analysis of the data shows that standards at the school have improved.

There is thorough monitoring of the standards pupils achieve in the classroom, close tracking of pupil assessment data, and evaluation of the quality of education.

The school successfully analyses performance data, paying particular attention to the performance of groups of learners and any worrying trends which may be developing over time.

All stakeholders are involved in the self-evaluation process through a variety of activities such as: learning walks, questionnaires, listening to learners and lesson observations.

Self-evaluation also draws on the views of external agencies. E.g. ESTYN reports, CA reports. Targets in the SIP are clearly related to the priorities for improvement identified in the Self-Evaluation. The self-evaluation report presents a clear picture of the school’s current performance. It is an accurate document, which

identifies appropriate good features and relevant areas for development. Results of self-evaluation feed into the school improvement plan, which focuses appropriately on standards in literacy and numeracy. The plan identifies quantifiable success criteria, staff responsibilities for action, approximate costs and appropriate timescales for completing targets suitably.

GB Self EvaluationPupil Friendly IEPs and reviewsPupils WorkCluster Core subject PortfoliosPIAP progress reportsPM recordsSubject portfoliosPupil profilesParental QuestionnairesDistributed Leadership Groups

School Council contributions

Quality Indicator: Improving Quality -3.2.2 Planning and securing improvement The school self-evaluation processes and findings impact directly on the targets identified for improvement for the coming

year. The school also identifies, in brief, priorities for the following 2 years. The school ensures that targets for improvement are prioritised according to the needs of the school and national priorities. The activities and success criteria included in the SIP are tight, robust and achievable. They are costed and timescales are

assigned to each action to ensure the pace of change is realistic. Monitoring and evaluation of the impact of each action is an integral part of the plan. Through this process the leadership of the school can develop an informed view of the success of their actions and any further development needed.

The SLT and staff clearly understand their roles and responsibilities in implementing the SIP and their part in the monitoring and evaluation element.

Where an area for improved performance is identified the school acts quickly to ensure that the appropriate support and intervention is put in place so that the impact on pupil performance in minimised.

The school regularly reviews progress against targets set and can demonstrate that the actions taken have had a positive impact on outcomes for pupils. Eg. In 2016 end of KS2 data shows improvements in Literacy / numeracy

School Aims & VisionAll Wales Core Data SetsCPD recordsSchool dataSIPs 2010-17SERLesson Obs. / Scrutiny of Books / Learning WalksSubject Leader Reports/ Listening to LearnersMinutes of Staff / SLT meetingsGoverning Body Meeting MinutesBudget FileProvision MappingTeachers Planning

Further comments/Targets for Improvements3.2.1 SLT to ensure self-evaluation procedures continue to be robust and effective, and continue to inform school improvement (ongoing)

Good practice to be shared with regard to current initiatives (SIP year 2) Continue to use the views of pupils and parents in self-evaluation effectively (ongoing)

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The MER planner, including lesson obs, to be revised / updated. (ongoing) ‘Distributed Leadership’ groups to take part in ‘Learning Walks’. (ongoing)

3.2.2 Prioritise matters relating to improvements in Literacy, Numeracy, ICT and the new curriculum. (SIP year 1) Ensure all staff know their roles and responsibilities for school improvement (SIP year 1) Monitor and evaluate impact of recent initiatives (ongoing) Ensure new AoL co-ordinators are supported appropriately (SIP year 1)

Quality Indicator: Partnership working - 3.3.1 Strategic partnerships The school has a number of positive partnerships. It engages effectively with parents and carers through regular newsletters

and meetings at key points in the school year. Parents, in turn, appreciate the ease with which they are able to meet with staff and how the school promptly addresses their concerns. The parent-teacher association runs successful events that raise valuable additional funds for the school. A beneficial mother and toddler group uses the school, which helps to facilitate pupils’ entry into the nursery.

The school has played a key role in a number of effective school to school partnerships which have benefitted all schools involved. The schools uses these important strategic partnerships to help build capacity for continuous improvement.

As a result of these collaborations practice in the school has been refined. These partnerships have been effective because there is good liaison, trust and clear communication between all involved. A good example is when the school engaged in school to school working in order to observe excellent practice in the Foundation Phase. The practice observed has been shared and implemented by the FP team. Monitoring and evaluation activities show this has had a very positive impact on teaching and learning. The school has good transition links with Aberdare Community School and St. John’s C in W High School to ensure the transition for Year 5/6 is smooth and impacts positively on progress.

The school enhances its curriculum through a good range of partnerships with the local community. For example, recycling projects carried out with a professional football club and a local waste management centre effectively engage and motivate pupils to look after their environment.

The school values its partnership working with other providers and agencies which have an impact on improving standards and wellbeing for our pupils. E.g. work with the educational psychologist and behavioural support service.

CSC reportsPhotographs / Displays / ResourcesPupil Friendly IEPs and reviewsProvision MappingCluster minutesCommunity Links FileSEN FileTransition Plan

Educational Psychology ServiceBehavioural supportPolice LiaisonITTLocal vicar/clergyLocal business links

Quality Indicator: Partnership working - 3.3.2 Joint planning, resourcing and quality assurance The school works closely in partnership with the CSC, LA and other education providers to monitor and evaluate standards and

provision. Good transition programmes are in place with receiving secondary schools, which improve continuity in learning and wellbeing

for pupils transferring to the next stage of their education. The school participates appropriately with the local cluster of schools in the standardisation and moderation of pupils’ work to

ensure accuracy of teacher assessment. The school is part of an effective SIG. Joint activities have impacted positively on standards and provision. The school and Governing Body have worked with the LA’s Governor Support Officer in order to plan and manage our long term

budget. Involvement in SFA group of local schools enabled us to share good practice. The school has played a key role in developing the transition plan from KS2 to KS3 with other schools in our cluster.

Annual GB report to parentsSIG evidenceBudget FileTransition PlanCluster MinutesCluster Portfolios

Further comments/Targets for Improvements3.3.1 Continue our effective partnerships with:

CSC (ongoing) SIG (ongoing)

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Pioneer Schools (SIP years 1 & 2) LA agencies (ongoing) The Library Service (ongoing) Parents and carers and members of the community (SIP year 1)

3.3.2 Continue our successful involvement with our SIG. (ongoing) Visit / work closely with Pioneer schools and our small schools network (SIP year 1) Continue to develop transition from KS2 to KS3 with the other schools in our cluster (St. John’s C in W, and Aberdare Community School) (SIP year 2) Continue to take part in Cluster standardisation and moderation activities (ongoing)

Quality Indicator: Resource management 3.4.1 management of staff and resources

The school has enough appropriately qualified and experienced teachers. Support staff play an important role in the classroom and work well as members of the teaching team, especially to help pupils who have particular needs. The arrangements for teachers’ planning, preparation and assessment time are suitable.

We identify and meet the development needs of all our staff through the well-established PM process and through self evaluation activities. All staff make good use of opportunities for regular continuing professional development, linked to their personal and professional needs and the school’s priorities. The programme of training is well organised and has a positive impact on classroom practice and outcomes for pupils. Most teachers are involved in working co-operatively with other schools.

The school manages its accommodation and resources well. It monitors its budget carefully and bases its spending decisions on school priorities, especially in relation to staffing. It ensures that good financial controls are in place.

We adhere to the WG guidelines on staffing but as a small school this has implications for mixed age classes. Levels of expertise are good and the needs of learners are well met.

Because of the small school size staff responsibilities are vast. The school ensures that these have been appropriately distributed to minimise the issue of workload.

School staff are involved in professional learning communities within and beyond the school which impact positively on improved outcomes and provision in the school e.g. We have worked closely with other schools in our cluster that follow the Success for All initiative in order to improve Literacy.

We are developing as a strong learning community and achieving a culture of collaboration within our own and with other schools.

Our staff are actively engaged in increasing their professional knowledge, understanding and skills, and are supported to improve through accessing continuous professional development.

All of our teachers have been involved in direct classroom observation. Teachers in the school are keen to share good practice with other teachers and adults and this has positively impacted on the

improvements the school has sustained. They reflect on their practice Financial planning and decisions about spending are based on priorities for improvement and resources are allocated

appropriately. The budget is constantly monitored and reviewed by the SLT and GB. The GB is clear about responsibilities and those delegated to the headteacher and staff. Delegation roles are clearly documented.

CPD recordsSchool dataSIPs 2010-17SERLesson Obs. / Scrutiny of Books / Learning WalksSubject Leader Reports/ Listening to LearnersMinutes of Staff / SLT meetingsJob DescriptionsStaffing StructureGoverning Body Meeting MinutesGovernors visits to schoolHT Reports to GovernorsPLC evidencePerformance Management RecordsBudget FileCluster MinutesMaintenance Action Plan

Quality Indicator: Resource management 3.4.2 value for money Since the last inspection the school has reviewed its provision in a variety of areas and is of the view that provision is now

effective in securing appropriate outcomes for our pupils. Eg. improved provision has impacted positively on the quality of pupil experiences and delivery of the Foundation Phase. Spending decisions are closely matched to the school priorities (SIP), reflect the school aims, are based on raising pupils standards of achievements, improving performance and the school provides good

SIPs (2010-2016)Staffing StructureBudget FileCommunity Links File

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value for money. All financial commitments are based on budget allocation and projected pupil numbers. Programmes are kept under review to

ensure that they are cost effective. The school manages its budget efficiently to ensure value for money and strikes a good balance with the need for staff and the need for additional resources. The school makes good use of the funding received.

The full governing body set the budget, and spent considerable time discussing the budget allocations. They identify priorities and areas for development in line with the SIP, and resources were thoughtfully allocated.

The quantity, quality and subsequent use of resources throughout the school are regularly reviewed with ways of saving money fully explored.

Subject coordinators monitor the use and impact of resources in their curriculum areas. Governors’ financial reports highlight areas of expenditure and subject evaluations and evaluation of SIP show outcomes and

how they link to the financial commitment.

Audit Report

Further comments/Targets for Improvements3.4.1 Visit / work closely with pioneer schools and our small schools network (SIP year 1)

£20,000 to be allocated to update our ICT provision, create a 21st century classroom, and for family learning / community use: WG grant (SIP year 1) Install new ‘Eco-friendly’ lighting throughout the school. (SIP year 1)

Rolling programme of funding to upgrade furniture and decoration to improve accommodation (ongoing) Develop transition from KS2 to KS3 (SIP year 2) Continue to ensure that self evaluation procedures are robust and effective; and continue to inform school improvement. (ongoing)

3.4.2 Continue to improve standards and management in order to give good value for money (ongoing) Funding for school improvement (including grants) to be evaluated & amended as necessary (ongoing)

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