Inspection under Section 28 of the - Estyn · 2015-10-13 · Inspection under Section 28 of the Education Act 2005 A report on the quality of education in ... Year Y7 Y8 Y9 Y10 Y11

Inspection under Section 28 of the Education Act 2005

A report on the quality of education in

Ysgol Gynradd Gymraeg Bryniago Stryd Iago

Pontarddulais SA4 8JA

School number: 6702189

Date of inspection: 23/11/09

by

Phil Mostert 16774

Date of publication: 28/01/10

Under Estyn contract number: 1104509

© Queen’s Printer and Controller of HMSO 2010: 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.

Introduction Ysgol Gynradd Gymraeg Bryniago 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 Gymraeg Bryniago took place between 23/11/09 and 25/11/09. An independent team of inspectors, led by Phil Mostert 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. Estyn’s reports follow its guidance for the writing and editing of reports, which is available on the Estyn website (www.estyn.gov.uk). The table below shows the terms that Estyn uses and a broad idea of their meaning. The table is for guidance only.

Nearly all with very few exceptions Most 90% or more Many 70% or more A majority over 60% Half/around half close to 50% A minority below 40% Few below 20% Very few less than 10%

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

2

Recommendations

7

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?

20

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

22

Standards achieved in subjects and areas of learning 24

English Information and communications technology Design and technology Art and design Geography Physical education

242628293032

School's response to the inspection

33

Appendices

34

1 Basic information about the school 342 School data and indicators 353 National Curriculum assessments results 364 Evidence base of the inspection 385 Composition and responsibilities of the inspection team 39

Report by Phil Mostert Ysgol Gynradd Gymraeg Bryniago, 23/11/09

Context The nature of the provider 1. Ysgol Bryniago is a designated Welsh medium, primary school in the care of

Swansea Unitary Authority [UA]. It serves the town of Pontarddulais and the villages of Garnswllt, Pontlliw and Waungron. It provides for pupils between the ages of three and 11 years old. Currently, there are 223 pupils on roll, including 38 of nursery age who attend the school on a half day basis.

2. According to the school, although many of the pupils are from neither privileged

or underprivileged areas, the catchment area includes some of the county’s poorest areas. Nine percent (9%) of the pupils are entitled to free school meals. Forty six (20%) pupils have special educational needs (SEN) and four pupils have a statement of SEN. Around 1.5% of the pupils are from different ethnic origins. No pupil, however, receives support in English as an additional language. There are a very small number of children in care.

3. Around 12% of the pupils are from homes where Welsh is the predominant

language spoken, but around 70% speak Welsh to an equivalent standard. 4. The pupils are taught in eight classes by seven full time teachers and two part

time teachers who job share. 5. The school is on two sites. The children under six are housed in Bryniago

Bach, a modern, custom built building across the road from the main building. 6. The current head teacher was appointed to post in December 1994. The

school was last inspected in November 2003. 7. The school received a standard inspection this time. The school’s priorities and targets 8. The school’s main priorities noted in the School Development Plan (SDP) are

to: • fulfil the requirements for the UA Bronze Award for self evaluation; • develop the provision for pupils who underperform, concentrating on boys; • develop the quality of learning and teaching in the personal and social

education (PSE) area; • fulfil the necessary standards for a standard accreditation in the information

and communication technology (ICT) area; • continue to ensure a central place for the Skills Framework; • co-operate with European schools on an eco project under the auspices of

the Comenius scheme; • further develop the facilities in the large playground.

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Summary 9. The inspection team’s findings do not correspond to the evaluations completed

by the school in its self evaluation report in any of the seven key questions. A lower grade was awarded to key questions 1, 3, 4, 5 and 7 and two grades lower were awarded to key questions 2 and 6.

Table of grades awarded 10. The inspection team judged the school’s work as follows:

Key Question Inspection grade

1 How well do learners achieve? 3

2 How effective are teaching, training and assessment? 3

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

2

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

5 How effective are leadership and strategic management? 3

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

3

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

Standards 11. The standards of achievement in the subjects inspected are as follows: SUBJECTS Key Stage 1 Key Stage 2 English - Grade 3 Geography Grade 3 Grade 3 Design and Technology Grade 2 Grade 2 Information and Communication Technology (ICT)

Grade 1 Grade 1

Art and design Grade 1 Grade 1 Physical Education Grade 2 Grade 2 12. The standards in the lessons observed are as follows:

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Pupils standards of achievement 15% 56% 29% 0% 0%

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13. The pupils’ standards of achievement in the lessons are around 13% lower than

the national picture as published in Her Majesty’s Chief Inspector’s (HMCI) most recent Annual Report which states that standards in 84% of lessons are good or very good.

14. Every pupil is given equal opportunity to experience all the school’s activities. 15. The overall quality of the educational provision for the under fives is appropriate

to their needs and the children are making good progress towards the Foundation Phase.

16. Pupils in the early years make good progress in their speaking, listening,

number and ICT skills and adequate progress in their reading and writing skills. Their ability to solve problems and their creative skills are good.

17. In key stage 1, the pupils make good progress in their speaking, listening,

reading, number and ICT skills and adequate progress in their writing skills. The pupils’ ability to solve problems and their creative skills are good and they work together well.

18. In key stage 2, the pupils make good progress in their speaking, listening and

reading skills in Welsh, and good features outweigh shortcomings in their writing skills. They make good progress in their oral and reading skills in English, as is the case in numeracy and ICT, but yet again good features outweigh shortcomings in their writing skills. Their ability to solve problems and their creative skills are good.

19. The pupils’ bilingual skills in reading and writing develop well but there are

shortcomings in their writing skills. 20. In key stage 1 in 2009, according to teacher assessments, 77% of pupils

attained level 2 or above according to the Core Subject Indicator (CSI), namely in the core subjects of Welsh, mathematics and science at the end of the key stage. This places the school below the median when compared with schools with similar numbers of pupils entitled to free school meals. However, 100% of the pupils succeeded in attaining level 2 or above in mathematics and science. Over three years, around 20% of the pupils succeeded in attaining level 3. The school’s performance in 2008 was in the top 50%.

21. In key stage 2, according to teacher assessments, the results are good in 2008

and 2009, with the exception of mathematics which is slightly below the median. The results for the two languages in 2009 are amongst the top 25% of similar schools, whilst results in science are above the median. Over the past three years, around 40% of pupils attained level 5 in mathematics and science and this is a particularly good result.

22. The difference in boys’ and girls’ attainment varies from subject to subject. In

key stage 1, the boys perform better in mathematics. In key stage 2, the boys perform better than the girls in science and Welsh.

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23. There are shortcomings in the quality of many pupils’ presentation of work and

handwriting. 24. Pupils with SEN attain the challenging targets set for them. The school

conforms well with the requirements of the Code of Practice for SEN. 25. There are very effective procedures to ensure the care and wellbeing of

individual pupils. 26. The quality of the care, support and guidance given to pupils is good. The

school makes effective use of external services such as the language and speech therapy and educational welfare services.

27. The pupils display positive attitudes towards their work; they display a high level

of motivation and interest in the educational and extra curricular activities provided for them. They are able to concentrate well and settle down to work for extended periods. The school does not succeed well in meeting the needs of more able pupils.

28. The behaviour of pupils of all ages is good. They are courteous and welcoming

to adults, eager to learn, and they respect each others’ ideas and points of view. There are effective systems established to deal with discipline and to ensure that there is no oppressive behaviour.

29. The school’s percentage attendance over the past three terms was nearly 94%,

that is 1% lower than the target set by the Welsh Assembly Government (WAG) for primary schools in Wales. Unauthorised absence is low, at around 0.2%. With very few exceptions, the pupils arrive in school punctually.

The quality of education and training

30. In the lessons observed, the quality of teaching was judged as follows:

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 20% 51% 29% 0% 0%

31. The percentages in the table above are below the statistics for the whole of

Wales for the 2007 – 2008 school year (HMCI’s Annual Report) where grades 1 and 2 were allocated in 84% of lessons. However, the percentage of grade 1 lessons is higher than the national figure which is 16%.

32. On the whole, the teachers possess appropriate understanding of National

Curriculum (NC) subjects. It was not possible to judge their understanding of curricular requirements in religious education as the subject was not being inspected this time.

33. The quality of assessment, recording and presenting reports meets statutory

requirements. The assessment processes do not impact positively enough on standards of work. The teachers do not include pupils sufficiently in the assessment process.

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34. Despite teachers marking regularly, the standard of work does not improve over

time and not enough responsibility is placed on pupils to improve their own work.

35. Although the curriculum meets statutory requirements, it does not meet the

needs of the more able pupils in the school. The Cwricwlwm Cymreig and an appropriate emphasis on the culture of Wales in general is a prominent feature of the school’s life.

36. The pupils’ spiritual, moral, social and cultural development is good. The

school’s ethos contributes effectively to nurturing the pupils’ PSE. 37. The quality of curricular documentation is good in the majority of subjects. They

contribute towards the high standards in art and ICT. The plans do not contribute towards high standards in geography and writing in both languages.

38. There is a wide range of extra curricular activities during the lunch hour and

after school, including football, computers, dance and art; pupils’ visits to places of interest such as Llancaiach Fawr and Big Pit enrich their experiences.

39. There are some shortcomings in the links with parents. The pre-inspection

questionnaires show a high percentage of support for the provision and for the relationship between parents and the school, but a few parents expressed their dissatisfaction with some aspects of the school’s work. Communication about events and news has improved recently.

40. The staff provide a homely and very caring environment and ethos. The

relationship between the pupils and everyone who works in the school is good. 41. There are thorough systems to promote good behaviour and getting rid of any

oppressive behaviour. The quality of the arrangements for protecting and ensuring the wellbeing of every pupil is good and every member of staff is aware of how he or she should act.

42. The SEN provision is well planned and managed. The provision has a number

of good features. 43. There are good systems to encourage pupils to be healthy. Healthy eating

practices are promoted through the fruit shop and good attention is given to improving fitness by providing a broad range of sports and team games.

44. The quality of provision for equal opportunity for every pupil is good. Leadership and management 45. Under the head teacher’s leadership, a caring environment based on trust and

respect is nurtured. The school’s aims and objectives are appropriately promoted. The head teacher is very supportive of all the staff and works positively for the benefit of every one of them.

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46. An appropriate range of managerial and curricular policies has been drawn up

but the policies are not all operational, particularly the documents that provide guidance on language teaching, the marking policy and the more able and talented pupils’ policy.

47. The school has a co-ordinator for every subject. The school’s Management

Team includes the head teacher, the deputy and three teachers who are in receipt of Teaching and Learning Responsibilities (TLR). It is a new team in the school and has already established a pattern of meeting regularly but, up to now, it has not had sufficient impact on standards across the curriculum.

48. The SDP for the current year contains a number of appropriate priorities set out

in an organised manner against success indicators, expenditure details, as well as individual responsibilities. However, there are few links between the main areas addressed in the SDP and the self evaluation procedure.

49. The governing body is very supportive of the head teacher and plays a valuable

role in the life of the school. Members administer the budget efficiently, but they do not know enough about the pupils’ performance.

50. There are shortcomings in the self evaluation. The processes for observing the

quality of the teaching are good on the whole, but insufficient attention is paid to forming judgements on pupils’ subject standards.

51. Good consideration is given to WAG priorities such as bilingualism,

sustainability, global citizenship, health education and fitness. 52. The space for Y2 is not sufficient for the 30 pupils in the class. 53. An individual with physical disabilities can gain access to the school and

grounds. 54. The school provides value for money. 55. The school responded well to some of the recommendations in the last

inspection. However, not enough attention has been paid to raising standards in geography and English, or to raising standards of writing in both languages across the curriculum.

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Recommendations In order to move forward in the areas inspected, it is necessary for the school to: R1 raise standards in geography in key stages 1 and 2, writing in English as a

subject in key stage 2 and writing in Welsh and English across the curriculum; R2 improve the presentation of work and the quality of handwriting throughout the

school; R3 improve the teachers’ response to pupils’ work, and involve pupils more in

assessments undertaken and reinforce the role of pupils themselves in the assessment process;

R4 prepare more challenging tasks for more able pupils and raise the percentage

of lessons where teaching is awarded grades 1 and 2; R5 develop the role of those teachers who are members of the Management Team so that they analyse the quality of pupils’ work in the subjects more regularly; R6 continue to improve the systems for communicating with parents; R7 ensure that there is suitable space for the 30 pupils in Y2. 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.

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Standards Key Question 1: How well do learners achieve? Grade 3: Good features outweigh shortcomings 56. The inspection team’s findings do not correspond to the grade the school

awarded itself in its self evaluation report. Despite the fact that teacher statutory assessment results at key stages 1 and 2 are frequently above the median, when compared with similar schools over the past three years, there are shortcomings in the standards of achievement in some subjects, and the standards of achievement in writing in Welsh and English in key stage 2 across the curriculum are not high enough.

57. Many of the pupils reach the targets set for them. 58. In key stage 1 in 2009, according to teacher assessments, 77% of the pupils

attained level 2 or above according to the CSI, namely in the core subjects of Welsh, mathematics and science at the end of the key stage. This places the school below the median when compared with schools with similar numbers of pupils entitled to free school meals. However, 100% of the pupils succeeded in attaining level 2 or above in mathematics and science. The school’s performance in 2008 was in the top 50%.

59. In key stage 2, according to teacher assessments, the results are good in 2008

and 2009, with the exception of mathematics this year which is slightly below the median. The CSI in 2009 is 83% which places the school above the median. The results for the two languages in 2009 are amongst the top 25% of similar schools, whilst results in science are above the median. Over the past three years, around 40% of pupils attained level 5 in mathematics and science and this is a particularly good result.

60. When the school’s data is compared with that of similar schools throughout

Wales, the school performs well. 61. The difference in boys’ and girls’ attainment varies from subject to subject. In

Key Stage 1, the boys perform better in mathematics. In key stage 2, the boys perform better than the girls in science and in Welsh.

62. Standards of achievement in the subjects inspected are as follows:

SUBJECTS Key Stage 1 Key Stage 2 English - Grade 3 Geography Grade 3 Grade 3 Design and Technology Grade 2 Grade 2 Information Technology (IT) Grade 1 Grade 1 Art and design Grade 1 Grade 1 Physical Education Grade 2 Grade 2

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63. The standards in the lessons observed are as follows:

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Pupils standards of achievement 15% 56% 29% 0% 0% 64. The pupils’ standards of achievement in the lessons is around 13% lower than

the national picture as published in HMCI’s latest Annual Report which states that standards in 84% of lessons are good or better.

65. The overall quality of the educational provision for the under fives is appropriate

to their needs and the children are making good progress towards the Foundation Phase.

66. Pupils in the early years make good progress in their speaking, listening,

number and ICT skills and adequate progress in their reading and writing skills. Their ability to solve problems and their creative skills are good.

67. In key stage 1, the pupils make good progress in their speaking, listening,

reading, number and ICT skills and adequate progress in their writing skills. The pupils’ ability to solve problems and their creative skills are good and they work together well.

68. In key stage 2, the pupils make good progress in their speaking, listening and

reading skills in Welsh; good features outweigh shortcomings in their writing skills. They make good progress in their oral and reading skills in English, as is the case in numeracy and ICT, but yet again good features outweigh shortcomings in their writing skills. Their ability to solve problems and their creative skills are good.

69. The pupils’ oral and reading bilingual skills are developing well but there are

shortcomings in their writing skills. 70. The pupils with SEN make good progress in achieving the targets set for them. 71. Pupils from different ethnic groups and pupils from a non-Welsh background

make good progress. 72. Pupils who display sporting talents achieve high standards in these areas. 73. There are some shortcomings in the progress made by pupils since September

2009, particularly in key stage 2. Although there are some examples of work of a good standard, the majority of pupils do not achieve their potential in written work. The more able pupils are not extended.

74. There are shortcomings in the quality of many pupils’ presentation of work and

handwriting.

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75. There are good features in the development of the pupils’ learning skills. The

pupils throughout the school succeed well in completing tasks independently, using thinking skills, asking questions, concentrating and persevering when applying information in order to solve problems. They work together purposefully, listening to the contribution of others before making decisions.

76. The pupils make good progress in their thinking skills. They understand what

they are doing well and reflect maturely on their learning experiences. 77. The behaviour of the majority of pupils is good. They display respect, courtesy

and friendliness towards staff and visitors. 78. The school’s percentage attendance over the past three terms was very nearly

94%, that is around1% lower than the target set by WAG for primary schools in Wales. Unauthorised absence is low, at around 0.2%. Lessons start and end on time.

79. The pupils’ spiritual and moral development is good in the acts of daily

collective worship. The pupils’ cultural and social development is also well developed.

80. A variety of experiences contribute appropriately towards the pupils’

understanding of the business world and entrepreneurism. 81. Pupils learn good life skills and, on the whole, are ready to move on to the next

stage of their education. 82. The pupils display positive attitudes towards their work; they show high levels of

motivation and interest in the educational and extra curricular activities provided for them. They are able to concentrate well and work for extended periods. Their understanding of what they need to do is generally good, but in key stages 1 and 2 they do not pay sufficient attention to what they need to do in order to improve.

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The quality of education and training Key Question 2: How effective are teaching, training and assessment? Grade 3: Good features outweigh shortcomings 83. The inspection team’s judgements do not match the school’s views in its self-

evaluation report. One grade lower was awarded because nearly 30% of lessons had good features that outweigh shortcomings.

84. In the lessons observed, the quality of teaching was judged as follows:

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 20% 51% 29% 0% 0%

85. The percentages in the table above are slightly lower than the statistics for the

whole of Wales for the 2007 – 2008 school year (HMCI’s Annual Report) where grades 1 and 2 were awarded in 84% of lessons. However, the percentage of grade 1 lessons is higher than the national figure which is 16%.

86. The grade 1 lessons have outstanding features such as using a variety of

teaching methods that provide opportunities for pupils to be active in their learning and pupils achieve high standards, frequently independent of teacher supervision. Teachers arrange detailed feedback sessions which extend the pupils.

87. In the grade 2 lessons, stimulating activities are presented that challenge pupils

to achieve their best work. Teachers question skilfully and nurture creativity and originality. The teachers explain lesson objectives well and make effective use of classroom assistants during the lessons.

88. In the grade 3 lessons, although there are some good features, there are also

some shortcomings, such as overlong introductions to lessons and the lessons are not appropriately challenging. Frequently, the teachers do not do enough to nurture the pupils’ independence.

89. The learning and teaching give rise to high standards in art and ICT, two

subjects where there are some outstanding features. 90. On the whole, little is done to share learning objectives and success criteria

with the pupils, and then to spend time reflecting on the learning. In the lessons where this is done it has a positive impact on learning.

91. The teachers use a good variety of presentation methods and teaching

resources. However, in around half the classes, the teachers overuse pre-prepared sheets and exercises which means that the writing skills are not developed sufficiently across the curriculum.

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92. The quality of the assessing, recording and reporting meets statutory

requirements. The assessment processes do not impact in a sufficiently positive way on the standards of work. The teachers do not include the pupils sufficiently in the assessment process.

93. Despite the fact that teachers mark regularly, the standard of the pupils’ written

work does not improve over time and the teachers do not place sufficient responsibility on the pupils to improve their own work. The teachers do not pay sufficient attention to obvious errors such as forming letters incorrectly, spelling errors and inappropriate constructions.

94. The assessments for children under five are appropriately detailed. 95. There is an effective system to track pupils’ progress across the school. The

school uses information to target pupils so that they attend the additional support sessions.

96. The older pupils set their targets with their teachers. The pupils’ targets are

shared with the parents during open evenings. The school arranges three open evenings during the year and the parents praise these meetings.

97. The school changed the format of reports to parents following response from

them. They include appropriate curricular comments, an opinion on effort and a summary of personal characteristics. They do not show the progress made by the pupils since the last report.

98. Portfolios of assessed work are kept in order to exemplify standards and to

ensure uniformity throughout the school. The assessments made in the core portfolios are correct but some of the examples date as far back as six years ago. The teachers conducted standardising trials with other schools in order to standardise work jointly; benefit was derived from these meetings.

99. The work of last year’s Y6 was not available for scrutiny during the inspection.

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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 100. The inspection team’s judgements do not coincide with the school’s findings in

its self-evaluation report. The school awarded the question a grade 1. Shortcomings in the balance within the curriculum account for the fact that the inspection team judged a lower grade.

101. Although the curriculum meets statutory requirements, it does not meet the

needs of the more able pupils in the school. 102. Every pupil, including children in the Foundation Phase, is given equal

opportunity to experience all the school’s activities. 103. On the whole, teachers possess an appropriate understanding of NC subjects.

It was not possible to judge their understanding of the religious education curriculum requirements as the subject was not being inspected this time around.

104. The school ensures a central position for the Skills Framework in every class.

They plan activities together in detail and develop their ideas well so that the pupils are able to discuss their work and ways of thinking about it confidently.

105. The quality of the schemes of work in subject areas is usually good and they

offer appropriate guidance for the teachers. However, the schemes do not ensure sufficiently high standards in some areas, such as geography and writing in both languages.

106. The collective worship sessions comply with statutory requirements. The

school promotes the pupils’ spiritual and moral development well in the acts of daily collective worship. The pupils are given active roles in the sessions and the provision is enriched through the local vicar’s weekly visits.

107. The school promotes the pupils’ cultural and social development well. The

pupils are encouraged to raise money for different national and international charities such as their most recent campaign on behalf of ‘Operation Christmas Child’, sponsoring a child in Uganda and contributing towards ‘Children in Need’.

108. A number of after school clubs are held such as football, computers, dance and

art and the pupils visits to places of interest such as Llancaiach Fawr and Big Pit enrich their experiences.

109. The school’s sports’ teams compete very successfully locally and nationally.

The school promotes the talents of pupils with sporting skills.

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110. Good attention is paid to the Welsh dimension and the pupils’ awareness of

their culture and heritage is promoted through literary, art, geography and history activities.

111. The pupils’ bilingual skills are developed well in oral work and reading. The

standard of written work across the curriculum is not good enough. 112. There are very good contacts with local primary schools and the secondary

school to which pupils transfer at the end of key stage 2. This ensures a smooth transition.

113. The partnership with the Bro Gŵyr Cluster and the secondary school contribute

towards maintaining good standards. 114. There is also a close link with the Urdd, Cylch Ti a Fi (Welsh medium pre-

nursery group), Menter Iaith Abertawe (Swansea language venture), churches and chapels, a local choir, homes for the elderly in the area, Merched y Wawr, the area nurse, the police and the fire service.

115. The school has some links with the world of business such as when the head

teacher and a local bank manager shared managerial experiences. The pupils have visited places of work and Y5 and Y6 pupils have worked with a Planning Officer and followed the progress of a local housing development. The School Council sold ice cream to raise money and helped arrange a ‘Fun Day’. These experiences contribute towards the pupils’ understanding of the business world and entrepreneurism.

116. Good attention is paid to developing partnerships with schools abroad by

developing a project with a number of European countries and with a school in Lesotho. A child in Uganda has been sponsored and, as a result, pupils learn about a number of the country’s characteristics.

117. The pupils pay good attention to recycling and saving energy and the school

operates sustainably on a daily basis. The pupils have worked hard planting flowers and vegetables on the school site. The school is working towards the Eco-schools award.

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Key Question 4: How well are learners cared for, guided and supported? Grade 2: Good features and no important shortcomings 118. The inspection team’s judgements differ from the grade 1 awarded by the

school in its self-evaluation report because there were not enough outstanding features to justify awarding the provision that grade.

119. The quality of the care, support and guidance given to pupils is good. The

teachers recognise every pupil’s different needs and prepare support for them. There is a good contribution from the school’s support staff. The school makes effective use of external services, such as the speech and language and educational welfare services.

120. There are strong features in the school’s links with parents but there are also

some shortcomings. Despite the fact that the pre-inspection questionnaires show a very high percentage of support for the provision and the relationship between the parents and the school, a few parents expressed their dissatisfaction with some aspects of the school’s work. Communication about events and news has improved recently.

121. Home School Agreements are completed appropriately. 122. The School Council is an important aspect of the school’s life. Meetings are

held regularly. The pupils are responsible for drawing up the agenda, minutes and priorities. The school has acted on a number of the Council’s ideas.

123. The induction arrangements for the nursery children are good and the children

settle down in the school quickly. 124. An effective induction programme for learners is operational across the two key

stages. The arrangements also ensure a smooth transition to the secondary school.

125. The pupils’ personal and social education is promoted through a well presented

PSE programme. Support and guidance of a high standard is provided for the pupils. Close links have been developed with the South Wales Police who visit the school frequently.

126. Attendance and punctuality are carefully monitored and the school responds

fully to the statutory requirements. Some pupils are late to school frequently. The school works closely with the county’s Welfare Officer who meets these pupils’ parents on a termly basis at the school gate. Letters are sent to these parents each term.

127. Good attention is given to improving fitness by providing a broad range of

sports and team games. The school also places emphasis on healthy eating through the school fruit shop.

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128. The school pays regular and appropriate attention to pupils’ personal wellbeing

and to health and safety matters in formal and informal situations. A number of risk assessments have been completed and the pupils are well supervised when they arrive in the morning, throughout the day and as they leave at the end of the day.

129. Fire practices are held regularly and electrical equipment is examined annually.

The governors examine the school building regularly. 130. The school pays detailed attention to groups of children who are vulnerable and

suffer from ill health. Both a governor and the head teacher have been appointed to take responsibility for this area.

131. The ancillary staff supervise the children very carefully during break and lunch

times. Locks have been fitted to prevent access by strangers. One member of staff is responsible for first aid and three members have followed training courses.

132. The senior pupils undertake a variety of responsibilities which display

consideration for other pupils. The ‘Ffrindiau Ffein’ help in the playground and they act as librarians helping children to select books to take home.

133. Every member of staff is familiar with the arrangements for Safeguarding

Children and deal appropriately and sensitively with any concerns about the pupils in their care. A governor and the head teacher have been designated to supervise this area as required.

134. Individual pupils are assessed in Y1 as regards their individual learning and

teaching needs and the teachers intervene early to fulfil individual needs. 135. 34 pupils receive SEN assistance and the provision is appropriately planned,

using a variety of activities to promote pupils’ skills. The pupils make good progress.

136. The school co-operates well with the parents in reviewing the SEN pupils’

progress and in fulfilling specific needs. The pupils Individual Education Plans (IEPs) have been drawn up specifically and based on a firm knowledge of their needs. However, the link between the individual targets and the work with which the pupils are presented in the classes is not strong enough.

137. The school has a behaviour policy which clarifies the school staff’s procedures,

expectations and commitment. Every member of staff is aware of his or her contribution and his or her responsibility for the discipline of pupils in the school and outside. Similarly, the pupils are familiar with the rules of behaviour which are consistent in every class.

138. The school offers good support and guidance to ensure that there are no

prejudices based on social, educational or linguistic background. With appropriate support, pupils with SEN are helped to make a full contribution to the school’s life and work. Every pupil is treated as an individual. The school fulfils the statutory requirements by providing a Child in Care Individual Education Plan and an Individual Health Plan for pupils with medical needs.

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139. The school’s policies and procedures nurture positive attitudes amongst the

pupils on matters such as recognising and respecting diversity and promoting racial equality.

140. The school has a specific and clear policy to deal with bullying should it occur.

A very few parents expressed their appreciation of the school’s response in dealing with cases of bullying in the past.

141. The pupils’ global citizenship awareness is good. As well as the Comenius

programme and the Eco Europe project, the pupils derived benefit from listening to visitors to the school talking about their experiences in Egypt, Bongo Africa and Lesotho. The pupils learn much by following the life story of a young boy they are sponsoring in Uganda.

142. The equal opportunities’ policy and the inclusive ethos reflect the dedication to

equal access to all. All the pupils, including those from different ethnic and social backgrounds are included in every aspect of school life, such as sports, music and other social activities.

143. An individual with physical disabilities can gain access to the school buildings

and grounds.

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Leadership and management Key Question 5: How effective are leadership and strategic management? Grade 3: Good features outweigh shortcomings 144. The findings of the inspection team do not correspond to the school’s grade 2

judgement in its self evaluation report. A grade lower was awarded because good features outweigh shortcomings in the school’s management.

145. The SDP for the current year includes a number of appropriate priorities set out

in an organised manner against criteria for success, expenditure details and individual responsibilities. Good consideration is given to WAG priorities and the school’s quantitative targets are appropriate. There is no clear link between the main areas noted in the SDP and the self evaluation system.

146. Under the head teacher’s leadership, a caring atmosphere based on trust and

respect is nurtured. The school’s aims and objectives are promoted appropriately. The head teacher is very supportive of all members of staff and takes positive action to ensure the welfare of every individual member of staff.

147. An appropriate range of managerial and curricular policies has been drawn up

but they are not all operational, particularly the documents that offer guidance on language teaching, the marking policy and more able and talented pupils.

148. Performance management systems contribute well towards noting the staff’s

professional needs. The deputy head teacher commenced duties in September and, therefore, the head teacher and the deputy are a new Senior Management Team. Up to the present, they have not had sufficient time as a team to have a positive impact on raising standards.

149. The school’s Management Team includes the head teacher, the deputy and

three teachers who receive TLRs. They meet regularly but up to now this team has also not had sufficient impact on standards across the curriculum. In addition, there is a co-ordinator for every subject.

150. Evidence of the work of last year’s Y6 was not available to be scrutinised during

the inspection. The school does not have a policy on record keeping. 151. The governing body is very supportive and plays a valuable part in the life of

the school. Members administer the budget efficiently, but they are not sufficiently knowledgeable about pupils’ performance. Around half the members are new to the responsibility.

152. Through the head teacher’s reports and visits to school, the governors have

developed a good awareness of the school’s ethos and arrangements. They support the head teacher by setting the school’s direction and ensure that the school complies with all the statutory requirements.

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153. The governing body meets regularly and there are a number of sub-

committees, but their monitoring role has not developed sufficiently. 154. The school prospectus and the governors’ annual report to parents include all

the information that schools are expected to provide for parents and comply with statutory requirements.

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

quality and standards? Grade 3: Good features outweigh shortcomings 155. The inspection team’s findings do not correspond to the school’s judgement in

its self evaluation report. The school awarded a grade 1 to this key question. Good features that outweigh shortcomings in the Management Team’s role are responsible for the grade 3 judgement.

156. The teachers evaluate their own work and update their skills and knowledge by

attending different, appropriate training sessions. 157. Subject co-ordinators analyse performance results in the core subjects and the

progress pupils make from starting school in order to arrange support and to try to raise standards. Subject portfolios of a good standard have been produced by the co-ordinators, showing development in pupils’ work throughout the school.

158. The head teacher and the deputy who started in post in September monitor the

quality of the teaching regularly and write reports which include details of the lesson’s successes as well as development needs. However, the quality of the work in pupils’ books is not monitored sufficiently.

159. Three Teaching and Learning Responsibilities have been awarded to teachers

for assessment, key skills and key stage 2. This team is new to the school and has already established a pattern of meeting regularly, but up to now it has not had sufficient impact on standards across the curriculum.

160. The pre-inspection self evaluation report provides an adequate overview of the

school’s situation. A view is expressed about all the necessary aspects. Those areas considered to be strengths and also those that need to be developed are noted. However, the findings of the inspection team do not correspond to the school’s judgement in the seven key questions. A lower grade has been awarded to key questions 1, 3, 4, 5 and 7 than those awarded by the school. In key questions 2 and 6 the inspection team’s grades were lower by two than those awarded by the school itself.

161. The school responded well to some of the recommendations in the last

inspection. However, the school has not made enough progress in dealing with every key issue in the 2003 inspection report.

• Currently, the standards in oral and reading skills in the reception class are

good and writing standards display good features that outweigh shortcomings. The standards in oral and reading skills in English in key stage 2 are good but yet again there are still some shortcomings in their writing skills.

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• On the other hand, standards in physical education in key stage 1 have

improved to grade 2 but there are shortcomings in the standards in geography in key stages 1 and 2.

• The monitoring roles of subject co-ordinators have changed as a result of allocating TLRs to three members of the Management Team who have been appointed to supervise standards and quality. The teachers given the TLRs are not yet fully undertaking their responsibilities.

• This area has received detailed attention in the planning. Apart from writing

skills, the standards in the key skills across the curriculum are good across the school. Not enough attention is paid to accuracy and the quality of writing across the curriculum.

• The school has been successful in its response to the key issue of finding a suitable building for children under five. The 3-6 year old children and pupils have been housed in a modern, custom built building. However, Y2 pupils remain in the old building and there are 30 in the class where space is short.

• The school is continuing to discuss with the UA a permanent and effective solution for crossing pupils between the two school sites.

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Key Question 7: How efficient are leaders and managers in using resources? Grade 3: Good features outweigh shortcomings 162. The inspection team’s findings do not correspond to the school’s judgement in

its self evaluation report. The school awarded a grade 2 to this key question. The lower grade was awarded because of shortcomings in the use of ancillary staff, and matters relating to the building and space available.

163. The school’s staffing levels are appropriate and every single teacher has

appropriate qualifications to meet the pupils’ needs. 164. Good use is made of teachers’ expertise in art, music and physical education.

The use of specialisms in the areas of art and ICT contribute towards the very high standards.

165. In general, the classroom assistants provide teachers and pupils with good

support. This support is scarce in some classes, particularly in Y1 where there are 24 pupils following the Foundation Phase arrangements and in Y4 where there are 32 pupils.

166. There has been a large investment in ICT equipment recently to create a good

quality computer room. In addition to this, the part time technician employed by the school is very industrious and has a positive impact on standards by training staff and pupils and helping with the technical matters.

167. An interactive whiteboard has been placed in every classroom. The staff are

comfortable using them as an effective teaching aid and take advantage of pre-prepared programmes and use presentations they themselves have prepared.

168. The resources are managed efficiently. There are a wealth of resources in the

school and many of them are of good quality. 169. The reserves in the budget are very small, and constitute a sum far lower than

the Audit Commission’s recommendation. However, the school’s spending plans are appropriate.

170. The general condition of the school buildings is good and they are well looked

after. The Bryniago Bach building is of a high standard and has had a very positive impact on the Foundation Stage and Y1 provision. In the main building, the space and the provision in the majority of classrooms is appropriate. However, the Y2 room is restricted in size; it is not appropriate to offer effective education for 30 pupils; this has a negative effect on standards.

171. The teachers have followed a good range of courses to develop their expertise

and, in general, the training has had a positive impact on standards in a number of areas inspected.

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172. The workforce remodelling agreement is effectively implemented. The school

makes good use of the teachers’ planning, preparation and assessment (PPA) periods to enrich the teaching. Performance management systems contribute well towards noting the staff’s professional needs.

173. The school uses confident administrative staff effectively and the caretaker

makes a good contribution to the school’s routine. 174. Maintenance standards are high and the school is clean and attractive. There

are tasteful displays throughout the school that are an aid to learning. 175. A disabled individual can gain access to the school building and grounds. 176. Resources are prepared in line with the SDP and the school provides value for

money.

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Standards achieved in subjects and areas of learning English Key Stage 1: English is not formally taught at key stage 1 and no comments are offered. Key Stage 2: Grade 3 - Good features outweigh shortcomings Good features 177. Almost all pupils across key stage 2 speak enthusiastically about their

experiences and discuss ideas and ask questions to a good standard. The listening skills of most pupils are good. They listen intently to teachers’ presentations and those of their peers. Almost every one of the senior pupil speaks at length, contributes to group discussions and argues a point logically and meaningfully.

178. Many of the pupils across the key stage make good progress in their reading.

Their deconstruction skills are good and they make a regular effort to obtain meaning from print, even when the vocabulary is not familiar. They guess the meaning sensibly from the context.

179. The majority of Y3 and Y4 pupils read meaningfully. They are able to discuss

events and character and predict what might happen. 180. By the end of key stage 2, most of the pupils read fluently with smooth

expression. Most Y6 pupils discuss content intelligently and express a view about the work of different authors. They use reference books on line confidently when they find information relevant to their work and develop good skimming and scanning reading skills as a result.

181. At the beginning of key stage 2, the majority of the pupils write in a variety of

forms. They pay good attention to basic punctuation. 182. By the end of key stage 2, the majority of pupils use a variety of sentences to

enrich their expression. They use adjectives to create effects and they adhere to the correct order when they present reports they have memorised. Their use of paragraphing is developing appropriately.

183. All the pupils can use a dictionary and thesaurus with ease and the pupils’

information gathering skills are good.

Shortcomings

184. The spelling skills of the majority of pupils throughout the key stage are not good enough.

185. Few pupils in Y5 discuss reading preferences to a good standard.

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186. The most able Y5 and Y6 pupils do not write with good expression and they

do not possess sufficient awareness of the requirements of different forms. The language exercises they complete do not succeed in improving the standard of their work.

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Information and communications technology Key Stage 1: Grade 1 - Good with outstanding features Key Stage 2: Grade 1 - Good with outstanding features Key Stage 1 Outstanding features 187. Most key stage 1 pupils display the ability to use a keyboard maturely and

correctly for different purposes. By Y1, most of the pupils can save the work in the correct place. The majority are able to select and change font colour and import clipart into their work to present work of an outstanding standard.

188. All Key Stage 1 pupils use different media very effectively. Most of the pupils

are very confident when they use a digital camera, microphone or microscope. 189. Most of the pupils are able to use painting and word processing programmes to

create and to communicate to a very high standard. They produce a variety of interesting work, such as creating signs, instructions and invitations to a party.

Good features 190. The modelling and controlling skills of most of the pupils are good when they

use floor turtles and appropriate software on the computer. They know how to programme a series of instructions so that a ‘turtle’ moves in a planned manner and they understand the importance of accuracy when providing information and instructions.

191. Almost every pupil in Y1 and Y2 produces data handling work of a good

standard. Every pupil is able to import data about him or herself before creating simple graphs and interpreting data.

Key Stage 2 Outstanding features 192. The multi-media skills of all the pupils from Y3 to Y6 are particularly good.

Almost every pupil produces animation work of a high standard and the pupils create film programmes of an outstanding quality.

193. When the pupils get in touch with local schools in order to discuss curricular

work, they make outstanding use of video conferencing. 194. There are very high standards in a number of aspects of ICT, particularly in

finding and displaying information and when creating and transferring information. The pupils’ ability to create electronic presentations reach very high standards by Y6.

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Good features 195. The majority of the senior pupils create varied data sources, including line, pie

and bar graphs. They master the steps that lead up to these skills throughout the key stage.

196. Every pupil is able to save and edit work confidently when they word process.

They all produce a number of good examples of ICT work to present varied work using a number of programmes.

197. All Y5 pupils send e-mails to pupils in India and receive replies from them. The

pupils’ e-mailing skills are good throughout the key stage when they contact local schools.

198. All the pupils make effective use of CD-ROM and the Internet to access

appropriate information to support their work in a number of other subjects. Shortcomings 199. There are no important shortcomings.

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Design and technology Key Stage 1: Grade 2 - Good features and no important shortcomings Key Stage 2: Grade 2 - Good features and no important shortcomings Good features 200. Many of the Y1 pupils can align and join materials to create puppets for role

play. They can also create an appropriate theatre with cardboard and material in order to perform with the puppets.

201. All Y1 pupils can create varied homes for spiders in the garden. They know

about compostable material and when they evaluate orally they know that plastic and wood create homes that last longer.

202. All Y1 and Y2 pupils use building kits effectively to create various objects for

specific purposes. 203. Many Y1 and Y2 pupils possess a good understanding of the characteristics of

materials and their suitability for tasks. They convey their ideas, such as a design of a love spoon, by drawing freehand sketches.

204. When they evaluate their models, they are all able to express an opinion about

what they believe is most successful and what they can amend or improve. 205. Many key stage 2 pupils possess a clear understanding of the design and make

process. They follow detailed processes from the early ideas, the planning, the making and evaluating a product through to the final evaluation.

206. All Y3 pupils can print fruit on cotton and place neat stitches around it. They

discuss the characteristics of gluing and colouring when they evaluate the work. 207. All Y4 pupils can prepare a tasty soup with fairly simple ingredients. They are

very careful with health and safety requirements when they do cook. When they evaluate the work, they offer mature suggestions about how to improve the soup’s taste further, such as by adding salt or meat.

208. All Y5 and Y6 pupils pay very good attention to design, make and evaluate

processes as they produce paper to create a notebook. They are able to explain the process in detail and discuss maturely the experimental work before deciding on the final product. The majority of Y5 and Y6 pupils are starting to include measurements in their design work.

209. All Y6 pupils can design and create a model of a famous building in 3D form to

an acceptable standard using waste materials. Shortcomings 210. The standards in using resistant materials has not developed sufficiently

throughout the school.

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Geography Key Stage 1: Grade 3 - Good features outweigh shortcomings Key Stage 2: Grade 3 - Good features outweigh shortcomings

Good features

211. Almost every pupil in key stage 1 can recognise some of the features of their

local area well including recognising local shops and what is sold in them. 212. Almost every pupil in Y1 and Y2 has started to learn about distance and how to

follow instructions and paths. 213. The mapping skills of all Y1 and Y2 pupils are good. 214. In Y3 and Y4 the geographical skills of many of the pupils are good. Many

formulate geographical questions and are able to refer to specific and appropriate geographical sources. They read the map keys and atlas indexes confidently.

215. In Y4, many of the pupils display good mapping skills when they create keys

and symbols for maps. Most understand scale and note the four points of the compass on their maps.

216. By Y5 and Y6, all the pupils are able to describe and explain the physical

features of contrasting parts of Wales and the world and how and why places and environments change. They can convey arguments to weigh the pros and cons of the effect of change on the local environment.

Shortcomings 217. Many pupils in Y1 and Y2 do not possess varied geographical skills when they

study habitats and events. 218. The ability of most Y5 and Y6 pupils to expand on fieldwork investigations has

not developed sufficiently. They do not make sufficient use of secondary sources.

219. In Y5 and Y6, the skills of most pupils in using maps and globes have not

developed sufficiently in order to interpret and present information about locations. Y5 and Y6 pupils do not use 6 digit references.

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Art and design Key Stage 1: Grade 1 - Good with outstanding features Key Stage 2: Grade 1 - Good with outstanding features Key Stage 1 Outstanding features 220. All the pupils in the key stage observe features such as line, tone, colour, shape

and texture carefully and use them in an outstanding manner in various presentations.

221. Almost every pupil uses equipment and techniques confidently to produce work

of a high standard. The work produced by Y5 and Y6 pupils displays their exceptional development.

222. All Y1 and Y2 pupils make very good use of a wide range of resources and

media as they draw, paint and print from observation or from memory. They produce their own colours and use them very effectively in their paintings. The occasional pupil produces work of an exceptionally high standard.

Good features 223. The pupils create good investigative sheets to mix colours and make rubbings

from natural patterns found on school ground. 224. Most Y1 and Y2 pupils have good understanding of features and vocabulary

such as pattern, texture and shape. They confidently create pieces of collage and 3D work.

Key Stage 2 Outstanding features 225. All the pupils use art vocabulary such as line, tone, colour, shape and texture

confidently. They can adapt their work to create work of outstanding quality. They create particularly good work from various projects.

226. The research work done throughout the key stage is an important contribution

in reaching the very high standards. 227. Many key stage 2 pupils evaluate different pictures and photographs very

maturely. They observe PopArt, impressionism and abstract work in detail and pay obvious attention to the use of colour and pattern repetition. Individual pupils produce excellent examples of work.

228. All Y3 pupils can mix colours very confidently to create hues, texture and

tertiary colours in order to create creative pieces of a high standard. Some pupils produce work of an exceptionally high standard.

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Good features 229. Many of the pupils are able to evaluate and imitate the work of famous artists

effectively. They study the work of Andy Warhol, Van Gogh, Kyffin Williams and Paul Klee during the key stage and the pupils compare the work of these artists confidently.

230. Many of the pupils draw detailed sketches of houses and faces. They evaluate

their work intelligently and as a result make improvements. By collecting different materials, they re-create their sketches effectively on a large scale.

Shortcomings 231. There are no important shortcomings.

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Physical education Key Stage 1: Grade 2 - Good features and no important shortcomings Key Stage 2: Grade 2 - Good features and no important shortcomings Good features 232. All the pupils posses a good understanding of the beneficial effects of physical

exercise on health and of the need to ensure safety during the lessons. 233. In key stage 1, many of the pupils respond well to instructions and they are able

to use space well. 234. In dance lessons, the majority of Y2 pupils listen carefully to instructions and

work effectively in pairs to form varied shapes and a sequence of movements. Most can respond skilfully to music, creating a variety of movements appropriate to the beat.

235. In gymnastics lessons, most Y4 pupils link different movements well showing

good control of balance and tension. They have a good knowledge of the features of at least six basic shapes and can combine them to create a series of intricate movements. They use their observations to improve the effectiveness and quality of their own performance and that of other pupils.

236. In fitness lessons, all Y5 pupils are given responsibility for devising tasks in the

form of circuits and they are beginning to understand the associated risks. They are able to describe how they feel when they are doing different activities and show some understanding of the importance of physical activity to health, fitness and wellbeing.

237. The ball throwing and catching skills of almost every pupil in Y5 and Y6 are

good. They take increasing responsibility for planning varied games, asking relevant questions in order to solve problems and improve performance. All the pupils work together well and respect the conventions of fair play, equality and appropriate behaviour.

Shortcomings

238. There are no important shortcomings.

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School's response to the inspection We are pleased that so many aspects of the work of the school have been praised. We especially appreciate that the inspection acknowledges:

• That the behaviour of our pupils is good, and that they are courteous and welcoming;

• That our pupils display positive attitudes towards their work with a high level of motivation;

• That pupils’ spiritual, moral, social and cultural development is good, with the school’s ethos contributing effectively to nurturing the pupils’ PSE;

• That staff provide a caring environment and that relationships between pupils and staff are good;

• The commitment of staff and governors; • That pupils with SEN achieve challenging targets, and that SEN provision is

well-planned and managed; • That standards in ICT and art are high; • That pupils make good progress in many areas: oracy, reading, bilingualism,

problem-solving, creative development and thinking skills. • That good attention is paid to the Welsh dimension through literary, art,

geography and history activities; • That when the school’s data is compared with similar schools throughout

Wales, the school performs well. The staff and governors are confident that they can address the recommendations effectively. We will co-operate in responding rigorously to the recommendations in order to take the next steps in further developing the school and continuing to raise standards. The School Action Plan will be distributed to all parents. Progress will be disseminated to parents through the Annual Report of the governing body.

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Appendix 1 Basic information about the school Name of school Ysgol Bryniago School type Community Age-range of pupils 3 – 11 years Address of school

Stryd Iago Pontarddulais Swansea

Postcode SA4 8JA Telephone number 01792 882012

Head teacher Mrs Catherine Davies Date of appointment December 1994 Chair of governors Councillor G. Williams Registered inspector Mr Phil Mostert Dates of inspection 23 – 25 November 2009

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Appendix 2 School data and indicators Number of pupils in each year group Year group N (fte) R Y1 Y2 Y3 Y4 Y5 Y6 Total Number of pupils 19 26 25 30 22 32 31 16 204

Total number of teachers Full-time Part-time Full-time equivalent (fte) Number of teachers 8 3 9.6

Staffing information Pupil: teacher (fte) ratio (excluding nursery and special classes) 23.1 Pupil: adult (fte) ratio in nursery classes 8:1 Pupil: adult (fte) ratio in special classes n/a Average class size, excluding nursery and special classes 26 Teacher (fte): class ratio 1.2:1

Percentage attendance for three complete terms prior to inspection Term R KS1 and 2 Whole School Spring 2008 95.5 94.4 94.6 Summer 2008 93.8 93.9 93.9 Autumn 2008 93.2 95.4 95.1

Percentage of pupils entitled to free school meals 9% Number of pupils excluded during 12 months prior to inspection 0

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Appendix 3

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Appendix 4 Evidence base of the inspection Four inspectors, including the school’s nominee, spent the equivalent of 11 inspector days in the school and met as a team before the inspection. These inspectors visited:

• 35 lessons or part lessons; • registration sessions, assemblies and acts of collective worship, and • a range of extra curricular activities.

Members of the inspection team had meetings with:

• staff, governors and 42 parents before the inspection; • senior managers, teachers, support and administrative staff, and • the school council.

The team also considered:

• the school’s self-evaluation report; • pupils’ behaviour and attitudes; • 75 responses to parents’ questionnaires; • 12 letters from parents; • A response from the Unitary Authority; • documentation provided by the school before and during the inspection; • a wide range of pupils’ past and current work; and • samples of pupils’ reports.

After the inspection, the team held meetings with teachers and governors.

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Appendix 5 Composition and responsibilities of the inspection team Team member Responsibilities Phil Mostert Registered Inspector

Context; Summary and Recommendations; Key questions 1 and 2 Design and technology and physical education

Deris Williams Lay Inspector

Contributions to key questions 1, 3, 4 and 7

R. Orina Pritchard Team Inspector

Key questions 4 and 5 English and geography

Marc Berw Hughes Team Inspector

Key questions 3, 6 and 7 Art and information and communication technology

Mrs Cathryn Davies School’s Nominee

Contractor: Cwmni Cynnal

Technology Unit Stryd y Bont LLANGEFNI Ynys Môn LL77 7HL

Acknowledgement The inspectors wish to express their gratitude to the school’s governors, the head teacher, staff, pupils and parents for their willing co-operation during the inspection.

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Documents

Inspection under Section 28 of the - Estyn · 2015-10-13 · Inspection under Section 28 of the Education Act 2005 A report on the quality of education in ... Year Y7 Y8 Y9 Y10 Y11