Inspection under Section 28 of the Education Act A Report on the Quality of Education in. Ysgol Gynradd Y Ganllwyd Y Ganllwyd Dolgellau LL40 2TG

Transcription

1 Inspection under Section 28 of the Education Act 2005 A Report on the Quality of Education in Ysgol Gynradd Y Ganllwyd Y Ganllwyd Dolgellau LL40 2TG School Number: Date of Inspection: 21/01/08 by Owen Glyn Roberts Date of Publication: 26/03/08 Under Estyn contract number:

2 Queens Printer and Controller of HMSO 2008: This report may be re-used free of charge in any format or medium provided that it is re-used accurately and not used in a misleading context. The copyright in the material must be acknowledged as aforementioned and the title of the report specified. Copies of this report are available from the school. Under the Education Act 2005, 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 Y Ganllwyd was inspected as part of a national programme of school inspection. The purpose of inspection 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 information about the performance of their child s school. The inspection of Ysgol Gynradd Y Ganllwyd took place between 21/01/08 and 23/01/08. An independent team of inspectors, led by Owen Glyn Roberts 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 There are three types of inspection. For all inspections, there is a written report on seven key questions. For short inspections, there are no subject reports. For standard inspections, there are also reports on six subjects. For full inspections, there are also reports on all subjects. Estyn decides the kind of inspection that a school receives, mainly on the basis of its past performance. Most schools receive a standard inspection. All nursery schools, special schools, pupil referral units and any new or amalgamated schools receive a full inspection. This school received a standard inspection.

4 Year groups and key stages Schools use a common system of numbering year groups from the start of compulsory schooling to 18 years of 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 reach the age of 5 during the academic year. Year 1 refers to the year group of pupils who reach the age of 6 during the academic year and so on. Year 13 is the year group of students who reach the age of 18 during the academic year. Primary phase: Year R Y1 Y2 Y3 Y4 Y5 Y6 Ages Secondary phase: Year Y7 Y8 Y9 Y10 Y11 Y12 Y13 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 3 Recommendations 12 Standards 13 Key Question 1: How well do learners achieve? 13 The quality of education and training 17 Key Question 2: How effective are teaching, training and assessment? 17 Key Question 3: How well do the learning experiences meet the needs and interests of learners and the wider community? 19 Key Question 4: How well are learners cared for, guided and supported? 21 Leadership and management 24 Key Question 5: How effective are leadership and strategic management? 24 Key Question 6: How well do leaders and managers evaluate and improve quality and standards? Key Question 7: How efficient are leaders and managers in using resources? Standards achieved in subjects and areas of learning 29 Under 5s Science Geography Art Music Physical education School's response to the inspection 39 Appendices 40 1 Basic information about the school 40 2 School data and indicators 41 3 National Curriculum assessments results 42 4 Evidence base of the inspection 43 5 Composition and responsibilities of the inspection team 44

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7 Context The nature of the provider 1. Ysgol y Ganllwyd is a naturally bilingual school in the middle of a village in a rural area a few miles from Dolgellau in Gwynedd. The majority of the pupils come from the village itself and the surrounding rural area. Twenty six per cent (26%) come from outside the natural catchment area. 2. The catchment area is described as being neither economically privileged nor underprivileged and the pupils neither advantaged nor disadvantaged. No pupil is entitled to free school meals and this is substantially below the national and county levels. No pupil is in local authority care. No pupil is given support to learn English as an additional language. 3. The school accepts children full time in the September following their fourth birthday. During the inspection there were 27 pupils on roll, including five nursery age children. They are taught by two full time teachers. Teachers are employed at the supply rate to cover during non-contact time and to offer extra curricular support as required. 4. Seventy two per cent (72%) of the pupils are from Welsh speaking homes and the school states that, with the exception of the nursery children, 95% of pupils speak Welsh to first language standard. Welsh is the main medium of education. 5. Eighteen per cent (18%) of pupils are given additional support under the school s scheme for additional learning needs. 6. There has been a reduction in the number of pupils recently, from 29 in 2004, and the forecasts suggest that there will be a further reduction. 7. The current head teacher was appointed to her post in January The school was previously inspected in the Spring term, The school received a standard inspection this time. The school s priorities and targets 9. The school s main priorities, noted in its School Development Plan for are: to prepare for the Foundation Phase to amend schemes of work for the 2008 Curriculum to work on aspects of personal and social education to make alterations to the building internally and externally to ensure that additional resources are bought and to receive training in information technology. 1

8 10. The school s quantitative targets for 2008 are: Key Stage 1 level 2 or above Key Stage 2 level 4 or above Welsh 75% 100% English 100% Mathematics 75% 100% Science 75% 100% 2

9 Summary 11. Ysgol Gynradd y Ganllwyd is a good school that has some outstanding features, particularly as regards the pupils care and support and in the leaders and managers use of resources. 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? 1 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? The inspection team s findings coincide with the school s judgements in its self evaluation report in four out of seven key questions. The inspection team awarded lower grades for those three questions where opinions differed. Standards 13. Standards of achievement in the lessons observed were as follows: Pupils standards of achievement Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 22% 50% 28% 0% 0% 14. The general standard of the educational provision for children under five years is appropriate to their needs, and the children make good progress towards The Desirable Outcomes for Children s Learning. 3

10 Subjects and/or areas of learning for children under five 15. The following are the standards of achievement for children under five: Area of learning Nursery Reception Language, literacy and communication Grade 2 Grade 2 Personal and social development Grade 2 Grade 2 Mathematical development Grade 3 Grade 3 Knowledge and understanding of the world Grade 2 Grade 2 Creative development Grade 3 Grade 3 Physical development Grade 2 Grade The children under five make appropriate progress in their creative and mathematical skills and in improving their own learning and performance. They make good progress in the key skills of speaking and listening, early reading and writing and the use of information and communication technology. Grades awarded by the team for pupil standards in the subjects inspected at key stage 1 and key stage 2 Subject Key Stage 1 Key Stage 2 Science 2 1 Geography 2 1 Art 2 1 Music 1 1 Physical education The subjects listed above are those specifically inspected. However, during the inspection, the team was also able to observe lessons in other subjects where the standards of key skills, rather than subject specific standards, were inspected. 18. The pupils progress and standards in writing in Welsh across the curriculum and in creative skills are outstanding at key stage 2 and good at key stage 1. Pupils speaking, listening and reading skills are good throughout the school. At key stage 2, pupil standards in the key skills of speaking and listening, reading and writing in English are good. 19. The pupils standards and the progress they make in the key skills of numeracy and information and communication technology are good across the curriculum at both key stages. Pupils achievement in bilingual skills are outstanding throughout the school and their understanding of the Cwricwlwm Cymreig is also outstanding. 4

11 20. At key stage 1, the school s end of key stage assessment results have been in the highest quartile during the past three years when compared with the performance of pupils in schools with similar numbers of pupils entitled to a free school meal. Using the same benchmarks, the results of key stage 2 pupils, over the past three years, have been variable but they were in the highest quartile in The school is small and the variation in the percentages is very dependent on the numbers of pupils specified as having specific additional learning needs. There are no obvious differences in the performance of boys and girls. 21. Within key stage 1, on the whole, the pupils make good progress in learning and achieve the targets that the teachers set for them. Within this key stage, despite making good progress, pupils do not always display the same motivation nor do they use their time as effectively as is the case with pupils at key stage 2. Progress within key stage 2 is outstanding. 22. Pupils at key stage 1 possess some understanding of their targets and what they need to do in order to improve but, currently, their understanding has not developed to the same extent as in key stage Pupils with additional learning needs make good educational and social progress. 24. The vast majority of pupils within both key stages are able to work independently and make decisions when they are given the opportunity. 25. Within a very homely environment, behaviour is outstanding in all aspects of school life. Pupils and parents state that this is a very happy school. The pupils are polite to adults, including visitors. They respond enthusiastically to their teachers questions. 26. Attendance is usually good. Historically, it has always been above 95%, which is the target set by the governors and the Welsh Assembly Government. However, in two of the past three terms it has fallen to the low nineties mainly because of periods of general ill health. 27. Pupils co-operate well in class and pupils of all ages play together during break times. The members of the School Council effectively voice their fellow pupils aspirations. 28. Pupils demonstrate good awareness of equal opportunity issues and show empathy towards others by collecting money regularly towards good causes. They are very familiar with living conditions in different parts of the world. 29. The pupils play a very prominent part in the village s activities, participating in eisteddfodau and other village based performances of a competitive nature. Pupils of all ages get to know of and take pride in their cultural, environmental and economic inheritance. They develop a good understanding of the modern world of work through visits that are planned to fit in with themes planned for each term. 5

12 The quality of education and training 30. In the lessons observed the quality of the teaching was judged as follows: Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 17% 61% 22% 0% 0% 31. The outstanding features of the teaching include: incisive questioning that encourages pupils to ask questions and further their understanding; very high expectations as regards pupil achievement: very lively and exciting presentations that arouse pupils interest and fire their imaginations, and an outstanding use of varied strategies and techniques to stimulate and maintain the pupils real interest and enthusiasm. 32. The good features of the teaching include: thoroughly planned lessons and appropriate tasks set; effective use of resources, including the interactive whiteboard; appropriate pace in each section of lessons and presentations outlining definite aims; teachers creating an appropriate work environment; ensuring a good relationship with pupils; ensuring equal opportunity through effective differentiation; developing pupils bilingual skills in a planned manner; effective use of praise and reward, and use of varied teaching strategies to address whole class, group and individual needs as appropriate. 33. In the lessons where there are shortcomings in teaching, the planning is not sufficiently thought out to ensure that tasks are sufficiently differentiated for the pupils age and ability range and expectations as regards their achievements are not sufficiently high. Assessment, recording and reporting 34. There are good features and no important shortcomings in assessment, recording and reporting. 35. The school undertakes baseline assessments, records end of key stage assessments effectively and prepares individual education plans for pupils with additional learning needs in line with the requirements of the Code of Practice. The school keeps detailed records in personal profiles for every pupil and a fair system of tracking pupil progress is used. 6

13 36. Within key stage 2, the pupils day to day work is marked regularly and there are comments and targets for further development. This practice is not implemented to the same extent at key stage Parents are given opportunities to discuss their children s progress at formal meetings twice a year. The quality of annual reports to parents is good. They provide a detailed and correct picture of pupils achievements. Reports also include comments and personal targets at the end but a few parents feel that the reports are impersonal. Pupils experiences 38. The school offers a curriculum based on activities relevant to its range of children and pupils. The school responds fully to the requirements of The Desirable Outcomes for Children s Learning, and the requirements of The National Curriculum s programmes of study and those of the local SACRE are included in full in the schemes of work. 39. There is a wide range of learning experiences such as numerous visitors to school, varied educational visits off site and the link with the community. These substantially enrich the pupils education. 40. The quality of the school s partnership with parents is a very good feature and the homework provision enriches the pupils education and reinforces the link between the school and the home. 41. The school offers all equal opportunity and access to a broad and balanced curriculum and the bilingual provision is outstanding. 42. The communal worship sessions make a good contribution to pupils awareness and understanding of moral issues. The school does not pay sufficient attention to differentiating between a class atmosphere and that of worship in order to promote spiritual matters. 43. Teachers pay good attention to the culture of Wales and the Cwricwlwm Cymreig. Teachers raise pupils awareness of global citizenship through a wide range of different activities across the curriculum and specifically within humanities. 44. The school promotes the development of pupils personal, social and health education well through a range of different curricular perspectives. 45. The school co-operates with the secondary school to which the pupils transfer at the end of key stage 2. Ysgol y Ganllwyd does not derive sufficient benefit from co-operating with other local schools. 46. The school takes advantage of good links with the world of work. The pupils take responsibility for various ventures. This develops their skills effectively and education for sustainable development is promoted well in themes within religious education and geography. 7

14 Care and support 47. The school has adopted relevant and current policies to ensure that care arrangements are effectively managed. All members of school staff are aware of their responsibilities and are very caring of their pupils; similarly, the pupils as a matter of course turn to their teachers for assistance. This is an outstanding feature in the school. 48. The school works in a very close partnership with parents. Parents almost invariably praise the reports and the information they receive from the school. There is an industrious Friends of the School society which raises substantial sums of money through varied events and its members are active partners in the life of the school. 49. The nursery children and latecomers settle down in the school with no problems in a very short period of time and outstanding and comprehensive help and support is offered to the pupils regardless of their background or ability. 50. The teachers and ancillary staff have outstanding knowledge of the needs of every individual pupil. The parents appreciate this detailed understanding and the fact that the school gets in touch with them immediately when there is a cause for concern. 51. The school complies with the requirements for registering attendance and is continually in touch with homes to discuss any illness or any other instance that causes absence. Through this direct link, the school has established a particularly good system for monitoring the number of absences and impacting on them. Parents state that children are very keen to come to school. The governors have set a target of 95% for attendance but this has not been reached in two of the past three term because of periods of general ill health. 52. The school has current policies to ensure safety as well as detailed risk assessments for its different activities and visits. 53. There is outstanding emphasis on fitness and this includes the Dal i Fynd (Keep Going) Club activities which have been incorporated in the timetable. 54. Appropriate attention is paid to child protection matters and relevant information is shared with every member of staff. 55. The provision for pupils with additional learning needs is outstanding and complies fully with the Code of Practice. The outstanding support provided by the special educational needs teacher ensures good progress in the children s work. 56. Currently, no pupil has a statement of special educational needs and there is no one on the any stage of the Special Educational Needs Code as a result of behavioural problems. However, the school s arrangements ensure that any pupil s oppressive behaviour does not and would not have any impact on either the learning or teaching. 8

15 57. There is equal opportunity in every activity. The school has adopted the county s Inclusion Strategy. It also has an Accessibility Plan which states that there is disabled access to all parts of the school. 58. In religious education and geography lessons, pupils acquire good knowledge of customs and traditions in different parts of the world. 59. The school has a current anti- bullying policy. A box has been placed in a prominent position to give pupils an opportunity to share any concerns they may have confidentially. 60. The atmosphere in this school is that of a very large family with everyone protecting one another whether that person is a child or an adult. Every person, including parents, has a special role to play in making a contribution to the outstanding care and support for everyone who comes to this school. Leadership and management 61. The school is well led. Under the head teacher s firm guidance, the school s caring atmosphere is based on trust and respect. The school s aims and objectives are promoted well. 62. The agreed values which are promoted ensure equality for all through a balanced and relevant curriculum and by offering an appropriate range of extra curricular activities. 63. An appropriate range of managerial and curricular policies are in place and are implemented and the School Development Plan is a useful working document. The school has made arrangements for some specialists to come to the school regularly to teach aspects of subjects to ensure that the school s agreed aims and objectives, as stated in the School Development Plan, are implemented and effective in maintaining and improving standards. There is a satisfactory link between the main areas which the School Development Plan focuses on and the self evaluation system. 64. The school has a co-ordinator for each National Curriculum subject and they have appropriate job descriptions. 65. On the whole, the school operates in an atmosphere of high expectations as regards pupils standards of achievement and the quality of the educational provision. However, the self evaluation systems do not always contribute sufficiently to ensuring that the system is consistent. 66. The Governing Body displays an interest in the school s work and performs its duties conscientiously. It administers the budget appropriately. 67. The governors are developing a good awareness of the school s ethos and organisation. They support the head teacher in setting the school s strategic direction. However, the Governing Body s role has not been developed sufficiently so that it is fully involved in the school s arrangements and systems for self evaluation. 9

16 68. The self evaluation report produced by the school prior to the inspection is of good quality and offers judgements on the seven key questions. The evaluation of pupil standards and the quality of teaching are not sufficiently based on direct evidence at all times. 69. The school ensures that good attention is paid to priorities by discussing and allocating sufficient resources to them. 70. The systems for evaluating, monitoring and tracking progress show that action steps have given rise to quantifiable improvement. 71. The school has sought parents opinions and has given parental views appropriate consideration in various ways. A School Council has been established and provides pupils with valuable opportunities to discuss, express views and contribute to decisions regarding aspects of the school s provision. 72. In general, the school has made good progress in acting upon the key issues arising out of the last inspection. 73. The staffing complement is very good and teachers qualifications are appropriate to teach every aspect of the curriculum. The additional teachers and ancillary staff employed make a substantial added contribution to the curricular provision and contribute very well to the support given to pupils. 74. The complement and quality of resources for teaching a large part of the curriculum throughout the school is obviously an outstanding feature and effective use is made of them in presenting the work. 75. Since the last inspection, the school has had a new extension that will enable it to present the new Foundation Phase to the youngest pupils in September The school has derived substantial benefit from the new development, not only as a resource in its own right, but also by making it possible for one part of the old building to be used as a common area for key stage 1 and key stage 2 work. 77. Interesting displays and artefacts create a colourful and motivating environment. The building and the surrounding areas are kept clean and tidy and the fabric of the old building is generally good. 78. The school does not have a hall or playing field but has overcome this shortcoming very effectively by using the village hall and the local secondary school s facilities and those of a leisure centre s swimming pool. 79. There is appropriate supervision near the busy A470 main road as pupils arrive in the morning and leave at the end of the day. 80. The governors attention was drawn to a few minor shortcomings. 10

17 81. The resources available are used economically, effectively and efficiently. 82. The buying in of additional teaching and ancillary staff to meet all curricular requirements in full is an outstanding feature. The school complies with the statutory requirement to provide planning, preparation and assessment time for teachers. This has clearly had a positive impact on raising standards. 83. The head teacher and the governors plan expenditure carefully, according to the School Development Plan s priorities. The school s financial management is very good and the school provides very good value for money. 11

18 Recommendations In order to improve, the school needs to: R1 R2 R3 R4 maintain and build upon the existing outstanding and good standards in the areas inspected; disseminate throughout the school the outstanding and good features of the teaching; in conjunction with the governors, further develop self evaluation arrangements that are comprehensive, systematic and based on direct evidence; plan more deliberately for the younger children s age range and ability. 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. 12

19 Standards Key Question 1: How well do learners achieve? Grade 2: Good features and no important shortcomings 84. The inspection team does not agree with the Grade 1 judgement made by the school in its self evaluation report as there were no obvious outstanding features in the pupils work throughout the school. 85. Standards of achievement in the lessons observed were as follows: Pupils standards of achievement Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 22% 50% 28% 0% 0% 86. The pupils standards in lessons are slightly better than the targets for 2010 ( Vision into Action ) which require 98% of lessons to be a grade 3 or above. 87. The general quality of the educational provision for children under five years is appropriate to their needs, and the children make good progress towards The Desirable Outcomes for Children s Learning. Subjects and/or areas of learning for children under five 88. The following are the standards of achievement for children under five: Area of learning Nursery Reception Language, literacy and communication Grade 2 Grade 2 Personal and social development Grade 2 Grade 2 Mathematical development Grade 3 Grade 3 Knowledge and understanding of the world Grade 2 Grade 2 Creative development Grade 3 Grade 3 Physical development Grade 2 Grade The children under five make appropriate progress in their creative and mathematical skills and in improving their own learning and performance. They make good progress in the key skills of speaking and listening, early reading and writing and the use of information and communication technology. 90. At key stage 1 and key stage 2, in the subjects and areas inspected the standards of achievement are as follows: 13

20 Subject Key Stage 1 Key Stage 2 Science 2 1 Geography 2 1 Art 2 1 Music 1 1 Physical education The subjects listed above are those specifically inspected. However, during the inspection, the team was also able to observe lessons in other subjects where the standards of key skills, rather than subject specific standards, were inspected. 92. The pupils standards and progress in writing in Welsh across the curriculum are outstanding at key stage 2 and good at key stage 1. Pupils display exceptional confidence in writing for different audiences and in order to create displays and thematic books. Speaking, listening and reading skills are good throughout the school. At key stage 2, pupil standards in the key skills of speaking and listening, reading and writing in English are good. These pupils speak clearly and confidently in both languages, read widely and fluently in order to gather information and write in a range of different forms across the curriculum. 93. The pupils standards and the progress they make in the key skills of numeracy and information and communication technology are good in the vast majority of curricular subjects. In geography and science, however, the pupils standards in numeracy and information and communication technology are good with outstanding features. The pupils gather and manage data, use measurements and record effectively. 94. Pupils achievement in bilingual skills is outstanding throughout the school. By the end of key stage 2, pupils use both languages confidently and fluently and can translate from one to the other in a number of curricular contexts. They are all bilingually fluent by the time they move to the secondary sector. 95. Key stage 1 pupils achievement in the creative skills are good and those of pupils at key stage 2 are outstanding. The inspection team saw examples of art and technology work of a very high standard. 96. The pupils understanding of the Cwricwlwm Cymreig is outstanding throughout the school. They possess sound awareness of their inheritance and culture and pupils are very aware of being Welsh. 97. At key stage 1, the school s end of key stage assessment results have been in the highest quartile during the past three years when compared with the performance of pupils in schools with similar numbers of pupils entitled to a free school meal. Using the same benchmarks, the results of key stage 2 pupils, over the past three years, have been variable. They were in the highest 14

21 quartile in 2006 and then fell to the fourth quartile in When one looks at the school s data over a period of six years, it becomes apparent that the variation in the percentages depends on the number of pupils designated as having additional learning needs. Bearing in mind the pupils with additional learning needs, there is no apparent difference between boys and girls performances. Pupils progress in learning 98. Within key stage 1, on the whole, the pupils make good progress in learning and achieve the targets that the teachers set for them. Progress within key stage 2 is outstanding. The vast majority show a high level of commitment and produce a substantial amount of very good work during a lesson. Within key stage 1, despite making good progress, pupils do not always display the same motivation nor do they use their time as effectively. 99. Key stage 1 pupils understanding of their targets and what they need to do in order to improve has not developed to the same extent as that of key stage 2 pupils Pupils with additional learning needs make good educational and social progress. By the end of Y6, these pupils possess the necessary skills, knowledge and understanding to move on to the secondary sector. The development of pupils personal, social and learning skills 101. The vast majority of pupils within both key stages are able to work independently and make decisions when they are given the opportunity to do so. Inspectors observed this at its best when key stage 2 pupils carried out an experiment in a science lesson Within a very homely environment, behaviour is outstanding in all aspects of school life. Pupils understand and uphold the school s expectations as regards behaviour. Pupils and parents state that this is a very happy school. The pupils are polite to adults, including visitors. They respond enthusiastically to their teachers questions. There has been no instance of pupil exclusion within living memory Attendance is usually good. Historically, it has always been above 95%, which is the target set by the governors and the Welsh Assembly Government. However, in two of the past three terms it has fallen to the low nineties mainly because of periods of general ill health. There is no unauthorised absence and instances of pupils going on holiday during term time are very rare. Pupils are punctual to school Pupils co-operate well in class and pupils of all ages play together during break times. The pupils feel that they are given appropriate opportunities to express their views about the school and that, in turn, the school considers their ideas fairly. The members of the School Council effectively voice their fellow pupils aspirations. 15

22 105. Pupils demonstrate good awareness of equal opportunity issues and show empathy towards others by collecting money regularly towards good causes. They are very familiar with living conditions in different parts of the world The pupils play a very prominent part in the village s activities, participating in eisteddfodau and other village based performances. The school made effective use of its centenary celebrations to reinforce its close relationship with its community. Pupils of all ages get to know of and take pride in their cultural, environmental and economic inheritance. They develop a good understanding of the modern world of work through visits that are planned to fit in with themes planned for each term. 16

23 The quality of education and training Key Question 2: How effective are teaching, training and assessment? Grade 2: Good features and no important shortcomings 107. The inspection team s findings coincide with those of the school as stated in its self evaluation report. How well the teaching and training fulfil pupils needs and curricular and course requirements 108. The quality of the teaching was judged to be as follows: Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 17% 61% 22% 0% 0% 109. This corresponds very closely to the grades in the HMCI Annual Report for with 79% of grades 1 and 2, and 17% being a grade 1. They are slightly lower than the target of 80% of classes being a grade 2 or above that has been set for The outstanding features of the teaching include: incisive questioning that encourages pupils to ask questions and further their understanding; outstanding use of thinking skills techniques; very high expectations as regards pupil achievement; very lively and exciting presentations that arouse pupils interest and fire their imaginations, and outstanding use of varied strategies and techniques to stimulate and maintain the pupils real interest and enthusiasm The good features of the teaching include: thoroughly planned lessons and appropriate tasks set; effective use of resources, including the interactive whiteboard; appropriate pace in each section of lessons and presentations outlining definite aims; teachers creating an appropriate work environment; ensuring a good relationship with pupils; ensuring equal opportunity through effective differentiation; developing pupils bilingual skills in a planned manner; effective use of praise and reward, and use of varied teaching strategies to address whole class, group and individual needs as appropriate. 17

24 112. In the lessons where there are shortcomings in the teaching: the planning is not sufficiently specific in order to ensure sufficiently differentiated tasks for the pupils across the age and ability range, and expectations as regards pupil s achievements are not sufficiently high. The rigour of assessment and its use in planning and improving learning 113. Within the assessment and recording there are good features and no important shortcomings The teachers operate a fair, consistent and correct system of assessing pupils achievements in all National Curriculum subjects and religious education and these are recorded according to National Curriculum levels and those of the local SACRE in three tiers in assessment booklets designed for the purpose The school implements baseline assessments, records end of key stage assessments effectively and prepares individual education plans for pupils with additional learning needs in line with the requirements of the Code of Practice The school keeps detailed records in personal profiles for every pupil and implements a system for tracking pupil progress. Parents are given opportunities to discuss their children s progress at meetings twice a year. The quality of the reports to parents is good; they fulfil statutory requirements as regards frequency and content. The school draws up reports using subject statement banks as well as a personal summary. As a result, the reports provide a detailed and correct picture of pupils achievements. Despite this, a very small number of parents felt that the reports are somewhat impersonal Within key stage 2, the pupils day to day work is marked regularly and, on the whole, the comments and targets for improvements noted are useful. Criteria for success are shared regularly. The targets set for pupils either orally or in writing become the basis for planning the teaching and learning at class and individual pupil level. This practice is not implemented to the same extent in key stage 1. 18

25 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 118. The inspection team s opinion does not coincide with the school s Grade 1 judgement in its self evaluation report. Despite the fact that most of the relevant content of the school self evaluation report for this key question is in keeping with the findings of the inspection team, the team considers that a Grade 2 corresponds best to those features as they are not outstanding features. The extent to which learning experiences meet pupils needs and interests 119. The school offers a curriculum based on activities relevant to its range of children and pupils. The school responds fully to the requirements of The Desirable Outcomes for Children s Learning. The requirements of The National Curriculum s programmes of study and the local SACRE are included in full in the schemes of work The wide range of learning experiences, including numerous visitors to school, varied educational visits off-site and the link with the community enrich the pupils education substantially The quality of the school s partnership with parents is a very good feature. The homework provision enriches the pupils education and reinforces the link between the school and the home The school offers all equal opportunity and access to a broad and balanced curriculum. Good attention is paid to the development of pupils basic and key skills and this includes an outstanding provision for bilingualism The communal worship sessions make a good contribution towards pupils awareness and understanding of moral issues. Insufficient attention is paid to differentiating between a class atmosphere and that of worship in order to develop spiritual dimensions. The extent to which learning experiences respond to the needs of employers and the wider community 124. Very good attention is paid to Welsh culture and the Cwricwlwm Cymreig. The learning experiences promote the pupils cultural development well. The school plans deliberately how to develop bilingualism and this is one of the school s clear strengths The school succeeds well in raising pupils awareness of global citizenship through a wide range of different activities across the curriculum. 19

26 126. The development of pupils personal, social and health education is well promoted through a range of different curricular features. The activities are planned in detail as an aspect of class themes in order to ensure full access to all elements of the Personal and Social Education Framework The school co-operates with the secondary school to which the pupils transfer at the end of key stage 2. This school does not derive sufficient benefit from co-operating with other schools in its local area The teachers in-training and students on work experience make valuable contributions to the educational provision The school benefits from good links with the world of work. The school follows a clear policy and strategy to ensure that pupils link with industry is appropriate. The pupils undertake responsibility for various ventures that develop their skills effectively Education for sustainable development is effectively promoted within the geography scheme of work as well as personal and social education sessions. Pupils and staff recycle materials and switch off lights which are not needed. 20

27 Key Question 4: How well are learners cared for, guided and supported? Grade 1: Good with outstanding features 131. The inspection team s findings coincide with those of the school as stated in its self evaluation report. The quality of care, guidance and support offered to learners 132. The school has adopted relevant and current policies to ensure that care arrangements are effectively managed. All members of the school s staff are aware of their responsibilities and are very caring of their pupils and are willing to accept and make phone calls at the start of the school day to discuss any changes that might affect a child s day at school. The pupils as a matter of course turn to their teachers for assistance. This is an outstanding feature of the school The school works in a very close partnership with parents. As an aspect of the school s planned strategy, parents are regularly informed of their children s successes so that they can celebrate those successes together The teachers and ancillary staff have outstanding knowledge of the needs of every individual pupil. The parents appreciate this detailed understanding and the fact that the school gets in touch with them immediately when there is a cause for concern Parents almost invariably praise the reports and the information they receive from the school There is an industrious Friends of the School society which raises substantial sums of money to buy additional resources. Parents are willing to help at events such as the cyfarfodydd bach (eisteddfodau) and games The school handbook and the governors annual report fulfil all legal requirements The nursery children and latecomers settle down in the school with no problems in a very short period of time and outstanding and comprehensive help and support is offered to pupils regardless of their background or ability The school complies with the requirements for registering attendance and differentiates appropriately between different types of absences. Parents state that children are very keen to come to school. The governors have set a target of 95% for attendance but this has not been reached in two of the past three terms The school has current policies to ensure safety for all as well as detailed risk assessments for its different activities and visits. Equipment is inspected regularly and a member of staff possesses a full first aid qualification. The number coded locks on the main doors prevent unauthorised access to the school. 21

28 141. There is outstanding emphasis on fitness and this includes the Dal i Fynd (Keep Going) Club activities which has been incorporated in the timetable. The pupils enjoy running regularly along the 75 meter track that has been painted around the school yard. The school participates in the Healthy Schools Scheme The school offers pupils personal support and guidance of a high standard through the effective and sensitive actions of the School Council which deals with any concern pupils convey orally or by means of the concerns box Appropriate attention is paid to child protection issues. A governor and senior member of staff have been designated to supervise this aspect as required. Relevant information is shared with every member of staff. The quality of the provision for special educational needs 144. The provision for pupils with additional learning needs is outstanding and complies fully with the Code of Practice There are five pupils on the school s special educational needs register. Two are on the school action stage and three are on the school action plus stage. Pupils difficulties are recognised early and individual education plans that correspond to their needs are provided for them The outstanding support provided by the special educational needs teacher ensures good progress in the children s work. A governor has been designated as having responsibility for this area. The school co-operates effectively with other agencies, including parents Currently, no pupil has a statement of special educational needs or is on any of the stages of the Special Educational Needs Code as a result of behavioural problems. However, the school s arrangements ensure that oppressive behaviour by any pupil does not and would not have any impact on either the learning or teaching Teachers have received training in praise and positive reward strategies. They use their skills very effectively with pupils of all ages to promote positive self image and good behaviour and attitudes. The quality of the provision for equal opportunity 149. There is equal opportunity in every activity. The school has adopted the county s Inclusion Strategy. It also has an Accessibility Plan which states that there is disabled access to all parts of the school since the new extension has been erected. When this new extension was built a toilet suitable for use by a person in a wheelchair was added. The school has made every effort to ensure that it could provide any disabled pupil with equal opportunity and access. 22

29 150. In religious education and geography lessons, pupils acquire good knowledge of customs and traditions in different parts of the world. Plans are afoot for the school to be twinned with a school in Lesotho The school has a current anti- bullying policy. It does not tolerate any discrimination or bullying. A box has been placed in a prominent position to give pupils an opportunity to share any concerns they may have in confidence. 23

30 Leadership and management Key Question 5: How effective are leadership and strategic management? Grade 2: Good features and no important shortcomings 152. The inspection team s opinion does not coincide with the school s Grade 1 judgement in its self evaluation report. Despite the fact that the school s leadership is good, insufficient outstanding features were observed to allow the team to award a Grade1. How well do leaders and managers provide a clear direction and promote high standards? 153. The school is well led. Under the firm guidance of a head teacher who has a clear sense of direction, the school s caring atmosphere is based on trust and respect. The school s aims and objectives are promoted well The agreed values which the school promotes ensure equality for all through a balanced and relevant curriculum and by offering all an appropriate range of extra curricular activities There is an appropriate range of managerial and curricular policies in place and they are acted upon. The school handbook and the governor s annual report conform to current requirements The School Development Plan is a useful working document. Within the document, good attention is paid to national priorities. There is a satisfactory link between the main areas which the School Development Plan focuses on and the self evaluation system The school has made arrangements for some specialists to visit the school regularly to teach aspects of some subjects to ensure that the school s agreed aims and objectives, as stated in the School Development Plan, are acted upon and effective in maintaining and improving standards The school has a co-ordinator for each National Curriculum subject. They have appropriate job descriptions Members of staff attend an appropriate range of courses to coincide with their personal and professional requirements On the whole, the school operates in an atmosphere of high expectations as regards pupils standards of achievement and the quality of the educational provision. 24

31 How well governors and other supervisory bodies meet their responsibilities 161. The Governing Body displays an interest in the school s work and performs its duties conscientiously. It administers the budget appropriately Through the head teacher s reports and some informal visits, the governors are developing a good awareness of the school s ethos and organisation. They support the head teacher in setting the school s strategic direction. They meet regularly. Appropriate sub-committees have been formed. However, the Governing Body s role has not been developed sufficiently so that it is fully involved with the school s self evaluation arrangements and systems. 25