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Today I have released the Welsh Government’s first set of bands for secondary schools. 


Banding uses the performance of schools to group them into one of five bands – from Band 1, schools which are performing well, to Band 5, schools which need to improve. 


Information about how well 15\-16\-year\-olds have performed in examinations, and their level of attendance is used to band schools. The calculation also takes account of the level of poverty of pupils in the school as this can have an impact on what the school can achieve.


Four groups of data are used to calculate the relative performance of schools.


The first is the number of pupils achieving 5 GCSEs or the equivalent at grade C or above. The second is the average points per 15 year old pupil for the top eight GCSEs or equivalent results.  The top eight scores are used to encourage schools to concentrate on achieving higher grades rather than more GCSEs at lower grades.


The third group is the performance in English, Welsh and mathematics, and the fourth is attendance.


Across the groups, relative performance is measured according to actual performance, progress over time and performance relative to the proportion of pupils at the school from a relatively deprived background, based on their entitlement to free school meals.


These measurements reflect my priorities for improving literacy, numeracy, attendance and reducing the impact of deprivation.


The process is designed to help local authorities support their schools more effectively, raising standards and performance in Wales. High\-performing schools will be expected to share their good practice widely in order to help low\-performing schools. 


If we are to drive up standards across the board in Wales we need to know how our schools are performing. Banding is at the heart of this.


Plans for banding schools were set out in our manifesto and are now a key component in our Programme for Government. The process is designed to give us a clearer focus on our performance and progress. 


This is not about labelling, naming or shaming, or creating a crude league table.  It is about putting schools into groups to identify which need our support and which we can learn from.


We will now be exploring how we can best support those schools in the lower bands so they can begin their improvement journey. This work has already begun with the termly stocktakes and close working between the Welsh Government’s School Standards Unit and local authority consortia.  All consortia already have plans in place to provided targeted support to schools in the lower bands and this work is supported by funding from the Welsh Government.


Many schools have moved up several bands between the provisional and final sets because their performance has improved strongly between 2010 and 2011\. It is clear therefore that schools can make marked improvement with the right intervention and this is what we need to focus on. 


Parents and pupils have a right to know what is best in Wales and how their schools are performing. I have said all along that we will be transparent about the banding, both in terms of the methodology used and the outcomes for schools. In publishing this data today we are meeting this commitment. 


 


Further information is available at the following link:


http://wales.gov.uk/topics/educationandskills/schoolshome/raisingstandards/schoolbanding/?lang\=en


 


 


 


 


 







Translation:


 
Heddiw, rwyf wedi rhyddhau'r set gyntaf o fandiau gan Lywodraeth Cymru ar gyfer ysgolion uwchradd. 

Mae bandio yn rhannu ysgolion, ar sail eu perfformiad, i un o bum band: o Fand 1, sef ysgolion sy'n perfformio'n dda, i Fand 5, sef ysgolion y mae angen i’w perfformiad wella. 

Mae gwybodaeth am ba mor dda y mae disgyblion 15 i 16 mlwydd oed wedi perfformio mewn arholiadau, a'u lefelau presenoldeb, yn cael eu defnyddio i fandio ysgolion. Wrth gyfrifo, rhoddir ystyriaeth hefyd i lefelau tlodi ymhlith disgyblion yr ysgol, gan fod hynny'n gallu cael effaith ar yr hyn y gall yr ysgol ei gyflawni.   

Mae pedwar grŵp o ddata yn cael eu defnyddio i gyfrifo perfformiad cymharol ysgolion.

Y cyntaf o'r rhain yw nifer y disgyblion sy'n cael gradd C neu’n uwch mewn 5 TGAU neu gymhwyster cyfwerth. Yr ail yw'r pwyntiau cyfartalog fesul disgybl 15 mlwydd oed ar gyfer yr wyth canlyniad TGAU gorau, neu’r canlyniadau cyfwerth. Mae'r wyth sgôr uchaf yn cael eu defnyddio er mwyn annog ysgolion i ganolbwyntio ar gyflawni graddau uwch, yn hytrach na chyflawni mwy o TGAU ar raddau is.

Y trydydd grŵp yw perfformiad mewn Saesneg, Cymraeg a mathemateg, a'r pedwerydd yw presenoldeb.

Ar draws y grwpiau, mae perfformiad cymharol yn cael ei fesur yn unol â pherfformiad gwirioneddol; y cynnydd dros amser; a’r perfformiad mewn perthynas â chyfran y disgyblion yn yr ysgol sy'n dod o gefndiroedd cymharol ddifreintiedig, sy’n seiliedig ar hawl disgyblion i gael prydau ysgol am ddim.

Mae'r dulliau hyn o fesur yn adlewyrchu fy mlaenoriaethau i ar gyfer gwella llythrennedd, rhifedd a phresenoldeb, a lleihau effaith amddifadedd.

Mae'r broses wedi'i chynllunio i helpu awdurdodau lleol i gefnogi eu hysgolion yn fwy effeithiol, a chodi safonau a pherfformiad yng Nghymru. Bydd disgwyl i ysgolion sy'n perfformio'n dda rannu eu harfer da yn eang, er mwyn helpu ysgolion sydd â lefel isel o berfformiad. 

Er mwyn i ni godi safonau yn gyffredinol yng Nghymru, rhaid i ni wybod sut y mae ein hysgolion yn perfformio. Mae bandio yn ganolog i hyn.

Cafodd ein cynlluniau ar gyfer bandio ysgolion eu hamlinellu yn ein maniffesto, ac erbyn hyn mae'n rhan allweddol o'n Rhaglen Lywodraethu.  Diben y broses yw ein galluogi i ganolbwyntio’n fwy penodol ar ein perfformiad a’n cynnydd. 

Nid proses ar gyfer gosod labeli ar ysgolion nac ar gyfer codi cywilydd arnynt mohoni, ac nid llunio tablau cynghrair bras yw'r nod ychwaith. Yn hytrach, mae'n rhannu ysgolion yn grwpiau er mwyn nodi pa rai y mae angen ein cefnogaeth arnynt a pha rai y gallem ddysgu wrthynt.

Yn awr, byddwn yn pwyso a mesur y ffordd orau o gynnig cefnogaeth i'r ysgolion hynny sydd yn y bandiau is, fel y gallant ddechrau cymryd camau i  wella. Mae'r gwaith hwn wedi dechrau eisoes fel rhan o'r archwiliadau a gynhelir bob tymor, ac mae Uned Safonau Ysgolion Llywodraeth Cymru yn cydweithio’n agos â chonsortia'r awdurdodau lleol.  Mae gan bob consortiwm gynlluniau yn eu lle eisoes i ddarparu cymorth wedi'i dargedu i ysgolion yn y bandiau isaf, ac mae'r gwaith hwn yn cael cymorth ariannol gan Lywodraeth Cymru.

Gan fod eu perfformiad wedi gwella’n fawr rhwng 2010 a 2011, mae llawer o ysgolion wedi cael eu symud i fandiau dipyn yn uwch yn y setiau terfynol nag yr oeddynt wedi’u dosbarthu iddynt yn y setiau dros dro. Mae'n amlwg, felly, fod ysgolion yn gallu gwella'n sylweddol gyda'r ymyrraeth briodol, a rhaid i ni ganolbwyntio ar hyn. 

Mae gan rieni a disgyblion hawl i wybod pa ysgolion sydd orau yng Nghymru, a chael gwybod sut y mae eu hysgolion hwy yn perfformio. O'r cychwyn cyntaf, rwyf i wedi datgan y byddwn ni'n sicrhau bod y system ar gyfer bandio ysgolion mor dryloyw â phosibl, a hynny o ran y fethodoleg a ddefnyddir yn ogystal â deilliannau’r ysgolion. Wrth gyhoeddi'r data hyn heddiw, rydym yn bodloni'r ymrwymiad hwn. 

Mae rhagor o wybodaeth i'w chael drwy ddilyn y ddolen ganlynol:

http://wales.gov.uk/topics/educationandskills/schoolshome/raisingstandards/schoolbanding/?skip\=1\&lang\=cy