Cohort Full 15 3 18 12 10 22 10 13 23 Medium 3 2 5 1 3 4 5 8 13 L4+ L5+ L4+ L5+ L4+ L5+ Target L4+ Target L5+ L4+ L4+ L5+ L4+ L5+ Target L4+ Target L5+ L4+ L5+ L4+ L4+ L5+ Target L4+ Target L5+ Number achieving expected level English 15 7 3 1 18 8 100% 44% 11 1 9 5 24 6 90.9% 30% 9 4 12 5 21 9 92% 39% Welsh 3 1 2 1 5 2 100% 40% 1 0 3 1 4 1 100% 25% 5 2 8 3 13 5 100% 38% Mathematics 15 7 3 1 18 8 100% 44% 11 1 9 5 24 6 90.9% 30% 9 4 12 5 21 9 92% 39% Science 15 7 3 1 18 8 100% 44% 11 1 9 5 24 6 90.9% 30% 9 4 12 5 21 9 92% 39% CSI 15 3 18 100% 11 9 24 90.9% 9 12 21 92% Key Stage 2 targets – pupils in receipt of Free School Meals CA2 2017 – Current Year 6 2018 – Current Year 5 2019 – Current Year 4 L5
FSM Non FSM pupils FSM Non FSM pupils FSM Non FSM pupils Cohort Full 3 15 18 2 20 22 1 22 23 Welsh Medium 0 5 5 FSM Non FSM 0 4 4 FSM Non FSM 0 13 0 FSM Non FSM L4+ L5+ L4+ L5+ L4+ L5+ Target L4+ Target L5+ Target L4+ Target L5+ L4+ L5+ L4+ L5+ L4+ L5+ Target L4+ Target L5+ Target L4+ Target L5+ L4+ L5+ L4+ L5+ L4+ L5+ Target L4+ Target L5+ Target L4+ Target L5+ Number achieving expected level English 3 1 15 7 18 8 100 33.3 100 46.6 2 1 5 20 6 50 90 25 1 1 8 21 9 100 100 90.9 36 Welsh - - 5 2 18 8 - - 100 40 - - 4 1 4 1 - - 100 25 - - 8 3 13 5 - - 100 38 Mathematics 3 1 15 7 18 8 100 33.3 100 46.6 2 1 5 20 6 100 50 90 25 1 1 8 0 0 100 100 90.9 36 Science 3 1 15 7 18 8 100- 100 46.6 2 1 5 20 6 100 50 90 25 1 1 8 0 0 100 100 90.9 36 CSI 3 15 18 100 100 2 20 100 90.9 1 0 100 90.9 Progress since the Last Inspection
Date of Last Inspection: March 2014 Estyn follow up monitoring visit January 2015 Current Performance: Adequate Capacity to Improve: Good Subsequent Monitoring: None / LA / / GS / MA RECOMMENDATION Recommendation Very good progress Strong progress Satisfactory progress Limited progress Tackles the recommendation in every way Tackles the recommendation on the whole Tackles the recommendation in many ways Does not satisfy the recommendation Definition Does not require any further attention to any aspect. Very good effect on the quality of provision. Requires attention only to minor aspects. Positive effect on standards and / or the quality of provision. Continues to require substantial attention to some important aspects. Limited effect on standards and / or quality of provision. Each aspect or many important aspects continue(s) to require attention. No effect on standards and / or quality of provision.
English and Welsh 1.2 Ensure and reading is given sufficient time in timetable. Develop higher order reading skills of pupils ensuring teachers use the 8 behaviours of reading. Target set pupils to achieve level 5 in orcy and reading in Welsh. Embed Swper Siarad and Super Talk activities. Build evidence bank in Hwb of oracy and reading tasks following moderation examples. RD AE LC Reading focus in staff meeting, ensure teachers know expectations. Hwb check Nov 5th 2016 to see evidence. View reading sessions in classes. Listen to learners Y2 and Y6 readers, observe guided reading sessions. Book monitoring to evidence all pupils have reading and oracy activities. Review Hwb to ensure evidence for all classes (6/3/17) 100% of pupils achieve personal targets set for end of key stage level/outcome – Yr 2 and Yr 6 Y2 - 100% O5 54% O6 Y6 - 100% L4 60% L5 Books to show the evidence and reflect the outcomes/level NRT results to increase for all pupils and reflect the level/outcome in books Literacy coordinator to work with AE and RD Literacy coordinator to attend training and cascade to all staff Tracking of pupils to ensure all pupils are inline to meet targets (termly reviews) None. Staff meeting time. Non-contact/ management time 1.3 View good practice in Ffwrdd Cymraeg in ‘excellent’ schools – identified by Challenge Advisor RD AE Arrange visit to good practice school and cascade to staff (11/11/16) Lesson observation to view impact of activities and techniques on pupils levels/outcome Improvement in all pupils books in half termly book scrutiny. O6 100% of pupils achieve personal targets set for end of key stage level/outcome – Yr 2 and Yr 6 Y2 - 100% O5 54% O6 Y6 - 100% L4 View good practice and research time Supply costs – 2 teachers - £300 EIG and NQT School support 1 day supply cost
60% L5 Books to show the evidence and reflect the outcomes/level 1.4 new teacher in Big Write/Geiro Gwych and improving writing in boys. RD to attend NQT training. Use big writing and Pie Corbett Talk for writing to give boys a of writing strategies, including meaningful texts to inspire boys to higher levels. Attend relevant courses (English and Welsh) RD Courses for KS2 boys writing, Big Write and NQT completed in Autumn Term (see CPD) Embed Big writing – and hour of silence By Oct Improvement in all pupils books in half termly book scrutiny. Review targets set for pupils do all books reflect aspirational targets set – action if not. All books show quality teacher feedback and pupils responding to teachers feedback, self assessment, peer assessment and uplevelling. 100% of pupils achieve personal targets set for end of key level/outcome – Yr 2 and Yr 6 Y2 - 100% O5 54% O6 Y6 - 100% L4 60% Books to show the evidence and reflect the outcomes/level Courses Course and supply £400 £360 EIG and NQT 1.5 Monitor with other cluster schools to compare standards and network with teachers. Ensure consistency between streams in school. Track groups of learners to ensure all achieve their aspirational targets and move O5 to O6 and L4 to L5. All staff Book review and listening to learners feed into Impact Assessment Dec 2016 All to show pupils are on track for aspirational targets All books show improvement in standards and achievement. Review targets 2017 (24/2/17) 100% of pupils achieve personal targets set for end of key stage level/outcome – Yr 2 and Yr 6 CPD of teaching staff ‘lesson observation with focus on success criteria and self-peer marking’ Tracking of pupils through test results and pupil book scrutiny. Hwb evidence for reading/oracy. Supply for teachers to view lessons (school to school) £300 - EIG
1.6 Ensure progress of eFSM pupils is tacked so they achieve targeted outcome/level. Especially at O6 and L5. All All to show pupils are on track for aspirational targets PDG teacher/ALNCo report to show outcomes/levels All pupil books show improvement in standards and achievement PDG teacher/ALNCo report to show outcome/level Year 2 – 100% O5 Year 6 – no pupils efsm English pupils – Year 2 – 25% Outcome 5 Year 6 – 66.6% Level 5 PDG teacher time given to all eFSM pupils (identified October 2016, register tracked by ALNCo £16,113.00 PDG teacher Autumn/Spr PDG funding Linked to Priority 6 of SDP How can the community of the school enrich the priority? Governors and SLT to monitor standards through listening to learners and book scrutiny. Share reading resources with parents. Priority 2: To ensure that there is coherent provision for pupils to apply their numeracy skills within a broad and balanced curriculum Key Question and Quality Indicator: 2.1.2 Related to the Post Estyn Inspection Plan: No Success criteria in terms of standards or quality: Mathematical procedural and reasoning tests average for every year group to be above 100. Pupils achieving 06 and L5 mathematics to be above Wales and the family schools mean (2016 averages in All Wales data Sets to be used as the benchmark). Internal Accountability: Sian Protheroe (Numeracy Leader) Accountability to the Governing Body: Sian Protheroe (Numeracy Leader)
environment (1/10/2016) stage level/outcome – Yr 2 and Yr 6 2.3 All teachers plan for and embed daily mental recall sessions to improve pupils mental arithmetic. All staff Numeracy team review planning and develop resources for IWB, convince me cards etc. (October half-term) Mid year assessments Moderation (April 17) 100% of pupils achieve personal targets set for end of key stage level/outcome – Yr 2 and Yr 6 Staff meeting and PPA time No cost 2.4 Provide training for All Stars Rock Time tables and implement across the school. Parent awareness session for use at home LD All staff Training September and accounts set up. Observation of pupil use Y3 to Y6 November Governor reports by October Monitoring by numeracy team and progress report produced Listening to learners Feb 17 – times tables focus. Governor reports for each half-term 100% of pupils achieve personal targets set for end of key stage level/outcome – Yr 2 and Yr 6 Management time/headteacher to work with governors Supply cost £140 2.5 Develop rich tasks that focus on numerical reasoning that provide progression in pupils skills throughout the school. Develop materials for daily mental starters (powerpoints, llygaid maths, regular use of convince me cards) Classes to have maths challenge areas to develop reasoning skills. SP and Num team Rich tasks prepared and shared with all staff 8/10/16 Observation of mental maths starters in lesson obs Oct 2016 Rich Evaluated through book reviews Listening to learners, mental recall session Feb 2017 Increase in reasoning and procedural results May 2017 by at least 5 per pupil Non contact time for numeracy team £800 term
Very good progress Strong progress Satisfactory progress Limited progress Actions Who? Milestone Term 1 Milestone Term 2 Milestone Term 3 Professional Development Needs Source of Finance and Cost 3.1 Identified leaders to attend training and develop the Language Charter at school. Training September 2016. Cascade to all staff and sign up to Hwb network. LD EE Training Staff meeting notes Display up – Sept 2016 Bilingualism team action plan – impact assessment Feb 2017 Bronze Award by ERW achieved by July 2017 100% Ks2 pupils achieve L4 W2L Training days with ERW Non-contact time meeting/Team time Supply costs EIG - £600 3.2 Conduct ERW baseline questionnaire with all KS2 pupils in September 2016 and evaluate data. Set up Criw Cymraeg to lead Welsh language around the school. Criw Cymraeg run a croeso competition, plan playtime games, phrase of the week – videoed for parents. All staff Training for staff – September 2016 INSET days Questionnaire completed by KS2 children – Oct Sept 2016 Criw Cymraeg to conduct mid year impact evaluation. – Feb 2017 Observation of in the playground etc. to assess impact May 2017. Evaluation by Team – June 2017 Non-contact meeting time Links with other schools/Network via HWB No cost 3.3 Ensure Welsh collective worship every Wednesday is led by Criw Cymraeg. Guided reading session in Welsh held each week. All Staff Criw cymreag selected and supported until half-term, then more led by pupils by song, prayer and a drama/story. Video evidence of assemblies. Criw cymraeg interviews with governors and audit of confidence in Increase in L5 reading to 46.2% Y6 100% Y6 L4 Bronze Award by ERW Staff meeting/Team time £600 supply and course
Key Question and Quality Indicator: 3.2.1 and 3.2.2 Internal Accountability: Headteacher – Linda Crockett Accountability to the Governing Body: Linda Crockett Very good progress Strong progress Satisfactory progress Limited progress Actions Who? Milestone Term 1 Milestone Term 2 Milestone Term 3 Professional Development Needs Source of Finance and Cost 4.1 To conduct an in-depth analysis of National Test data – individual pupil, subject, pupil groups, age groups, whole school with NSP to show best practice to SLT and governors Data governors, SLT ERW data pack, benchmarking analysed in depth (Sept 2016 and Oct 2016) to improve identified for SDP by (15/9/16) Review of SDP and data targets All data to improve from TAs and tests May 2017 NSP support - cost of mentor time EIG -£360 4.2 Evaluating the quality of pupils’ written and practical work with support of ERW Challenge Advisers Governors SLT Core Visit (20/10/16) Monitoring visit by Govs/SLT 12th October Book monitoring with SLT Feb 2017 Book monitoring with SLT June 2017 Management time for SLT No cost 4.3 Evaluating the quality of curriculum planning – ensuring progression and ARR – particularly literacy and numeracy across the curriculum with NSP and NSP link NSP support for governors and SLT by Nov 2016 Planning reviewed and books monitored – Feb 2017 All pupils results/data to improve – July 2017 NSP support see 4.1 See 4.1 4.4 Moderating teacher assessment – ensuring consistency – in and cluster networks Headteacher Oct/Nov 2016 Feb/Mar – in house and All
target setting Oct 2016 cluster moderation agreed by cluster. All data to improve from TAs and May 2017 4.5 Ensuring that the Governing Body play an effective role in the self-evaluation process through direct observation, book monitoring and listening to learners regularly – NSP support Chair of governor and NSP support for governors and SLT by Nov 2016 Book monitoring, lerning walks, listening to learners and SER update Feb 2017 Governors review and update SER with staff - June 2017 NSP support see 4.1 See 4.1 4.6 Good practice shared with other schools. Headteacher to be mentor to acting headteacher in cluster school Meeetings /visits to cluster school Headteacher report/school to school visit form Meeting between headteachers Visit to school Headteacher report/school to school visit form Meeting between headteachers Headteacher report/school to school form Management time £600 School support funding 4.7 New Governors will undertake statutory training and others governors will continue to develop their knowledge and skills in line with the Governing Body self-assessment. Existing governors attend relevant training and undertake learning walks, school visits to ensure they have first hand experience of school to feed into school self-evaluation Arrange induction for new governors and governors Training calendar kept up to date and feedback given at each full governors meeting Reports completed and targets set for school Learning walk calendar adhered to. Training attended and feedback in full governors meeting. Reports completed and feed into SER and Impact Assessments Learning walk calendar adhered to. Training attended and feedback given in full governors meeting. SER updated with stakeholders and new SDP prepared s
6.4 Incredible Years Training for foundation Phase staff and embed Incredible Years ethos in all Foundation Phase classes focusing on emotional well being and social skills. Staff training identified by October 2016 Monitoring of Incredible Years Evaluation of incredible Years. End of KS results and NRT data Incredible Year Training 6 days 2 staff £1,200 - EIG 6.5 Kiva in KS2, questionnaire for baseline of bullying, social awareness. KIVA training for support staff/MDS Workshop and Launch for teachers and parents Monitoring of KIVA Reports of bully interviews reviewed by SLT Online questionnaire to show Questionnaire annual cost £180 - PDG 6.6 Identify 4 key members of staff to attend Attachment Training for FSM/LAC pupils – 2 days training – CF Action plan for intervention and support. Cascade information to rest of Staff training identified by October 2016 Training Nov 2016 Monitoring of ction plan and support records 2 day training Jan 17 Evaluation of impact of training and program of support on FSM and LAC pupils Supply costs for 2 teachers £600 - EIG How can the wider community of the school enrich the priority? Parental involvement Governor involvement