School Wellbeing Self Evaluation Report

KEY QUESTION 1.2 WELLBEING (Standards)

Data from PASS Surveys, QDP surveys, Kirkland Rowell Surveys, Attendance data, Data on Bullying, participation rates in extracurricular activities, School Council, Pupil Forums, Behaviour database, Pupil Governor Committee, use of canteen, transport to school.

1.2.1 How good are pupil’s attitudes to keeping healthy and safe?

Attendance Rates per year group per term

All Wales 2012

LA 2012 School Target 2012

Year Group

Target 2012

Autumn 2011

Spring 2012

Summer 2012

Year 2012

All

Male

Female

Comment

How do the attendance figures reflect trends during the year?

Evaluate the effectiveness of strategies used to address attendance issues

School Wellbeing Self Evaluation Report

Unauthorised Absence per year group per term

All Wales 2012

LA 2012 School Target 2012

Year Group

Target 2012

Autumn 2011

Spring 2012

Summer 2012

Year 2012

All

Male

Female

Comment

How do the unauthorised absence figures reflect trends during the year?

Evaluate the effectiveness of strategies used to address the incidence of unauthorised absences

School Wellbeing Self Evaluation Report

Punctuality per year group per term (Number of pupils with 3 or more late marks or more in a week)

Comment

How do the punctuality figures reflect trends/patterns in your year group during the year?

Incidence of Truancy per year group per term

Comment

How do the truancy figures reflect trends / patterns in your year group during the year?

Year Group School

Autumn Spring Summer Year Autumn Spring Summer Year

All

Male

Female

Year Group School

Autumn Spring Summer Year Autumn Spring Summer Year

All

Male

Female

Evaluate the effectiveness of strategies used to address punctuality in your year group

Evaluate the effectiveness of strategies used to address truancy in your year group

School Wellbeing Self Evaluation Report

Transfers

Managed moves

Comment

What impacts have Transfers / Managed moves had on your year group during the year?

Year Group School

Autumn Spring Summer Year Autumn Spring Summer Year

Admissions

Leaving

Year Group School

Autumn Spring Summer Year Autumn Spring Summer Year

Admissions

Leaving

Evaluate the effectiveness of strategies used to support pupils with transfers/managed moves in your year group during the year.

School Wellbeing Self Evaluation Report

Fixed Term Exclusions (less than 5 days)

Year Group School CAERPHILLY ALL WALES

Aut Spr Sum Year Aut Spr Sum Year

All

Male

Female

Fixed Term Exclusions (more than 5 days)

Year Group School CAERPHILLY ALL WALES

Aut Spr Sum Year Aut Spr Sum Year

All

Male

Female

Permanent Exclusions

Year Group School CAERPHILLY ALL WALES

Aut Spr Sum Year Aut Spr Sum Year

All

Male

Female

Comment on the pupils and incidents that account for the �gures (above) recorded in your year group.

School Wellbeing Self Evaluation Report

Type of Behaviour Year Group School

Low level disruption-

Not on task, refusal to follow request, lack of homework

Bullying

Defiance /Rude

Physical Aggression to staff and peers

Incidents of: Racism

Sexism

Comment

How does the behaviour incidents in your year group contribute to the whole school �gure?

What strategies have been e�ective in addressing behavioural issues in your year group?

School Wellbeing Self Evaluation Report

SUPPORT STRATEGIES

Type of Support No. of pupils in Year Group School Internal Youth Worker

SAP AXIS Academic Mentoring – Learning Coach Academic Mentoring- Progress Manager Academic Mentoring - SMT

Voluntary Turnaround Fusion Strengthening Families Barnados (FIT) Llamau

Statutory Social Services Educational Psychologist Counsellor Behaviour Support Hub Education Welfare Officer School Nurse CAMHS YOT YISP

Alternative Provision Type of Alternative Provision No. of pupils in Year Group School Bridge Turnaround Learning Centre Home Tutoring College Extended Work Experience Comment

How effective has support and or alternative provision been in your year group?

1.2.2 How much do pupils participate in and enjoy their learning?

School Wellbeing Self Evaluation Report

Use data from -PASS �gures, Pupil Forum, Kirkland Rowell, QDP Survey

1.2.3 What is the extent of pupils’ community involvement and decision making?

School Council, Pupil Forum,

How well do pupils in your year group contribute to community involvement/decision making?

1.2.4 How good are pupils’ social and life skills? (Pass Survey)

KEY QUESTION 2.3 CARE, SUPPORT AND GUIDANCE

School Wellbeing Self Evaluation Report

2.3.1 How well do we meet the provision for health and wellbeing, including spiritual, moral, social and cultural development?

Health and Well being

Spiritual

Moral

Social

Cultural development

2.3.2 How well are pupils supported with specialist services, information and guidance?

School Wellbeing Self Evaluation Report

How e�ective has the provision of information to individuals and year groups been in supporting your year group?

How e�ective has the provision of guidance to individuals and year groups been in supporting your year group?

2.3.3 How good are our safeguarding arrangements?

How many safeguarding referrals

How e�ective have arrangements been

2.3.4 How well do we meet the needs of all pupils with ALN?

How e�ectively do you support pupils with ALN in your Year Group? (Monitoring & Reviewing IEPs, IBPs, PSPs, EAL)

2.4 LEARNING ENVIRONMENT

School Wellbeing Self Evaluation Report

2.4.1 ETHOS EQUALITY AND DIVERSITY

How does your year group contribute to whole school?

School ethos

Challenging stereotypes

Tolerant attitudes

Eliminate oppressive behaviour

School Wellbeing Self Evaluation Report

KQ3 Leadership

3.1 Strategic direction and impact of leadership

How effectively is the vision and strategic direction of the leadership and management of the year group communicated to the team?

How well do Leaders and Assistant leaders manage their time effectively and prioritise activities?

How well are teams managed within the year group?

How is Performance Management and CPD identified and how is it focussed on raising standards within the year group?

How effective are your links with governors?

School Wellbeing Self Evaluation Report

How well does the work undertaken by the Year Group meet National and local priorities (if applicable)?

Priority Evaluative comment (if applicable)

Welsh Assembly Government 7 Core Aims based on the UN Rights of the Child

Learning Pathways 14-19 including the work of the Consortium

Children and Young People’s Partnership

Pupil Voice

3.2 Improving quality

How effective is the analysis of performance data to identify underperformance and improve outcomes for learners in your year group?

How effective are the support strategies utilised to support pupil underperformance and related issues in your year group?

School Wellbeing Self Evaluation Report

How effective are the strategies for listening to learners regarding what they are taught and how they learn?

How effectively does the team work with the SENCO and outside agencies to support pupils with Special Needs in your year group?

3.3 Partnership working

How well does the team work with partners to improve pupils’ standards and wellbeing?

Partners –feeder primary schools, consortium schools and colleges, Caerphilly Education services, the community, multi-disciplinary agencies and voluntary organisations

School Wellbeing Self Evaluation Report

How effective does the team work with parents to improve pupils’ standards and wellbeing?

3.4 Resource Management

How well do staff in the Year group team understand their roles and responsibilities in raising standards of achievement and wellbeing?

How well does the Leader and Assistant leader of the year group work with SUPPORT STAFF (internal and external) to raise standards and wellbeing