2.2 Develop more effective transfer between the funded provision to maintained school provision, between Key Stage 2 and 3 and Key Stage 3 and 4. Progression rates from Mudiad Meithrin early years settings to Welsh-medium schools fluctuate across the region and were generally lower in 2012 than 2011, but higher than 2010. Develop an action plan to increase transfer from Mudiad Meithrin settings to Welsh-medium primary schools to at least 80% per setting by 2017. Maintain the high transfer rates between primary schools and Welsh-medium secondary schools. Sept 2010 Sept 2011 Sept 2012 Blaenau Gwent 33% 64% 41% Caerphilly 81% 80% 74% Monmouthshire 73% 77% 77% Newport 61% 65% 51% Torfaen 74% 79% 78% South East Wales 62% 75% 69% Transition between Welsh-medium primary and secondary schools are high across the South East Wales. Transition rates have been maintained at 100% in Blaenau Gwent and Caerphilly over the last two years, and have increased in Newport and Torfaen. Sept 2011 Sept 2012 Sept 2013 Blaenau Gwent 89.7% 100% 100% Caerphilly 98.0% 100% 100% Monmouthshire 90.6% 78.6% 95.65% Newport 97.5% 85.3% 96.6% Torfaen 98.2% 95.5% 99.5% South East Wales 95.8% 96.2% 99.1% medium
We have sustained the growth in our sixth form with 154 students in year 12, 109 in year 13 and 11 in year 14. We are continuing to promote further understanding of the need to develop literacy skills amongst our post 16 students and particularly amongst our vocational students. The South East Wales vocational training day (15/11/13) at Cwm Rhymni focused on developing literacy across the post 16 vocational curriculum. Discussions continue with Ystrad Mynach College. From September 2013 we have introduced a post NVQ curriculum for some of our special pupils. They are aiming to achieve a level 2 qualification over a two year period. Cwm Rhymni will be introducing a post 16 entry Level 3 curriculum in September 2014 for students within our Complex Needs Unit. We will therefore be developing a Post 16 Complex Needs Unit. 3.4 Work through 14-19 Networks and 14-19 Regional Forums to sustain and improve provision 14-19 Networks provide annual funding to support collaborative arrangements for teaching subjects through the medium of The development of Welsh-medium 14-19 provision is included within each authority’s 16-18 Transformation Strategy (2010). A regional budget will be provided by the Welsh Partnership to sustain and improve Welsh-medium provision. Continue to hold annual discussions between the Welsh-medium secondary schools and the further medium
used to identify further staff training needs by the School of Welsh at Cardiff University, thus ensuring that pupils are taught by teachers who are good language models. The strategy for improving staff literacy skills has proven to be highly effective. A Welsh language graduate has been appointed to facilitate the strategy by assisting in the mentoring of staff and supporting staff by monitoring the linguistic standard of work sheets and presentations. 5.2 Improve provision and standards of Welsh First Language Foundation Phase The percentage of learners at the end of the Foundation Phase who reach at least Foundation Phase Outcome 5 in Language, Literacy and Communication Skills in Welsh are noted in the table below. All schools have set targets for the relevant phase / key stage. Foundation Phase – Outcome 5 Targets have also been set for Outcome 6 with a collective SE Wales target of 33.9% in 2014 and 30.1% in 2015.
range of work provided to agree the best-fit. Schools within the best clusters are continuing to produce profiles to the standard expected for external moderation with detailed written teacher / school based commentary providing the background of the pupil, task contexts and cross referencing between the profile and the level descriptions (including adjacent levels). The teachers were able to appropriately able to scrutinise each other’s evidence and challenge where appropriate. There was evidence of internal moderation prior to cluster moderation at both KS2 and KS3. Key 3 The percentage of learners at the end of Key Stage 3 who reach at least Level 5 in the teacher assessment of Welsh Second Language are noted in the table below. Over the last 3 years the% of pupils achieving at least the expected level across SE Wales schools has increased (+10.6%).The percentage of pupils achieving at least the expected outcome is on a par with the Wales average (+0.2%). Girls outperform boys by 17.6% (Wales variance 17.2%). Caerphilly is the lowest performing LA with the percentage of pupils achieving L5+ being -5.3% lower than the Wales average. The Welsh Language Support Team will support standardisation and moderation (KS2, KS3 and at KS4) across the 5 LA’s in order to establish a common understanding and application of standards across schools and LAs. The EAS in Education Team will utilise the EAS Excellence in Teaching Framework as a tool for raising standards of teaching and learning in Welsh and Welsh Second Language and to promote best practice. The team will define, on a subject level, the characteristics of the 6 elements of the framework and will provide and capture practice worth sharing to support the delivery of the framework. Targets KS2: It is not a statutory requirement for schools to set targets for improvement for non-core subjects however the following targets are set as aspirational targets for schools.
Outcome 6: Welsh-medium provision for learners with Additional Learning Needs A. Objective B. Current performance C. Targets D. Progress 6.1 Improve Welsh-medium additional learning needs provision (ALN) South East Wales All pupils with Additional Learning Needs educated through the of Welsh are provided for in mainstream schools. Parents are offered the process of conducting the SEN Statutory Assessment through the medium of English, Welsh or bilingually. Where appropriate, additional advice and support is provided to Welsh-medium schools by a range of Welsh speaking educational professionals, which includes educational psychologists, advisory teachers / school improvement and inclusion advisers, SpLD teachers, Communication and Intervention Team, Hearing Impairment Service, Visual Impairment Service etc. Within Caerphilly, there are two Welsh-medium specialist classes located within mainstream primary schools. There are currently no specialist resource bases or specialist alternative education provision within the other four authorities. PLC established to improve teaching and learning of Welsh in special schools and resource bases. South East Wales Undertake audit of Welsh Language ALN provision and inclusion practitioners Welsh language skills by July 2014. Develop to provide specialist Welsh-medium primary provision within a mainstream primary school within the Ysgol Gyfun Gwynllyw cluster of schools. Develop a managed moves protocol between schools in the area to provide for pupils at risk of disaffection or exclusion by April 2015. Monmouthshire Monmouthshire
from the schools according to the development needs of the school. The EAS Welsh in Education Officers continue to monitor WEG expenditure by schools and report to the Welsh in Education Support Team Leader. This process has led to an increase in the uptake of central EAS Welsh second language, language and methodology training courses and schools planning more strategically for their training needs. The level of staff training and confidence has been one of the EAS Welsh in Education Team’s applied success criteria since April 2013. At that time all schools were assessed / audited in terms of their performance against the applied success criteria. This was revisited in line with the need to conduct the Welsh Government’s skills audit in Summer 2013 with the Welsh Governments criteria used. In-house language and methodology training for 2013-14 has been targeted according the EAS Welsh team’s findings (April 2013). The programme for the financial year is constructed a year in advance. However the CPD programme of onwards will reflect the work of the EAS Welsh in Education team in completing the WG skills audit. For Welsh Second Language, the EAS Welsh in Education Team Leader and members of the Welsh in Education Support Team have assessed all schools’ needs in line with an EAS Welsh in Education Support Team’s applied success criteria as outlined in Outcome 5. All schools are applied a score for performance in each individual criteria. Officers work with all schools on developing and improving the aspects identified as weakest. The weakest schools The EAS Welsh in Education Support Team will strengthen links with the EAS Literacy Team to ensure that Welsh-medium schools are able to access suitable methodology training and drive up standards in dual literacy. They will also continue to provide targeted language and methodology training within individual schools. Trainers from outside the region will be utilised according to the demand from schools. The EAS in Education Support Team will continue to work with the Sabbatical Team in selecting suitable candidates to participate in the Sabbatical Scheme courses; monitoring the impact of the scheme on participants’ return to school; and provide courses to further enhance participants’ linguistic skills. The results of the WG skills audit conducted by the EAS Welsh in Education Team during Summer 2013 will assist the team in targeting schools where language skills need developing.