Inspection under Section 28 of the Education Act 2005 A …€¦ · · 2015-10-13Ages 4-5 5-6 6-7 7-8 8-9 9-10 10-11 Secondary phase: Year Y7 Y8 Y9 Y10 Y11 Y12 Y13 ... seven key

Report by Dr David G Evans Plasmarl Primary School, 12/01/09

Inspection under Section 28 of the Education Act 2005

A Report on the Quality of Education in

Plasmarl Primary School

Britannia Road, Swansea, SA6 8LH

School Number: 6702051

Date of Inspection: 12/01/09

by

Dr David G Evans 78706

Date of Publication: 16/03/09

Under Estyn contract number: 1111708

© Queen’s Printer and Controller of HMSO 2009: 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.

Plasmarl Primary School 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 Plasmarl Primary School took place between 12/01/09 and 14/01/09. An independent team of inspectors, led by Dr David G 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 good with outstanding features Grade 2 good features and no important shortcomings Grade 3 good features outweigh shortcomings Grade 4 some good features, but shortcomings in important areas Grade 5 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.

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 4-5 5-6 6-7 7-8 8-9 9-10 10-11

Secondary phase:

Year Y7 Y8 Y9 Y10 Y11 Y12 Y13 Ages 11-12 12-13 13-14 14-15 15-16 16-17 17-18

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

Contents Page Context

1

Summary

3

Recommendations

8

Standards

8

Key Question 1: How well do learners achieve?

8

The quality of education and training

11

Key Question 2: How effective are teaching, training and assessment?

11

Key Question 3: How well do the learning experiences meet the needs and interests of learners and the wider community?

13

Key Question 4: How well are learners cared for, guided and supported?

15

Leadership and management

18

Key Question 5: How effective are leadership and strategic management?

18

Key Question 6: How well do leaders and managers evaluate and improve quality and standards?

19

Key Question 7: How efficient are leaders and managers in using resources?

20

Standards achieved in subjects and areas of learning

21

Foundation Phase English Mathematics Science Art and design Physical education

21 25 26 27 28 29

School's response to the inspection

30

Appendices

31

1 Basic information about the school 31 2 School data and indicators 31 3 National Curriculum assessments results 32 4 Evidence base of the inspection 33 5 Composition and responsibilities of the inspection team 34


Context The nature of the provider 1. Plasmarl Primary School is situated on the outskirts of Swansea and caters for

117 pupils between the ages of 3 to11. Twenty children attend the part-time nursery and all classes are mixed age.

2. The school was built in 1879 and there is a large walled playground, which has

hard play areas. Although the building is old, a rolling redecoration and maintenance programme is in place.

3. The school is situated near an industrial zone and enterprise park and is

approximately two miles from the city centre. Plasmarl is a close community with a mixture of private housing and rented and housing association properties.

4. At least 52 per cent of pupils reside in some of the most deprived areas of the

city. Around 53 per cent are entitled to free school meals, which is well above the national average. Around 31 per cent are identified as having special educational needs (SEN), which is also above both national and local averages. Four pupils are looked after. There is a mobility rate of around 8.5 per cent annually, with families moving in and out of the community.

5. Almost all the pupils speak English as their first language and are of white

ethnic origin. One pupil uses Turkish at home; no one is a natural Welsh user. 6. During the last few years the school has experienced a period of change and

uncertainty. The school’s head teacher was taken ill in 2006 and, during his absence, the current deputy head served as acting head teacher. She continued as acting head until the appointment of the present head in April 2008. A new teacher was appointed in September 2008, but most members of staff were present at the last inspection.

7. The school received the Basic Skills Quality Mark and the Recycling Gold

Award in 2006. 8. The school was last inspected in March 2003.

1


The school’s priorities and targets 9. The school’s priorities for 2008-2009 are to:

• develop planning and monitoring systems for the promotion of skills across the curriculum;

• plan a skills-based curriculum;

• develop the role of subject leaders (including subject leader involvement in data analysis);

• raise standards in teaching by having more systematic monitoring procedures;

• develop thinking skills and assessment for learning;

• review assessment procedures, develop an assessment manager system in order to improve pupil tracking and use data analytically to inform subject development plans;

• continue to develop levelled portfolios, initially for the core subjects;

• continue to improve attendance; and

• review the teaching of reading and spelling.

2


Summary 10. Although there are a number of good features to the work of Plasmarl Primary

School, and it is a warm, friendly, inclusive community, which provides good support and guidance for its pupils, the instabilities of recent years have affected the school’s ability to perform as it might reasonably be expected to do.

11. In accordance with the Education Act 2005, I am of the opinion, and HMCI

agrees, that this school is in need of significant improvement. Table of grades awarded Key Question

Inspection grade

1. How well do learners achieve? Grade 3

2. How effective are teaching, training and assessment? Grade 3

3. How well do the learning experiences meet the needs and interests of learners and the wider community?

Grade 3

4. How well are learners cared for, guided and supported? Grade 2

5. How effective are leadership and strategic management? Grade 3

6. How well do leaders and managers evaluate and improve quality and standards? Grade 4

7. How efficient are leaders and managers in using resources? Grade 3

12. The inspection team matched the judgements of the school in two of the

seven key questions 13. In key stage 1 in 2008 the results of teacher assessments in English,

mathematics and science were well below national and local averages. The core subject indicator (CSI), which is the percentage of pupils attaining at least level 2 in the three subjects of English, mathematics and science in combination, was also well below both averages. The percentage of pupils attaining the higher level 3 in 2008 in the three core subjects was similarly well below the national average. There have been no level 3s in English for the preceding four years, while the percentage of pupils attaining level 3 in mathematics has fallen sharply from 22% in 2004 to 0% in 2006 and 2007. However, there is some evidence of an improving trend in English and the CSI since 2006, although there is a fairly static performance in mathematics and an uneven trend in science.

3


14. sults are compared with similar schools (those that

have a similar number of pupils entitled to free school meals), results in

three

15. matics and science were

below both national and local averages. The CSI, which is the percentage of

16. th similar schools, results in English

and the CSI were above average, while those in mathematics and science st

ce

cts. 17.

last inspection. At that time, for example, compared with similar schools,

st

18. s inspected are as follows:

de 5

When 2008 key stage 1 re

English, mathematics and the CSI were below average, while those in sciencewere well below average. In 2008, girls clearly outperformed boys in the core subjects, but there have been varying gender gaps over the last three years, for example, boys outperformed girls in 2007.

In key stage 2 in 2008 the results in English, mathe

pupils attaining at least level four in English, mathematics and science in combination, was also below both averages. The percentage of pupils attaining the higher level 5 in English was below average and in mathematics and science it was well below average.

When the 2008 results are compared wi

were below average. Results in English have improved markedly over the lafew years and there has been some improvement in mathematics and sciensince 2007. In 2008 girls outperformed boys in the three core subjects and there were significant differences in English and science. There have often been significant gender gaps over the last few years in the three core subje

Overall, standards of attainment in key stage 2 have not improved since the

standards in mathematics and science were in the top 25 per cent. Art and design and physical education, however, which were satisfactory at the lainspection, are now judged to be good.

Standards of achievement in the subject Grade 1 Grade 2 Grade 3 Grade 4 Gra5% 60% 35% 0% 0% 19. These figures do not compare favourably with the national picture reported by

Her Majesty’s Chief Inspector (HMCI) in his Annual Report for 2006-2007

Subjects and/or areas of learning for under-fives

ery Reception

where standards are Grade 2 or better in 80 per cent of lessons and Grade 1 in10 per cent.

Area of Learning NursPersonal and social development, well-being

y Grade 2 Grade 2

and cultural diversitLanguage, literacy and communication skills Grade 2 Grade 2 Mathematical development Grade 2 Grade 2 Welsh language development Grade 3 Grade 3 Knowledge and understanding of the world Grade 2 Grade 2 Physical development Grade 2 Grade 2

4


Creative development Grade 2 Grade 2 20. The overall quality of the educational provision for the under-fives is

towards

1. Baseline assessments indicate that children enter the school with attainment

rades for standards in subjects inspected

spection Area Under- Key Stage 1 Key Stage 2

appropriate to their needs and the children are making good progressthe Foundation Phase outcomes.

2and skills that are well below average.

G In

Fives Foundation Phase 2 Grade English Grade 3 rade 3 GMathematics Grade 3 Grade 2 Science Grade 3 Grade 3 Art and design Grade 2 Grade 2 Physical education Grade 2 Grade 2 22. Children under five make good progress with no important shortcomings in

(PSE), n

3. In key stages 1 and 2, pupils make good progress with no important

s l

4. The development of learners’ personal, social and learning skills is good. The

5. Nearly all learners are well behaved, courteous and polite to each other and to

6. At 90.8 per cent the average rate of attendance for the three terms prior to the

e quality of education and training

7. During the inspection, the quality of teaching was judged as follows:

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

speaking, listening, early reading, writing, numeracy, information communications technology (ICT), personal and social education problem-solving and creative skills. Their progress in Welsh communicatioskills and overall bilingual competence has good features that outweigh shortcomings.

2shortcomings in numeracy, PSE, problem-solving and creative skills. Their progress in speaking, listening, reading, writing and in ICT has good featurethat outweigh shortcomings. In Welsh communication skills and overall bilinguacompetence, although there are some good features, there are important shortcomings in speaking, listening, reading and writing.

2progress that they make in their spiritual, moral, social and wider development is also good with no important shortcomings.

2visitors.

2inspection was below the local, all-Wales and similar averages.

Th 2

5


8% 64% 28% 0% 0%

28. These figures do not compare favourably with the national picture reported by

er

29. Where teaching was judged to have no important shortcomings, the good

ving

30. In lessons where there are evident shortcomings, these include: tasks not ges

31. Assessment procedures have good features, but there are also important nd

achers’

32. There are suitable arrangements to meet the needs and abilities of the range of

3. The school provides a good range of extra-curricular and out-of-school

lf-

4. The provision for PSE is a well-established part of the curriculum. Provision for

5. Partnerships with the community, other schools and institutions are good.

6. The day-to-day pastoral care, guidance and support the school gives to its

HMCI in his Annual Report for 2006-2007, which shows that the quality of teaching is Grade 2 or better in 80 per cent of lessons and Grade 1 in 14 pcent.

features include: a clear presentation of objectives at the beginning of the lesson; good working relationships between teachers and pupils; adults hahigh expectations of pupils’ behaviour; and teachers adopting a brisk and challenging pace to learning.

challenging enough; differentiated work for pupils of different abilities and ainsufficiently developed; lessons not developed at an appropriate pace; and teaching not promoting pupils’ bilingual skills well enough.

shortcomings. Baseline assessments are good and results from national astandardised tests are analysed to identify strengths and weaknesses. However, shortcomings include: subject portfolios not fully developed; insufficient assessment in the foundation subjects; plans to moderate teassessments at the end of key stage 2 not fully developed; and annual reports not providing parents with sufficient information on children’s standards.

pupils and good features in the provision to enrich pupils’ learning experiences and promote their personal development. However, there are shortcomings in the school’s arrangements to develop pupils’ key skills and bilingual competence and in aspects of curricular planning.

3activities for pupils, which enriches their experiences and raises their seesteem and confidence.

3pupils’ spiritual, moral, social and cultural development is good. Acts of collective worship help to reinforce the school’s values and a sense of community and they fulfil statutory requirements.

3Communication with parents is effective and regular newsletters and other forms of communication keep parents informed about school life.

3pupils is good and staff work hard to create a warm and caring ethos for learning, where pupils know they are valued and listened to. The school actively promotes the well-being of pupils.

6


37. Pupils who are identified with special educational needs (SEN) are provided

eadership and management

8. Changes in leadership and management over recent years have posed many

9. Since the last inspection it is clear that the governing body (GB) has not been

0. The head teacher and deputy are striving relentlessly to develop a culture of

1. Although there have been some improvements in recent times, important

42. Members of staff are suitably qualified to meet the demands of the National

43. equate for

44. Overall, the school provides adequate value for money, particularly in view of

.

with appropriate support and arrangements are managed sensitively by the special educational needs’ co-ordinator. However, too little account is often taken of individual targets when planning tasks with the whole class and thisimpedes pupils’ development.

L 3

challenges to the school. However, a committed head teacher, in collaborationwith a dedicated deputy, is refocusing efforts on the key tasks of raising standards, improving provision and enhancing the quality of teaching andlearning. The head teacher and deputy work well together to ensure an enhanced common sense of purpose for the school.

3sufficiently rigorous in terms of monitoring standards and the quality of provision, although it meets all of its statutory responsibilities, with the exception of some minor omissions in its Annual Report to parents.

4self-evaluation within the school. At present, however, procedures for evaluating the quality of standards and provision are not fully embedded and there is little evidence of robust and well-established arrangements, whereby subject leaders and managers draw together the findings of self-evaluation systematically to prioritise and make meaningful plans for the future development of the school.

4shortcomings exist since the last inspection in relation to such areas as pupils’ attainment, the role of subject leaders and whole-school self-evaluation.

Curriculum and the ages of the pupils taught. Teaching assistants are an invaluable resource and they are deployed appropriately in most classes.

The school makes suitable use of its resources and there has been considerable investment in several areas. The accommodation is adthe number of pupils on roll and the school is well maintained by the site manager and cleaning staff.

the renewed focus and drive, which have been implemented by the new head teacher. Improvements in several of the subjects inspected reflect these efforts

Recommendations

7


In order to improve, the school needs to:

communication and bilingual skills across

R2

trategies; *

chool and that ills; *

subject

R6 n rds and the quality of provision, and ensure that

R7

p d by the school in its current plans.

ment plan to orking days of

R1 raise standards in the three core subjects in key stage 1, in English and science in key stage 2 and in Welsh the school;

address the shortcomings identified in teaching; *

R3 continue to improve assessment procedures and s R4 develop whole-school schemes of work that are related to the s

show appropriate progression and continuity in terms of key sk R5 establish arrangements for self-evaluation that are comprehensive, systematic

and based on first-hand evidence, and further develop the role of theleader in self-evaluation; *

develop the role of the GB, ensuring that governors become more pro-active imatters of monitoring standathey meet all their statutory responsibilities regarding the provision of information; and *

raise attendance rates.* As ects of these are identifie*

The governing body is responsible for amending its current develop

corporate action in response to the recommendations within 45 winreceiving 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 atthe school.

Standards Key Question

1: How well do learners achieve?

. In determining its grade, the

46.

The

Grade 3: Good features outweigh shortcomings 45. The findings of the inspection team do not match the judgement of Grade 2

made by the school in its self-evaluation reportteam identified good features in pupils’ progress and achievement and someimprovements in pupils’ standards of attainment. However, the team judged that standards of achievement are in need of sustained improvement.

In key stage 1 in 2008 the results of teacher assessments in English, mathematics and science were well below national and local averages.CSI, which is the percentage of pupils attaining at least level 2 in the three subjects of English, mathematics and science in combination, was also well below both averages. The percentage of pupils attaining the higher level 3 in

8


2008 in the three core subjects was similarly well below the national averagThere have been no level 3s in English for the preceding four years, while thepercentage of pupils attaining level 3 in mathematics has fallen sharply from 22% in 2004 to 0% in 2006 and 2007. However, there is some evidence of an improving trend in English and the CSI since 2006, although there is a fairly static performance in mathematics and an uneven trend in science.

When 2008 key stage 1 results are compared with similar schools (those thahave a similar number of pupils entitled to free school meals), results

e.

47. t

in English, mathematics and the CSI were below average, while those in science

ee

48.

ich is the percentage of pupils attaining at least level four in English, mathematics and science in

g

ith

gender

49.

ared with similar schools, standards in mathematics and science were in the top 25 per cent.

50.

rade 1 Grade 2 Grade 3 Grade 4 Grade 5

were well below average. In 2008, girls clearly outperformed boys in the three core subjects and there have been varying gender gaps over the last thryears; for example boys outperformed girls in 2007.

In key stage 2 in 2008 the results in English, mathematics and science werebelow both national and local averages. The CSI, wh

combination, was also below both averages. The percentage of pupils attaininthe higher level 5 in English was below average and in mathematics and science it was well below average. When the 2008 results are compared wsimilar schools, results in English and the CSI were above average, while those in mathematics and science were below average. Results in English have improved markedly over the last few years and there has been some improvement in mathematics and science since 2007. In 2008 girls outperformed boys in the three core subjects and there were significant differences in English and science. There have often been significant gaps over the last few years in the three core subjects.

Overall, standards of attainment in key stage 2 have not improved markedly since the last inspection. At that time, for example, comp

Art and design and physical education, however, which were satisfactory at the last inspection, are now judged to be good.

Standards of achievement in the subjects inspected are as follows:

G5% 60% 35% 0% 0% 51. These figur compar ly with the national picture reported by

HMCI in his Annual Report for 2006-2007, where standards are Grade 2 or better in 80 per cent of lessons and Grade 1 in 10 per cent.

reas of learning for under-fives:

rea of Learning Nursery Reception

es do not e favourab

A A

9


Personal and social development, well-being nd cultural diversity

Grade 2 Grade 2 aLanguage, literacy and communication skills Grade 2 Grade 2 Mathematical development Grade 2 Grade 2 Welsh language development Grade 3 Grade 3 Knowledge and understanding of the world Grade 2 Grade 2 Physical development Grade 2 Grade 2 Creative development Grade 2 Grade 2 52. The overall quality of the educational provisi under-five

ir needs and the children are making good progress towards the Foundation Phase outcomes.

53.

spection Area Under Key Stage 1 Key Stage 2

on for the s is appropriate to the

Baseline assessments indicate that children enter the school with attainment and skills that are well below average.

Grades for standards in subjects inspected

InFives

Foundation Phase Grade 2 English Grade 3 Grade 3 Mathematics Grade 3 rade 2 GScience Grade 3 rade 3 GArt and design Grade 2 Grade 2 Physical education Grade 2 Grade 2 54. Children under ve make g ess with no important shortcomings in

n g, early re iting, numeracy, ICT, PSE, problem-solving and creative skills. Their progress in Welsh communication skills and

. 55.

progress in speaking, listening, reading, writing and in ICT has good features ll bilingual

56.

n to their age and capabilities and they benefit from the appropriate support and intervention

57. heir

the interest they show in their work and their ability to concentrate are generally good. The vast majority work diligently in lessons;

fi ood progrspeaking, liste in ading, wr

overall bilingual competence has good features that outweigh shortcomings

In key stages 1 and 2, pupils make good progress with no important shortcomings in numeracy, PSE, problem-solving and creative skills. Their

that outweigh shortcomings. In Welsh communication skills and overacompetence, although there are some good features, there are important shortcomings in speaking, listening, reading and writing.

Pupils with additional learning needs (ALN), including those with special educational needs (SEN), make steady progress in relatio

strategies provided.

The development of learners’ personal, social and learning skills is good. Tattitudes to learning,

they are keen to join in the activities prepared for them and are enthusiastic in their work.

10


58.

good features that outweigh shortcomings. For example, they are given targets for improvement in English and mathematics, but they are not

59.

od with no important shortcomings. Almost all successfully develop their personal values, together with a respect for, and an

60.

of members of staff to raise their self-image through positive praise. They demonstrate pride in their personal

61. n

h the school council and their involvement in many extra-curricular activities. They develop effective

62.

places; this ensures that they have a good understanding of community-related

d

63. nces are

caused mainly by illnesses and a number of family holidays taken during term

he

Pupils’ understanding of how they are learning and of what they need to do to improve has

always aware of these.

The progress that learners make in their personal, spiritual, moral, social andwider development is go

understanding of, the values of others.

Nearly all learners are well behaved, courteous and polite to each other and to visitors. They respond well to the efforts

successes and in those of the school in general.

Pupils’ awareness of equal opportunities is good. The vast majority play aactive part in the life and work of the school throug

skills to work as part of a team and as members of the school community.

Learners prepare well for participation in the workplace and the community. They raise funds for local and national causes and they visit many different

and global issues. In lessons they discuss how to look after and care for theirneighbourhood and they take part in many community activities, initiatives anprojects. Many have additional responsibilities; for example, they operate a fruit shop at break times and serve as peer mediators. They willingly work to help resolve conflicts and ensure that no one is friendless at playtime.

At 90.8 per cent the average rate of attendance for the three terms prior to theinspection is below the local, all-Wales and similar averages. Abse

time. Although the school regularly reminds parents of the need for regular andpunctual attendance, a small number of pupils come to school from outside tlocal area and travel quite long distances in the mornings.

The quality of education and training Key Question 2: How effective are teaching, training and assessmen

t?

rade 3: Good features outweigh shortcomings

4. The findings of the inspection team match the judgement of the school in its e, the team gave weighting to

the strengths observed in the majority of lessons and the positive impact these is

G 6

self-evaluation report. In determining their grad

are having on pupils’ achievements. However, the overall quality of teaching in need of improvement.

11


65.

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

During the inspection, the quality of teaching was judged as follows:

8% 64% 28% 0% 0%

66. se figures t compare rably with the national picture reported by HMCI in his Annual Report for 2006-2007 where the quality of teaching is Grade 2 or better in 80 per cent of lessons and Grade 1 in 14 per cent.

67.

• tasks are interesting and challenging and pupils respond well;

• there are good working relationships between teachers and pupils that foster

nts rious fields;

• teachers adopt a brisk and challenging pace to learning; and

• teachers establish good partnerships with all practitioners.

68. In lessons where there are evident shortcomings:

• lesson objectives are often not shared well enough with pupils and the tasks are

• classroom management and teaching strategies are insecure;

• teaching does not consistently promote pupils’ bilingual skills well enough; and

• insufficient attention is given to continuity and progression in the skills related to

eline assessments are good and the school has introduced its own assessments for the under-fives. In recent times, results from national

ths

The do no favou

In the majority of lessons where teaching was judged to have no importantshortcomings:

• there is a clear presentation of objectives at the beginning of the lesson;

learning;

• teachers have good subject knowledge and are familiar with recent developmein their va

• adults have high expectations of pupils’ behaviour;

insufficiently challenging;

• differentiated work for pupils of different abilities and ages is insufficiently developed in lessons;

• lessons do not develop at an appropriate pace;

individual subjects. 69. Assessment procedures have good features, but there are also important

shortcomings. Bas

and standardised tests have been analysed appropriately to identify streng

12


and weaknesses and teachers are beginning to use the resulting information intheir planning. However, this strategy remains an area for further development.

The previous acting head teacher has introduced several procedures to

70. improve assessment, including systems to track pupils’ progress and for target-

l and

71. her is ensuring that subject portfolios are being compiled in all subjects, but they are not levelled in accordance with National Curriculum

72. e and moderate teachers’ assessments at the end of key stage 2. At present, however, this process is underdeveloped.

73. upils to play an active role in assessment procedures and the process of setting

.

74. the standard of marking across the school: in the best practice, teachers offer

75. nt information on the standards that their children achieve in the National Curriculum subjects.

Key Qinterests of learners and the wider community?

ch the judgement of Grade 2 made by the school in its self-evaluation report. The inspection confirms that

ey

77. s the

requirements of the National Curriculum and the locally agreed syllabus for

78. outweigh shortcomings. Overall, it

lacks consistency in building systematically on pupils’ existing knowledge,

setting. However, the tracking system does not focus sharply on individuagroup achievement.

The current head teac

criteria and they are not fully useful in guiding teachers’ assessments or in the moderation of completed work. Assessment procedures in the foundation subjects are underdeveloped.

Plans are in place to standardis

Pupils’ self-assessment is not effective. Many teachers do not encourage p

individual targets is at an early stage of development. As a result, pupils do not know how well they are doing or what they need to do to improve their work

Most teachers mark pupils’ work regularly. However, there is inconsistency in

comments and guidance to pupils on how to improve their work.

The annual reports to parents do not provide parents with sufficie

They do not contain pupils’ targets and they do not offer suggestions for improving children’s work. The school is aware of this and there are plans in hand to revise the present format.

uestion 3: How well do the learning experiences meet the needs and

Grade 3: Good features outweigh shortcomings 76. The findings of the inspection team do not mat

there are some good features in the overall provision that enrich pupils’ learning experiences and promote personal development, but the team identified shortcomings in the school’s arrangements to develop pupils’ kskills and bilingual competence and in aspects of curriculum planning.

The school provides pupils with access to a broad curriculum that meet

religious education. The school has appropriate arrangements to meet the needs and abilities of the range of pupils.

Curriculum planning has good features that

13


understanding and skills. There are appropriate policies in place for all subjects. However, several schemes of work are largely a collection of locaand commercial programmes, which have not been adapted and made to the needs of the school.

Whilst teachers are aware o

l relevant

79. f the need to include key and basic skills in their

short-term curricular planning, there is no means of ensuring their development

80. language and

culture of Wales has good features that outweigh shortcomings. Good attention uire

t

81. rovides a good range of extra-curricular and out-of-school

activities for pupils, which enriches their experiences and raises their self- with

nity

82. e

school follows national guidelines well. It gives good attention to sex and

83. ent is good.

Acts of collective worship help to reinforce the school’s values and a sense of r

rking ences

84. titutions are good.

Communication with parents is effective and regular newsletters and other ol

s

85. e frequently encouraged to visit the community. They participate in

various festivals, visit local churches and are also regularly involved in

across the curriculum in a systematic and meaningful way.

The provision for promoting bilingual skills and reflecting the

is given to the cwricwlwm Cymreig and pupils are given opportunities to acqknowledge and understanding of the traditions, cultures and history of Wales. Pupils visit appropriate places of interest and celebrate St David’s Day, with the Eisteddfod being a notable feature of school life. However, there are insufficienopportunities to develop pupils’ bilingual skills in nearly all subjects across the curriculum.

The school p

esteem and confidence. The variety of after-school clubs provides pupilsopportunities to improve and extend their talents. Visitors from the commusuch as police officers, the fire service and representatives from the local church, make pupils aware of community life and civic responsibilities.

The provision for PSE is a well-established part of the curriculum and th

relationships education, substance misuse and personal safety.

Provision for pupils’ spiritual, moral, social and cultural developm

community and they fulfil statutory requirements. Opportunities are provided fopupils to reflect on the wonders of the world in assemblies and lessons. Overall, pupils know the difference between right and wrong and they collaborate and co-operate in a way that reflects the school’s ethos of wotogether in a caring, sensitive and happy environment. Learning experipromote pupils’ cultural awareness well and help to increase pupils’ knowledgeand understanding of diversity and global citizenship.

Partnerships with the community, other schools and ins

forms of communication keep parents informed about school life. The schohas established positive relationships with parents and responds quickly andpositively to parents’ requests for information about topics and subjects being taught. There is an effective Friends of the School Association, which organisefundraising and social events and provides generous financial support for the school.

Pupils ar

14


community events. There are well-established links with the receiving secondary school and older pupils make frequent visits. The school is inpartnership with an initial teacher training university and students from secondary school often visit on placements.

Partnership with industry and the promotion o

the local

86. f enterprise skills are good.

Across the school pupils are introduced to the world of work in a positive

d

87. velopment and

global citizenship is effective. The school operates in a sustainable way and

88. rough

various practical and curricular activities. From the early years onwards, pupils e

89. of the curriculum and many extra-curricular opportunities ensure

that learning experiences reflect national priorities and lay the foundations for

Key Q guided and supported?

nt of the school in its self-evaluation report.

91. care, guidance and support the school gives to its pupils is good and the school works hard to create a warm and caring ethos for

92. y have good

relationships with all members of staff and this contributes significantly to the

h ol

93.

be fully involved in making decisions and having a sense of responsibility. Members of the school council value the role they play in the life of the school.

fashion. A planned programme of educational visits and visitors from the community helps to raise pupils’ awareness of the workplace both past anpresent and further strengthens links with the community.

The overall provision for the development of sustainable de

pupils are encouraged to be involved in recycling, energy and water conservation schemes and in the Eco club. Their awareness of global citizenship is actively promoted in several areas of the curriculum.

The development of pupils’ entrepreneurial skills is promoted well th

are encouraged to participate in role-play and to understand coinage and thidea of value. Older pupils, in particular, have many opportunities to develop problem-solving and investigative skills in subjects such as science and geography.

The breadth

lifelong learning and community regeneration.

uestion 4: How well are learners cared for,

Grade 2: Good features and no important shortcomings 90. The findings of the inspection team match the judgeme

The day-to-day pastoral

learning, where pupils know they are valued and listened to.

Pupils say that they feel happy, safe and secure in school. The

development of their self-esteem, confidence and positive behaviour. They readily turn to adults for support and guidance and they are always treated witrespect. Support programmes are carefully planned and integrated into scholife, so that they meet pupils’ needs and ensure equality of opportunity for all.

The school council, which is well established, is effective in enabling pupils to

15


94. There are well-established strategies to help new children settle quickly into school. Transition arrangements from home to school are flexible and the vmajority of children adjust well to their new surroundings. Parents are fully

ast

involved in the process and share in their child’s first experiences of school.

95.

nd social services. The school sets clear targets for attendance and pupils with good

t

96.

ly evident in the behaviour observed. Midday supervisors

understand their role in the reward system and peer mediators have an asures

97. h and

ave access to water throughout the day. They understand the need for exercise and a balanced diet

98.

tified medical conditions and allergies.

99. e

ting to the well-being of pupils.

k governor. Members of staff, including midday supervisors, are fully aware of their responsibilities.

101. LN. The

dividual support to improve their sensory

developments and this is having a gradual impact on their achievements.

Arrangements to ensure that pupils settle into school life at a later stage are equally well managed. There are effective links with the secondary school to ease the transition of pupils to the next stage of their learning.

There are appropriate policies and procedures in place to monitor pupils’ attendance and punctuality. The school operates a first-day response to absence and it works closely with the Education Welfare Officer a

attendance records are rewarded termly. No pupil was excluded in the lastwelve months.

Teachers and support staff apply policies for behaviour management consistently. Arrangements to encourage pupils to behave well are extremeeffective; this is

important role in maintaining good behaviour. Pupils say that these meare effective in helping everyone to play happily together.

The school has an effective food and fitness policy and it promotes healtfitness for pupils through a wide range of extra-curricular activities, including residential visits. Pupils operate a daily fruit trolley and all h

and they appreciate the outdoor play equipment.

Adults in the school, including the canteen staff, are aware of pupils with particular needs and understand procedures in the event of accidents and emergencies, such as how to help pupils with iden

There is a comprehensive health and safety policy and risk assessments arsystematic. Members of staff are trained in first-aid procedures and are alert to issues rela

100. There is an effective policy and sound procedures for child protection and the

school follows local guidelines. The head teacher and her deputy are nominated officers and there is a named lin

Good features outweigh shortcomings in relation to the provision for Aschool is developing regular assessments to diagnose pupils’ individual learning needs at an early stage.

102. A number of pupils receive additional support through short focused

programmes that help to develop their communication and other skills. Inaddition, groups of pupils receive in

16


Pupils who are identified with SEN are provided with appropriate individuaeducation plans and arrangements are managed sensitively by the special educational needs’ co-ordinator. Parents or carers are involved at an early

103. l

stage and they are invited to contribute to the regular review of their child’s

ing

104. ith

05. The school is sensitive to issues of inclusion and takes good account of the

r pupils with SEN and, in so doing, allows them full access to the curriculum.

106.

ls are below average.

r

08. The school has well planned and documented procedures for ensuring equal

sion and internet use. All pupils are encouraged and enabled to take part in the activities

109.

treated from less favourable provision.

e

targets. However, too little account is taken of individual targets when planntasks with the whole class and this impedes pupils’ development.

The school’s behaviour management programme for the minority of pupils wchallenging behaviour is generally effective.

1statutory framework for inclusive education. This enables teaching assistants to help staff in providing good quality support fo

Appropriate emphasis is placed on nurturing pupils’ emotional and linguistic skills and there are effective arrangements to provide additional support and resources for pupils whose attainment leve

107. Some more able and talented pupils are identified, but the school's system fo

monitoring their academic progress is not fully developed.

1opportunities. There are effective policies for areas such as race equality, diversity, bullying, harassment, disability, pastoral care, inclu

provided by the school.

The school’s disability action plans and Disability Equality Scheme are clear and very well implemented. The school ensures that disabled pupils are equally and do not suffer

110. The school effectively promotes pupils' appreciation of diversity. A good rang

of experiences is provided through personal and social education, religious education, assemblies and various themes.

Leadership and management K

ey Question 5: How effective are leadership and strategic management?

17


Grade 3: Good features outweigh shortcomings

p and management of the

, only appointed to the school a short time ago, in collaboration with a

113.

ol ole-school targets in its previous school development plans (SDP),

114.

lly supports the head teacher’s vision for the school.

116. has

ble

19. Since the last inspection, however, it is clear that governors have not been sufficiently rigorous in terms of monitoring standards and the quality of

111. The findings of the inspection team do not match the judgement of Grade 2

made by the school in its self-evaluation report. The team judged that thereare some shortcomings in the overall leadershischool.

112. Changes in leadership and management and disruption over a significant

period of time have posed many challenges to the educational direction, strategic management and work of the school. However, the head teacherwho wasdedicated deputy, is providing a clear sense of direction for the school. Thehead teacher and deputy are refocusing efforts on the key tasks of raising standards, improving provision and enhancing the quality of teaching and learning.

The manner in which the head teacher has introduced a number of initiativesand systems is impressive, though some of these will need more time to impact on standards and some aspects of the provision. Although the schohad set whthere is very limited evidence to demonstrate the consistent success of these initiatives in recent times.

The head teacher and deputy work very well together to ensure an enhanced common sense of purpose for the school. A senior management team, which has a clear grasp of the school’s strengths and shortcomings, has been recently appointed and it fu

115. A number of purposeful aims and objectives have been established; these are

reflected well both in documentation and the work of the school. The head teacher and deputy have worked hard to create an attitude of trust and co-operation among all members of staff. Staff, teaching assistants and other adults are responding positively to training opportunities, working hard to assimilate ‘new’ teaching strategies and beginning to tackle fundamental issues linked to underachievement.

The school takes good account of national and local initiatives. The school worked hard to achieve recognition for its strategies in relation to sustainadevelopment and it actively promotes healthy eating.

117. The arrangements for performance management are in line with requirements

and the process is increasingly being used to help focus the work of members of staff in meeting the school’s priority needs.

118. The GB is supportive of the head teacher, members of staff, pupils and the

aims and objectives of the school. Governors meet regularly and are supplied with information about the life and work of the school by the head teacher.

1

18


provision. There remains considerable scope for present governors to develthese crucial roles further. However, the GB meets all of its statutory responsibilities with the exception of some minor omissions in its Annual

op

Report to parents.

Key Q ve

Grade 20. The inspection team’s findings do not match the judgement of Grade 3 made

m identified im lf-evaluation and the effectiveness of planning for improvement.

21. The head teacher and deputy are committed to improving standards and they l.

provision, however, are not yet fully embedded, have important shortcomings and are key priorities for future development.

122.

23. There is very little evidence of robust and well-established arrangements

ation loped and does not yet fully inform future targets for the

school. This is an important shortcoming.

124.

rriculum and review pupils’ progress, but there is no systematic, whole-school approach to promote

125. ,

of

26. The head teacher and deputy have produced a SDP for the coming year. It is

uestion 6: How well do leaders and managers evaluate and impro

quality and standards?

4: Some good features, but shortcomings in important areas

1by the school in its self-evaluation report. This is because the inspection tea

portant shortcomings in se

1

are striving relentlessly to develop a culture of self-evaluation within the schooThe deputy, while serving as acting head teacher, set up procedures which helped to pave the way for the new head teacher. Procedures for evaluating the quality of standards and

The self-evaluation report, produced by the head teacher, makes a reasonable attempt to identify strengths and areas for development. The inspection teamdid not agree with the judgements of the school in five of the seven key questions, however.

1whereby subject leaders and managers draw together the findings of self-evaluation systematically, in order to prioritise and make meaningful plans for the future development of the school. At a whole-school level, the evaluprocess is underdeve

Although subject leaders have had some opportunities to monitor their subjects, the practice lacks consistency and the monitoring of standards and quality of provision is not sufficiently developed. They have not adopted an analytical and critical approach to self-evaluation and strategic planning. Members of staff discuss aspects of the cu

improvement. This is another important shortcoming.

There are no formal arrangements to ascertain the views of the GB, parentsthe community or support staff in terms of self-evaluation. The governors the school are supportive and some are linked to curriculum subjects. However, their role in self-evaluation is not fully developed.

1limited in terms of its focus, breadth and depth and it does not set specific,

19


quantitative targets that would help to measure the success of the workrelation to pupils’ standards of achievement and the quality o

in f provision.

een ils’

f-evaluation. These are important shortcomings.

Key Q Grade 128. The findings of the inspection team do not match the judgement of Grade 2

yet provide good value for money.

29. Members of staff are generally suitably qualified and experienced to meet the

e use is

of

ad

133. e of its resources and there has been s.

CT re outdated. The school has yet to monitor and evaluate the impact

of these investments and improvements on teaching and learning across the

134.

for playground games, new fencing and an outdoor learning area. Colourful displays of the school’s work in corridors and classrooms contribute

127. Currently, there is limited evidence to indicate how actions taken have resulted

in measurable improvements since the previous inspection and there has binsufficient progress. Shortcomings remain in relation to such areas as pupattainment, assessment, the role of subject leaders and whole-school sel

uestion 7: How efficient are leaders and managers in using resources?

3: Good features outweigh shortcomings.

made by the school in its self-evaluation report, because the school does not

1

demands of the National Curriculum and the ages of the pupils taught. Teaching assistants are an invaluable resource and they are deployed appropriately in most classes.

130. There are suitable arrangements in place to provide all members of staff with the required preparation, planning and assessment time and appropriatmade of this. The school is beginning to use its resources for workforceremodelling efficiently.

131. Members of staff have attended relevant training courses and these are increasingly being used to help focus their work in meeting the school’s priority needs; many of these are already having a positive impact on the qualityprovision.

132. The school administrator is efficient and provides good support for the heteacher. The kitchen and midday staff undertake their duties effectively and efficiently.

Overall, the school makes suitable usconsiderable investment in areas such as literacy and library resourceInteractive whiteboards have been installed in all classes, but many of the Iresources a

school.

The accommodation is adequate for the number of pupils on roll. The school is well maintained by the site manager and cleaning staff. Numerous maintenance projects have been undertaken during the recent past, including markings

to a stimulating environment.

20


135. y

acher and GB manage the budget sensibly.

ng de

adequate value for money.

The school is now making every effort to use resources wisely. It successfullbalances provision against costs and systems for financial management are being established. The head te

136. In view of the renewed focus and drive, which have been implemented by the new head teacher, the impact of recent re-organisation of learning and teachiand some improvements in standards of achievement, the school does provi

Standards achieved in subjects and areas of learning Under 5s Grade 2: Good features and no important shortcomings

nd social development, well-being and cultural diversity

rtcomings eception: Grade 2: Good features and no important shortcomings

ood features

ds of time, taking turns and sharing resources well. Most display increasing independence

ence when choosing their activities and are eager to find out and explore new experiences. They listen attentively during registration and the

138.

wait their turn patiently, listen well to others and do not interrupt. The majority dress and undress independently for physical

hygiene

139.

develop a good knowledge and understanding of their own and other cultures in the world around them.

Short 140. s.

acy and communication skills

Personal a Nursery: Grade 2: Good features and no important shoR G 137. The youngest children behave well and concentrate for suitable perio

and confid

majority confidently share their news with others. The majority participate well in small group discussions and demonstrate a range of appropriate emotions during role-play activities.

Older children build on the skills already established and sustain their concentration for longer periods of time. Boys and girls co-operate and play well together. They usually

activities and listen intently to instructions. Children’s understanding ofdevelops well and they realise the importance of washing their hands before meals.

Through various celebrations, such as Harvest Festival, Christmas and St David’s Day and topics involving ‘other places’, the vast majority of children begin to

comings

There are no important shortcoming Language, liter

21


o important shortcomings

eception: Grade 2: Good features and no important shortcomings

ood features

41. Nearly all children make good progress in developing their language, literacy unications skills. By the end of the Foundation Phase standards of

achievement are good.

pt their language confidently. The majority produce

effective pieces of writing throughout the day. They write their own names with

143.

en enjoy sharing books and readily express opinions. They listen carefully to

Short 144.

evelopment

o important shortcomings eception: Grade 2: Good features and no important shortcomings

ood features

ing mathematics in their day-to-day activities and they use correct mathematical

y develop their number skills well and are confident in solving problems.

146. a

ount. Most select pictures and objects appropriately and repeat actions confidently. A majority reinforce their number skills in their daily

de eir

Nursery: Grade 2: Good features and nR G 1

and comm

142. The youngest children engage well in discussions with practitioners and each

other when choosing and taking part in various activities. In role-play and moreformal settings most ada

reasonable accuracy, with a few making successful attempts at independent writing. They display an enthusiastic interest in books and enjoy the content; they love stories and poems and are very keen to join in familiar ones.

Older children talk confidently in both formal and informal situations. They askand answer questions enthusiastically. Most develop a good knowledge of phonics and the majority know the sounds of initial letters well. All childr

stories and participate well in language songs and games.

comings

There are no important shortcomings. Mathematical d Nursery: Grade 2: Good features and nR G 145. Throughout the Foundation Phase children make good progress in us

terms. The

The youngest children develop a good understanding of number. They recall good range of number songs and rhymes, using actions and appropriate fingers to c

activities through counting and matching patterns and shapes. They talk effectively with practitioners and confidently use apparatus. Most use a wirange of materials well and they enjoy playing various games to reinforce thunderstanding of number and mathematical vocabulary.

22


147.

f objects accurately, using various apparatus and they record their answers successfully. They

allest’,

Short 48. There are no important shortcomings.

elsh language development

ursery: Grade 3: Good features outweigh shortcomings tures outweigh shortcomings

49. Many of the youngest children join in enthusiastically in singing a range of gs and rhymes, such as ‘Bore Da’ and ‘Hwyl fawr ffrindiau’. With

some prompting, they respond well to daily greetings in Welsh and display elsh

150.

nce and begin to speak the language regularly throughout the day. Their reading skills develop

Short 51. Almost all children lack confidence in using Welsh spontaneously in their every

ituations.

ursery: Grade 2: Good features and no important shortcomings

portant shortcomings

53. Nearly all children In the Foundation Phase make good progress in their and understanding of the world and they show enthusiasm and

curiosity about the world around them.

154. tanding of its functions.

Older children understand and record numbers up to 20, using practical activities well. They begin to add and subtract numbers o

progress with their vocabulary confidently using, for example, ‘small’, ‘sm‘more than’ and ‘less than’ in context. They construct and interpret simple graphs and the more able accurately tell the time.

comings

1 W NReception: Grade 3: Good fea Good features 1

Welsh son

cheerful responses to praise. Many begin to know the primary colours in Wand they enjoy sharing simple Welsh books with practitioners.

Older children build appropriately on this knowledge and extend their repertoire of songs and rhymes. A few use Welsh with increasing confide

steadily when they read words, labels or simple worksheets.

comings

1day play s

152. Many children’s understanding of Welsh instructions is at an early stage of

development. Knowledge and understanding of the world

NReception: Grade 2: Good features and no im Good features 1

knowledge

Younger children develop their ICT skills well. They use the interactive whiteboard well and display a mature unders

23


. uccessful

growth in plants and animals. In snack-time discussions, they gain a good

156.

of important events and characters from the past and most use appropriate language when discussing the change in the

157.

ently use a wide range of programmes for different purposes.


hysical development

ursery: Grade 2: Good features and no important shortcomings od features and no important shortcomings

59. Throughout the Foundation Phase nearly all children make good progress in their physical skills.

ood awareness of the need to be healthy and they control their body movements well, moving with good control and co-

large

161.

s carefully, know that exercise is good for them and understand that their heart beats quicker during

ns to


reative development

155. Younger children participate successfully in a wide range of practical activities

Most acquire a good understanding of the essential features of s

understanding of healthy eating.

Older children begin to develop an understanding of places further afield. They have a growing awareness

seasons. Nearly all the older children know the names of the main external parts of the body. They use and make simple maps and plans and assemble and disassemble construction toys confidently.

Older children confidently use ICT. They switch on computers to access programmes, navigate with a mouse and confid

comings

1 P NReception: Grade 2: Go Good features 1

developing 160. All younger children enjoy exploring their indoor and outdoor learning

environments. They develop a g

ordination appropriate to their age. They use a wide range of small andapparatus confidently, showing a good awareness of space. They confidently run, hop and jump on and off outdoor apparatus.

Older children progress with their skills and create good movements in dance and gymnastics activities. They listen to instruction

exercise. Most begin to put movements together to create a simple sequence. The majority demonstrate sufficient control when using pencils and crayoinclude detail in their work.

comings

1 C

24


ursery: Grade 2: Good features and no important shortcomings od features and no important shortcomings

63. Nearly all children in the Foundation Phase develop their creative skills well good progress.

ols. Most make careful choices about colours and systematically use paints to create patterns and prints.

165. ,

ap simple repeated rhythms. Most explore quiet and loud sounds and learn to keep to a steady beat.

167. erials and

equipment. They use drawing programmes confidently when creating coloured

168.

lear diction and appropriate actions.

69. There are no important shortcomings.

nglish

NReception: Grade 2: Go Good features 1

and make 164. Younger children produce interesting shapes with dough and they create

shapes using a range of to

Many younger children compare textures, such as smooth and spiky surfacesusing suitable language to describe them.

166. Younger children respond well to music and movement. They sing a good

range of simple songs from memory and cl

Older children continue to develop their skills well and progress with their artwork, mixing colours successfully and using a wider range of mat

pictures on the computer.

Most children use their imagination well in role-play and they confidently sing a wide range of songs, with c

Shortcomings

1 E Key stage 1: Grade 3: Good features outweigh shortcomings

e 2: Grade 3: Good features outweigh shortcomings

70. In both key stages many pupils develop appropriate listening skills. They listen o their teachers, to their peers in class and during other formal

situations, such as in assemblies. In key stage 1, many listen with attention to

oup

171.

rns and eagerly answer their teachers’ questions. By the end of key stage 2 they express themselves with improved diction and intonation, adapting their speech to different circumstances and demands.

Key stag Good features: 1

attentively t

stories, showing good recall of the plot and characters. In key stage 2, they listen with sustained concentration in both whole-class and collaborative groccasions.

Many pupils make sufficient progress with their speaking skills. In key stage 1 they take tu

25


172.

the main events and predict how stories will end. Many show an enormous interest in books and

173. d

their opinions and they regularly and enthusiastically change their library books each week.

175. nd

appropriately so as to make their writing more interesting. A few organise their

176. iting skills

writing for the intended audience. Their vocabulary is more adventurous, pronouns and

Short 177. and this

often impedes their ability to communicate meaning.

78. Many pupils in both key stages do not make sufficient progress in their writing.

179. ot apply the skills and knowledge gained through language exercises in their written work, for

A majority of pupils in key stage 1 read confidently. They make steady progress in developing their decoding and word recognition skills in their individual reading. They discuss the content of their books, re-tell

they regularly and enthusiastically change their library books.

In Years 1 and 2, many pupils develop a fair knowledge of how books work anuse correct terminology when talking about the cover, title and author. They discuss the feelings of characters in their books.

174. Many pupils in key stage 2 read fluently and at appropriate levels. They recall

narratives, name the main characters and predict the development of plots sensibly. They use relevant vocabulary to express

In key stage 1, around a half of the pupils make steady progress with their writing skills. They understand the importance of basic sentence structure athe use of capital letters and full stops. They begin to use adjectives

ideas and have an appropriate awareness of basic punctuation.

As pupils progress through key stage 2, the majority develop their wrwell by writing in different forms and for different purposes. By the end of the key stage, many write in a wider range of styles, organising their

tenses are generally more consistent and grammar is usually correct.

comings

In both key stages the presentation of pupils’ work is of variable quality

1

In both key stages a significant number of pupils do n

example, in punctuation and spelling. Mathematics Key s weigh shortcomings

ey stage 2: Grade 2: Good features and no important shortcomings

ood features:

s develop well, especially when they participate in competitive games.

tage 1: Grade 3: Good features outK G 180. In both key stages most pupils’ knowledge and use of mental strategie

26


ls and

bers. More able pupils multiply a given number by 5 and add three numbers; they understand the connection

n

184. ge

y the end of the key stage nearly all correctly carry out calculations using the four rules of number.

185. ding of multiplication and the

common multiples of numbers.

186. rd of shape to recognise symmetrical patterns.

good understanding of co-ordinates, relating their work to shape and position.

Short 88. In key stage 1 pupils’ ability to use and apply their mathematical knowledge is

loped.

ey do not always solve problems in a logical and sequential way.

Scien

181. The majority of pupils in key stage 1 become familiar with number symbostart to recognise sequences and patterns.

182. Many pupils in key stage 1 understand a range of consecutive numbers and

count forwards and backwards confidently. 183. The majority of pupils in key stage 1 count correctly in groups of ten and

successfully add and subtract two-digit num

between addition and subtraction and they use these skills effectively whedealing with money.

In key stage 2 most pupils progressively develop their mathematical knowledand understanding. B

Most pupils in key stage 2 have a good understanding of place value and decimal places. Most have a good understan

In key stage 2 many pupils use a range of graphical representations to recodata and use their understanding

187. In key stage 2 most pupils successfully interpret data that is presented in a

variety of forms. They correctly interpret line and bar graphs. Many have a

They calculate the area of shapes effectively using different methods of calculations.

comings

1underdeve

189. Most pupils in key stage 1 use a limited range of strategies for mental

calculations and th

ce

ey stage 1: Grade 3: Good features outweigh shortcomings

2: Grade 3: Good features outweigh shortcomings

90. Throughout the school most pupils undertake a range of practical and e work. A majority understand and follow the scientific process of

planning, experimenting and evaluating well. They answer questions learnt.

KKey stage Good features: 1

investigativ

knowledgeably, producing accurate answers based on what they have

27


191. g of a fair

understanding increases as they progress through the school so that by Years

192.

when materials are heated or cooled. They successfully investigate a range of materials and their properties and where they come from.

193.

end of key stage 2 most have a good understanding of life processes and living

194.

f living things and why it is important to care for them.

195. d in the properties of solids, liquids and

gases and they have a secure understanding of evaporation and condensation.

196.

97. In both key stages nearly all pupils do not regularly and accurately record their

variety of ways.

such as graphs.

Art an

In key stage 1 a majority of pupils develop a reasonable understandintest and they know what has to change and what has to remain constant. Their

5 and 6 they successfully manipulate a range of variables to ensure consistent and accurate results.

In key stage 1, many pupils understand about simple reversible and irreversible changes, for example,

Most pupils develop an increasing scientific knowledge across the attainment targets of the National Curriculum as they progress through the school; by the

things, materials and their properties and physical processes.

In key stage 2 most pupils appreciate the need for exercise and healthy eating in relation to keeping fit and they have a good understanding o

In key stage 2 older pupils distinguish carefully between different types of foogroups linked to their studies. They expla

Around a half of the pupils use and understand relevant scientific terminology and vocabulary well, appropriate to their age and ability.

Shortcomings

1results in a

198. In both key stages most pupils do not make accurate predictions from data

presented in different forms,

d design Key stage 1: Grade 2: Good features and no important shortcomings

ade 2: Good features and no important shortcomings

99. Throughout the school most pupils use sketchbooks well to record and develop and designs. They make good progress in their colour-mixing and

painting skills. Their drawings show increasingly sophisticated use of line, tone

200.

om a variety of periods and cultures is particularly effective in developing their knowledge and understanding.

Key stage 2: Gr Good features: 1

their ideas

and pattern.

As they move through the school, pupils’ research on the work of artists and craft workers fr

28


201. through close observation;

their resulting drawings are of good quality.

202. sult of visits to art galleries, they

deepen their knowledge and appreciation of the work of artists such as Sir

203.

ictures in the style of Van Gogh. Most have a good understanding of the difference between fore, mid and


hysical education

In both key stages many pupils identify successful ways in which the quality, detail and accuracy of their work can be improved

In key stage 2 most pupils are familiar with a good range of artists and designers, including Welsh examples. As a re

Kyffin Williams. They emulate his works effectively.

In key stage 2 most pupils display a good sense of perspective in making landscape paintings and they produce good quality p

background.

comings

2 P Key stage 1: Grade 2 : Good features and no important shortcomings

: Good features and no important shortcomings

05. In both key stages most pupils develop good control of their body movements. hard to improve their performance in all aspects of physical

education.

206. ieve us outdoor and adventure activities. Many evaluate their activities

well.

207. ety when taking part in physical education lessons.

have a good understanding of the effects of exercise on their bodies and how it helps them

209. ,

tions taking place around them.

demonstrate good hand and eye co-ordination and control. When playing games to reinforce

Key stage 2: Grade 2 Good features 2

They work

Throughout the school most pupils develop good physical skills and achwell in vario

All pupils change appropriately for activities and they recognise the importanceof saf

208. As they progress through the school, all pupils understand the importance of

warming-up and cooling-down activities. The vast majority

maintain a healthy lifestyle.

In key stage 1 most pupils show a good awareness of space and move fluentlynoting the movements and ac

210. In key stage 2 most pupils develop good ball-handling skills. They adapt and

modify their skills according to the demands of the activity and

their skills, all co-operate well in teams.

29


211.

se and apply basic rules consistently

and fairly.


The majority of older key stage 2 pupils show good co-ordination and control when performing gymnastic activities.

212. Older pupils work well together in pairs, groups and during games to reinforce

their skills. When playing games, most u

comings

2

School's response to the inspection 214. The governing body and staff of Plasmarl Primary School are pleased that the

inspection report recognises that there are good features to the work of the school and that it is a warm, friendly and inclusive community which provides

215.

ions made by the inspection team.

t to all parents.

218. continued support from the LEA will ensure that the school continues

to move forward.

219. ment of the school.

good support and guidance for its pupils.

We are grateful that the inspection team has recognised the difficulties that the school has faced over recent years.

216. The school agrees with the report’s recommendations – we ourselves had

identified 6 out of the 7 recommendat 217. We will now amend our current development plan to incorporate action in

response to the recommendations. A copy of this action plan will be sen

The governing body and staff are confident that procedures already in place, alongside

We wish to thank the registered inspector and his team for their contribution to the future improve

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Appendix 1 Basic information about the school

ame of school Plasmarl Primary School NSchool type Primary Age-range of pupils 3-11 Address of school

Britannia Road, Plasmarl, Swansea

Postcode SA6 8LH Telephone number 210 01792 798 Headteacher Miss Lucy Saunders Date of appointment April, 2008 Chair of governors/ Appropriate Abbott authority

Councillor V

Registered inspector Dr David G Evans Dates of inspection 12—14th January, 2009

Appendix 2 School data and indicators

Number of pupils in each year group Year group N R Y

(fte) 1 Y2 Y3 Y4 Y5 Y6 Total

Number of pupils 22 16 13 11 12 17 16 117 10

Total number of teachers Full-time Part-time Full-time equivalent (fte) Number of teachers 7 1 7.5

Staffing information Pupil: teacher (fte) ratio (excluding nursery and special classes) 14:1 Pupil: adult (fte) ratio in nursery classes 7:1 Pupil: adult (fte) ratio in special classes N/A Average class size, excluding nursery and special classes 24 Teacher (fte): class ratio 1:1

Percentage attendance for three complete terms prior to inspection Term N R Rest of school

Autum 70.2 88.9 n, 2008 92.0 Summer, 2008 79.4 85.8 90.1 Spring, 2008 83.2 88 90.4

Percentage of pupils entitled to free school meals 53.3% Number of pupils excluded during 12 months prior to inspection 0

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Appendix 3 National Curriculum Assessment Results End of key stage 1: National Curriculum Assessment KS1 Results 2008 Number of pupils in Y2: 12 Percentage of pupils at each level D W 1 2 3 English: Teacher School 0 0 33 58 8 assessment National 0.2 3.5 13.8 63 19.4 En: reading Teacher School 0 33 50 17 0 assessment National 0.2 4.1 14.9 55.2 25.5 En: writing Teacher School 0 0 33 58 8 assessment National 0.2 4.8 15.9 67.8 11.3 En: speaking and listening

Teacher School 0 0 17 75 8

assessment National 0.2 2.4 10.7 62.8 23.8 Mathematics Teacher School 0 0 25 67 8 assessment National 0.2 2.0 10.9 65.2 21.6 Science Teacher School 0 0 33 58 8 assessment National 0.2 1.6 8.5 66.3 23.4 Percentage of pupils attaining at least level 2 in mathematics, science and English or Welsh (first language) according to teacher assessment In the school 66.7% In Wales 80.7% D Pupils who have been disapplied from the statutory arrangements W Pupils who are working towards level 1 National Curriculum Assessment Results End of key stage 2: National Curriculum Assessment KS2 Results 2008 Number of pupils in Y6 18 Percentage of pupils at each level D A F W 1 2 3 4 5 English Teacher School 0 0 0 0 6 0 22 50 22 assessment National 0.2 0 0 0.5 0.6 3.1 15.6 51.3 28.5Mathematics Teacher School 0 0 0 0 6 0 22 61 11 assessment National 0.2 0 0 0.5 0.6 2.7 14.7 51.4 29.9Science Teacher School 0 0 0 0 0 17 11 56 17 assessment National 0.2 0 0 0.5 0.5 1.8 11.4 53.9 31.7 Percentage of pupils attaining at least level 4 in mathematics, science, and either English or Welsh (first language) by teacher assessment by test In the school 66.7% In the school N/A In Wales 75.5% In Wales N/A D Pupils who are excepted under statutory arrangements from part or all of the National Curriculum A Pupils who have failed to register a level because of absence F Pupils who have failed to register a level for reasons other than absence W Pupils who are working towards level 1

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Appendix 4 Evidence base of the inspection Three inspectors spent a total of seven inspector days in the school. A team meeting was held prior to the inspection. The school accepted the invitation to appoint a nominee, but there was no peer assessor present for the duration of the inspection. The team inspected: • 25 lessons or part lessons;

• all classes;

• acts of collective worship; and

• a range of extra-curricular activities. The inspection team held meetings with: • staff, governors and parents before the inspection;

• senior managers, teachers, support and administrative staff and groups of pupils during the inspection; and

• staff and governors after the inspection to share the inspection findings. The inspection team also considered: • the school’s self-evaluation report;

• 7 parents’/carers’ questionnaires, of which 100 per cent of responses were positive;

• a comprehensive range of documentation, including attendance and budget data, provided by the school before and during the inspection; and

• a variety of current and past pupils’ work; The school received a near final draft of the report for comments and responses before the final publication.

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Appendix 5 Composition and responsibilities of the inspection team Team member Responsibilities Dr David G Evans, Registered Inspector

Context, Summary and Recommendations. Key Questions 1, 2, 5 and 6 English, science and art and design

Mr Enir Morgan, Team Inspector

Key Questions 3, 4 and 7 Foundation Phase, mathematics and physical education

Mr Ivor Petherick, Lay Inspector

Contributions to Key Questions 1, 3, 4 and 7

Miss Lucy Saunders, Nominee and head teacher

Attending meetings and supplying information

Acknowledgement: The inspection team would like to thank the governors, head teacher, members of staff and pupils for their co-operation and courtesy throughout the inspection. The contractor was: E.L.L.I.S. (Cymru) Ltd., Jasmine Enterprise Centre, Unit 1, Treseder Way, Cardiff, CF5 5BQ

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Documents

Inspection under Section 28 of the Education Act 2005 A …€¦ · · 2015-10-13Ages 4-5 5-6 6-7 7-8 8-9 9-10 10-11 Secondary phase: Year Y7 Y8 Y9 Y10 Y11 Y12 Y13 ... seven key