· Web viewThe school were awarded the Bronze Award of the Siarter Iaith in September 2018. The...
Transcript of · Web viewThe school were awarded the Bronze Award of the Siarter Iaith in September 2018. The...
Ysgol Gynradd Eglwys Yng Nghymru Rhaeadr GwyRhayader Church in Wales School
Development Plan
2019 – 2020
This document is based on the Welsh Government regulations 155/2014
Contents Page
Contextual information 2
School’s three-year priorities 2019– 2022 4
Priorities 2019 – 2020 6
Checklist 30
Appendix A. Evaluation of SDP Priorities: 2018 -2019 31
Appendix B. Target Setting 34
Contextual Information
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Current National Category 2
Strategic Overview 2019-2020
Workforce Planning: number of fte TEACHERS 9.2 (including headteacher)
Workforce Planning: number of fte SUPPORT STAFF Foundation Phase: 3 Other: 10 TA (FTE) 1 Clerical support
Grant Finance 2017-2018
Source of Funding Purpose Sum
Education Improvement Grant Ensure each pupil profits from excellent teaching and learning, focusing on • Improving Literacy • Improving Numeracy • Breaking the link between disadvantage and educational attainment
£ 17,058
Pupil Deprivation Grant Breaking the link between disadvantage and educational attainment £ 21,850
Other Rural and Small Schools Grant (Cluster) Pastoral Support Manager
Creative Lead Schools – Round 3 – School to School Support
£ need information from Marianne
£ 8,000
2019 – 2020 Reception Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 TotalEligible for Free School Meals 1 7 2 4 5 7 5 31
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Children in Need 0 2 0 1 1 0 2 3Looked After Children 0 1 0 0 0 0 0 1
English as an Additional Language 0 1 1 0 1 0 1 4
Number of latecomers to Welsh 0 1 0 1 0 0 0 2
Special Educational Needs
School Action 3 1 8 5 7 7 1 32School Action Plus 2 2 0 2 1 2 0 9Statement 0 2 0 0 0 0 1 3
Three-Year Priorities 2019 – 2021
Inspection Area 1 Inspection Area 2 Inspection Area 3 Inspection Area 4 Inspection Area 5
2019-2020 1.Further develop Welsh language skills.
2. Ensure groups of learners make good
3. Embed Understanding Christianity across school and develop pupil voice in RE
1. Further develop provision for Welsh language Skills.
5. To develop
2.Ensure that all MAT pupils are appropriately challenged.School to develop
5. Pupil voice involvement in School Improvement Plan Priorities – New Curriculum
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progress and More able and talented achieve higher levels/outcomes
lessons planning in preparation for the New Curriculum in 2021.
training and courses for parents.To offer more opportunities for competitive sports events.3. To embed Understanding Christianity across school and develop pupil voice in RE lessons and Collective Worship
Preparation.Develop effective appraisal for non-teaching staff.4. Develop an effective nurture program to provide vulnerable pupils with a calm space to improve their emotional well-being
2020-2021(high level priorities)
Further develop planning and delivery of new curriculum requirement across school.
Review behaviour and ALN policies procedure in line with new curriculum and ALN bill.
Review all responsibilities of all staff to ensure everyone understands the accountability of their role in improving pupil standards/outcomes
To further develop enterprise focus for school.
Rights Respecting School Accreditation
Further develop Christian values
Continue to work with others and ensure school provides good value for money.
Develop role of governors/Governor champions, training shared.
2021- 2022 Develop new curriculum across the school. Share good practice with other schools
Monitor ALN and behavior procedures
Develop teachers/develop leadership opportunities
Tracking of pupils with ALN including BESD and Emotional needs
Cluster working and/or link with partner schools
Aspiring headship training for identified staff
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Priorities for 2019 – 2020
Priority 1: To further develop the pupils’ welsh oracy, reading and writing skills across the school by implementing the Siarter Iaith Campus Cymraeg and Siater Iaith.
Inspection Area:
1.1 – Standards and progress overall
1.2 – Standards and progress of specific groups
1.3 – Standards and Progress in skills
Related to the Post Estyn Inspection Plan: No
Success criteria in terms of standards or quality:
Questionnaire – Summer 2020 to show that most pupils are enthusiastic about learning Welsh. Target of 3 levels increase set by Criw Cymraeg in September 2019
Criw Cymraeg is having a positive impact on promoting Welsh during playtimes and a range of activities across the school. Silver Award achieved by July 2020 for Siarter Iaith and Campus Cymraeg.
Internal Accountability:
Literacy Team Leaders – Linda Crockett
Criw Cymraeg Leaders – Emma Evans and
Accountability to the Governing Body:
Headteacher – Linda Crockett
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Liz Dingle School has good links with Menter Brycheiniog and Maesyfed and the Urdd and offers Welsh events throughout the school year.
Very good progress
Strong progress Satisfactory progress
Limited progress
Actions Who? Milestone Term 1
Milestone Term 2
Milestone Term 3
Professional Development Needs
Source of Finance and Cost
1.1 To develop the use of Welsh across the curriculum (English Stream). Ensure pupils have at least 1 topic based Welsh activity in English medium KS2 classes.
LD EE
Criw Cymraeg
All staff
Learning walk and listening to learners – Oct and Dec 2019
Welsh action plan – impact assessment Feb 2020
Campus Cymraeg Silver award achieved by Summer Term 2020
Welsh Sabbatical for teachers/teaching assistants
Training days with ERW
Non-contact time
Staff meeting/Team time
1.2 Ensure all questionnaires are completed for Criw Cymraeg and Siartr Iaith. Ensure Silver targets are displayed.
LD EE
Criw Cymraeg
Learning walk and
listening to learners –
Oct and Dec 2019
Welsh action plan – impact assessment Feb 2020
Impact assessment report – June 2020
Staff Meeting
Team Meetings
None
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All staff
1.3 Pupils are encouraged to speak Welsh within their classrooms in other subjects than Welsh (W2L). Ensure there is a bank of resources for Welsh use outside their classroom ie. In corridor, on playground (whole school).
Welsh games and music on the playground. Mercher Mamwlad each week led by Criw Cymraeg.
LD EE
Criw Cymraeg
All staff
Learning walk and
listening to learners –
Oct and Dec 2019
Welsh action plan – impact assessment Feb 2020
Impact assessment report – June 2020
Criw Cymraeg meetings (weekly)
None
1.4 Termly enrichment activities/immersion days to develop pupils use and enjoyment of Welsh e.g. whole school Welsh day, Christmas activities and Carolau Cymraeg. Mwsig ar y Maes in the Summer term.
All staff
Criw Cymraeg
Evidence in Welsh folder.
Listening to learners – Oct 2019
Evidence in Welsh folder.
Listening to learners – March - 2020
Evidence in Welsh folder.
Listening to learners – June 2020
Urdd membership – materials etc
Membership parents
Materials and resources from PTFA £150
1.5 Develop staff Welsh skills through in school training and sabbatical courses. LSA summer term 2020
KO Identify and arrange training needed
More welsh spoken around the school
Welsh embedded and higher level of written and spoken welsh across school – lesson
Staff meeting time No cost – in house training
WA to cover cost of sabbatical
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observation/learning walk
1.8 Criw Cymraeg to write a feature for newsletter to parents and to meet with governors to discuss their work and promote Welsh ethos of school. To lead Welsh assembly each Wednesday and introduce a Welsh question to the school. Phrases for each class shared in the Wednesday assembly.
EE LD Evidence in welsh folder. Listening to learners – Oct 2019 – Jane Davies
Listening to learners – March – 2020 Visit Jane Davies
Listening to learners – June 2020 monitoring visit Jane Davies
No additional cost – meetings each Tuesday
No additional cost
1.9 Clwb Yr Urdd to meet regularly and pupils participate in local eisteddfods, activities in the community and Urdd Eisteddfod
EE LD Clwb Yr Urdd register and photos
Awards from Eisteddfod
Governors listening to learners.Competition entries for Urdd
Impact Assessment report – June 2020
Extra- curricular club No cost
How can the wider community of the school enrich the priority?
Governors and Leadership Team to monitor standards through lesson observation, listening to learners and book scrutiny.
Parents encourage to attend Welsh classes and activities
Out of school welsh activities eg. Listening to welsh radio and TV
Competing in local events eg Eisteddfod, whole school Welsh days
Trips and visits to places of interest in Wales, visitors and events in school through the medium of Welsh
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Priority 2: To ensure all groups are learners are challenged/supported appropriately and More Able and Talented achieve higher Levels/Outcomes at the end of Key Stage AssessmentsInspection Area: 1.1 – Standards and progress overall1.2 Standards and progress of specific groups2.1 – Wellbeing3.2 – The breadth, balance and appropriateness of the curriculum
3.3 – Provision for skills
Related to the Post Estyn Inspection Plan: No
Success criteria in terms of standards or quality:
40.7% of Year 6 pupils to achieve L5 in Teacher Assessment June 2020
85% of pupils identified as More Able and Talented to show good or better progress in INCERTS tracking
Enrichment activities offered for More Able and Talented pupils.
Resources and information shared with parents/carers of indentified More Able and Talented Pupils.
Internal Accountability: Sian Protheroe – Well- being Leader/ALNCoWell-being Team
Accountability to the Governing BodyHeadteacher – Linda Crockett
Governors – Dr John Buchan
Very good progress
Strong progress Satisfactory progress
Limited progress
Actions Who? Milestone Term 1
Milestone Term 2
Milestone Term 3
Professional Development Needs
Source of Finance and Cost
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2.1 Identify pupils that are More Able and Talented. Update the MAT register
Lesson observations to observe challenge in each class
Y6 MAT language and maths pupils selected to work with MAT Y2 pupils to improve skills
All teachers
SLT
October 2019
By half-term 2019
Listening to learners, learning walk, work scrutiny
Feb 2020
Pupil progress meetings - March 2020
Listening to learners, learning walk, work scrutiny
May 2020
Pupil progress meetings - May 2020
Non-contact time - EIG – supply costs
£500
2.2 Differentiation training by ERW – Sian Protheroe to attend and lead
Feedback – key messages and resources to all staff
Action Plan agreed following training and lesson observation findings
SP November 2019
Staff meeting Nov - Dec
Review meeting – Feb - 2020
Impact assessment – May 2020
ERW training
INSET/Staff meeting to feedback to staff
None – Funded by ERW
2.3 Consult with parents of identified pupils and run information sessions. Build a bank of resources to help parents support pupils out of school.
Create links with other organisations and local schools to develop MAT out of school/enrichment activities
Sp
All staff
Identify activities and have dates in diary by end of Autumn term 2019
Feedback of information workshops/activities
March 2020
Impact assessment sheet – May 2020
Non contact time to allow SP to meet/contact others and arrange parent days
EIG – Non -contact time
2.4 Track group of learners using INCERTS and set challenging higher level targets for pupils.
All staff Tracking of pupils INCERTS –
Learning walk - impact assessment
Impact assessment sheet –
INSET days EIG – Non -contact
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set up group – Nov 2019
March 2020
Tracking of pupils INCERTS
May 2020
Tracking of pupils INCERTS
Whole school open day to show projects to education officers, parents and cluster teachers
time
Training INCERTS – SP - £180 plus supply cost - EIG
How can the wider community of the school enrich the priority?
Information for parents about how to help More Able and Talented Pupils
Use motivational initiatives such as 500 words, national competitions and Blue Peter badges
Link with other schools for More Able and Talented extension groups
Priority 3: To embed Understanding Christianity across school and develop pupil voice in Related to the Post Estyn Inspection Plan: No
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RE lessons and Collective Worship
Inspection Area:
1.3 – Standards and progress in skills
2.1. – Well-being
3.2 – The breadth, balance and appropriateness of the curriculum
3.3 – Provision for skills
4.2 – Personal Development
Success criteria in terms of standards or quality:
Staff training provided by Diocese Education Officer
Understanding Christianity and Pupil Voice embedded across the school to make RE curriculum more creative and engaging for pupils
Questionnaires completed to improve parent, governor and pupil understanding of ‘What is a Church School?’
Internal Accountability:
Linda Crockett – Leader of Humanities
Accountability to the Governing Body:
Linda Crockett – Headteacher
Governors – Rev’d Lance Sharpe
Very good progress
Strong progress Satisfactory progress
Limited progress
Actions Who? Milestone Term 1
Milestone Term 2
Milestone Term 3
Professional Development Needs
Source of Finance and Cost
3.1 To implement Understanding Christianity across the school
INSET training provided by Diocese Officer – John Meredith
LC
Expressive Arts/Litera
Training for all
Staff – Oct
impact assessment Feb 2020
Impact assessment sheet based on INCERTS
Non-contact time Resource Costs – EIG -
£150
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Update website to reflect Christian character of school
In school visits and training from Diocese
Staff Meetings to share good practice across the school
cy/Humanities Team
All staff
2019
John Meredith visits Nov 19
Learning walk governors and SLT – Nov/Dec
value added and tracking data
Staff meeting/Team time
Resources/Teaching manuals purchased
Non-contact – EIG - £500
3.2 Attend RE Coordinator meetings for Church Schools and visit Church schools identified with good standards of RE and Collective Worship and implement Understanding Christianity frieze and learning
LC
Expressive Arts/Literacy/Humanities Team
All staff
Training for staff
Church Meetings – Nov 19
Headteacher to purchase resources by half-term
Visits to
impact assessment Feb 2020
Learning walk governors and SLT – Feb
Impact assessment sheet based on INCERTS value added and tracking data
Learning walk governors
Non-contact time
Visits to other schools
Diocese meetings
Supply Costs for RE coordinator meetings/viewing good practice in other schools
PLG - £1200.00
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other schools by Dec 19
Learning walk governors and SLT – Nov/Dec
and SLT – May
How can the wider community of the school enrich the priority?
Links with Church
Immersion day to show parents/community RE work
Values shared at home through newsletter/activity sheets
Priority 4: To develop an effective nurture programme to provide vulnerable pupils with a calm space to improve their emotional well-being.
Inspection Area: 1.2 Standards and progress of specific groups2.1 – Wellbeing2.2 - Attitudes to learning4.2 – Personal Development
Related to the Post Estyn Inspection Plan: No
Success criteria in terms of standards or quality:
To increase pupils’ attitudes to learning and well-being by reducing anxiety and behaviour incidents (behavior and incident records can be used to measure improvement)
To ensure pupils understand how to be responsible citizens and in control of their own decisions.
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To increase pupils’ attitudes to learning and well-being by reducing anxiety and behaviour incidents (behavior and incident records can be used to measure improvement)
To ensure pupils understand how to be responsible citizens and in control of their own decisions.
Internal Accountability:
Sian Protheroe – ALNCo and Leader of Well-being
Well-being Team
Accountability to the Governing Body:
Headteacher – Linda Crockett
ALN Governor – Dr J Buchan
LAC Governor – Mr G Taylor
Well-being – Rev’d Lance Sharpe
Very good progress
Strong progress Satisfactory progress
Limited progress
Actions Who? Milestone Term 1
Milestone Term 2
Milestone Term 3
Professional Development Needs
Source of Finance and Cost
4.1 To develop a safe and secure nurture space where pupils can have ‘mindfulness’ and ‘emotional wellbeing support’ to develop pupils emotional wellbeing and mental health.
LC
Community/staff
SP
Space sourced and developed – October half-term
Listening to learners
Learning walk – Feb 2020
Impact Assessment Sheet -
May 2020
Fundraising
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Autumn Term 2020
KS2 children lessons completed and certificates
Spring Term 2020
4.2 To ensure all staff, governors and Key Stage 2 children have completed the Autism Awareness.
4.3 Growth Mindset and habits of minds training.
Staff training and staff to work with Nathan Meredith (Pastoral Support Manager for Cluster)
SP Staff training – Nov 19
Evidence collated from pastoral Support Manager
Learning
Evidence collated from pupils – listening to learners
Learning walk
Evidence collated from pupils – listening to learners
Learning walk
Well-being Impact assessment report May 2020
Staff meeting time – LSA and teachers
Well-being team time
No cost
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walk
4.4 Pupils with emotional needs identified and consent sourced from Parents to work with Pastoral support Officer. Use Emotion coaching to enable pupils to deal with difficult situations
SP Identify and arrange meetings – Atutumn 2019
Records of sessions/listening to learners - evaluations
Behaviour records
lesson observation/learning walk
Behaviour records
Staff meeting time
4.5 To carry out THRIVE assessments on all pupils as class profiling and identify teaching assistant for Thrive Training at school (Host school for training 2019 – 2020)
SP
All teachers
Autumn term – baseline lass THRIVE
Case study on THRIVE action plans and tracking
Impact assessment sheet – Well being team
Non contact time for THRIVE practitioner and class teacher
£180
THRIVE costs - £800 and supply £ 260 - EIG
4.6 To run Emotional Well-being After School Club sessions for Key Stage 2 pupils/ Yoga and mindfulness sessions each term.
LC Autumn Term – Evaluation by pupils
Spring Term – Listening to learners and evaluation of impact
Impact assessment sheet – Well being team
Funding by parents/PTFA top up if not enough to run sessions
4.7 To create a BSL friendly school. Develop signage across the SP Audit of Continue Impact Staff training and Grant funding
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school and give training for staff and pupils.
To create a more acoustic friendly hall.
Well-being team
skills and building
Create signs
Start training for staff
training assessment sheet – Well being team
assembly time needed for Sound clouds - £4000
Sign costs and training – in house no additional costs
4.8 To develop a culture of Restorative Justice and all staff and pupils to use the restorative approach for conflict management and to manage their own emotions/actions.
SP
LC
Wellbeing team
Whole staff twilight training – Oct – 2019
2 staff trained on 3 day conference – Nov 2019
Listening to learners
Learning walks
Peer mentors
Feb 2019
Impact assessment sheet – Well being team
Pupil Voice feedback
Staff training and assembly time
2 staff for 3 days training
Supply costs - £500
4.9 Disability awareness for all and cultural diversity explored with pupils.
As many people have disabilities and cultural differences we
SP
LC
Well-being team
Workshop for hearing dog
Hearing loss
Disability sportperson into school
Impact assessment sheet – Well being team
Staff training and assembly time
None
Although fundraising for charity may be
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aim to hold workshops and assemblies to explore this i.e hearing dogs assembly, multicultural workshop, autism training etc.
Link to KiVa and Peace Mala work to prevent bullying and treating others differently.
awareness
Cultural diversity
Autumn Term
KiVa day for KS2
incorporated to this target
How can the wider community of the school enrich the priority?
Educate parent about autism through sharing ‘information’ on social media
Emotion coaching techniques shared with community
KiVa day – invite governors and parents to an information session
Growth Mindset – share with parents through leaflets and displays
Mindfulness awareness for community
Priority 5: To increase pupil voice involvement in School Improvement Plan Priorities and develop planning for the new curriculum
Related to the Post Estyn Inspection Plan: No
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Inspection Area:
2.1 – Well-being
2.2 – Attitudes to learning
4.2 – Personal development
3.1 – Quality of teaching and learning
3.2 – The breadth, balance and appropriateness of the curriculum
Internal Accountability:
Senior Leadership Team – Linda Crockett, Sian Protheroe and David Lewis
Pupil Voice Leaders – Sian Protheroe and Rebecca Unsworth
Curriculum Teams
Success criteria in terms of standards or quality:
Pupil voice evidence of SDP development
Pupils feel valued and make well-informed decisions about their learning
Teachers have clear understanding of skills needed to be taught in each age range and progression of skills is mapped
Accountability to the Governing Body:
Headteacher - Linda Crockett
Pupil Voice Link Governor – Graham Taylor
Very Good Progress
Strong progress Satisfactory progress
Limited progress
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Actions Who? Milestone Term 1
Milestone Term 2
Milestone Term 3
Professional Development Needs
Source of Finance and Cost
5.1 Pupil Voice committee to look at SDP and choose 1 priority each term to look at and develop.
SP and RU
SDP discussed and shared October ½ term – Priority decided on and action plan prepared
Meeting with governors
Listening to learners
Pupil voice meeting with governors & SLT
Monitoring – Feb 20
Listening to learners
Pupil voice meeting with governors & SLT
Impact assessment sheet – June 2020
Meetings in school time – staff covered in house
N/A
5.2 Set up a pupil voice folder for staff and pupil voice committee members to work on shared documents and projects through hwb.
SP, RU, LC, DL
Hwb set up – Oct ½ term
Listening to learners
Pupil voice meeting with governors & SLT
Monitoring –
Listening to learners
Pupil voice meeting with governors & SLT
Impact
Meeting times in school No additional cost
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Feb 20 assessment sheet – June 2020
5.3 Ensure all staff and governors have training and understand the implications of the new curriculum planned for 2021
Headteacher
SLT
All staff
Training and INSET
Staff meetings to cascade information
Learning walk to see ICT around school and listening to learners’ interviews,
Curriculum/
Team review – April 2020
Impact assessment sheet – June 2020
Meetings in school time – staff covered in house
Team leaders to be trained on AoLE
Professional Learning Grant for courses - £5,000
Non-contact time to develop planning/view pioneer schools and good practice
£2,500 - PLG
5.4 To develop rich experiences that ignite pupils’ interests and passions to deepen learning in real life contexts.
School to think about the range of experiences already available to learners in each school community – conduct an audit to prepare for next stage of new curriculum change.
SLT Planning with pupils. Pupils feedback.
Questionnaries
Impact assessment report following listening to learners and learning walk
Impact assessment report following listening to learners and learning walk
No cost??
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Sept 19 – Dec 19
Feb 2020 June 2020
5.5 To develop ICT tools such as use of google skype etc to aid staff and governors wo share information and learning opportunities effectively.
To give training on Office 365, Hwb and google
LC Establish collaborative folders for staff and governors -half-term 2019
Monitor use and feedback from staff and governors.
Training for all
Impact assessment report – June 2020
School support for categorization
Non-contact/training time
PLG - £500
School support for categorisation
5.6 To continue working with Arts Council for Wales in Round 3 School to school working to share good practice with Llanbister School.
LC Network day – training – Sept 19
INSET Nov 4th
Monitor impact in both schools
Case study/evaluation – Feb 20
Impact assessment report – June 2020
School to school work – Llanbister, Llanilar, Ysgol Plascrug
£8,000 for supply and practitioner time
How can the wider community of the school enrich the priority?
Pupil voice to link with governors
Pupil voice to share information/leaflet etc with parents and carers
Pupil voice to link with local council, organisations (Co-op, Spar)
Celebration days to share new curriculum development with parents and community
Policy Reviews
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2019-2020 2020-2021 2021-2022
Statutory Statutory Statutory
Annual policies –
Child Protection
Health and Safety
Pay Review Policy
Data Protection
Performance Management
Safeguarding
Feedback Policy
Complaints policy
Curriculum Policy – Teams
ALN
Annual policies –
Child Protection
Health and Safety
Pay Review Policy
Data Protection
Performance Management
Safeguarding
Feedback Policy
Complaints policy
Curriculum Policy – Teams
ALN
Annual policies –
Child Protection
Health and Safety
Pay Review Policy
Data Protection
Performance Management
Safeguarding
Feedback Policy
Complaints policy
Curriculum Policy - Teams
Strategic Equality Plan and ALN
Non-statutory Non-statutory Non-statutory
Behaviour and discipline Visitors Staffing (Conduct & Capability)
More Able and Talented Toilet Grievance
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Soft Touch/Restraint ESDGC Disciplinary/ Suspension
Anti-Bullying Governor Expenses Inclement Weather
Privacy CCTV Sickness Absence management
Other Continuing Aspects to be Improved
(e.g., Eco Schools, Healthy Schools, buildings…)
Aspect Resources / personnel Target Date and Evaluation
Peace Mala Gold Award (ongoing throughout daily work)
Linda Crockett Award by September 2020
Creative Lead School to School Work (ongoing throughout daily work)
Linda Crockett
Llanbister School, Llanilar School, Ysgol Plascrug
(Jenny Dingle, Rosie McConnell)
November 2019 - May 2020
Priorities from SER
- Develop non-teaching staff appraisal procedure
- Provide more opportunities for competitive sports
- Provide opportunities for training and courses for parents and carers
See individual action plans July 2020
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Staff Development Plan
Priority Focus of Improvement Staff Resources, Cost Evaluation
P 1 Cymraeg Campus/Siarter Iaith Emma Evans
Liz Dingle
Course
Supply - £200
P4
P5
Thrive
Drawing and Talking
Creating independent learners
Sian Protheroe
Rebecca Unsworth
Course - £1200
Supply - £360
P3 Understanding Christianity
RE Coordinators meetings/ Church training
All staff
Linda Crockett
Non-contact - £400
Training by Diocese officer
P4 Differentiation David Lewis Courses - £1200
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P2
P5
Maximising pupils’ learning
Peer and self assessment to enhance learning
Creating independent learners
Sian Protheroe
Rebecca Unsworth
Supply - £600
P5 Creative Schools non-contact time – Developing pupil voice and outdoor leaning
Habits of Mind Inset
Linda Crockett
David Lewis
Megan Jones
Menna Davies
All Staff
Supply Cost - £3500 – Creative Schools
Jenny Dingle – Practitioner - £1000
P5 New Curriculum AoLE
- Expressive Arts - 2/10/2019- Maximising Learner Progress –
22/2/19- Peer and self assessment –
23/10/19- Creating independent Learners –
24/10/19- KS2 Donaldson – 25/10/19- Mathematics and numeracy –
12/11/19 – 2/10/19- LLC – 19/11/19- Health and well-being – 17/10/19
Linda Crockett
David Lewis
Sian Protheroe
Rebecca Unsworth
Menna Davies
Megan Jones
Supply - £2,000
Course Costs - £2,500
Non – contact for good practice visits
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- Science and technology – 21/11/19
- Developing Middle leadership skills – 6/11/19, 4/3/20, 10/6/20
Sports coaching
other Child Protection
and Fora
All staff
Angela Davies
Sian Protheroe
Linda Crockett
Supply - £140
ChecklistRegulation
Raising standards in Literacy
Raising standards in Numeracy
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Focus on minimising the effect of poverty on attainment
3-year plan
SDP approved by the Governing Body
Copy of SDP distributed to all staff and governors
Summary copy of SDP available through the school Governors Annual Report to parents
SDP monitored in each meeting of the full governing body
GB have reviewed and updated the SDP where appropriate
SC clear and quantifiable
Attention given to leadership development
Accountability noted clearer
Financial resources clearly recorded
Workforce development clearly noted
Development Needs of all staff clearly noted
Review of the previous SIP
REVIEW OF SDP 2018 – 2019
PRIORITY 1 - To further develop the pupils’ welsh oracy, reading and writing skills across the school by implementing the Siarter Iaith Campus Cymraeg and Siarter Iaith.
The school were awarded the Bronze Award of the Siarter Iaith in September 2018. The school are to be commended on receiving the Bronze Award of the Cymraeg Campus during April 2019. The school has an active ‘Criw Cymraeg’ who have effectively raised the profile of the Welsh language throughout the school. The ‘Criw’ are proud of their role, they display positive attitudes towards the language and culture of Wales and they clearly understand the advantages of being able to speak Welsh. The ‘Criw’ meet regularly and implement
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initiatives that promote the use of Welsh inside and outside the classroom and they take responsibility for distributing rewards. The ‘Criw’ have looked at the spider diagram created following the 2nd questionnaire completion by all key stage 2 pupils. They compared this to the initial spider diagram and were all extremely pleased with the progress they had made, as all targets showed significant improvement. Evidence shows that they are able to explain which targets needed the most improvement and how they were achieved. For example, pupils across the school have had the opportunity to use a number of Welsh apps and this has added to their enjoyment of the language. Members of the ‘Criw Cymraeg’ have also ensured that the relevant ‘Cymraeg Campus’ targets have been ticked off on the display board. The ‘Criw’ meet regularly and implement initiatives that promote the use of Welsh inside and outside the classroom and they take responsibility for distributing rewards. The Athrawes Fro has worked with the pupils of Years 3 and 4 in introducing them to subject specific vocabulary linked to their topic on Diasters. Evidence shows that nearly all pupils correctly labelled a diagram of a volcano using the vocabulary ‘llosgfynydd’ and ‘sianel magma.’ The majority of Year 2 pupils recognise the sounds from the yellow band of the ‘Tric a Chlic’ scheme. Many pupils read the story ‘Yn y Car’ successfully although a minority initially found the word ‘mae’ tricky. The Athrawes Fro has successfully introduced Welsh yard games to the pupils including ‘Goleuadau Traffig’, ‘Faint o’r gloch Mr.Blaidd?’ and Ble Very Good 3/6 mae’r bêl? As a result, most pupils are encouraged to play games regularly with other pupils in order to develop the use of Welsh outside the classroom and develop pupils’ oral skills. The school ensures that all enrichment activities develop pupils’ Welsh language skills as well as developing their understanding of Welsh culture. A school Eisteddfod is held annually where pupils sing Welsh songs and recite Welsh poems. The school celebrated ‘Dydd Santes Dwynwen’, ‘Dydd Gwyl Ddewi’, ‘Dydd Miwsig Cymru’ and ‘Diwrnod Shwmae’. They have organised a Welsh trip to Llangrannog and pupils from both streams had the opportunity to see a ‘Candelas’ gig. The school has also taken advantage of ‘Menter Iaith Brycheiniog’ services to support the pupils in developing their Welsh language skills and a Welsh Urdd club is held weekly. Nearly all staff contribute to a strong Welsh ethos by successfully implementing all the new initiatives and strategies throughout the school.
PROGRESS – VERY GOOD
PRIORITY 2: To improve pupils’ skills and standards in Foundation Phase and Key Stage 2 through pupil voice in Creative Schools
The school has reviewed its planning systems to ensure that all teachers now plan with pupils from the core purposes of the new curriculum in Wales. All teachers and pupils now produce an overview of all topics and themes, which includes the four purposes and the areas of learning and experience (AOLEs). Nearly all pupils have been involved in a Lead Creative Schools project entitled ‘Can child led enquiry lead to improved learning outcomes?’ The school have focused on developing three areas for development as part of this project – the development of staff to prepare them for the new curriculum, creative ways of teaching numeracy both inside and outside the classroom and the facilitation of pupil voice. During the project all staff have planned and recognised spontaneous learning outdoor hands-on learning opportunities. As a result, nearly all pupils have greater ownership of their learning which has led to higher levels of pupil engagement and improved learning outcomes. Pupil voice is crucial to the delivery of the curriculum in all classes. All teachers encourage and involve pupils in planning their own learning on a half termly basis. As a result, teachers are able to use the information from the pupils to inform the direction of learning with professional expertise. There are highly effective working relationships with all pupils and expectations are high. As a direct result of these pupil centred practices, nearly all pupils across the school work purposefully, independently and collaboratively. This in turn leads to nearly all pupils, consistently making informed choices about what and how they learn. Nearly all teachers ensure that forest school activities further develop pupils’ understanding of the new curriculum, through the coverage of all AOLEs. For example, teachers encourage pupils to develop as ambitious capable learners through designing and creating a ‘woodland workout’ to support pupils’ health and wellbeing.
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PROGRESS – VERY GOOD
Priority 3: To develop pupils’ mathematical development skills by embedded numicon across the school and developing opportunities for numeracy across the curriculum.
The whole school staff have received numicon training and the school has invested finances in purchasing numicon books, guides and equipment to implement throughout the school. The school has continued to make pleasing progress in addressing this recommendation. Most pupils in the foundation phase are developing their measuring skills well for example in measuring heights of parts of the body. In key stage 2 most pupils are developing their data handling skills effectively as evidenced in the pupils' topic books where, for example, a line graph was used to record the effect of exercise on heart rates. Evidence from the work scrutiny in the foundation phase indicates that there is a developing range of good quality numeracy across the curriculum in all year groups. For example, most pupils use simple pictograms and bar charts accurately to record their favourite milkshakes and favourite fruits. During the May 2019, national tests many pupils in Years 2 and 3 drew Numicon shapes on their reasoning test papers to support them with calculating their answers. Internal monitoring reports also evidence that staff feel that most pupils are able to use numbers effectively and accurately to support them with understanding concepts. Numicon packs have been sent home to support learners in the Reception class. As a result, nearly all parents when questioned feel that the ‘Numicon home kits’ have supported their child’s understanding of number ideas well.
PROGRESS – STRONG
PRIORITY 4 - To develop pupils’ wellbeing through improving attendance, ALN provision, Autism Aware School award and further embed KiVa
The school has focused on weekly awards for classes to celebrate attendance. The headteacher works closely with the EWO to target persistent absenteeism. Monitoring shows that families that have been contacted by the Headteacher have improved attendance following the discussions about the importance of good attendance. The whole school attendance for 2018/2019 was 95.46%. Key Stage 2 children continue to have lessons on autism and KiVa. The KiVa survey results are due in September. As the BSL and well-being focus has been very broad and needs whole school focus the priority has many areas left to develop for staff and pupils.
PROGRESS – SATISFACTORY
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PRIORITY 5 - To develop new policies and teaching and learning focus in preparation for the New Curriculum in 2021.
The school has reviewed its Senior Leadership Structure and there are three Leaders responsible for the Areas of Learning Experiences. All teaching and teaching assistants are allocated a group focus for AoLEs. Policies have been rewritten to reflect the four core purposes and the AoLEs. The pupil voice in teaching and learning has developed extremely well over the year and is a strength of the school. Staff and pupils know the 4 core purposes well and plan using the 6 AoLE effectively. Governors have attended governor briefings and had whole governing body training on the new curriculum and new Inspection Arrangements from Estyn.
PROGRESS – VERY GOOD
FPh 2020
2021
Current Year 2
Current Year 1
Boys Girls Pupils Boys Girls Pupils
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Coh
ort Full Cohort
15 11 26 21 12 33
Number of FSM
1 1 2 4 2 6
O5+ O6+ O5+ O6+ O5+ O6+Targ
etO5+
Target
O6+ O5+ O6+ O5+ O6+ O5+ O6+
Target
O5+
Target
O6+
Num
ber a
chie
ving
exp
ecte
d LCE
6 3 3 1 13 4 76.5%
23.5%
8 2 7 2 16 1 80% 20%
LCW
4 0 1 3 8 3 88.9%
33.3%
4 1 1 2 7 3 66.6%
24.9%
MDT
9 5 5 4 23 9 85.2%
33.3%
10 6 8 2 24 8 72.7%
24.1%
PSD
4 10 0 9 2 19 92.5%
70.3%
19 10 3 7 28 17 84.8%
51.5%
DCS
12
9
0
77.7%
16
8
72.7%
Key Stage 2 Targets
KS2 2020 – Current Year 6 2021 – Current Year 5 2022 – Current Year 4
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Boys Girls Pupils Boys Girls Pupils Boys Girls Pupils
Cohort Full 12 14 26 11 13 24 13 19 32
Welsh Medium 2 5 7 4 5 9 2 6 8
L4+
L5+
L4+
L5+
L4+
L5+
Target L4+
Target
L5+
L4+
L5+
L4+
L5+
L4+
L5+
Target L4+
Target L5+
L4+
L5+
L4+
L5+
L4+
L5+
Target L4+
Target L5+
Number achieving expected level
English 12 5 13 6 25 11 96.1% 42.3% 9 3 10 4 19 7 79.1% 29.2% 10 3 17 6 27 9 84.3% 28.1%
Welsh 2 0 5 1 7 1 100% 14.2% 3 2 4 2 7 4 77.7% 44.4% 1 0 6 1 7 1 87.5% 12.5%
Mathematics 13 6 12 6 25 11 96.1% 42.3% 10 4 10 2 20 6 83.3% 25.0% 10 4 17 6 27 10 84.3% 31.3%
Science 13 6 12 5 25 11 92.5% 42.3% 10 4 10 3 20 7 83.3% 29.1% 10 4 17 6 27 10 84.3% 31.3%
CSI 13 12 18 96.1% 9 10 19 79.1% 27 84.3%
Key Stage 2 targets – pupils in receipt of Free School Meals
CA2 2020 – Current Year 6 2021 – Current Year 5 2022 – Current Year 4
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FSM Non FSM pupils FSM Non
FSM pupils FSM Non FSM pupils
Cohort
Full 5 21 26 7 17 24 5 27 32
Welsh Medium 2 5 7 FSM Non
FSM 2 7 6 FSM Non FSM 1 7 8 FSM Non
FSM
L4+
L5+ L4+L5
+ L4+ L5+Targ
et L4+
Target
L5+
Target
L4+
Target
L5+
L4+
L5+ L4+L5
+ L4+ L5+Target L4+
Target
L5+
Target
L4+
Target
L5+
L4+
L5+
L4+
L5+ L4+ L5+
Target
L4+
Target
L5+
Target
L4+
Target
L5+
Number achieving expected level
English 5 2 20 4 25 11 100 40 95.2 52.3 6 1 13 6 19 7 85.7 14.2 81.8 18.2 3 1 25 8 27 9 66.6 20 92.5 28.1
Welsh 2 0 5 1 100
14.2 100 0 100 20 2 0 5 4 7 4 100 0 85.
744.4 1 0 6 1 7 1 20 0 10
012.5
Mathematics 5 2 20 5 20 7 100 40 95.2 52.3 6 1 14 6 20 7 85.7 14.2 81.8 18.2 3 1 2
5 9 27 10 66.6 20 90 31.3
Science 5 2 20 5 20 7 100- 40 95.2 52.3 6 1 14 6 20 7 85.7 14.2 81.8 18.2 3 1 2
5 9 27 10 66.6 20 90 31.3
CSI 5 20 20 100 95.2 6 19 85.7 81.8 3 25 27 66.6 90
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