Inspection under Section 10 of the Schools Inspections Act YSGOL GYNRADD WIRFODDOL MYFENYDD Llanrhystud Aberystwyth Ceredigion SY23 5AT

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1 Inspection under Section 10 of the Schools Inspections Act 1996 YSGOL GYNRADD WIRFODDOL MYFENYDD Llanrhystud Aberystwyth Ceredigion SY23 5AT School Number: Date of Inspection: October 2004 by Mr Aled Evans Date: 20 December 2004 Under Estyn contract number: T/34/04P

2 Crown Copyright 2004 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and the source and date thereof are stated. Copies of this report are available from the school. Under the School Inspections Act 1996, the school must provide copies of the report free of charge to certain categories of people. A charge not exceeding the cost of reproduction may be made to others requesting a copy of the report.

3 Ysgol Gynradd Wirfoddol Myfenydd was inspected as part of a national programme of school inspection. The purpose is to identify good features and shortcomings in schools in order that they may improve the quality of education offered and raise the standards achieved by their pupils. The inspection of all schools within a six-year cycle is also designed to give parents more information about their child s school. A copy of this summary is sent to every family with a child at the school. The full report can be obtained from the school. The inspection of Ysgol Gynradd Wirfoddol Myfenydd took place between October An independent team of three inspectors, led by Mr Aled Evans undertook the inspection. Estyn, a statutory body independent of, but funded by, the National Assembly for Wales, commissioned the inspection. The team was required to report on the standards achieved by pupils, the quality of education provided by the school, the quality of leadership and management and the contribution made by the school to its pupils spiritual, moral, social and cultural development. The five-point scale used to represent all inspection judgements in this report is as follows: Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 good with outstanding features good features and no important shortcomings good features outweigh shortcomings some good features, but shortcomings in important areas many important shortcomings

4 Year groups and key stages Schools use a common system of numbering year groups from the start of compulsory schooling to 18 years age. This system emphasises the importance of continuity and eases communication among schools, governing bodies, parents and LEAs. The term Reception (R) refers to the year group of pupils in a primary school who attain the age of 5 during the academic year. Year 1 refers to the year group of pupils who attain the age of 6 during the academic year and so on. Year 13 is the year group of students who attain the age of 18 during the academic year. Primary phase: Year R Y 1 Y 2 Y 3 Y 4 Y 5 Y 6 Ages Secondary phase: Year Y 7 Y 8 Y 9 Y 10 Y 11 Y 12 Y 13 Ages The national curriculum covers four key stages as follows: Key stage 1 Year 1 and Year 2 Key stage 2 Year 3 to Year 6 Key stage 3 Year 7 to Year 9 Key stage 4 Year 10 and Year 11

5 Contents Page Context 1 Summary 1 Recommendations 4 Standards 5 Key question 1: How well do learners achieve? 5 The quality of education and training 7 Key question 2: How effective are teaching, training and assessment? 7 Key question 3: How well do the learning experiences meet the needs and interests of learners and the wider community? 8 Key question 4: How well are learners cared for, guided and supported? 10 Leadership and management 11 Key question 5: How effective are leadership and strategic management? 11 Key question 6: Key question 7: How well do leaders and managers evaluate and improve quality and standards? 12 How efficient are leaders and managers in using resources? 13 Standards achieved in subjects and areas of learning 15 Welsh 15 Mathematics 16 History 17 Art 18 Information technology 18 Physical education 19 School's response to the inspection 20 Appendices 22 A Basic information about the school 22 B School data and indicators 22 C National Curriculum assessments results D Evidence base of the inspection 24 E Composition and responsibilities of the inspection team 24

6 Context The nature of the provider This voluntary primary school serves the village of Llanrhystud and the immediate rural area surrounding it, although a significant percentage of the pupils is drawn from a wider area. The self-evaluation statement describes the area as being neither prosperous nor economically disadvantaged and only some two per cent of the pupils are entitled to free school meals. An extension was built on to the school during 2001 in order to enlarge the space for the under-fives. A little over a third of the pupils come from Welsh-speaking homes and according to the information provided by the school, 89 per cent of the school population is able to speak Welsh as a first language or to an equivalent standard. In compliance with the local education authority s (LEA s) policy for Category A schools, Welsh is the main medium of the life and work of the school but it is aimed to ensure that pupils are fully bilingual by the time they transfer to the secondary sector. The school was last inspected exactly six years ago. There are 67 full-time pupils in the school (aged four to 11) and the majority of them have experienced pre-school education. This figure has been relatively constant for five years. Some 20 per cent of the full-time pupils are identified as having special educational needs (SEN) although none of them has a statement of need. The pupils are divided into three classes. There are three full-time members of staff, including the headteacher who teaches for three days of the week. There are two part-time teachers, one for teaching pupils with SEN and the other to release the headteacher for non-contact periods. The school s aim is to acknowledge the dignity and value of each child, to provide equal opportunities and the best possible education so that each child achieves his/her potential in all aspects of his/her development within a caring and Christian community. The school s priorities and targets Among the priorities listed in the current school development plan (SDP), the following issues are referred to: Develop the organisation for the under-fives. Highlight Llais y Dysgwr across the school. Strengthen whole-school self-evaluation processes. Develop assessment booklets. Establish European links with other schools. Summary Ysgol Gynradd Wirfoddol Myfenydd is a good school. Good education is provided with some outstanding features. The school has continued to improve standards since the last inspection. The inspection team agreed with the school s judgements in 1

7 its self-evaluation document in relation to the seven key questions. There was agreement with the majority of the school s judgements regarding the standards achieved by pupils in the six subjects inspected. The inspectors did not agree with the judgement made by the school for mathematics in Key Stage (KS) 2. Table of grades awarded Key question Inspection grade 1 How well do learners achieve? 2 2 How effective are teaching, training and assessment? 2 3 How well do the learning experiences meet the needs and interests of learners and the wider community? 2 4 How well are learners cared for, guided and supported? 2 5 How effective are leadership and strategic management? 2 6 How well do leaders and managers evaluate and improve quality and standards? 2 7 How efficient are leaders and managers in using resources? 2 Standards Pupils standards of achievement in the subjects during lessons observed are as follows: Pupils standards of Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 achievement Percentage at each grade Pupils standards of achievement are significantly higher than the Welsh Assembly Government all-wales targets for 95 per cent of standards to be satisfactory and 50 per cent to be good or better. In this inspection, six subjects in KS1 and KS2 were inspected. Pupils standards of achievement are as follows: Subject KS1 KS2 Welsh 2 2 Mathematics 2 3 History 2 2 Information technology 2 2 Art 2 2 Physical education 2 2 The general quality of the educational provision for the children under five is appropriate to their needs, and the children are making good progress towards the Desirable Outcomes for Children s Learning. According to 2004 results, the percentage of pupils who attain the expected national levels at the end of a key stage is higher than the county and national levels in mathematics, science and English in KS2 but lower in Welsh. Compared with similar schools nationally, using the free school meals indicator, pupils performance in KS1 and KS2 is lower than the median in the core subject indicator (CSI). 2

8 Pupils in the three classes achieve good standards in their knowledge and understanding. The majority of pupils can apply the key skills quite confidently but they are more uncertain when applying their learning skills. Their study skills, and skills in improving their own work and organising and presenting work are underdeveloped. In KS1 and KS2, pupils standards and progress in the key skills of speaking, writing, reading, numeracy and using information and communications technology (ICT) are good. They achieve grade 1 in listening standards. Pupils achieve good standards in bilingualism. The significant numbers who have Welsh as a second language come to speak the language fluently and naturally. This is an outstanding feature. Pupils contribute well to the culture of diligence and application which characterise the three classes in the school. Their behaviour is very good and is a strength of the school. Pupils who have been placed on the school s SEN register achieve appropriate standards and several of them come off the register after they have met the targets set for them. Over the last three terms, attendance has been good at 96.3 per cent. The quality of education and training There is consistently good teaching across both key stages. During the inspection, the quality of teaching was as follows: The quality of teaching Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Percentage at each grade The quality of teaching in the lessons observed is significantly higher than Welsh Assembly Government targets of 95 per cent of lessons satisfactory and 50 per cent good or better. The teaching is good in all classes and the pupils have a range of learning experiences of a good standard. The quality of the teaching is an important element in the progress the pupils make and the standards they achieve. The structure and organisation of lessons are good and they develop at a good pace. Clear learning objectives are shared with the pupils at the start of lessons and attainments are discussed during the plenary session. Overall, the focus on differentiated work for pupils of different abilities is insufficiently detailed and the quality of marking is inconsistent. The general quality of assessment is good. Pupils achievements and progress are assessed regularly in the core subjects. The results of a good range of diagnostic tests are analysed well. The assessment procedures and record keeping in foundation subjects are being developed. Overall, planning for the curriculum is appropriate. There are schemes of work of a good standard in the majority of subjects. In Welsh and English, however, the wholeschool plans are not sufficiently detailed. The planning for the development of key skills across the curriculum is not sufficiently detailed to ensure that pupils have necessary experiences in these areas. 3

9 The curriculum for the under-fives successfully promotes the Desirable Learning Outcomes for Children s Learning. The quality of pupils support, guidance and welfare is good and the school succeeds in creating a close family community where pupils feel happy and safe. The quality of the provision and support for pupils with additional learning needs meets Code of Practice requirements and is good on the whole. The school s provision for pupils spiritual, moral, social and cultural development is very good. Pupils experiences are extended through the range of extra-curricular, cultural and sporting activities. The school meets statutory requirements for the provision of daily acts of collective worship. Leadership and management The school is well led and the aims and objectives set out for it are promoted appropriately. The headteacher offers committed and inspired leadership to the school community. The school staff work well as a team and the inclusive feeling found there contributes effectively to the joint effort to maintain and improve standards. The governing body is a proactive one and works very effectively. The governors monitor the curriculum, they are knowledgeable about the life of the school and their regular visits are supportive. The self-evaluation culture is being developed well and staff and governors have been involved in aspects of the process. Thus far, the self-evaluation process has not been formalised to allow leaders and managers to map clearly, over an extended period, the relevant activities of this process. Self-evaluation findings are not used to influence the priorities in the school development plan (SDP) in an adequately secure way. The long-term SDP is a comprehensive planning document which includes a number of appropriate priorities for the school. However, there is not enough whole-staff awareness regarding its content or the direction the plan sets. The school has made good progress since the last inspection. Although there are adequate resources for each age range, because of the general lack of space in the school, but especially in KS2 classes, their availability and the way they are kept, do not contribute to effective use by pupils at all times. The school building and playing yard are well kept and clean. The present school population has outgrown the space in the hall for whole-school sessions of collective worship and also the use made of it for physical education sessions. Recommendations In order to improve the school in the areas inspected, the staff and the governing body need to: R1 maintain the good standards, and improve the satisfactory standards by addressing the shortcomings identified in the body of the report; 4

10 R2 R3 R4 R4 ensure that teachers provide structured opportunities which will enable pupils to develop their learning skills, i.e. study skills, skills in improving their own work, organising and presenting work independently; ensure consistency in the whole-school approach towards differentiation and marking of pupils work. develop the current way managers plan school improvement by ensuring that the SDP is a more strategic document that allows a more secure link with the process of self-evaluation; continue to improve the sufficiency of buildings, especially in relation to the following aspects: the use made of the hall for physical education lessons and for wholeschool assemblies; storage space for resources; the availability of resources for pupils. The governing body is responsible for amending its current development plan to incorporate action in response to the recommendations within 45 working days of receiving the report, showing what the school is going to do about the recommendations. This plan, or a summary of it, will be circulated to all parents at the school. Standards Key question 1: How well do learners achieve? Grade 2 good features and no important shortcomings 1. Overall, the findings of the inspection team match the judgement made by the school in the self-evaluation report. 2. The general quality of the educational provision for the children under five is appropriate to their needs, and the children are making good progress towards the Desirable Outcomes for Children s Learning. 3. Early years children achieve good standards in the key kills of listening and speaking, writing, numeracy, reading and using ICT. 4. Pupils in the three classes achieve good standards in their knowledge and understanding. The majority of pupils can apply the key skills quite confidently but they are more uncertain when applying their learning skills. 5. They achieve grade 1 in listening standards and the vast majority listen attentively respecting the contributions of their fellow pupils. In respect of their age and their ability, pupils read correctly, fluently and with expression. Standards in speaking and writing are good and there are no important shortcomings. 6. In KS1, the pupils respond well to questions by offering sensible answers. They also begin to ask appropriate questions relevant to the work under consideration. In KS2, pupils speak confidently and they can discuss their work intelligently. The majority of pupils develop to become confident communicators on paper by the 5

11 end of KS2. Despite that, insufficient examples were seen of extended writing across the curriculum. 7. The pupils contribute well to the culture of diligence and application which characterises the three classes in the school. They are conscientious and adhere to their tasks well. Despite that, their skills in organising and improving their own work are underdeveloped and they are rather lacking in confidence when asking inquisitive questions relating to their work. 8. Learners achieve grade 2 standards in numeracy; they have a good understanding of number work and some examples were seen of pupils applying these skills within subjects such as science and geography. 9. Standards in information technology are grade 2. Pupils can use computers confidently in various learning situations. Pupils in both key stages use commercial programs effectively to support their knowledge and understanding in a variety of areas. Key Stage 2 pupils can access information from the web independently by choosing and selecting from the text appropriately. 10. Pupils achieve good skills in bilingualism. Pupils in KS2 are able to speak, read and write in both languages and are reasonably confident in moving from one language to the other. 11. Pupils at the higher end of the school can extract information from a text in one language and summarise the main points in another language. 12. The majority of pupils make good progress in gaining new skills, knowledge and understanding. They approach their work positively and the significant numbers who have Welsh as a second language come to speak the language fluently and naturally. This is an outstanding feature. 13. In KS2, pupils have a fairly good understanding of the strengths and shortcomings evident in their work but the qualitative targets set for them do not guide them sufficiently to improve their own work. 14. The pupils who were placed on the school s SEN register achieve appropriate standards and several of them exit the register after they have met the targets set for them. 15. According to the school s self-evaluation statement, baseline assessment results compare favourably with the county percentages. The school s analysis shows that pupils oracy skills need to be targeted from the earliest age. 16. According to the 2004 results, the percentage of pupils at the end of KS1 who attain the national expected levels are higher than the county and national levels in mathematics and science but lower in Welsh. Compared with similar schools nationally using the free school meal indicator, pupils performance at the end of KS1 are in the lower quartile in Welsh but in the higher quartile in mathematics and science. 17. According to the 2004 results, the percentage of pupils at the end of KS2 who attain the national expected levels in science, mathematics and English is higher than the national and county averages but lower in Welsh. Through benchmarking with similar schools nationally using the free school meal indicator, pupils performance is under the median in every subject and in the CSI. Over the past three years, pupils performance at the end of KS2 has consistently 6

12 benchmarked lower than the median in mathematics and Welsh using the same indicator 18. There is no significant difference in the performance of boys and girls. 19. Pupils behaviour and attitudes in the classrooms and around the school are very good and is a strength of the school. The pupils show respect and awareness of the needs of others and follow the example of the teachers and other staff members in this respect. They are friendly and polite to each other, the staff and visitors to the school. Pupils are aware of the school s expectations and rules and adhere to them. Pupils good behaviour in class and elsewhere is rewarded. 20. Pupils behaviour has a positive effect on the teaching and life of the school in general. The school has had no case to expel any pupil from the school and issues of aggressive behaviour or bullying were not seen during the inspection but there are clear procedures in place if such cases arise. 21. Over the last three terms, the attendance average has been good at 96.3 per cent without any case of unauthorised absence. Although the school has not set formal targets for attendance levels, it aims to at least maintain the present attendance level. 22. Parents are aware of their responsibility relating to attendance and punctuality and inform the school in any case of absence. The vast majority of pupils arrive at the school punctually and the school day and lessons begin on time. Registers are kept neatly and are monitored regularly by the headteacher and teachers; they meet the statutory requirements of circular 3/99. The quality of education and training Key question 2: How effective are teaching, training and assessment? Grade 2 good features and no important shortcomings 23. Overall, the inspection team findings match the grade in the school s judgement in the self-evaluation report. 24. Teaching is good in all classes and pupils have a range of learning experiences of a good standard. The quality of teaching is an important element in the progress pupils make and the standards they achieve. 25. The teachers are role models of a high standard and they have a very good relationship with pupils. Pupils are aware of the expectations set for them with respect to work and behaviour. Good work is praised and the system of celebrating effort and attitude towards work is popular with the pupils and makes an important contribution to their development. 26. Teachers have a good knowledge of the subjects they teach and of National Curriculum (NC) requirements. They are very good language models for the pupils to imitate, and this has a beneficial effect on the pupils ability to speak Welsh. 27. Effective use is made of the nursery nurse, the athrawes fro, the special needs teacher and other support staff and they make an important contribution to the quality of learning. 7

13 28. Across the school, teachers provide a stimulating environment, including good displays of pupils work. A range of resources is used including pictures and pupils previous work as effective stimuli to promote the teaching. 29. The structure and organisation of lessons are good and they are developing at a good pace. An appropriate range of teaching strategies is used. Clear learning objectives are shared with pupils at the start of lessons and attainments are discussed during the plenary session. Pupils have good support during lessons. Good use is made of questioning and teachers involve themselves effectively when required as the pupils complete their tasks. 30. Overall, the focus on differentiated work for pupils of different abilities is insufficiently detailed in teachers planning. 31. The overall quality of assessment is good. Pupils achievements and progress are assessed daily and more structured every half term and at the end of a key stage. The results of a good range of diagnostic tests are analysed well. 32. Although assessment opportunities are identified in teachers short-term plans, current assessment evidence does not contribute to planning in sufficient detail. 33. Detailed records are kept of pupils achievements in the core subjects and this is a good aid when tracking pupils progress. Good use is made of the information in pupils transfer forms from one class to the other. 34. Good use is made of pupils record of achievement files, which include test results, examples of recent work and evidence of their personal and social development. 35. The individual target-setting system for pupils is generally good and the school consults with children and parents when setting these. Procedures are in place to develop pupils self-evaluation skills. 36. There is appropriate oral feedback to pupils during lessons. However, the marking is inconsistent and very often, it does not note the ways forward for pupils. 37. There are portfolios of levelled work in the core subjects but assessment procedures and record keeping in foundation subjects are in their very early stages. 38. Reports to parents conform to statutory requirements and on the whole, they are of good quality. They include information about pupils achievements in all subjects and information about their personal and social development. Elements to improve are referred to in the core subjects. 39. The school has a clear policy on equal opportunity. Each pupil receives the same opportunities whatever his/her background, sex or ability. Key question 3: How well do the learning experiences meet the needs and interests of learners and the wider community? Grade 2 good features and no important shortcomings 40. The inspection team findings match the grade in the school s judgement in the self-evaluation report. 8

14 41. The curriculum for the under-fives successfully promotes the Desirable Learning Outcomes for Children s Learning. In KS1 and KS2, the school offers a broad and balanced curriculum which is relevant to children s needs. It meets the requirements of all subjects including religious education. 42. Overall, planning for the curriculum is appropriate. There are schemes of work of a good standard in the majority of subjects. In Welsh and English, however, whole-school plans are not sufficiently detailed or give enough effective direction to the planning for skills development in oral work, reading and writing. 43. Planning for the development of key skills across the subjects is insufficiently detailed to ensure that pupils get the necessary experiences in these areas. 44. Pupils develop a good understanding of sustainable development through their care for the school environment and their work in geography. 45. The school s procedures for personal and social development are good and recently, a more structured provision is having a positive impact on developments in the area. 46. The Cwricwlwm Cymreig is a characteristic element of the provision in subjects such as history, geography, art and music. In addition, Welsh culture is promoted through singing and dancing and other activities involving the Urdd movement. Pupils develop an appropriate awareness of other cultures. 47. The school promotes pupils bilingualism in Welsh and English effectively and succeeds to reach its aim of enabling pupils to be confident in using both languages. There are good examples of translanguaging at the higher end of the school. 48. Moral messages are regularly introduced throughout the school day and in assemblies. Pupils spiritual development is developed through taking a proactive part in daily collective worship activities and links with the Church. Opportunities to quietly reflect on the experiences they receive across the curriculum are more restricted. 49. Good emphasis is placed on extra-curricular activities and the pupils benefit from these experiences. There are a number of regular activities involving the Urdd movement. There is a football club and an opportunity is given for pupils to attend a drama club. 50. Good use is made of visits and visitors to reinforce activities and enrich pupils education. A variety of people from the community visit the school to talk with pupils about their work and experiences and to assist with reading and sports. Pupils have valuable experiences when visiting places such as Castell Henllys and in the Arts Centre s Craft Day. 51. Homework is set regularly in both key stages, and the activities have a positive impact on pupils standards of achievement. 52. Pupils have equal access to a full range of curriculum activities and to all aspects of school life. 53. Parents are very supportive and there is a good relationship between them and the school. The vast majority of the questionnaires returned state that they are at least satisfied with their children s standards of work and the values promoted by the school. The Parent Teacher Association raises good sums of money to buy 9

15 resources for the school. Nearly 7,000 profit was made one evening this year when an auction was held which was organised by them in Aberystwyth. 54. Parents are very satisfied with the information they receive from the school by means of letter, meetings and reports. The School Handbook is comprehensive and this together with the governors annual report to parents meets with statutory requirements; the school also provides a valuable pre-school pack for the parents of the under-fives. The majority of parents have signed the Home/School Agreement and the school meets its statutory requirement in this respect. 55. There are good links between the school and the community. The community is invited to join in the school s activities. Pupils raise money towards a vast range of charities. All the school s activities and achievements are reported on monthly in its column in Y Ddolen, the local community paper. 56. The school has close links with the Nursery School which was until recently using a room in the school. There are strong links with the local secondary schools through bridging courses which include visits by staff and pupils. The school has a contract to receive prospective teachers from Aberystwyth University annually. 57. The school takes advantage of the few available opportunities in respect of the variety of industry in the area around the school. Pupils benefit from the number of visits and activities they have through visiting local farms and businesses and the link with Careers Wales, Gwasg Gomer, the National Library, Aberystwyth Football Club, Cwmni Arad Goch and local theatres among others. Teachers attend a variety of courses. Key question 4: How well are learners cared for, guided and supported? Grade 2 good features and no important shortcomings 58. The inspection team findings match the grade in the school s judgement in the self-evaluation report. 59. The quality of the support, guidance and pupils welfare is good and the school succeeds in creating a close family community where the pupils feel happy and safe. 60. Staff know their pupils well and give full consideration to their personal needs. Pupils know they can turn to any member of staff at any time for support and guidance. The endeavours to raise pupils self-respect and to give them confidence are good. Success is celebrated in a variety of ways. 61. The school plans and manages care procedures well and the quality of pupils pastoral care is an obvious strength. There is a vast range of policies dealing with this area including a policy for health and safety and child protection. The headteacher is responsible for child protection and all staff have received a certificate following a course dealing with child abuse under the auspices of the NSPCC organisation. 62. A nurse comes to the school to talk with Y6 pupils about sex education and drugs. Procedures are in place to look after pupils who are unwell or who have had an accident. Members of staff have First Aid certificates. The link with external agencies is very strong. 10

16 63. The procedures for welcoming pupils when they come to the school for the first time are good. The parents booklet and Starting School booklet are very useful to parents with regard to information which helps new children settle in quickly. There are strong links with the secondary schools and the process for transferring pupils is effective. 64. The quality of the provision and support for pupils with additional learning needs meets Code of Practice requirements and is good on the whole. The headteacher is the SEN co-ordinator, and she is supported well by the SEN teacher who visits the school. There are appropriate procedures for identifying pupils with SEN at an early stage. 65. All pupils with SEN have individual education plans (IEPs). They include realistic targets and parents have the opportunity to involve themselves fully in the process. The school is in the process of adopting a system of setting more specific targets for short periods of time in order to improve the provision further. Good support is given, according to the withdrawal system, by the visiting SEN teacher. The tasks set in the withdrawal groups are appropriate and correspond to pupils needs mainly. There is an effective link between the teacher and the class teachers in English and mathematics. The links with external agencies are appropriate ones. 66. The school has a school council and recently an interesting initiative, Llais y Plentyn has been developed, which gives pupils good opportunities to express their opinion on a number of aspects of school life. 67. The school has successful rules and procedures regarding behaviour and bullying. The strategies for ensuring high levels of attendance are good. 68. The staff look after the children in their care and there is a good relationship between them. The school has policies for health and safety and child protection. The headteacher is the nominated person who has responsibility for issues relating to child protection. Leadership and management Key question 5: How effective are leadership and strategic management? Grade 2 good features and no important shortcomings 69. The inspection team findings match the judgement made by the school in the selfevaluation report. 70. The school is well led. The headteacher offers energetic and inspired leadership to the school community. She ensures that the school offers wide and equal opportunities for every pupil to meet his potential through a balanced and relevant curriculum and through a good menu of extra-curricular activities which enrich the pupils experiences. Under her leadership, a caring environment is adopted which is based on trust and respect. The aims and objectives of the school are promoted appropriately. 71. The school staff work well as a team and the inclusive feeling which is found here contributes effectively to the joint effort to maintain and improve standards in the school. The relationship between the staff and the pupils and their parents is a 11

17 significant contribution towards promoting the school s overall aims and objectives. 72. The school considers national priorities and local partnerships well. A good partnership is maintained with the secondary schools to which the pupils transfer and bridging units have been developed to promote the transfer between KS2 and KS3. The recent expenditure on developing new ICT resources contributes to the progress seen in standards since the last inspection. The development of the initiative on highlighting Llais y Dysgwr is in its infancy but already there has been whole-school commitment to it. 73. Self-evaluation systems are being developed well in the school. They offer a comprehensive and accurate picture of the school s performance in a large number of aspects and by drawing on a number of sources and contributions. Through the self-evaluation process, subject leaders have the opportunity to monitor standards within their areas of responsibility and offer advice on the areas which need developing. Subject leaders have a good awareness of the strengths and shortcomings within their areas of responsibility, although they have not formally recorded this. However, up to now, the link between the selfevaluation process and the school development planning process is insufficiently secure. 74. The SDP is a comprehensive document which highlights a vast number of suitable priorities, However, at present it is not an adequately strategic document which builds on the information the school has gathered about itself and details clearly the issues which, if acted upon, would have a positive effect on school improvement. 75. The school operates in line with its Performance Management policy and suitable and relevant training provision is ensured which meets the requirements of the professional development of staff. 76. The governing body is a pro-active one and members operate very efficiently for the benefit of the school. The governors monitor the curriculum and are knowledgeable about school life and their regular visits are sustainable ones. The partnership between the governors and the headteacher is a very secure one and they are included in all major decisions relating to strategic direction or school expenditure. They play the role of the critical friend in a suitable way and a programme for monitoring the quality of provision across the school has been established. Their awareness of financial issues and their management of the school budget are very good. This means that the school can plan ahead confidently over a period of three years. 77. The governing body meets on a regular basis and it fulfils all its regulatory and legal requirements. Key question 6: How well do leaders and managers evaluate and improve quality and standards? Grade 2 good features and no important shortcomings 78. The findings of the inspection team match the judgement made by the school in the self-evaluation document. 12

18 79. The headteacher, the governors and the staff show good awareness of the school s strengths and shortcomings. The self-evaluation culture is being developed well and staff and governors have been involved in aspects of the process. Parents of the school have been consulted formally by means of a questionnaire and the open relationship between the school and parental body is an exceptionally beneficial one. 80. Thus far, the self-evaluation process has not been formalised to allow leaders and managers to map clearly, over an extended period, the relevant activities of this process. Self-evaluation findings are not used to influence the priorities in the SDP in an adequately secure way. 81. The long-term SDP is a comprehensive planning document which includes a number of appropriate priorities for the school. The plan includes timetables, future qualitative and quantitive targets and also success criteria. Priorities are costed fairly carefully and are supported through allocating resources sufficiently. The SDP in its present form does not offer detailed enough direction relating to how a number of the priorities are going to be realised and there is not enough whole-staff awareness relating to its content or the direction which the plan sets out. 82. The headteacher offers a detailed analysis of pupils assessment test results, including baseline test results in the early years, teachers assessments and NC tests in KS2. The school makes good use of standardised tests in language and mathematics to identify pupils needs. Pupils in KS2 are aware of the qualitative targets set for them and generally, these have a positive influence on their progress. 83. Performance management is beginning to have a positive effect on the school. The process is an effective way of identifying staff needs and it is attempted to assimilate personal needs with the wider needs which are in the SDP. Staff training has had a positive impact on pupils standards. 84. The self-evaluation report formulated by the school before the inspection is of good standard. It is a document that lists the school s strengths clearly and identifies those areas which the school is planning to improve. There is room to further develop the way in which the stream of information the school has to draw upon is analysed and interpreted by aiming to be more self-challenging. 85. In each one of the seven key questions, the inspection team agrees with the judgement offered by the school. In relation to the subjects, the inspection team decided to give a grade lower than what had been identified by the school for mathematics in KS2, otherwise the judgement of the team agreed with the judgement of the school. 86. The school has made good progress since the last inspection. All key issues have been thoroughly addressed and success has been achieved in moving the school forward in relation to each. Key question 7: How efficient are leaders and managers in using resources? Grade 2 good features and no important shortcomings 87. The findings of the inspection team match the judgement made by the school in the self-evaluation document. 13

19 88. The school has teachers and support staff who have suitable qualifications. The school also takes good advantage of peripatetic and part-time teachers who provide support with Welsh, music and special needs education. 89. Teaching staff co-operate well with support staff for the benefit of the pupils. They make good use of resources which promote pupils learning. Each class is resourced with an interactive whiteboard and this is used effectively to support the teaching and learning on a regular basis. The area set aside for the underfives is also well resourced and gives children the opportunity to learn in a stimulating and attractive environment. The expenditure set aside for large play equipment in the early years has proven to be effective. The children have a regular opportunity to use it thus promoting their learning within the six areas of the Desirable Outcomes. The support given by the nursery nurse in the youngest children s class is an effective contribution towards the organisation of that class where there is range from reception age up to Year (Y) The subject leaders undertake their role in a conscientious and organised manner. On the whole, they have a good awareness of what is happening across the school in their areas of responsibility and they have the opportunity to monitor the planning, provision and outcomes in those areas. Overall, they have a good understanding of the aspects that need developing within their areas of subject responsibility, although this aspect has been insufficiently formalised. 91. The school has adequate resources for each age range and, in general, each subject. Many of these are of good quality. Unfortunately, due to a lack of space in general in the school, but especially in KS2 classes, their availability and the way they are kept do not contribute to effective use by the pupils at all times. This lack of space also means that the only school corridor is overwhelmed by physical education equipment and pupils coats. This first view is not compatible with the sense of celebrating pupils education which exists in the school. 92. The school building and playing yard are well kept and clean. The school takes good advantage of the playing space which is around the main building. The School Council has ensured a number of visual changes which contribute to the pupils enjoyment during their break periods. Recent adaptations have improved the buildings significantly. These have provided a resource area and a room for nursery children and good use is made of them. 93. The present population of the school has outgrown the space in the hall for group sessions of collective worship and also the use made of it for physical education lessons. The imaginative use of displays of pupils work and other learning materials creates an educationally stimulating environment. 94. The school plans appropriately and acquires resources in line with its priorities and its educational targets. The subject leaders review and evaluate needs and use of resources annually. 95. There is very effective use of the local environment, the community and educational sites such as museums to enrich pupils learning. This is enhanced further by the contributions of visitors to the school, including using specialist services such as the County Archives. 96. The school provides good value for money. 14

20 Standards achieved in subjects and areas of learning Welsh Grade 2 good features and no important shortcomings Overall, the inspection team findings match the school s judgement. Good features In KS1, pupils listen attentively to stories and presentations. They are keen to respond and take part in discussions. The majority express themselves well using a good range of vocabulary. It is very striking how pupils, who have Welsh as a second language, become knowledgeable and confident when using the language. The reading skills of the majority of KS1 and KS2 pupils are developing well. They enjoy reading and they can answer questions confidently about the main characteristics of the content of the books they read. Across KS1, the majority develop good writing skills. The more able pupils in Y1 and Y2 write with more and more independence when presenting work including interesting descriptions of others, letters, news and stories. Much of their writing demonstrates a good awareness of sentence construction and language patterns. The majority of pupils across KS2 are developing good speaking skills. They ask and answer questions showing much interest when speaking about their work and different characteristics relating to school life. The majority of Y3 and Y4 pupils offer opinion and express attitudes during discussions in class relating to bullying while the majority of Y5 and Y6 pupils discuss elements of the class story book effectively. The reading standards of the majority are good and the reading of a few of the older pupils is of a very good standard. Pupils across the key stage read accurately and frequently with good expression. At appropriate levels, they discuss characters and characteristics of books which appeal to them. A number of the pupils benefit from taking part in book quizzes in the county and they have won praise for their efforts. The majority of the older pupils use their reading skills in an appropriate way when gathering information from reference books and other sources. Across the key stage, writing standards develop well and the majority of pupils achieve good work. They write across the curriculum and for different purposes, including stories, personal and formal letters, diaries, reports and rules. There are good examples of poetry writing as Y3 and Y4 pupils concentrate on the concept of happiness and as these pupils convey their interpretations of fear. Examples of the writing work of a small number of these pupils are of a very high standard, showing originality and imagination. Across the key stage, the majority develop a good grasp of writing conventions and Y5 and Y6 pupils make good use of paragraphs in their work. Pupils handwriting varies. There are a number of examples of a good standard but on the whole, it is satisfactory. Shortcomings There are no significant shortcomings. 15

21 Mathematics Report by Mr Aled Evans KS1 - Grade 2 good features and no important shortcomings KS2 - Grade 3 good features outweigh shortcomings The findings of the inspection team do not match the school s judgement. Good features In KS1, pupils can count and arrange one and two-digit numbers and use them to complete elementary addition and subtraction sums. Pupils can recognise odd and even numbers, and double and halve numbers quickly. Older KS1 pupils can read numbers up to 1,000 and they are able to explain confidently place value of different digits within the number. Pupils are familiar with standard units of measure, basic coins and directions. The majority of pupils can name simple two-dimension and three-dimension shapes correctly. In both key stages, pupils can count quickly when doing mental arithmetic and they can explain well the methods used to come to an answer. The school s older pupils apply their mathematical understanding to calculate the height of a tree fairly accurately. In KS2, younger pupils know their numbers up to 1,000 and they can recall multiplication patterns quickly and confidently. Older pupils have a good knowledge of number processes and their strategies for dealing with mental arithmetic have been well developed. The older and more able pupils can convert fractions into decimals and multiply and divide decimals with 10 and 100. They are familiar with negative and square numbers. By the end of KS2, the more able pupils have a good grasp of multiplication tables and are able to apply this knowledge to multiply two and three-digit numbers. Pupils are familiar with standard units of metric measurements. They can estimate and calculate measurements of length, weight and time confidently. Pupils have a good knowledge of angles, they know their names and they can measure angles accurately. Pupils gather and present data for different purposes. The more able pupils can interpret data, by forming conclusions based on them. Shortcomings In KS1, the presentation of work in pupils books is too dependent on worksheets. This means that pupils skills in setting out a sum on paper are underdeveloped. At the end of KS2, the majority of pupils knowledge relating to some areas of the curriculum such as probability, calculating area and algebra is uncertain. The investigative skills of a good number of pupils has been insufficiently developed. 16

22 History Grade 2 good features and no important shortcomings Overall, the inspection team findings match the school s judgement. Good features In KS1, the pupils develop a good history vocabulary through studying a number of elements relating to life long ago in their area and beyond. Through using photographs and artefacts, they develop a good knowledge of children s toys about half a century ago. They compare them with their own toys effectively. They develop a good understanding of how home life has changed through studying home life over one hundred years ago and concentrating on an old kitchen, food and washing clothes. They have a good awareness of the difference electricity has made to everyday life. They make good use of the visit from a local man who spoke about aspects of his life when he was a child, including school life to draw good comparisons with their lives. They develop a good understanding of how birthday cards have changed over time. Across KS2, pupils make good use of their visit to Castell Henllys to enrich their understanding of life in the age of the Celts. Year 3 and Y4 pupils have a good understanding of living conditions and homes during the period. They know why hill forts were built in special places and they are aware of the role of soldiers as part of the tribe. Year 5 and Y6 pupils have a good understanding of the importance of the tribe and the different types of people related to it and their role. They show good research skills and they make good use of their ICT skills when finding information about the Celts celebrations. Year 6 pupils discuss the importance of archaeologists work effectively by concentrating on their contribution to understanding of the period. Pupils across KS2 have studied the events of the Second World War and they show a good understanding of how difficult life was for people at that time including the need for rationing food and clothes. They understand the significance of the threat of bombing and the reasons for moving children from the cities. They concentrate well on the evacuees and show a good understanding of their feelings by writing imaginative letters referring to their experiences. The older pupils are aware of the sources that can be used to find information about life during the war. They discuss the contribution of people who remember life during the war and evidence of photographs, posters and newspapers from that period to contribute to their understanding. The majority of Y5 and Y6 pupils make good use of a time-line showing a good awareness of the chronology of the periods in question in the KS2 scheme of work. Shortcomings There are no significant shortcomings. 17

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