Key Priority: Education - A Top Quality Education for All. Chris Bradshaw - Director of Education & Lifelong Learning.

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2 Appendix 3b Wales Programme for Improvement Education 2012/13 Action Plan A Top Quality Education for All The focus on education is to continue to drive up standards in both early years settings and schools and improve the outcomes for all children. If we are to break the cycle of deprivation, a top quality education that meets the needs of all children is essential. A key priority is to improve standards of literacy and numeracy, to ensure all children attend school as a matter of course and can access a curriculum that meets their needs and prepares them for the world of work and other education pathways Quarter 4 Performance Summary During the financial year 2012/13 the Council has continued to focus on its six priorities, the outcomes from which should be evident in the Foundation Phase and Key Stage 2 to 5 assessment results to be undertaken in the summer months. It is pleasing to see the improvement in attendance across the majority of schools but this is just the start of what is a long term process to raise attendance, improve standards of behaviour and educational outcomes over the next few years. Chris Bradshaw - Director of Education & Lifelong Learning March 2013

3 Key Priority: Lead Officer: Outcome 1: Education - A Top Quality Education for All Chris Bradshaw - Director of Education & Lifelong Learning Effective leadership and an ethos of aspiration and high achievement Measures Title Target Actual RAG Comment Me01 - % of primary head teachers who completed a quality headship programme (New) (Local) All 15 new head teachers completed the programme. Baseline year - no target set Me02 - % of secondary head teachers who completed a quality headship programme (New) (Local) 0.00 No new head teachers appointed within secondary schools. Baseline year - no target set Me03 - % of schools inspected by Estyn that were graded as 'Good' or 'Excellent' for leadership (New) (Local) This equates to 14 out of 19 schools being graded good or excellent, and 5 being graded as adequate. This measure will be reported on a 2 year rolling basis in Critical Improvement Action 1 - Ensure Governing Bodies are clear about their roles and responsibilities, and are prepared to discharge those responsibilities fully and effectively in the interests of the children and young people in their schools M01 - Develop a comprehensive training package for governors in partnership with the Central South Consortium (CSC) - Aug-12 Revised Date Mar-13 M02 - Evaluate feedback from governors who attended training sessions to measure the effectiveness of the training delivered - Oct-12 (Both Summer and Autumn evaluations complete with the final evaluation planned for end of Spring (revised date Mar-13) Target Missed This work will be undertaken during the Summer holidays of 2013 M03 - Prepare a new handbook for governors setting out guidance on their role and signposting resources to help governors perform their role more effectively - Aug-12 Closed Production of a new handbook on this matter was deemed to be unnecessary, as a complete and informative version, prepared by Governors Wales, is freely available to all governors. Governors were instead provided with information on how to access this handbook Critical Improvement Action 2 - Support existing head teachers and aspiring head teachers in their leadership role by ensuring they have the right set of skills to be effective leaders M01 - Develop a comprehensive training package for new headteachers and aspiring headteachers that addresses day to day management knowledge and skills - Sep-12. Stage 2 of action to be completed by Nov - 12 M02 - Review and amend where appropriate the coaching and mentoring arrangements for all newly appointed headteachers - Sep- 12 M03 - Establish the systems to enable effective headteachers to contribute to improved performance across Rhondda Cynon Taf and the wider education system and the region - Sep-12

4 Key Priority: Lead Officer: Outcome 2: Education - A Top Quality Education for All Chris Bradshaw - Director of Education & Lifelong Learning High quality teaching and learning, to support the delivery of improved educational outcomes for our children and young people Measures Title Target Actual RAG Comment Me01 - % of pupils assessed at the end of Key Stage 2, in schools maintained by the local authority, achieving Core Subject Indicator as determined by Teacher Assessment (Statutory) Me02 - % of pupils assessed at the end of Key Stage 3, in schools maintained by the local authority, achieving the Core Subject Indicator, as determined by Teacher Assessment (Statutory) Me03 - % of pupils who achieved the Level 1 threshold (GCSE grade D-G or equivalent) (Local) Me04 - % of pupils who achieved the Level 2 threshold (GCSE C or above, or equivalent) (Local) Me05 - % of pupils achieving the Level 2 threshold in the Core Subject Indicator in combination or equivalent qualification (GCSE C or above) (Local) Me06 - % of pupils aged 15 at the start of the academic year who achieved the Level 2 threshold including a GCSE grade A*-C in English or Welsh (first language) and Maths (Statutory) Me07 - % of primary schools with 25% or more surplus admission places unfilled (Local) Me08 - % of primary schools with 110% or more occupancy (Local) Me09 - % of secondary schools with 25% or more places unfilled (Local) The service estimated that 7 schools would have surplus places in excess of 25%, the actual number was 9. This was mainly due to a number of cases where parents changed their selected choice of school for Year 7 (aged 11 - transition from primary to secondary) placements for September 2012 after offers of places were made, which would account for this performance difference Critical Improvement Action 1 - Support and facilitate high quality, and consistent teaching and learning through the dissemination of good practice and the securing of high quality training and professional development of teachers M01 - Set up specific task and finish groups of headteachers and other teaching staff to share good practice and to develop new approaches to improve teaching and learning - Dec-12 M02 - Develop joint training inset days across the County Borough (throughout the academic year) - Review Mar-13 M03 - Encourage headteachers to play a lead role in shaping and developing the training provided by the Central South Joint Education Traded Service - Jul-12 M04 - Develop a clear set of criteria for good and excellent teaching in all school sectors, working in partnership with headteachers, school improvement service and the teaching trade unions- Jul-12. Revised date Mar - 13 M05 - Develop appropriate systems, in line with the CSC developments, to allow schools to make better use of information, share best practice, particularly on a subject by subject basis, to enable the benchmarking of performance - Mar-13 (Revised date of Sep-13 in line with the academic year) Not on target Information Sharing Portal procured with Central South Consortium (CSC). Implementation is being managed by the Joint Education Service with roll out to schools beginning in the 1st week of Summer Term. The roll out within the Council will follow upon the completion of the schools phase

5 Critical Improvement Action 2 - Undertake a review of HR Capability Procedures to ensure they are fit for purpose M01 - Review the Council s HR Capability Procedures with headteachers & teaching trade unions in line with the 'All Wales' guidance on teacher capability procedures to ensure they are fit for purpose - Sept-12. Critical Improvement Action 3 - Continue to work towards the delivery of the ambitious 21st Century Programme (with Welsh Government support) M01 - Progress work on the new primary schools in Abercynon, Cwmbach and Ynysboeth, and the new secondary school in Aberdare - Review Mar-13.

6 Key Priority: Lead Officer: Outcome 3: Education - A Top Quality Education for All Chris Bradshaw - Director of Education & Lifelong Learning Tackle the barriers to learning that many young people face Measures Title Target Actual RAG Comment Me01 - % of pupil attendance in primary school (Statutory) Me02 - % of pupil attendance in secondary schools (Statutory) Me03 - % of pupil attendance at EOTAS provisions (New) (Local) Me04 - % of pupils with special educational needs who achieved the Core Subject Indicator at Key Stage 2 (Local) Me05 - % of pupils with special educational needs who achieved the Core Subject Indicator at Key Stage 3 (Local) Me06 - % of looked after children assessed at the end of Key Stage 2, in schools maintained by the local authority, achieving Core Subject Indicator as determined by Teacher Assessment (Local) This equates to 11 out of 27 looked after children achieving the expected levels. During 2011/12 the Ymbarel Service was restructured to enhance its capacity to improve the educational outcomes and attainment of looked after children. As part of the restructure we expanded the Behaviour Support Team to improve inclusion opportunities for children in mainstream settings and also employed an Assistant Educational Child Psychologist (ECP) to support the existing Senior Practitioner. By strengthening the team and targeting the work undertaken it is expected that improvements will be seen in the pupils' results at the end of the next academic year Me07 - % of looked after children assessed at the end of Key Stage 3, in schools maintained by the local authority, achieving the Core Subject Indicator, as determined by Teacher Assessment (Local) This equates to 6 out of 30 looked after children achieving the expected levels. During 2011/12 the Ymbarel Service was restructured to enhance its capacity to improve the educational outcomes and attainment of looked after children. As part of the restructure we expanded the Behaviour Support Team to improve inclusion opportunities for children in mainstream settings and also employed an Assistant Educational Child Psychologist (ECP) to support the existing Senior Practitioner. By strengthening the team and targeting the work undertaken it is expected that improvements will be seen in the pupils' results at the end of the next academic year Me08 - % looked after children who achieved 2 or more GCSEs (Local) Me09 - % of pupils in local authority care and in any local authority maintained school aged 15 who leave compulsory education, training or work based learning without an approved external qualification (Statutory) Me10 - % of all pupils, including those in care, in any local authority maintained school, aged 15 as at 31 August who leave compulsory education, training or work based learning without qualification (Statutory)

7 Key Priority: Lead Officer: Outcome 3: Education - A Top Quality Education for All Chris Bradshaw - Director of Education & Lifelong Learning Tackle the barriers to learning that many young people face Measures Title Target Actual RAG Comment Me11 - % of young people aged 16 leaving EOTAS provision without an approved qualification (Local) This equates to 18 out of 80 pupils leaving without a qualification. Poor attendance is the main contributory factor for target not being achieved. Home tutors have been asked to send in their attendance returns weekly (previously done monthly), so that we can identify any children who are not engaging, and take necessary action. Similarly, we now have weekly attendance meetings with the Attendance & Wellbeing Officer which identifies all students who do not meet the 85% threshold for attendance. In addition to the above, we have now changed our vocational course training provider to Coleg Morgannwg. We have staff based on the various campuses and they report any issues of concern daily. We have capped the numbers attending Ty Catrin which has allowed much more time to analyse data and trends in performance and behaviour, thereby improving standards. Also one-to-one mentoring is now being offered to any student who is underachieving. Me12 - % of year olds leaving school who are not known to be in education, training or employment (New) (Local) Me13 - % of year olds leaving school who are not known to be in education, training or employment (New) (Local) Me14 - % of year olds leaving school who are not known to be in education, training or employment (Local) This equates to 132 out of 2,966 known not to be in education, training or employment. Careers Wales changed their data collection method last year but has now reverted back to the original process because last years data did not give a true account of NEET numbers. These changes has made it difficult to measure 2012 performance against This equates to 72 out of 1,949 known not to be in education, training or employment. Data collection changes as above also applies to this indicator Data collection changes as above also applies to this indicator

8 Critical Improvement Action 1 - Work in partnership to address barriers to learning for those pupils at risk of underachievement M01 - Ensure the Council s Internal Audit Service inspect the safeguarding procedures of all schools on a rolling programme over a three year period - On-going in schools on a rolling programme - (1st year phase to include a review of 30 schools and a complete Council-wide review) - Mar-13 M02 - Redesign the work of Ymbarel, the service to support Looked After Children (LAC) in schools, to have the greatest impact on educational outcomes - Apr-12 M03 - Review & where appropriate remodel the range of provision we offer to ensure it is best placed to meet the changing demands & needs of children with additional learning & special educational needs - Mar 13 M04 - Change the Attendance & Wellbeing Service in respect of Traveller Children and ensure the provision is improved - Mar-13 M05 - Remodel and invest in our Attendance & Wellbeing Service to improve pupil attendance in all sectors - Mar-13 M06 - Continue to develop with schools, through our Services for Young People (SFYP) Service, enrichment & extra-curricular programmes to motivate & stimulate young people to actively engage in school education - Mar-13 M07 - Continue to improve the education outcomes from the Pupil Referral Units and increase the numbers of pupils re-integrating with mainstream provision - Mar-13 Critical Improvement Action 2 - Support schools in raising educational standards through focusing on improving literacy and numeracy skills to support more effective learning for pupils M01 - Launch literacy strategy in September 2012 and undertake a comprehensive training programme for teachers and training assistants over the academic year - Jul-13 M02 - Develop, in partnership with schools, a consistent approach to improving numeracy - Mar-13 Closed The regional Improvement Team prepared a new Numeracy Strategy that will be considered by the Joint Committee in the Summer term, along with a curriculum action plan for delivery from September 2013 Critical Improvement Action 3 - Work in collaboration with schools and other agencies to actively seek educational opportunities that ensure all young people engage in learning and aspire to achieving their goals M01 - Develop a co-ordinated and consistent approach across all schools in identifying and supporting More Able and Talented pupils to maximise their abilities (throughout the 2012 academic year) - Mar-13 M02 - Identify and introduce, better, independent and more informed careers advice to all pupils to ensure they are well aware of the options available to them - Mar 13 Closed Careers Wales has been reconfigured and they now have a clear mandate from Welsh Government to focus on those pupils at risk of disengaging from education, employment or training

9 Key Priority: Education - A Top Quality Education for All Lead Officer: Outcome 4: Chris Bradshaw - Director of Education & Lifelong Learning Embed a culture of self-evaluation and self-assessment, and use performance and other information to drive improvement Measures Title Target Actual RAG Comment Me01 - % of primary pupils with a standardised score of 95 or more in English literacy tests Baseline year - no target set. This set of indicators (Me01 - M04) replaces those that were presented in both quarter 1 and quarter 2 Me02 - % of primary pupils with a standardised score of 95 or more in Welsh (first language) literacy tests Baseline year - no target set Me03 - % of secondary pupils with a standardised score of 95 or more in English literacy tests Baseline year - no target set Me04 - % of secondary pupils with a standardised score of 95 or more in Welsh (first language) literacy Baseline year - no target set Critical Improvement Action 1 - Create a culture of self-evaluation and self-assessment, and ensure performance and other information is used to inform improvement and demonstrate accountability in providing the best possible outcomes for pupils M01 - Work with headteachers to identify a best practice approach to self-evaluation and then issue guidance to schools on selfevaluation and self-assessment - Apr-13 M02 - Set out the outcomes we expect from the literacy and numeracy tests to be introduced at Years 2 to 9 and the assessment arrangements to support each Key Stage, to enable schools to better plan and track progress - Mar-13 M03 - Continue to improve the accuracy, consistency and the speed of reporting data to elected members, governing bodies and headteachers to assist in ensuring senior managers make informed decisions - Sep-12 Revised date - Mar 13 M04 - Introduce a contextual value-added measurement process to be used alongside Welsh Government Banding information in assessing the performance of our schools - Mar-13 M05 - Develop and deliver a training programme for governors, principals and teachers in the effective use of data - Mar-13 M06 - Ensure that school annual performance reports to parents accurately reflect the performance of the school against similar schools in Rhondda Cynon Taf and across the Central South region - Dec-12 Closed Action explored but process is too complex and would not add significant benefit to the assessment process at this current time

10 Key Priority: Education - A Top Quality Education for All Lead Officer: Outcome 5: Chris Bradshaw - Director of Education & Lifelong Learning Support those schools where there is a risk that the quality of education offered is not as high as it should be, through providing more formal and focused improvement interventions Measures Title Target Actual RAG Comment Me01 - % of schools inspected by Estyn that were judged at the time as being 'Good' or 'Excellent' (New) (Local) Me02 - % of schools inspected by Estyn that were judged as presenting prospects for improvement as being 'Good' or 'Excellent' (New) (Local) This equates to 11 out of the 19 schools being graded good or excellent and 7 school being graded as adequate. This measure will be reported on a 2 year rolling basis in This equates to 15 out of the 19 schools being graded good or excellent and 4 schools being graded as adequate. This measure will be reported on a 2 year rolling basis in Critical Improvement Action 1 - To provide support to help schools improve and be guided by more formal interventions M01 - Improve the challenge and support services provided to schools (as identified in the new Improvement Service for the CSC) - Mar-13 M02 - Issue clear guidance to elected Members, Governors and Headteachers to ensure that procedures for intervention in cases of unsatisfactory school provision are clear and applied fairly and consistently - Dec-12

11 Key Priority: Education - A Top Quality Education for All Lead Officer: Outcome 6: Chris Bradshaw - Director of Education & Lifelong Learning Increase engagement between schools, parents, families, and the communities they serve, recognising the powerful influence to be gained through working together to improve the life chances for our children and young people Measures Title Target Actual RAG Comment Me01 - Number of young people achieving at least one or more accredited qualifications through working with Services For Young People (Local) Me02 - % of young people aged between years of age who access out of school hours learning activities through E3+/SFYP Services (Local) Me03 - Number of adults engaging with the Family Learning Programme (Local) Me04 - % of adults who achieved at least one or more accredited literacy or numeracy qualifications through the Family Learning Programme (Local) Me05 - Number of adults who engaged with the Essential Skills in the Work Place Programme (New) (Local) Me06 - % of adults who achieved at least one or more accredited qualifications through the Essential Skills in the Work place programme (New) (Local) Baseline year - no target set Baseline year - no target set Me07 - % of eligible children taking up their free school meal in Primary s (New) (Local) This indicator has been redefined for 2012/13. Baseline year, no target set Me08 - % of eligible children taking up their free school meal in Secondary s (New) (Local) This indicator has been redefined for 2012/13. Baseline year, no target set Critical Improvement Action 1 - Increase engagement between schools, parents, families and the community M01 - Ensure that school annual reports to parents provide sufficient comparative information so that parents are aware of the performance of the school, compared to similar schools, at the end of each Key Stage for attendance and absence - Mar-13 M02 - Continue to develop the E3+ programme to ensure that schools receive additional support to provide activities outside of normal school hours that reflect and respond to the needs of their pupils and the local community - Mar 13 M03 - Identify and disseminate good practice (focussing on community use of schools) to help build stronger links with parents and local communities. Utilising opportunities available through the Adult Education, Library & Museum Services - Mar 13 M04 - Work with schools, parents and communities to ensure pupils nutritional needs are met to enhance their ability to learn effectively - Mar-13 Welsh Government has addressed this as they have set up mylocalschool.wales.gov.uk, where parents can see the performance of every school in Wales

12 EDUCATION & LIFELONG LEARNING GROUP - PERFORMANCE MANAGEMENT INFORMATION APPENDIX 4b EDUCATION - PRIMARY Health check category Service Area Indicator Description (and type) 2011/12 Actual Data 2012/13 Target Cumulative Data Qtr 4 Performance vs. Annual Target Reasons for Variances The percentage of pupils assessed, in schools maintained by the local authority, receiving a Teacher Assessment in Welsh (first language) at the end of Key Stage 2 (local) Annual - reported in Q1 17.9% 18.8% 18.8% % of 11 year olds in schools maintained by the Authority in the previous summer, achieving Level 4 or above in the National Curriculum Key Stage 2 Mathematic assessment (Local) - Annual - reported in Q2 83.3% 84.0% 84.7% % of 11 year olds in schools maintained by the authority in the previous summer achieving: Level 4 or above in the National Curriculum Key Stage 2 English teacher assessment (Local) Annual - reported in Q2 79.6% 80.0% 81.8% Community First % of 11 year olds in schools maintained by the authority in the previous summer achieving: Level 4 or above in the National Curriculum Key Stage 2 Welsh (first language) teacher assessment (Local) Annual - reported in Q2 % of 11 year olds in schools maintained by the authority in the previous summer achieving: Level 4 or above in the National Curriculum Key Stage 2 Science teacher assessment (Local) Annual - reported in Q2 82.5% 83.0% 80.9% 82.6% 83.5% 85.0% % of key stage 2 primary school classes with more than 30 pupils (Annual) 3.5% 7.1% 7.1% Number of pupils per teacher in primary schools maintained by the local authority (Local) Annual - reported in Q % of school days lost due to fixed-term exclusions during the academic year in primary schools (Local ) Annual - reported in Q % 0.013% 0.012% Number of permanent exclusions during the academic year per 1,000 pupils from primary schools (Local ) Annual - reported in Q Statutory - nationally defined performance indicators that must be reported to the Welsh Government on an annual basis, Local - performance indicators established by Rhondda Cynon Taf to measure progress in those areas deemed to be of high priority to the Council (and not included within the suite of statutory indicators).

13 Health check category Service Area Indicator Description (and type) EDUCATION - SECONDARY 2011/ /13 Actual Data Target Cumulative Data Qtr 4 Performance vs. Annual Target Reasons for Variances APPENDIX 4b The percentage of pupils assessed, in schools maintained by the local authority, receiving a Teacher Assessment in Welsh (first language) at the end of Key Stage 3 (Statutory) Annual - reported in Q1 17.0% 19.0% 18.8% % of 14 year olds in schools maintained by the authority in the previous summer achieving: Level 5 or above in the National Curriculum Key Stage 3 Mathematics test (Local) Annual - reported in Q2 72.1% 73.4% 75.1% % of 14 year olds in schools maintained by the authority in the previous summer achieving: Level 5 or above in the National Curriculum Key Stage 3 English test (Local) Annual - reported in Q2 69.4% 72.5% 74.7% % of 14 year olds in schools maintained by the authority in the previous summer achieving: Level 5 or above in the National Curriculum Key Stage 3 Welsh (first language) test (Local) Annual - reported in Q2 71.7% 72.0% 76.8% % of 14 year olds in schools maintained by the authority in the previous summer achieving: Level 5 or above in the National Curriculum Key Stage 3 Science test (Local) Annual- reported in Q2 75.0% 75.5% 79.2% Community First Average point score for pupils aged 15 at the preceding 31 August, in schools maintained by the local authority (Annual) (Statutory) Annual - reported in Q2 % of 17 year olds pupils entering a volume equivalent to 2 A Levels who achieved the L3 threshold (A-E or equivalent) (Local) Annual - reported in Q3 Number of permanent exclusions during the academic year per 1,000 pupils from secondary schools (Local ) Annual - reported in Q % 95.7% 96.0% The average number of school days that permanently excluded pupils did not receive an offer of full-time appropriate provision during the academic year (Local ) Annual - reported in Q The average number of school days that permanently excluded pupils did not receive an offer of part-time appropriate provision during the academic year (Local ) Annual - reported in Q % of school days lost due to fixed-term exclusions during the academic year in secondary schools (Local ) Annual - reported in Q % 0.139% 0.171% 4,511 school days were lost through fixed-term exclusions, compared to 3,611 in the previous year. The main reason for exclusion was Defiance of Rules. A collaborative approach between the Service and the Improvement Service is being developed and implemented to challenge and support schools. Support strategies to help schools address this issue will be clearly communicated to schools in the exclusion report. In addition, IT opportunities are being explored to enable halftermly up dates to be provided to schools on exclusion rates Statutory - nationally defined performance indicators that must be reported to the Welsh Government on an annual basis, Local - performance indicators established by Rhondda Cynon Taf to measure progress in those areas deemed to be of high priority to the Council (and not included within the suite of statutory indicators).

14 EDUCATION - OTHER APPENDIX 4b Health check category Service Area % of final statements of special education need issued within 26 weeks (Local): Calendar Year (first time only statements)*: a) including exceptions Indicator Description (and type) 2011/12 Actual Data 60.7% Target 78.2% 2012/13 Cumulative Data Qtr % Performance vs. Annual Target Reasons for Variances b) excluding exceptions 79.4% 83.8% 100.0% People Matter The number of statements of (special) educational needs issued during the year (Local) Pupils with SEN as a percentage of all children (Annual) - (Local) % of statements of special educational need, excluding those affected by exceptions to the rule under the SEN code of practice (Local): Financial Year (includes reassessment statements) i) Prepared within 18 weeks 94.1% 91.7% 100.0% There have been 21 more requests for special educational need statements this year compared to 2011/12. This is mainly due to parental requests ii) Finalised within 26 weeks 82.9% 81.7% 98.3% Statutory - nationally defined performance indicators that must be reported to the Welsh Government on an annual basis, Local - performance indicators established by Rhondda Cynon Taf to measure progress in those areas deemed to be of high priority to the Council (and not included within the suite of statutory indicators). * - % of final statements of special education need issued within 26 weeks (a) including exceptions and (b) excluding exceptions - following review by the Council's external auditor, these indicators have been qualified for the 2011/12 financial year. The Council has reviewed its processes during 2012 to ensure full compliance for the 2013 calender year

15 Health check category Service Area Indicator Description (and type) EDUCATION - OTHER- Continued 2011/ /13 Actual Data Target Cumulative Data Qtr 4 Performance vs. Annual Target Reasons for Variances APPENDIX 4b Libraries The number of people using Public Library Services during the year per 1,000 population (Statutory) 5,847 5,600 5,966 a) The number of publicly accessible computers per 10,000 population (Statutory) Libraries b) % of available computer hours in use (Statutory) 39.9% 39.0% 36.7% Actual performance during the year has been below that targeted. It is known that there is a national downward trend in library computer usage in the main due to an increase in home ownership of personal computers. Although actual performance for the year is below the target set, more people have used 'Public Library Services during the year per 1,000 population', as evidenced in the performance indicator above Healthier Adults & Communities Libraries The number of library materials issued during the year, per 1,000 population (Statutory) Libraries % of library material requests supplied within 7 working days (Statutory) 69% 71% 72% Libraries % of library material requests supplied within 15 working days (Local) 79% 80% 82% Museums Number of visits to museums in person per 1,000 population (Quarterly YTD) - (Local) Performance for 2012/13 represents 106,474 visits across the Cynon Valley Museum and Gallery, Pontypridd Museum and Rhondda Heritage Park. This compares to 112,061 visits for 2011/12. Work continues to market these venues with the aim of increasing visitor numbers Continuing Education The number of enrolments on adult education courses (Local) Annual - reported in Q2 4,992 4,200 4,116 Continuing Education The number of individuals who accessed the Adult Education Provision (Local) Annual- reported in Q2 2,561 2,561 2,523 Continuing Education % of learners who completed adult education courses (Local) Annual - reported in Q2 90.2% 87.0% 85.1% Statutory - nationally defined performance indicators that must be reported to the Welsh Government on an annual basis, Local - performance indicators established by Rhondda Cynon Taf to measure progress in those areas deemed to be of high priority to the Council (and not included within the suite of statutory indicators).

16 Appendix 6b Education and Lifelong Learning Services Health Check 1 April 31 March 2013 (unless otherwise stated and including Autumn & Spring Terms of the 2012 academic year) Performance Counts (PIs) Achieved Q4 Target Within 5% of Q4 Target Did not achieve Q4 Target 65% 16% 19% Finance First People Matter Revenue: Budget as at 31 st March Actual Spend as At 31 st March Variance 2012/13 Budget M Key Reasons For Variance (0.060) Special Educational Needs ( 0.147M underspend) Premises and Facilities ( 0.078M overspend) Capital: Total investment made 2012/ M Sickness Absence % Total % <28 days % >28 days % Staff Turnover Total (Headcount 7,731) 3.63% 1.13% 2.50% 11.25% Resources & Community Learning (Headcount 1,763) & (Headcount 237) 4.08% 1.15% 2.93% 10.55% 5.44% 1.79% 3.65% 5.06% s (Headcount 5,731) 3.43% 1.10% 2.33% 11.73% Safer Communities 295 (38 fewer than the same period in 2011/12) quality assurance audit checks undertaken at various catering sites across RCT, 85% of which were graded 95% or above for achieving high standards in hygiene and service delivery, compared to 91% in 2011/12

17 63,986 (7,189 more than 2011/12) 5x60 physical activity places filled by young people, which involved 4,256 (184 more than 2011/12) sessions in 23 schools 11,280 (647 more than 2011/12) pupils visited libraries in 448 (62 more than 2011/12) organised school classes 30, Welsh Government s Target Hardening funding approved for the repair and installation of CCTV, security lighting and fencing at Aberdare High ( 4,748.35), Cardinal Newman ( 11,199.37) and Penrhiwceiber Primary ( 14,334.25) 1,081, Welsh Government Capital Maintenance and Investment Formula funding approved for the following: Children & Young People 100, Llanhari Primary Renew covered walkway and toilet refurbishment Llantrisant Primary Classroom extension 320, Porth County Community Roof replacement and refurbishment of science classrooms 251, Gwauncelyn Primary, Toilet refurbishments Tonypandy Community College & Ton Pentre Junior 90, Tonyrefail Roof replacement and science block 200, Hawthorn High & Heol-Y-Celyn Primary Roof replacements 1,095 (129 fewer than 2011/12) young people (605 males & 490 females) formally started on the Detached Youth-work Programme, with 2,422 positive hard outcomes being achieved by programme participants (135 fewer than 2011/12) - Trainee Detached posts lost due to end of Building The Future Together funding 24,169 (2,921 fewer than in 2011/12) informal engagements (14,669 males & 9,500 females) undertaken with young people through the Detached Youth-work Street Work Visits programme that provides support for young people at risk of disengagement 475 (65 more than 2011/12) young people joined the Duke of Edinburgh Scheme this year, and 288 awards were achieved (100 more than 2011/12), 186 Bronze, 91 Silver & 11 Gold Adults & Communities Economic Regeneration & Transport 106 primary schools participating in the Free Breakfast Initiative, 9 more than March ,076 visitors to Library Service Information Websites (21,459 more than in 2011/12) 106,474 (5,587 fewer than 2011/12) physical visits to Museums. 87,485 visits (9,443 more than 2011/12) to Museums information websites 1,135,184 physical visits made to libraries (6,803 more than in 2011/12) 3,239 visitors (1,319 fewer than in 2011/12) attended 86 (3 more than in 2011/12) library outreach activities 25,481 (6,825 more than in 2011/12) people attended 2,942 (730 more than in 2011/12) events hosted by libraries 8,330 (1,103 fewer than in 2011/12) people attended 1,445 (145 more than 2011/12) learning activity classes held in libraries 526 (86 more than in 2011/12) publications released to market libraries 4 museum educational visits made to schools and community groups engaging with 70 pupils and 110 adults 414 adult learners have registered for Bridges into Work since April 2012, aimed at supporting local people to gain skills and confidence to move towards employment (compared to 587 between April 2011 and March 2012). A total of 3,591 learners have registered since the start of the programme in January 2009 Key outcomes from the Bridges into Work programme have included (covering the whole of the programme): - 2,815 clients have gained qualifications (719 since April 2012) - 2,297 clients have gone onto further training (390 since April 2012) clients have secured full time employment (32 since April 2012)