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Governors’ Annual Report to Parents 2017-2018

Introduction Dear Parents and Guardians, As the newly elected Chair of the Governing Body of Mayals school I am pleased to commend this report to parents.

In our school every child is valued as a special individual who can make their own unique contribution to the whole school community. As governors we support the school in focusing on each child’s needs and abilities. Governors are volunteers who give freely of their time, skills and expertise to challenge and support the school in the best interests of every pupil. We do this through our work in a whole range of subcommittees and in communication with our Headteacher and colleagues.

Indeed, active communication is a very positive feature of our school. Weekly and class newsletters reflect the partnership with parents and carers and our local community which is absolutely vital for the personal development, wellbeing and academic achievement of every single pupil. An example of that partnership has been the impressive contribution from Mayals Parent Teacher Association of £35,000 since 2010 towards enhanced facilities for our children.

I hope you will be proud of the school’s growth, success and determination to secure ongoing improvement. Parents can support these endeavours in many ways, including ensuring pupil punctuality and good attendance.

Please remember that our Headteacher and colleagues welcome your comments, observations and concerns. Together we can ensure that every child of whatever ability and disposition enjoys a happy, engaged and successful experience in Mayals school.

Kathleen Boyce Chairman of Governors

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Election of parent governors There are no current parent governor vacancies. Details of current members of the governing body

Chair of Governors: Mrs. Kathleen Boyce (Community Governor) c/o Mayals Primary School Fairwood Road West Cross Swansea SA3 5JP 01792 402755 c/o mdanaevans@hotmail.com End of term: 27/10/2022

Clerk to Governors: Ms. Dana Evans c/o Mayals Primary School Fairwood Road West Cross Swansea SA3 5JP 01792 872330 mdanaevans@hotmail.com

Mr. D. Beech – Headteacher, ex-officio Governor

Mrs. Sue Gray Vice-chair Community Governor End of term: 27/10/2018

Rev. Hywel Griffiths Community Governor End of term: 03/10/2022

Dr. Luca Borger Parent Governor End of term: 03/01/2020

Dr. Felicity Padley LA Governor End of term: 20/08/2019

Mrs. Margaret Collins LA Governor End of term: 24/06/2017

Cllr. Linda Tyler-Lloyd LA Governor End of term: 19/08/2020

Ms. Kath Wilkins Parent Governor End of term: 03/01/2020

Mrs. Helen Extence Parent Governor End of term: 05/11/2020

Cllr. Brian Arthur Additional Community Governor End of term: 14/05/2020

Mrs. Charlotte Davies Parent Governor End of term: 19/10/2020

Mrs. Diane Evans Staff Governor End of term: 01/10/ 2019

Mrs. Gilmore-Jones Teacher Governor End of term: 01/01/2022

Destination of school leavers Most pupils in last year’s Y6 went on to Bishopston Comprehensive School. Two pupils went to Bishop Gore. Strengthening the school’s links with the community The school is regularly visited by members of the community to assist with acts of collective worship. Our police school liaison officer also helps deliver aspects of the curriculum such as internet safety. Other links to the community include:

Swansea University (various visits to and visitors from)

Reading dog

Various local businesses sponsor summer fete

Various local businesses support charity events (Macmillan Coffee Morning etc.)

The Governing Body has members of the local community represented

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Policy update Three policies are legally required to be reviewed annually by the Governing Body, namely the Child Protection, Health and Safety with Premises, and the Charging and Remissions policies. These were approved at the Governing Body meeting held 26th October 2017. During 2017-2018 the following polices were reviewed and ratified by the Governors:

Teachers` Pay Complaints Teaching for Learning and Curriculum

Financial statement Please note our financial year is not the same as the school year or the calendar year.

STATEMENT OF ACTUAL EXPENDITURE 2017/18 FINANCIAL YEAR

Delegated

Expenditure Non-Delegated

Expenditure Total Net

Expenditure

£ £ £

Teachers Salaries 465,655 4,099 469,754

Salaries 297,482 12,162 309,644

Other Employee Costs 0 219 219

Premises 1,901 0 1,901

Transport 0 0 0

Supplies & Services 160,284 0 160,284

Recharges 0 180 180

Gross Expenditure 925,323 16,660 941,983

Grant Income -132,368 -132,368

Other Income -53,793 -193 -53,986

Gross Income -186,161 -193 -186,354

Net Expenditure 739,162 16,467 755,628

RESERVES: £

FINAL FORMULA ALLOCATION: 730,851

TOTAL NET EXPENDITURE: 739,162

TRANSFER TO / (FROM) RESERVES: -8,311

OPENING BALANCE ON RESERVES 01/04/17 115,790

CLOSING BALANCE ON RESERVES: 31/03/18 107,479

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School Development Plan (SDP) Main Priorities 2018-21

Below are the provisional foci of the school development plan (SDP). The plan is flexible and can and should adapt as and when required as a result of our ongoing self-evaluation. Some ideas of the actions we will be taking in order to achieve each focus are bullet-pointed below each heading. More information can be found in the full SDP available from the school on request. The plan is flexible and can change.

Group Analysis by Attendance Category

Period: 04/09/2017 to 08/07/2018

Pupils DOB Range: 01/09/2001 - 31/08/2012

Scope: Reg Group Y1+Y2+Y3+Y4+Y5+Y6 Percentage of Sessions

Group Presents AEA Authorised Absences Unauthorised Absences Possible % Attend

Y1 94.2 1.8 2.5 1.4 100.0 96.0

Y2 94.0 0.0 3.6 2.3 100.0 94.0

Y3 93.0 0.2 5.5 1.3 100.0 93.2

Y4 95.3 0.1 3.2 1.5 100.0 95.3

Y5 94.8 0.2 3.3 1.6 100.0 95.0

Y6 88.4 6.1 4.6 0.9 100.0 94.5

Totals 93.2 1.5 3.8 1.5 100.0 94.7

Improving attendance All children have the right to an education. Therefore, we have very high expectations of pupil attendance and respond quickly and consistently to absence. Parents or carers are responsible for ensuring their child attends school regularly. We strive to involve parents in school life and in school strategies to improve attendance.

• Develop the school as a learning organisation. Continue to develop staff

and provisionFocus 1

• Improve pupils' skills through improved provisionFocus 2

• Reduce the impact of poverty (Pupil Deprivation Grant)Focus 3

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According to ESTYN, the statistical link between attendance and attainment is strong. In Wales in 2014, over 92% of pupils with NO absence gained at least the expected level of attainment at the end of key stage 2. For pupils with attendance below 90% this figure drops notably. We do not authorise family holidays and adhere to the code of conduct for penalty notices as issued by ERW (Education through Regional Working) and agreed by the Local Authority, and therefore may request the local authority to issue a penalty notice in certain cases. What is good attendance? 95-100% attendance: Best chance of success. Your child is taking full advantage of every learning opportunity. Good attendance is celebrated and rewarded during the school year through a number of initiatives. 90-95% attendance: At least 2 weeks of learning missed. Satisfactory. Your child may have to spend time catching up with work. 85-90% attendance: At least 4 weeks of learning missed. Your child may be at risk of underachieving and may need extra support from you to catch up with work. 80-85% attendance: At least 5½ weeks of learning missed. Your child’s poor attendance has a significant impact on learning. Below 80% attendance: At least 7½ weeks of learning missed. Your child is missing out on a broad and balanced education. You are at risk of prosecution. Parents are encouraged to make non-urgent appointments (medical or otherwise) for their child outside of the times of the school day whenever possible. Absence If your child is absent, you should contact the school to inform us of reason for the absence by 9.15 am. We operate a robust first-day and on-going contact system. School Hours The school operates a Wide Awake Club from 7.50 am to 8.10 am at a cost of £1.00 per child (50p for siblings). Breakfast Club will run from 8.10 am to 8.40 am. This is a facility funded by the Welsh Government and aims to provide children with a healthy breakfast. The school also operates an After School Club (see later). Part-Time Nursery

Morning Session (older nursery pupils) 8.50 am – 11.45 am.

Afternoon Session (younger nursery pupils)

12.55 pm – 3.20 pm

A playgroup operates during the afternoon for children who attend Morning Nursery. The cost is £9.00 per session.

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Full-Time Pupils

Foundation phase – am Session 8.50 am – 11.45 am

Foundation phase – pm Session 12.50 pm – 3.20 pm

Key stage 2 – am Session 8.50 am – 12 noon

Key stage 2 – pm Session 12.50 pm – 3.20 pm

The hours spent on teaching during the normal week including Religious Education, but excluding the statutory daily act of worship, registration and break hours are 21 hours 40 minutes in foundation phase and 23 hours 30 minutes in key stage 2. We ask parents to bring children to school punctually. Sporting provision There is a wide range of sports activities undertaken during the year where children represent the school. These have included swimming, rugby, football, cricket, netball, short tennis, rounders, lacrosse and chess. Any child taking part represents the school and this is recognised as a privilege equal to academic and artistic achievement. It also fosters team spirit and the development of skills. We aim to give children of all abilities the opportunity to participate in competitive events. In Physical Education children are expected to wear shorts, t-shirt and gym shoes if possible. Swimming lessons are given to years 3, 4, 5 & 6. As a school we place a high priority on providing an extensive range of extra-curricular learning. All classes and clubs are delivered and supervised by members of the school staff and run during lunchtimes and after school. Our clubs have included football, dance, gymnastics, rugby, and art. The clubs change termly.

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Changes to the prospectus for 2018-2019 The school prospectus for 2018-2019 has been updated in the following sections:

Cost of school lunch

Change of governor details

Staffing updates

End of key stage attainment

Child care costs

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The National Curriculum “The ability to use a range of skills effectively is crucial to every learner from early years, through statutory education and into life-long learning. We all need to communicate, to use mathematical, creative and problem-solving skills, to benefit from the use of information technology and to develop personal and social skills.” – Skills Across the Curriculum (ACCAC 2002)

Foundation Phase (3-7 years old) The pupils in our Infant department follow the six areas of learning described in the document ‘‘Framework for Children’s Learning for 3 to 7 year-olds in Wales’’. The activities and experiences planned make a positive contribution to children’s early development and learning. Key learning skills are developed such as listening, speaking, concentration and learning to work together and co-operate with other children. It also develops early literacy and numeracy skills that will

prepare children for key stage 2.

At this stage the main building blocks of learning experiences are laid. The emphasis will be on developing essential skills of communication, literacy and numeracy. By providing a broad, rich curriculum using an integrated approach, we aim to develop the children’s interests whilst also recognising their level of maturity. These are important years where children learn how to observe, listen, respond and develop not only as individuals but also as caring members of our community. At Key Stage 2 (8-11 years old) We have a ‘theme’ based approach in key stage 2 that builds on the foundation phase. It is skills based and relevant to today’s children. The essential skills of communication, literacy and numeracy will still be the central focus of our curriculum, but as their understanding of the different disciplines increases, more time will be given to science and the foundation subjects. Children will be encouraged to develop self-confidence, independence in learning and higher order skills in a range of situations. The school’s Teaching for Learning Policy outlines how children learn and are taught at Mayals. Parents are welcome to see this policy should they wish to. We strive to make our curriculum accessible to all pupils. Welsh The school is an English medium primary school. We teach Welsh as a second language. Children will follow a curriculum to develop spoken and written Welsh. Opportunities to develop and promote Curriculum Cymreig are given to children throughout the school and can be found in a variety of subject areas; a history project for example.

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Toilet facilities There are toilets for boys and girls in the Foundation Phase and key stage 2. The school also has a designated for adults and young people in wheelchairs. These facilities are cleaned every working day. Healthy Schools Key stage 2 operates a fruit tuck shop for which the children will need 30p a day if they wish a healthy snack. Foundation phase children are provided with a healthy snack. Parents are asked to contribute £1 per week/per child for this facility. We encourage all children to bring a clear sports bottle to school which they can fill with fresh chilled water throughout the day. Comparative information The following reports compare the performance of last year’s Year 2 and 6 classes to national benchmarks. Remember – this is the performance of just two of our classes (Year 2 being the end of the foundation phase and Year 6 being the end of key stage 2). Cohort (class) attainment can be affected by many factors, such as amount of pupils with additional learning needs, cohort size etc.

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School Comparative/Validation 2018 (End of Foundation Phase Outcomes - Pupils) (Table 1 of 2 - PERCENTAGES) Swansea MAYALS PRIMARY

N

D

W

1

2

3

4

5

6

A

Personal and social development, well-being and cultural diversity

School 0.0 0.0 0.0 0.0 0.0 0.0 3.4 37.9 58.6 0.0

Wales 0.1 0.4 0.3 0.2 0.4 0.9 3.1 33.3 61.2 0.1

Language, literacy and communication skills (in Welsh)

School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

Wales 0.0 0.2 0.1 0.1 0.2 0.9 7.7 52.8 38.0 0.0

Language, literacy and communication skills (in English)

School 0.0 0.0 0.0 0.0 0.0 6.9 10.3 55.2 27.6 0.0

Wales 0.1 0.4 0.4 0.2 0.5 1.6 8.6 50.0 37.9 0.2

Mathematical development

School 0.0 0.0 0.0 0.0 3.4 3.4 10.3 55.2 27.6 0.0

Wales 0.1 0.4 0.3 0.2 0.3 1.3 7.2 51.5 38.6 0.1

FPI **

School 72.4

Wales 87.3

Notes N: Not awarded a level for reasons other than disapplication. D: Disapplied under section 364 or 365 of the Education Act 1996, now effected through sections 113-116 of the Education Act 2002. W: Currently working towards Foundation Phase Outcome 1. A: Performance Above Foundation Phase Outcome 6. - : Not exactly zero, but less than 0.05 * : Cohort is less than five or cannot be given for reasons of confidentiality ** : Achieved the expected outcome in each of "Language, literacy and communication skills (in Welsh)" or "Language, literacy and communication skills (in English)", "Mathematical development" and "Personal and social development, well-being and cultural diversity" in combination. National comparative data refers to 2017

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(Table 2 of 2 - PUPIL NUMBERS) Swansea MAYALS PRIMARY

N D W 1 2 3 4 5 6 A

Personal and social development, well-being and cultural diversity

0 0 0 0 0 0 1 11 17 0

Language, literacy and communication skills (in Welsh)

0 0 0 0 0 0 0 0 0 0

Language, literacy and communication skills (in English)

0 0 0 0 0 2 3 16 8 0

Mathematical development

0 0 0 0 1 1 3 16 8 0

FPI **

School 21

Cohort = 29 Notes N: Not awarded a level for reasons other than disapplication. D: Disapplied under section 364 or 365 of the Education Act 1996, now effected through sections 113-116 of the Education Act 2002. W: Currently working towards Foundation Phase Outcome 1. A: Performance Above Foundation Phase Outcome 6.

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School Comparative/Validation 2018 (KS2 - Pupils) (Table 1 of 2 - PERCENTAGES) Swansea MAYALS PRIMARY

N

D

NCO1

NCO2

NCO3

1

2

3

4

5

6+

4+

English School 0.0 0.0 0.0 0.0 0.0 0.0 6.1 12.1 39.4 27.3 15.2 81.8

Wales 0.1 0.4 0.1 0.1 0.2 0.4 1.4 6.3 46.4 43.0 1.7 91.1

Oracy School 0.0 0.0 0.0 0.0 0.0 0.0 3.0 15.2 33.3 27.3 21.2 81.8

Wales 0.1 0.4 0.1 0.1 0.1 0.4 1.2 6.2 45.4 44.0 2.0 91.4

Reading School 0.0 0.0 0.0 0.0 0.0 0.0 6.1 12.1 39.4 27.3 15.2 81.8

Wales 0.1 0.4 0.1 0.1 0.2 0.4 1.4 6.8 45.0 43.6 1.9 90.5

Writing School 0.0 0.0 0.0 0.0 0.0 0.0 6.1 24.2 39.4 27.3 3.0 69.7

Wales 0.1 0.4 0.1 0.1 0.1 0.5 1.8 10.3 50.0 35.2 1.4 86.6

Mathematics School 0.0 0.0 0.0 0.0 0.0 0.0 3.0 12.1 39.4 45.5 0.0 84.8

Wales 0.1 0.4 0.1 0.1 0.1 0.4 1.2 6.0 44.6 45.3 1.8 91.6

Science School 0.0 0.0 0.0 0.0 0.0 0.0 3.0 15.2 36.4 33.3 12.1 81.8

Wales 0.1 0.4 0.1 0.1 0.1 0.3 1.1 5.5 45.8 46.2 0.2 92.2

Welsh Second Language

School 0.0 0.0 0.0 0.0 0.0 0.0 6.1 18.2 42.4 33.3 0.0 75.8

Wales 0.3 0.7 0.2 0.2 0.2 1.0 2.5 14.2 54.6 26.0 0.3 80.9

Core Subject Indicator **

School 81.8

Wales 89.5

(Table 2 of 2 - PUPIL NUMBERS) Swansea MAYALS PRIMARY

N D NCO1 NCO2 NCO3 1 2 3 4 5 6+ Cohort

English 0 0 0 0 0 0 2 4 13 9 5 33

Oracy 0 0 0 0 0 0 1 5 11 9 7 33

Reading 0 0 0 0 0 0 2 4 13 9 5 33

Writing 0 0 0 0 0 0 2 8 13 9 1 33

Mathematics 0 0 0 0 0 0 1 4 13 15 0 33

Science 0 0 0 0 0 0 1 5 12 11 4 33

Welsh Second Language

0 0 0 0 0 0 2 6 14 11 0 33

Core Subject Indicator **

School 27

Cohort = 33

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Notes N: Not awarded a level for reasons other than disapplication. D: Disapplied under section 364 or 365 of the Education Act 1996, now effected through sections 113-116 of the Education Act 2002. NCO1 : National Curriculum Outcome 1 NCO2 : National Curriculum Outcome 2 NCO3 : National Curriculum Outcome 3 (NB NCO1, NCO2 & NCO3 have replaced Level W in previous years)

- : Not exactly zero, but less than 0.05 * : Cohort is less than five or cannot be given for reasons of confidentiality ** : Achieved the expected level in each of Welsh First Language or English, Mathematics and Science in combination.

National comparative data refers to 2017

If you would like further information or want to discuss anything about this report, please contact the school to arrange an appointment.