Inspection under Section 10 of the Schools Inspections Act 1996 …€¦ · Year groups and key stages Schools use a common system of numbering year groups from the start of compulsory

Inspection under Section 10 of the

Schools Inspections Act 1996

GLAN AFAN COMPREHENSIVE SCHOOL

Station Road Port Talbot

Neath Port Talbot SA13 1LZ

School Number: 671/4052

Date of Inspection: 1st – 4th March 2005

by

Richard Knowles Registered Inspector W255/16920

Date: May 2005

Under Estyn contract number: T/23/04

© Crown Copyright 2005 This Report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and the source and date thereof are stated. Copies of this report are available from the school. Under the School Inspections Act 1996, 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.

Glan Afan Comprehensive School was inspected as part of a national programme of school inspection. The purpose 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 more information about their child’s school. A copy of this summary is sent to every family with a child at the school. The full report can be obtained from the school. The inspection of Glan Afan Comprehensive School took place between the 1st and the 4th March 2005. An independent team of inspectors, led by Mr Richard Knowles 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. This summary report may be reproduced for non-commercial educational purposes but only as a whole and provided it is reproduced verbatim without adaptation and the source and date thereof are stated. 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

Year groups and key stages Schools use a common system of numbering year groups from the start of compulsory schooling to 18 years 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 attain the age of 5 during the academic year. Year 1 refers to the year group of pupils who attain the age of 6 during the academic year and so on. Year 13 is the year group of students who attain the age of 18 during the academic year. Primary phase:

Year R Y 1 Y 2 Y 3 Y 4 Y 5 Y 6 Ages 4-5 5-6 6-7 7-8 8-9 9-10 10-11

Secondary phase:

Year Y 7 Y 8 Y 9 Y 10 Y 11 Y 12 Y 13 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

8

Standards

9

Key question 1: How well do learners achieve?

9

The quality of education and training

12

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

12

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?

16

Leadership and management

18

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

18

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

19

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

20

Standards achieved in subjects and areas of learning 22 English 22 Geography 23 History 25 Modern foreign languages 26 Physical education 28 Religious education/Religious studies 30 School's response to the inspection

32

Appendices

33

A Basic information about the school 33 B School data and indicators 34 C National curriculum assessments results 35 D Evidence base of the inspection 37 E Composition and responsibilities of the inspection team 38

Report by Mr Richard Knowles Glan Afan Comprehensive School, March 2005

Context The nature of the provider 1. Glan Afan Comprehensive is an 11-16 co-educational community school situated

in the centre of Port Talbot. The school roll has remained stable since the last inspection with 712 pupils currently on roll.

2. At the end of the year preceding the inspection, the lower school was closed and

all pupils are now taught on the relatively small main school site. The new accommodation block provides improved facilities for a number of subject areas. The school grounds have no green areas. For their physical education lessons and other games activities, pupils are transported to the playing fields that are several miles away.

3. The full range of abilities is represented across the school and pupils come from

a range of socio-economic backgrounds. 17% of pupils are entitiled to claim free school meals. Eighty-one pupils are on the special educational needs (SEN) register; twelve of these have statements. 4% of the school population come from a variety of ethnic minority backgrounds. Almost all pupils come from English speaking homes.

The school’s priorities and targets 4. The school aims to “create a caring environment in which each pupil will feel

secure and valued “ and for pupils to “attain personal levels of excellence.” 5. A wide range of targets and priorities has been established. In the school’s most

recent annual review, these include:

• 56% of pupils to achieve the core subject indicator (CSI) at Key Stage 3 (KS3) and 47% at Key Stage 4 (KS4)

• Over 60% of pupils to achieve 5 or more GCSEs at grade C or above • To further develop the staff monitoring system • To reduce the underachievement of boys relative to girls to less than 10% • To ensure that key skills are integral parts of every department’s schemes of

work.

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Summary 6. Glan Afan is a good school. It succeeds in creating a caring environment in

which pupils feel secure and valued and in which pupils generally make good progress in their learning. Whilst agreeing with the judgements made in respect of four of the key questions in the school’s self-evaluation report, the inspection team awarded lower grades for key questions 2, 3 and 6.

Table of grades awarded

Key Question

Inspection grade

1. How well do learners achieve? 2 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?

3

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

1

5. How effective are leadership and strategic management?

3

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

4

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

2

Standards 7. At KS3, attainment in the 3 core subjects has been close to the Wales averages

over the past 3 years. English attainment has followed this pattern until 2004 when attainment dipped to a position below the local and Wales averages. Pupils generally achieve their expected outcomes when their prior attainment in primary schools is considered.

8. The proportion of pupils achieving 5 or more GCSE A*-C grades has been

consistently close to the Wales average and a little below the Local Education Authority (LEA) average. Attainment in the 5 or more A*-G category has improved from a position well below local and national averages, to equal the national average in 2004. The proportion of pupils achieving 1 or more A*-G grades has been consistently higher than the Wales average and the school has had a good record of pupils achieving at least one recognised qualification.

9. Across Wales, girls outperform boys in every indicator. The school’s

performance was generally in line with this pattern in 2003. In 2004 however, the boys in Glan Afan outperformed girls in almost every indicator.

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10. From 2001 to 2003 pupils generally exceeded their expected GCSE outcomes

when their prior attainment is considered. In 2004, pupils (boys and girls) achieved their expected outcomes.

11. The standards achieved by pupils with SEN are generally good across both key

stages. The 6 nominated subjects 12. The inspection of Glan Afan Comprehensive School is a ‘standard’ inspection.

This means that in addition to the whole school issues being inspected, Estyn select 6 ‘nominated’ subjects to be inspected in depth.

13. The grades achieved in the six nominated subjects are shown in Table A.

KS3 KS4 English Grade 3 Grade 2 Geography Grade 2 Grade 2 History Grade 1 Grade 2 Modern foreign languages Grade 2 Grade 2 Physical education Grade 3 Grade 3 (compulsory physical education)

Grade 2 (GCSE) Religious education/ religious studies

Grade 3 Grade 4 (compulsory religious education) Grade 2 (religious studies GCSE)

Key Skills 14. Standards in speaking and listening are good throughout the school. Most

learners are confident speakers and this is a particular strength. Pupils listen well to teachers and their peers.

15. Standards of reading are satisfactory at KS3 and good at KS4. A minority of learners

have difficulty understanding written texts and reading beyond the literal. All learners, irrespective of their ability, respond well to media and film texts but a minority of KS3 pupils have difficulty with reading and are reluctant to read aloud.

16. Standards of writing are variable and are satisfactory overall at KS3 and good

at KS4. The majority of pupils write accurately for a range of audiences and purposes. Written coursework is a strength although pupils’ writing particularly at KS3 is often brief and sometimes marred by technical inaccuracies. The most able write extensively, fluently and with flair.

17. Pupils’ numeracy skills are good at both key stages. They carry out basic

calculations confidently and are able to produce a range of accurate and neat graphs. They analyse data when necessary and use graphs and spreadsheets to make predictions.

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18. Pupils develop good Information Communication Technology (ICT) skills at KS3 and KS4. They make confident and purposeful use of a range of ICT applications and techniques. Pupils are able to work with others effectively and achieve satisfactory standards in problem-solving and improving one’s own learning.

19. Pupils generally make good progress in their learning with the best progress

evident at KS4. They gradually develop a broad and appropriate range of knowledge and skills. They do not always have a clear idea of how well they are progressing and what they need to do to improve.

20. There have been some behavioural difficulties with a small minority of pupils

although the school has dealt with these appropriately. Overall, pupils’ behaviour in class and around the school is good and often very good.

21. There has been a small but significant improvement in attendance since the last

inspection to a level that is now equal to the Wales average for secondary schools. Punctuality is satisfactory overall.

The spiritual, moral, social and cultural development of pupils 22. The personal and social education programme and a range of curriculum

experiences provide opportunities for pupils to develop their personal, spiritual, moral, social and cultural skills. Assemblies are varied in content and contribute to an ethos of developing moral awareness. The personal and social development of pupils is a particular strength and is evidenced by the good relationship between pupils and teachers. Cultural development, including the development of the Cwricwlwm Cymreig, is enhanced by many aspects of timetabled and extra-curricular provision.

The quality of education and training 23. The good features of teaching and assessment outweigh some shortcomings.

The quality of teaching at KS4 is better than at KS3. Teachers have good subject knowledge and very good working relationships with their pupils. They generally make good use of a range of resources and teaching strategies although, overall, teachers rely too heavily on their own input and do not sufficiently enable pupils to engage in high quality independent and collaborative work. KS4 pupils are well supported in understanding the requirements of external examinations. However, at both key stages, learning objectives are often not made sufficiently clear.

24. The assessment of pupils is both regular and accurate. Teachers’ written

comments in books, files and reports offer encouragement but this feedback is usually too general and does not give specific guidance on how to improve. Oral feedback in class is more constructive.

25. The school meets the learning needs of the pupils by providing a broad,

balanced curriculum that gives equal access and opportunity to all. In KS4, provision is enhanced by the addition of a narrow range of vocational subjects.

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26. Opportunities to develop all of the key skills are apparent across the curriculum.

However, the absence of a focused whole school strategy reduces the impact of the various aspects of good practice developed in individual departments.

27. KS3 pupils engage in an act of collective worship on four days of every week;

they participate in other activities on the fifth day. The statutory requirement for all pupils to engage in an act of collective worship on every day of the week is therefore not met. All KS4 pupils receive their full entitlement.

28. The provision of extra-curricular activities is extensive, rich and diverse. It is an

outstanding feature of the school that extends pupils’ learning experiences. Staff give a major commitment to out-of-hours learning that, in turn, makes a significant contribution to the standards achieved by pupils, particularly at the end of KS4.

29. The restricted time allocation for compulsory religious education has resulted in

incomplete coverage of the locally agreed syllabus. 30. Parents are well informed about all aspects of the work of the school. They are

consulted and involved whenever there are causes for concern regarding pupils’ progress, attendance, behaviour or any other welfare issue.

31. There are strong links between Glan Afan, its partner primary schools and the

further education college. Pupils benefit from effective links with the local community and local commerce and industry and pupils’ work and performances enhance the cultural life of the town.

32. In a primarily English speaking community the main exposure of pupils to the

Welsh language is through compulsory Welsh lessons that are provided in every year group. Provision is also enhanced through pupils’ involvement in Urdd competitions and the annual school Eisteddfod.

33. The promotion of education for sustainable development and global citizenship

is at an early stage of development. 34. The school is a very caring and close community where pupils and teachers

demonstrate mutual respect. The outstanding programme of pastoral care and support has a very positive impact on learning. There is an outstanding programme of careers education and guidance, work experience and entrepreneurial activities.

35. There are well-documented and effective procedures for dealing with pupils’

health and safety and child protection issues. 36. Good support is provided for pupils with SEN.

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Leadership and management 37. Leaders and managers have successfully promoted the school’s caring ethos

and the development of an outstanding programme of out-of-hours activities. These characteristics and features contribute significantly to pupils’ educational achievements.

38. Challenging targets are set for test and examination results and GCSE results

have been particularly good. A range of broad aims and targets is set at whole school and departmental level. Whilst these are generally appropriate, the senior management team (SMT) has not taken a sufficiently strong lead in promoting, supporting and evaluating a number of important areas.

39. Aspects of good management are evident in all departments and sections.

However, senior and middle managers give insufficient attention to developing and sharing good practice. Self-evaluation is not yet comprehensive or sufficiently rigorous and does not effectively inform development planning.

40. Governors fulfil their responsibilities by providing an appropriate level of

challenge and support for important issues such as test and examination performance, financial management, curriculum provision, staffing and pupil behaviour. They are very supportive and involved in the outstanding extra-curricular programme. Governors are however insufficiently involved in evaluating the successes and aspirations of departments and in the assessment of the progress of whole school priorities.

41. The school’s budget is effectively managed and the management of the majority

of learning resources is good. Staff are well qualified and effectively deployed. The stock of library books remains below Library Association recommended levels and the noise levels in the library at lunchtimes prevent pupils from engaging in quiet reading.

Progress since the last inspection 42. The school has made progress on almost all of the key issues identified in the

previous inspection report. Strategies to improve attendance have been successful in achieving a small but significant rise to a level that now equals the Wales average for secondary schools. Effective steps have been taken to address the underachievement of boys.

43. ICT provision has improved to a satisfactory level although there remains a

need to invest in more up-to-date equipment. There remains considerable potential to further develop the use of ICT across the curriculum. Whilst significant improvements in learning resources have been made in many curriculum areas, library provision remains at a relatively low level.

44. The school has moved to a single site since the last inspection. The new

accommodation block has considerably improved provision for some subject areas. Whilst some other improvements have been made to the site and building maintenance is generally good, the site is cramped and there are no

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pleasant outdoor recreational areas. Dining facilities are inadequate for the number of pupils and the toilet areas need improving. Physical education facilities remain unsatisfactory. The remote nature of the playing fields and the consequent cost, inconvenience and loss of teaching time remain issues for the school.

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Recommendations • Further improve the processes of self-evaluation and planning for improvement at

all levels across the school so that developments are effectively prioritised, monitored, evaluated and supported;

• Improve the consistency and quality of assessment for learning and reporting so

that pupils more effectively understand what they need to do to improve;

• Establish coherent and focused strategies so that: − consistently good standards are achieved in the key skills of reading and

writing at KS3; − the application of ICT and numeracy skills is further improved to develop

knowledge and understanding across the curriculum. • Comply with the following statutory requirements:

− provide an act of collective worship for all KS3 pupils on every day; − include all necessary details in the school prospectus and the governing

body’s annual report to parents. • Improve time provision for compulsory religious education in order to raise

standards. 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 this 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 2: good features and no important shortcomings The judgement of the inspection team matches the school’s own judgement. Their success in attaining agreed learning goals Whole school KS3 45. At KS3, attainment in the 3 core subjects has been close to the Wales averages

over the past 3 years. English attainment has followed this pattern until 2004 when attainment dipped to a position below the local and Wales averages. The CSI has also been close to the Wales average although it dipped a little in 2004 due to the fall in English attainment.

46. When compared with similar schools using the free school meal indicator, all of

the core subjects and the CSI have been in the middle range of performance. In 2004, mathematics and the CSI were in slightly stronger positions than English and science. When pupils’ prior attainment is considered, achievements at level 5 and above over recent years have been in line with expectations for all 3 core subjects and the CSI.

Whole school KS4 47. The proportion of pupils achieving 5 or more GCSE A*-C grades has been

consistently close to the Wales average over the past 3 years. Five or more A*-G performance has improved from a position well below the Wales average in 2002 to a position equal to the Wales average in 2004. The proportion of pupils achieving one or more A*-G grades has been consistently higher than the Wales average and the school has had a good record of pupils achieving at least one recognised qualification.


performance was generally in line with this pattern in 2003. In 2004, however, the boys in Glan Afan outperformed girls in almost every indicator.

49. The free school meals indicator shows that the 5 or more A*-C and CSI

categories have been in stronger positions than the 5 or more A*-G category. When pupils’ prior attainment is considered, KS4 achievements exceeded expectations in 2001 to 2003 and were in line with expectations in 2004.

Whole school KS3 and KS4 50. Generally, pupils of all abilities acquire the knowledge, understanding and skills

that they need for their active participation in the workplace and the wider community. Benchmark information and lesson observations confirm that progress from KS3 to KS4 has been particularly strong.

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51. The standards achieved by pupils with SEN are generally good across both key stages although the progress of a small number of pupils in Y7 has been constrained by bad behaviour.

52. Pupils demonstrate and develop good personal, social and learning skills. The

great majority of pupils show very positive attitudes to learning. The 6 nominated subjects 53. The grades achieved in the six nominated subjects are shown in Table A. KS3 KS4 English Grade 3 Grade 2 Geography Grade 2 Grade 2 History Grade 1 Grade 2 Modern foreign languages Grade 2 Grade 2 Physical education Grade 3 Grade 3 (compulsory physical education)



Key Skills 54. Table B indicates the grades achieved in the key skills KS3 KS4 Speaking and listening Grade 2 Grade 2 Reading Grade 3 Grade 2 Writing Grade 3 Grade 2 Numeracy Grade 2

Grade 2

Information technology Grade 2

Grade 2

Working with others Grade 2 Grade 2 Problem-solving Grade 3 Grade 3 Improving one’s own learning Grade 3 Grade 3

55. Standards in speaking and listening are good throughout the school. Most


56. Standards of reading are satisfactory at KS3 and good at KS4. In reading, a

significant minority of pupils have difficulty understanding written texts and reading beyond the literal. All pupils, irrespective of their ability, respond well to media and film texts. A significant number of KS3 pupils have difficulty with reading, and are reluctant to read aloud. Pupils’ wider reading, reading for research purposes, and reading for pleasure are under-developed.


at KS4. The majority of pupils write accurately for a range of audiences and

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purposes. In subjects across the curriculum pupils’ writing is focused but responses are often short and descriptive rather than analytical. The standard of writing in coursework is a strength but, at all levels of ability, work in class is marred by technical inaccuracies. The most able write extensively, fluently and with flair.

58. Pupils’ numeracy skills are good. They carry out basic calculations confidently.

They produce a range of accurate and neat graphs and use formulae appropriately.

59. Pupils develop good ICT skills at KS3 and KS4. Through carefully planned and

clearly focused activities in a few subjects, pupils make good progress in acquiring and developing the ICT skills necessary to support their work across the curriculum. Pupils are able to word process, desktop publish and present information to good effect in several curriculum areas. The internet is used confidently and purposefully to research information by the majority of pupils. Many pupils are able to collect and process information to produce graphs and charts and can confidently use data loggers, scanners and digital cameras.

60. Pupils demonstrate good creative skills and are able to work with others effectively.

These skills are particularly well developed and applied in particular subject areas and the extra-curricular programme contributes significantly to the development of these skills. The skills of problem-solving and improving one’s own learning are also developed in aspects of the extensive programme of extra-curricular activities. Pupils are able to demonstrate and apply satisfactory problem-solving and self-evaluative skills.

61. Bilingual competence is satisfactory. All pupils follow prescribed courses in

Welsh throughout years 7 to 11. Incidental Welsh is used to a very limited degree around the school and some school signs are written in Welsh.

Their progress in learning 62. Pupils generally make good progress in their learning with the best progress


The development of their personal, social and learning skills 63. There have been some behavioural difficulties with a small minority of pupils



inspection to a level that is now equal to the Wales average for secondary schools. The overall attendance rates are depressed by the low levels of attendance of the current Y10. Punctuality is satisfactory overall. Late arrivals are particularly noticeable in the afternoon when older pupils return to school after taking their lunch in the town centre.

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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 In its own self-evaluation report the school judges itself to be at Grade 2 – good with no important shortcomings. Whilst the inspection team identified good features, grade 3 is judged more appropriate due to some important shortcomings in assessment and reporting. How well teaching and training meet learners’ needs and the curricular or course requirements KS3 and KS4 65. The quality of teaching in all lessons observed was judged as follows:

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 16% 44% 33% 7% 0%

66. The quality of teaching at KS4 is better than at KS3. At KS4 70% of lessons

were judged to be Grade 2 or better compared with 52% in KS3. 67. Teachers have very good working relationships with their pupils that are based

on mutual respect. Pupils are self-confident and interact well with their peers, teachers and other adults. There is a good working ethos in lessons, and teachers manage, organise and support pupils’ learning in a productive way.

68. The pace of the majority of lessons is effective at progressing most pupils’ learning but excessive use of closed questioning in a number of lessons inhibits the development of deeper levels of understanding. 69. Teachers demonstrate good subject knowledge when teaching within their

specialist field. They are aware of recent developments in their subjects and the requirements of the national curriculum and external examination bodies.

70. Teachers plan adequately for the taught sessions and have overall aims that set

the context for the lesson. In a minority of lessons, clear objectives are communicated in pupil-friendly terms and are revisited throughout. However, learning objectives are often not explicit enough or shared with pupils, outcomes are not discussed and pupils are given little or no time for reflection. The provision of homework across subjects is variable.

71. A variety of resources and methods is used. These engage the majority of

pupils and take some account of individual learning styles. In particular lessons, and during other learning experiences, collaborative work is used well. However, many teachers rely heavily on their own input and fail to allow pupils to engage in active, independent learning. There is a lack of opportunity in many lessons to allow pupils to work collaboratively, particularly in groups

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larger than pairs. The layout of the classrooms often inhibits the organisation of group work.

72. Lessons and other teaching sessions promote equality of opportunity and consider issues

of race, gender and disability when appropriate. The language needs of pupils are met well by staff. There is appropriate support for pupils with English as an additional language.

73. Teachers plan work to meet most pupils’ individual needs, including those with

SEN. In some instances, the timing of activities is not always appropriate to the range of abilities. In a small minority of cases, resources for pupils with SEN are too difficult for them to access, or are poorly prepared and presented, and do not meet the needs of the pupils.

The rigour of assessment and its use in planning and improving learning 74. The assessment of pupils is both regular and accurate. Teachers’ written

comments in books and files offer encouragement but this feedback is usually too general and does not give specific guidance on how to improve. This is an important shortcoming that also impacts on the quality of reports to parents. Oral feedback in class is more constructive. Data is used efficiently and purposefully to monitor progress and to identify underperformance although the varied use of grades, marks and levels at KS3 does not represent a coherent whole school strategy.

75. The involvement of pupils in peer and self-assessment strategies is limited,

although aspects of good practice exist in some departments. 76. The school meets the statutory requirements for assessment and fulfils the

regulations of examining boards. 77. Parents and guardians are kept regularly informed of pupils’ progress through

an end of year report, an interim report and parents meetings. Reports in many subjects do not provide sufficient subject specific information about pupils’ strengths and their areas for development. The comments for information technology in the Y9 reports are general descriptions of work undertaken and are not personalised for individual pupils.

Key question 3: How well do the learning experiences meet the needs and interests of learners and the wider community? Grade 3: good features outweigh shortcomings In its own self-evaluation report the school judged this key question to be Grade 2: good features and no important shortcomings. The inspection team identified a number of strengths but awarded a Grade 3 due to the following shortcomings in statutory provision.

• KS3 pupils engage in an act of collective worship on four days of every week, they participate in other activities on the fifth day. The statutory requirement

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for all pupils to engage in an act of collective worship on every day of the week is therefore not met. All KS4 pupils receive their full entitlement;

• some statutory details in the school prospectus and the governing body’s annual report to parents have been omitted;

• the restricted time allocation for compulsory religious education has resulted in incomplete coverage of the locally agreed syllabus.

The extent to which learning experiences meet learners’ needs and interests 78. The school meets the learning needs of the pupils by providing a broad,


79. A delivery plan aimed at achieving the Basic Skills Quality Mark has only

recently been produced. Guided reading and writing programmes are in place for targeted pupils and consequently these pupils have made significant progress. Within this programme, numeracy is less well developed.


However, the absence of a focused whole school strategy, reduces the impact of the various aspects of good practice developed in individual departments. Whilst pupils ICT and numeracy skills are good, their opportunities to apply these skills to develop knowledge and understanding across the curriculum are limited. Cross-curricular opportunities to develop extended writing are also relatively narrow.



82. The personal and social education programme and a range of curriculum

experiences provide opportunities for pupils to develop their personal, spiritual, moral, social and cultural skills. Assemblies are varied in content and contribute to an ethos of developing moral awareness. The personal and social development of pupils is a particular strength and is evidenced by the good relationships between pupils and teachers.

83. Parents are well informed about all aspects of the work of the school although

the school prospectus and the governing body’s annual report to parents lack a number of items that are statutorily required. The school involves parents well in the life and work of the school. Parents are consulted and involved whenever there are causes for concern regarding pupils’ progress, attendance, behaviour or any other welfare issue.

84. There are strong links between Glan Afan and its partner primary schools. 85. These links have facilitated good progression in the core and some other

subjects and build pupils’ self-confidence as they prepare to move between

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schools. Links with the local tertiary college are also strong and, consequently, pupils are well prepared for post-16 education.

86. The school effectively supports the development of new entrants to teaching

through its good links with initial teacher training establishments. 87. Pupils benefit from effective links with the local community and local commerce

and industry and pupils’ work and performances enhance the cultural life of the town. There is effective support from the business community for the school’s business curriculum, the careers programme, the various young enterprise activities and a range of other initiatives.

The extent to which learning experiences respond to the needs of employers and the wider community 88. The school takes full account of the Work Related Education and Careers

Education Guidance frameworks in planning its personal and social education programme.

89. In a primarily English speaking community, the main exposure of pupils to the

Welsh language is via Welsh lessons. All pupils have formal curriculum provision from Y7 to Y11. This is enhanced by the promotion of the Welsh language through Urdd competitions and the annual school Eisteddfod. There are a small number of bilingual signs around the school but little evidence of incidental Welsh being used.

90. A majority of departments address the Cwricwlwm Cymreig within their

schemes of work and several implement the integration of knowledge about Welsh culture and heritage very effectively.

91. All pupils, including those designated with SEN, have equal access to the formal

curriculum and the extra-curricular provision. 92. The promotion of education for sustainable development and global citizenship

is at an early stage of development. Pupils from the school have however begun to engage with these issues through a number of sustainable development projects involving links with local industries and agencies.

93. Most teachers encourage pupils to use ICT to obtain, process and present

information through independent study. There are important shortcomings in the breadth of provision during lessons. Only a minority of subjects in both key stages plan effectively for the use of ICT. Only in these are pupils given appropriate opportunities to develop their understanding and skills in both the subject and in the application and use of transferable ICT skills.

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Key question 4: How well are learners cared for, guided and supported? Grade 1: good with outstanding features This judgement of the inspection team matches the school’s own self-evaluation judgement. The quality of care, support and guidance to learners 94. The school is a very caring and close community where pupils and teachers

demonstrate mutual respect. The outstanding programme of pastoral care and support has a very positive impact on learning. When pupils report personal worries to members of staff their problem is dealt with sensitively. The school actively encourages parents and the wider community to meet with members of the SMT who are supportive and accessible.

95. There are very good pastoral links with partner primary schools and the local

tertiary college. Pupils who join the school later than Y7 are helped to settle in quickly with the support of both staff and pupils.

96. The personal and social education programme covers an appropriate range of

topics, including health and sex education. The programme is delivered by form tutors and is enhanced by high quality inputs from outside agencies.

97. There is an outstanding programme of careers education and guidance, work

experience and entrepreneurial activities. A particular strength is the Careers Wales adviser who is based in the school for two days a week allowing pupils from all year groups to access valuable advice. All Y9 pupils have individual option choice interviews with either a member of the SMT or a Head of Year. Targeted interviews for Y11 pupils offer good support and guidance on post-16 choices.


health and safety and child protection issues. The density of car parking in the school grounds was raised as a potential health and safety issue during the inspection and the school has taken immediate action to address the issue.

99. The school has developed effective procedures to promote better attendance.

Pupils whose attendance is a cause for concern are readily identified and effectively targeted. The school does not have an Education Welfare Officer although the part-time attendance officers are effective within the time available.

100. Performance information is used as a basis for moving pupils between sets and

bands, to inform parents of concerns about under-performance and to celebrate good performance. A range of appropriate strategies is in place to address underachievement and low attainment.

101. The positive and supportive relationships between staff and pupils help

reinforce good standards of behaviour.

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The quality of provision for additional learning needs 102. The Special Educational Needs Co-ordinator (SENCo) works closely with the

Learning Support Assistant (LSA) and provides good support for pupils with a range of SEN. The SENCo provides good support and advice on teaching resources to each department. The LSA provides effective additional support for pupils either individually or in small groups.

103. A comprehensive range of assessments gathered from partner schools and, on

entry to the school, effectively identifies pupils with a range of additional learning needs. Appropriate strategies are used to help pupils to reach their potential.

104. The school meets the statutory requirements of the Code of Practice. Pupils

have good quality individual education plans. Targets are discussed and monitored on a regular basis. Pupils’ statements of SEN are reviewed effectively and parents, external agencies and the LEA are consulted appropriately.

105. Effective additional learning support is targeted to improve pupils’ basic literacy

and numeracy skills at all levels. 106. Exclusions over the past 12 months have been carefully considered and

properly administered. On their return to school, excluded pupils are given appropriate support and attention.

The quality of provision for equal opportunities 107. The school promotes gender equality and challenges stereotypes by ensuring

that all courses and extra-curricular activities are open to all pupils. 108. Very good race relations are promoted through the day-to-day life of the school.

The curriculum also provides opportunities for pupils to recognise and respect diversity.

109. Any incidents of inappropriate behaviour are dealt with effectively. The school

takes incidents of bullying seriously and deals quickly with them. Bullying and anti-social behaviour are addressed in the personal and social education programme.

110. The school has taken some initial steps, together with the LEA, to address the

issues highlighted in the Disability Act 2001.

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Leadership and management Key Question 5: How effective are leadership and strategic management? Grade 3: good features outweigh shortcomings The judgement of the inspection team matches the school’s own judgement How well leaders and managers provide clear direction and promote high standards. 111. Glan Afan school aims “ to create a caring environment in which each pupil will

feel secure and valued.” This aim is understood by all of those involved with the school. Its spirit successfully permeates all aspects of the school’s life. Leaders and managers have also promoted the development of an outstanding programme of out-of-hours activities. These characteristics and features contribute significantly to pupils’ educational achievements.

112. The school takes into account the Welsh Assembly Government’s priorities set

out in ‘The Learning Country.’ It has developed effective links with partner primary schools so that pupils feel secure in their move between schools. Links with the Community Consortium for Education and Training, local further education colleges and training providers contribute to strong co-operation within the community. Some progress has been made in supporting the national priority for developing education for sustainable development and global citizenship.

113. Challenging targets are set for test and examination results. Appropriate

progress towards achieving these targets has been made at KS3. Leaders and managers have particularly high expectations for KS4 pupils and pupils have made very good progress at this key stage.

114. A range of broader aims and targets is set at whole school and departmental

level. These are generally appropriate. However, the SMT have not taken a sufficiently strong lead in some important areas and this has constrained progress. In particular, the whole school strategies for developing assessment for learning, the key skills and self evaluation have not been sufficiently comprehensive and rigorous.

115. The SMT was reduced in number from five to three during the term preceding

the inspection. An additional Assistant Headteacher joined the SMT during the inspection term and this has enabled the team to re-establish a more rigorous monitoring role as well as to co-ordinate and develop a number of previously planned initiatives.


However, senior and middle managers give insufficient attention to developing and sharing good practice within departments and across the whole school.

117. Individual targets are set for staff as a part of the annual review process. The

Continuing Professional Development programme is broad and generally

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supportive of individual and departmental targets. The programme has not yet developed sufficiently to drive forward important whole school priorities.

How well governors or other supervisory bodies meet their responsibilities 118. Governors fulfil their responsibilities by providing an appropriate level of

challenge and support for important issues such as test and examination performance, financial management, curriculum provision, staffing and pupil behaviour. They are very supportive and involved in the outstanding extra-curricular programme.

119. Whilst governors do contribute to the development planning process, they are

not sufficiently involved in evaluating the successes and aspirations of departments and in the assessment of the progress of whole school strategies.

Key question 6: How well do leaders and managers evaluate and improve quality and standards? Grade 4: some good features but shortcomings in important areas. The school judged this key question to be Grade 3: good features outweigh shortcomings. The inspection team agreed with the school in identifying a number of good features, but Grade 4 was judged to be appropriate due to shortcomings in important areas. How effectively the provider’s performance is monitored and evaluated 120. The school makes effective use of data in a variety of forms to evaluate

performance and to set targets from the individual pupil to the whole school level.

121. Class observations take place as a part of the annual process of review for

teachers. These provide managers with first-hand information about classroom performance and support the setting of targets for individual teachers. Some pupils’ achievements are monitored using book reviews, and departmental meetings provide teachers with a small amount of additional knowledge about pupil progress. In general, however, senior and middle managers are not sufficiently rigorous in monitoring the quality of learning and teaching and the standards that pupils achieve.

122. Very recently, the school introduced a more systematic system of self-

evaluation at the whole school and departmental levels. This is an appropriate framework for development although the evidence used to inform judgements is not included in the self-evaluation reports. The current analysis is not comprehensive and the link between self-evaluation and development planning is relatively weak.

123. The structured use of ‘critical friends’ to monitor achievements and to inform

development planning is at an early stage of development. Some use is made of information from parent and pupil questionnaires and The School Council is

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beginning to highlight areas that pupils consider to be important development issues. Pupil evaluations provide some departments with potentially useful information about the quality of provision.

The effectiveness of planning for improvement 124. The school communicates a number of ‘specific’ and ‘general’ aims within its 3-

year development plan and annual reviews. Whilst these aims do provide some guidance for departments and areas, they do not sufficiently focus upon self-evaluation, teaching, learning and assessment.

125. The establishment of a number of whole school priorities has resulted in

measurable improvements. For example, boys’ attainment, attendance and community links have improved.

126. The key skills have been highlighted as a whole school priority and this has

resulted in a range of appropriate strategies being developed by individual curriculum areas. However, the absence of a strong and co-ordinated approach to staff development, monitoring, evaluation and the sharing of good practice in this area, has constrained progress.

127. The nature and quality of success criteria vary considerably between subjects

and areas. The majority focus on appropriate development priorities and some identify very focused pupil outcomes such as improving independent learning. Many of the success criteria are, however, too broad and in many cases an effective means of measuring progress has not been identified.

Key question 7: How efficient are leaders and managers in using resources? Grade 2: good features and no important shortcomings. The school judged this key question to be a Grade 2 and this matches the inspection team’s judgement The adequacy, suitability and use made of staffing, learning resources and accommodation 128. Teaching staff are well qualified and the majority are very experienced. Almost

all teachers have very good subject knowledge. The information technology, science and design and technology technicians and the learning support assistant (LSA) are well managed and give effective support to teachers.

129. Administrative staffing is sufficient although there was a shortfall in capacity

before the recent appointment of an Administration Manager. 130. Overall, the school has sufficient resources to support learning and teaching. The ICT resources have improved considerably since the last inspection and

there are sufficient computers for general ICT development. A number of the computers, however, require upgrading. Some curriculum areas do not have

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sufficient access to computers to allow them to properly apply and develop ICT skills. Interactive whiteboards are used effectively to enhance learning in the majority of areas that have this resource although in some cases they are under-utilised.

131. The library stock is below the Library Association recommended levels and

some of the existing stock is old and out-of-date. Noise levels in the library at break and lunchtimes prevent pupils from engaging in quiet reading. However, it is more purposefully used during lessons and pupils of all ages and abilities borrow books.

132. The school has an extensive range of out of hours’ activities. These, combined

with visits and visiting speakers, add considerable enrichment to the curriculum. 133. Although many of the accommodation issues raised in the last inspection report

have been addressed with a new extension, this has led to other difficulties. The reduction of outdoor area combined with increased numbers has made the site cramped and there is no pleasant recreational area for the pupils. Facilities for physical education remain unsatisfactory where there are inadequate changing areas, insufficient storage space and the lack of a permanent classroom. The off-site facilities are costly and travelling erodes curriculum time. The use of the hall for drama is unsuitable and the facility is unavailable during examination periods. The dining hall is too small to cater for the majority of pupils in the school. Although the buildings are clean and well maintained, some of the older parts are showing signs of damp and paint is peeling from surfaces. There are a significant number of small classrooms and these become unsuitable for learning when large classes are timetabled in them.

134. Pupils’ toilet facilities are kept clean but their general condition is poor. 135. The quality of display around the school and in classrooms is variable. In some

cases displays are up-dated regularly and are effective in enhancing pupils’ learning. In others, they are less inspiring.

How efficiently resources are managed to achieve value for money 136. The headteacher and governors manage the budget effectively and spending

decisions match the school’s priorities. Heads of departments also manage departmental funds to best advantage.

137. The Continuing Professional Development programme is broad and supportive

of individual and departmental targets. The programme has not yet developed sufficiently to drive forward important whole school priorities.

138. Staff development needs are becoming more closely linked to appraisal and

performance management systems that are properly in place. Courses are evaluated on the quality of their content but the evaluation of their impact on classroom practice and pupil outcomes is insufficiently rigorous.

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139. The accommodation, though far from ideal, is managed effectively and good use is made of the available space.

140. The school reviews its major budget headings regularly and, overall, ensures

good value for money. Standards achieved in subjects and areas of learning English KS3 Grade 3: good features outweigh shortcomings KS4 Grade 2: good features and no important shortcomings KS3 Grade 3: good features outweigh shortcomings Good features 141. The standard of pupils’ speaking and listening is good. Pupils listen attentively

and have the confidence to speak with clarity in a range of situations. Pupils interact well with the teacher and with their peers in small group and pair work.

142. Throughout the key stage pupils become increasingly aware that language is

used for a range of purposes and audiences. 143. The majority of pupils read accurately, fluently and with expression. They are

able to respond to a range of texts with understanding. 144. Pupils write in a variety of forms for different audiences and purposes. The best

writing is well organised, accurate and engaging and a significant number of pupils write with creativity and flair.

145. Pupils are able to re-draft their writing and use ICT to present their work

professionally and enhance their learning in English. 146. Pupils make good progress throughout the key stage and have an awareness of

the next steps in their learning.

Shortcomings 147. Pupils can voice a point of view but are not always able to justify and extend

their views or sustain a discussion. 148. A minority of pupils have difficulty reading fluently, accurately and with

understanding. 149. Pupils are able to respond to a range of texts but for a minority this is on a

superficial level only.

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150. In the middle and lower ability classes spelling, grammar and punctuation errors mar pupils’ written work.

KS4 Grade 2: good features and no important shortcomings Good features 151. The majority of pupils speak with confidence, are able to voice their opinions

and justify points of view. They listen carefully and work well collaboratively. 152. Pupils read a range of texts, including Shakespeare and other pre-twentieth

century literature, with clarity and understanding. Many pupils demonstrate an ability to read inferentially and have the technical vocabulary to comment intelligently on the effect of stylistic choices.

153. Pupils’ responses to media texts and film are intelligent and perceptive. 154. Pupils write for a range of purposes and audiences with increasing confidence

in the linguistic demands of the chosen genre. Across the ability range creative writing is original and engaging.

155. Coursework files include well drafted writing to inform, to persuade and to

entertain. 156. Pupils use ICT effectively to improve their work. Shortcomings 157. A minority of pupils have a limited vocabulary and have difficulty justifying points

of view, extending their responses and sustaining a discussion. 158. A minority of pupils have technical errors and poor presentation in their written

work. Geography KS3 Grade 2: good features and no important shortcomings KS4 Grade 2: good features and no important shortcomings KS3 Grade 2: good features and no important shortcomings Good features 159. Pupils of all abilities have a secure knowledge and understanding of the

location, features and character of places at a range of scales. They are aware of places they have visited, both locally and globally, and those that are topical to the particular themes they are studying.

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160. Pupils acquire a range of geographical skills and techniques. They are able to apply their skills of using an atlas and interpreting photographs and diagrams during their place and thematic studies.

161. Pupils are good at recalling and using appropriate terminology both orally, when

responding to questions posed by the teacher, and in their written work. They speak confidently to their peers and teachers in order to explore and share ideas. Pupils of a range of abilities are able to use quite complex words associated with physical process with precision, and to describe and offer explanations.

162. Pupils can describe the effects of tourism on the environment and begin to

explain those effects. They have a growing understanding of sustainable development and its relevance to the places they study.

Shortcomings 163. Progress in the application of geographical skills and some key skills,

particularly ICT to improve subject standards, is limited. Pupils do not apply their skills in a wide enough context through a lack of opportunity to engage in structured fieldwork and practical enquiries.

164. Some SEN pupils struggle with understanding and explaining patterns and

processes due to an inability to access the resource materials and the planned activities effectively.

KS4 Grade 2: good features and no important shortcomings Good features 165. Pupils have a secure knowledge and understanding of the location, features

and character of places they are studying and those related to topical environmental hazards.

166. Pupils apply their skills with increasing accuracy through geographical

investigations based on first-hand evidence, including fieldwork. Standards in coursework are generally good. Pupils can structure their work, hypothesise, collect relevant evidence and draw meaningful conclusions.

167. Pupils have a good understanding of contemporary human processes such as

those leading to the growth of shanty towns in less economically developed countries and the need for population control in China.

168. They are aware of the relevance of geography, and are able to empathise with

people living in different cultures in the less economically developed world. 169. Pupils can identify patterns in environmental geography and explain the

relationship of those patterns to physical processes.

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Shortcomings 170. No significant shortcomings. History KS3 Grade 1: good with outstanding features KS4 Grade 2: good features with no important shortcomings KS3 Grade 1: good with outstanding features Good and outstanding features 171. Most pupils have a very good understanding of chronology. They recall

information effectively to make comparisons between and across the different periods studied. They use and understand historical terminology accurately.

172. Most pupils are able to identify and analyse several causes of historical events.

They enthusiastically justify their arguments and can select relevant historical information. Many pupils ask perceptive historical questions. In outstanding examples, many higher and middle ability pupils question ideas and values of the historical period, contrasting them with the present day.

173. Almost all pupils make confident enquiries into written historical sources,

collecting and analysing relevant information. They question the reliability of evidence; many pupils write balanced and extended answers to important historical questions. Many less able pupils demonstrate a similar understanding of historical evidence but within more structured assignments.

174. Pupils understand that historical events and evidence are interpreted in different

ways. Many pupils explain convincingly how and why these interpretations differ. Pupils across the range of ability can also explain how views held by people in the past differ according to their situations and experiences.

175. SEN pupils investigate history with persistence and motivation. They sequence

historical events accurately and can extract information from sources in order to reach conclusions about historical events.

Shortcomings 176. No significant shortcomings. KS4 Grade 2: good features with no significant shortcomings Good features 177. Many pupils show a good understanding of developments over time and are

able to effectively analyse issues connected with the changing nature of crime

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and punishment. They recall and explain the changing role of women in the twentieth century, giving thoughtful explanations and placing ideas in context.

178. Most pupils are able to question sources as to their origin, purpose and

reliability. The more able make informed judgements about the usefulness of the evidence. These skills enable many pupils to complete coursework of good quality.

179. SEN pupils following the entry level course, achieve good standards in their

assignments. Generally, pupils complete the course successfully. They are well motivated and respond to encouragement through simple target setting. They research topics well within a structured environment, using books and the internet effectively to create good historical presentations.

Shortcomings 180. No significant shortcomings. Modern foreign languages KS3 Grade 2: good features and no important shortcomings KS4 Grade 2: good features and no important shortcomings KS3 Grade 2: good features and no important shortcomings Good features 181. Pupils can hear similarities between words spelled in a similar way. They follow

instructions in French given by their teacher; less able pupils can identify a picture by listening attentively for two or three clues.

182. The excellent wall display of commonly used words and phrases helps pupils to

speak French in the classroom; they can also produce extended sentences from visual prompts.

183. Pupils participate well in active reading tasks e.g. sorting sets of cards to

assemble sentences in the past tense. 184. They progress in their reading skills; they respond well to challenging texts in

the Y9 examination. 185. Able pupils in Y8 can write sentences accurately in the past tense using time

references; some have produced creative responses on the computer, whilst others have scripted and performed a short play in French for their peers.

186. Pupils co-operate well to find out answers to language problems and work

together to discuss the accuracy of their work. They learn verb forms, undertake practice exercises and more able learners can use their knowledge in writing.

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187. Pupils with special needs can speak with approximate pronunciation and

communicate simple facts about themselves and where they live; they make appropriate progress through the key stage.

Shortcomings 188. Some pupils in Y9 are unable to recall and use the structures necessary for

tense formation. 189. There are inaccuracies in pronunciation with pupils of all abilities. 190. When pupils undertake speaking tasks, many are over-reliant on support or a

written script. KS4 Grade 2: good features and no important shortcomings Good features 191. Pupils listen carefully to the teacher or to their friends and can usually identify

key words or details. 192. Some can read aloud fluently and with understanding. 193. Many pupils use structures from their coursework research to speak on a

variety of topics; some can move from the past tense to the future tense and can give personal responses to environmental issues in France and Wales.

194. Pupils use dictionaries and their knowledge of cognates to gain access to more

difficult texts. 195. There are examples of accurate and extended pieces of writing for the

examination coursework option. 196. In addition to learning new vocabulary and phrases through practice activities in

class, students also learn to work independently by using support and reference materials well.

Shortcomings 197. Students of average ability fail to recall the most basic vocabulary and this limits

their speaking skills. 198. In Y11, some students are unable to identify important information from GCSE

tapes or recognise key question words in conversation. 199. Some students do not take sufficient care with the accuracy of what they say or

write.

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Physical education KS3 Grade 3: good features outweigh shortcomings KS4 Compulsory physical education

Grade 3: good features outweigh shortcomings Examination physical education Grade 2: good features and no important shortcomings

KS3 Grade 3: good features outweigh shortcomings Good features 200. In gymnastics, pupils demonstrate their understanding of the need to maintain

good body tension and control when performing single movements on the floor and apparatus. In some classes, pupils are beginning to incorporate the essential compositional elements to create short sequences individually and with a partner. All pupils handle and place apparatus safely and competently.

201. In some classes, pupils understand the importance of adequately preparing the

body for physical activity and engage in relevant and safe warm up and cool down routines. Some are beginning to take some responsibility for their planning.

202. In swimming, pupils are acquiring the necessary skills and technique to perform

a variety of different strokes. They understand the various component parts of each stroke and endeavour to improve their performances. A few non-swimmers receive additional support and are gaining confidence in the water.

203. In games activities, pupils competently demonstrate basic sending and

receiving skills. They understand the importance of timing and speed when moving into a space to receive the ball or outwit an opponent. Many pupils apply their skills successfully to conditioned games that require them to adapt and re-act to changing situations.

Shortcomings 204. Pupils’ understanding of health-related factors that affect their performance in

relation to different activities is less well developed. For example, in gymnastics the importance of good strength and flexibility is not realised.

205. Non-participants are not always actively and purposefully involved in the

lessons. 206. Pupils’ ability to observe accurately and identify strengths and weaknesses in

their own and others’ performances is less well developed.

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KS4 Grade 3: Compulsory physical education good features outweigh shortcomings

Grade 2: Examination physical education good features and no

important shortcomings Good features 207. In the compulsory programme a variety of different activities engage pupils’

interest. Pupils demonstrate increased control, co-ordination and strength when working on personal fitness programmes. Groups of pupils involved in creating aerobic routines acquire the desired style, poise and body tension. Those participating in games activities develop the skills, techniques and tactics applicable to selected invasion games.

208. Pupils following the GCSE course understand and are able to demonstrate a

practical understanding of the key principles of exercise programming and training. Some pupils are engaged in monitoring their own progress and setting their own personal targets for improvement in health-related exercise activities. They are familiar with the correct terminology and use it confidently when contributing to whole class discussion.

209. The provision of extra-curricular activities is extensive. It is a particular strength

of the department extending pupils’ learning experiences. A large proportion of pupils participate in a range of clubs and team practices. National and County honours bear witness to the time invested by staff in providing opportunities for the more able and talented.

Shortcomings 210. Overall, pupils’ ability to reflect upon, analyse and evaluate performance is

underdeveloped. 211. Opportunities to adopt different roles and responsibilities in a selected practical

activity are too infrequent.

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Religious education KS3 Grade 3: good features outweigh shortcomings KS4 Grade 4: some good features but shortcomings in important areas KS3 Grade 3: good features outweigh shortcomings Good features 212. Pupils have a good knowledge and understanding of the principal beliefs and

practices of Christianity. They understand the importance of key figures in the religion and have some awareness of differences within the Christian faith.

213. Pupils are developing an outline knowledge of beliefs and practices in some of

the principal non-Christian faiths. 214. When the subject matter is related more to the pupils’ own experience, their

understanding is deepened e.g. in grasping the significance of belonging to a community. Able pupils handle well the more abstract concepts, such as those dealing with the nature of God.

215. Progress is steady and the good majority are well motivated and willing to learn.

Speaking and writing skills contribute to the quality of learning and pupils work well together.

Shortcomings 216. Pupils do not make sufficient progress in developing their understanding of

religious concepts and relating them to their own experience. 217. There is not always a secure grasp of the subject content with respect to the

distinctiveness of the different faiths. 218. The skills of ICT and problem-solving are under-developed. KS4 Compulsory religious education Grade 4 some good features but shortcomings in important areas Good features 219. Pupils are well motivated by the course and find the issues studied are relevant

to their own lives and broaden their understanding of contemporary society. 220. The more able pupils have a sound grasp of some of the challenging and

abstract questions and issues raised, such as in their study of life after death. They are able to make links between Christian beliefs and lifestyle choices.

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221. Pupils listen to each other and develop their own ideas through discussion and debate, arriving at reasoned conclusions when presented with a range of evidence.

Shortcomings: 222. Religious knowledge and understanding are not secure, especially in relation to

the aspects of the Agreed Syllabus which deal with worship and celebration. Time constraints in this key stage limit opportunities to cover the subject matter in sufficient breadth and depth.

223. Pupils have a very sketchy understanding of non-Christian practices e.g. with

respect to arranged marriages, and are not sufficiently aware of the diversity of beliefs within religions.

224. Written work is not informed by religious perspectives in any detail. Religious Studies (GCSE) KS4 GCSE Grade 2: good features and no important shortcomings Good features 225. Pupils have a good knowledge of the basic course content; they accurately

record information and develop a sound understanding of the significance of the beliefs and practices they encounter in their studies of Christianity and Judaism. Most are making good progress and, over the course, acquire an awareness of differences within the faiths.

226. The most able pupils are very knowledgeable and have a very sound grasp of

some difficult religious concepts. 227. Pupils have the basic skills to present a point of view and can support it with

appropriate reasons. Shortcoming: 228. Evaluation work, especially of the more able, lacks sophistication; pupils are

more inclined to present evidence rather than to weigh evidence.

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School's response to the inspection The inspection’s findings recognise that, in most respects, we have maintained high standards since our last inspection and taken effective steps, where possible, to address and make progress in almost all the key issues identified in that report. We are pleased that the inspectors found that pupils generally achieved expected outcomes and consistently exceeded them at KS4. The skill and dedication of the teachers and their commitment to out-of-hours learning and its effect on standards achieved by pupils are duly acknowledged. In addition, the care and support systems that we have in place and that underpin our curriculum provision are recognised as outstanding. Emphasis is placed on the positive and supportive relationships that exist between staff and pupils. Most significantly the inspection report recognises the important elements that make our school unique. In particular the school succeeds in creating a caring environment in which pupils of all abilities and backgrounds feel secure and valued. They make good progress and gain from an outstanding programme of extra-curricular activities that is extensive, rich and diverse. An action plan will be put in place to address the recommendations in the report. Improving the consistency and quality of assessment for learning, further improving the process of self-evaluation and establishing more focussed and coherent strategies on basic and key skills will be targeted. We believe that we can confidently address these issues now that the disruption of a major rebuilding programme is over and the Senior Management Team is at planned full strength. Where it is possible to do so, staff and governors will address the recommendations before the end of the school year. In fact a start has already been made with a whole school INSET day devoted to one of these issues. Pleasingly, inspectors highlighted much good practice in the school that will help us address some identified shortcomings, many of which had already been pinpointed by the school’s self-evaluation process and were being addressed. This good practice was widely shared in the recent INSET day. A copy of the school’s action plan in response to the inspection recommendations will be sent to all parents and the governor’s annual report to parents will report on the progress that we are making on these recommendations.

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Appendix A Basic information about the school Name of school Glan Afan Comprehensive School School type Community School Age-range of pupils 11-16 Address of school

Station Road Port Talbot Neath Port Talbot

Post-code SA13 1LZ Telephone number 01639 883964 Headteacher Mr J. P. L. Hunt BSc. Date of appointment 1 September 1996 Chair of governors/ Appropriate authority

Mr L. R. Haynes/ Neath Port Talbot

Reporting inspector Mr R. Knowles Dates of inspection 1 – 4 March 2005

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Appendix B

School data and indicators Year group Y 7 Y 8 Y 9 Y 10 Y 11 Y 12 Y13 Y 14

Total

Number of pupils

145 127 147 149 138 0 0 0 706

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

41 0 41

Staffing information Pupil: teacher (fte) ratio (excluding special classes) 17.2 :1 Pupil: adult (fte) ratio in special classes 1 - 12 Average teaching group size 21.8 Overall contact ratio (percentage) 78.9%

Percentage attendance for three complete terms prior to the inspection Y7 Y8 Y9 Y10 Y11 Y12 Y13 Whole

School Term 1 92.66 92.11 87.03 94.82 94.93 N/A N/A 92.21 Term 2 92.76 92.57 87.54 91.04 91.04 N/A N/A 90.88 Term 3 93.02 92.19 87.78 90.58 90.39 N/A N/A 90.65

Percentage of pupils entitled to free school meals 16.7% Number of pupils excluded during 12 months prior to inspection

44 (temporary)

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Appendix C

National Curriculum Assessment Results End of key stage 3: National Curriculum Assessment KS3 results: 2004 Total number of pupils in Y9: 157 Percentage of pupils at each level D A F W 1 2 3 4

English Teacher assessment School 0 0.6 1.9 0 0 0 8.4 18.2 National 0.4 0.8 0.5 0.2 0.4 1.7 8.1 21.3 Test School 0 4.5 1.3 0 0 0 9.1 25.3 National 0.5 3.5 1.3 0 0 0 7.5 20.4Welsh Teacher assessment School National Test School National Mathematics Teacher assessment School 0 0 0 0 0 0 8.4 14.3 National 0.3 0.6 0.5 0.2 0.2 0.9 6.8 18.9 Test School 0 6.5 0 0 0 0 7.8 14.9 National 0.3 5.1 0.7 0 0 0 5.1 17.2Science Teacher assessment School 0 0 1.3 0 0 0 2.6 23.4 National 0.3 0.7 0.6 0.2 0.1 0.4 6.0 20.1 Test School 0 5.8 0.6 0 0 0 7.1 13.6 National 0.3 4.0 0.2 0 0 0 4.7 16.6 D A F W EP

Pupils excepted under statutory arrangements from part of the National Curriculum Pupils who have failed to register a level because of absence Pupils who have failed to register a level for reasons other than absence Pupils who are working towards level 1 Exceptional Performance, where pupils at Key Stage 3 perform above level 8

36

Percentage of pupils attaining at least level 5 in mathematics, science and either English or Welsh (first language) by Teacher Assessment by Test In the school 64.9 In the school 55.2 In Wales 55.6 In Wales 57 Public Examination Results: For pupils aged 15, results in GCSE, Entry Level Qualification, GNVQ and NVQ Number of pupils aged 15 on the school roll in January 2004 147 Average GCSE or GNVQ points score per pupil 40 The percentage of 15 year old pupils who in 20__:

School UA Wales

entered for 5 or more GCSEs or equivalent

91 89 87

attained at least 5 GCSE grades A* to C, the equivalent vocational qualifications or a combination of both

51 54 51

attained at least 5 GCSE grades A* to G, the equivalent vocational qualifications or a combination of both

85 87 85

attained GCSE grades A*-C in each of mathematics, science, English or Welsh first language (the core subject indicator)

41 40 38

entered at least one Entry level qualification, GCSE short course or GCSE

97 99 97

attained one or more GCSE grades A*-C or the vocational qualification equivalent

80 81 75

attained one or more GCSE grades A*-G C or the vocational qualification equivalent

95 95 93

attained no graded GCSE C or the vocational qualification equivalent

4 2 4

attained one or more Entry level qualification only

1 3 3

attained a GNVQ Part 1, a GNVQ at Foundation level or NVQ level 1

0 0 0

attained a GNVQ Part 1, a GNVQ at Intermediate level or NVQ level 2

0 0 0

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Appendix D Evidence base of the inspection

In advance of the inspection, the team scrutinised a range of information including the school’s own self-evaluation report and external test and examination results. Pre-inspection meetings and a questionnaire were used to collect parents and carers opinions about the performance of the school. The governing body were also asked to provide information about the ways in which they developed their role and discharged their responsibilities. During the course of the inspection, the team were informed by the following sources of evidence: • 86 lesson observations, the majority of which were in the 6 nominated subjects.

The lessons observed were a balanced sample of the age and ability range. All teachers were observed at least once and a small sample of external providers was observed. Almost every lesson observed was for the full 1 hour duration;

• a small sample of extra-curricular activities; • a sample of registration periods, diary check sessions and assemblies; • discussions with senior and middle managers; • discussions with a cross-section of the school’s pupil population including

representatives from the School Council; • samples of pupils’ completed work from across the curriculum; The inspection team spent 39 inspector days in the school between the 1st and the 4th March 2005.

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Appendix E Composition and responsibilities of the inspection team

Inspector

Key Question leader

Nominated subject

Core team Mr Richard Knowles 1, 5, 6 Mrs Susan Tozer 2 Geography Mr Stuart Broomfield 3 Mrs Susan Allerston 4 Ms Judith Davies Physical education Mr Robert Cater 7 Mr Adrian Thomas (deputy headteacher)

Nominee

Additional inspectors Mrs Cherry Davidson English Mrs Miriam Norton History Mr Trevor Guy Religious education Mr David Trace Modern foreign

languages Lay inspector Mr Eilian James Contractor: ESIS The Learning Centre The Broadway Pontypridd CF37 1BE The inspection team would like to thank all members of staff at Glan Afan, the

pupils, their parents and the Governing Body for the warm welcome and support that was offered to the team during the recent inspection

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Inspection under Section 10 of the

Schools Inspections Act 1996

A SUMMARY REPORT FOR PARENTS

GLAN AFAN COMPREHENSIVE SCHOOL

Station Road Port Talbot

Neath Port Talbot SA13 1LZ

School Number: 671/4052

Date of Inspection: 1st – 4th March 2005

by

Richard Knowles Registered Inspector W255/16920

Date: May 2005

Under Estyn contract number: T/23/04

© Crown Copyright 2005 This Report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and the source and date thereof are stated. Copies of this report are available from the school. Under the School Inspections Act 1996, 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.

Glan Afan Comprehensive School was inspected as part of a national programme of school inspection. The purpose 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 more information about their child’s school. A copy of this summary is sent to every family with a child at the school. The full report can be obtained from the school. The inspection of Glan Afan Comprehensive School took place between the 1st and the 4th March 2005. An independent team of inspectors, led by Mr Richard Knowles 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. This summary report may be reproduced for non-commercial educational purposes but only as a whole and provided it is reproduced verbatim without adaptation and the source and date thereof are stated. 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

Context The nature of the provider 1. Glan Afan Comprehensive is an 11-16 co-educational community school situated

in the centre of Port Talbot. The school roll has remained stable since the last inspection with 712 pupils currently on roll.

2. At the end of the year preceding the inspection, the lower school was closed and

all pupils are now taught on the relatively small main school site. The new accommodation block provides improved facilities for a number of subject areas. The school grounds have no green areas. For their physical education lessons and other games activities, pupils are transported to the playing fields that are several miles away.

3. The full range of abilities is represented across the school and pupils come from

a range of socio-economic backgrounds. 17% of pupils are entitiled to claim free school meals. Eighty-one pupils are on the special educational needs (SEN) register; twelve of these have statements. 4% of the school population come from a variety of ethnic minority backgrounds. Almost all pupils come from English speaking homes.

The school’s priorities and targets 4. The school aims to “create a caring environment in which each pupil will feel

secure and valued “ and for pupils to “attain personal levels of excellence.” 5. A wide range of targets and priorities has been established. In the school’s most

recent annual review, these include:

• 56% of pupils to achieve the core subject indicator (CSI) at Key Stage 3 (KS3) and 47% at Key Stage 4 (KS4)

• Over 60% of pupils to achieve 5 or more GCSEs at grade C or above • To further develop the staff monitoring system • To reduce the underachievement of boys relative to girls to less than 10% • To ensure that key skills are integral parts of every department’s schemes of

work.

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Summary 6. Glan Afan is a good school. It succeeds in creating a caring environment in

which pupils feel secure and valued and in which pupils generally make good progress in their learning. Whilst agreeing with the judgements made in respect of four of the key questions in the school’s self-evaluation report, the inspection team awarded lower grades for key questions 2, 3 and 6.

Table of grades awarded

Key Question

Inspection grade

1. How well do learners achieve? 2 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?

3

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

1

5. How effective are leadership and strategic management?

3

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

4

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

2

Standards 7. At KS3, attainment in the 3 core subjects has been close to the Wales averages

over the past 3 years. English attainment has followed this pattern until 2004 when attainment dipped to a position below the local and Wales averages. Pupils generally achieve their expected outcomes when their prior attainment in primary schools is considered.

8. The proportion of pupils achieving 5 or more GCSE A*-C grades has been

consistently close to the Wales average and a little below the Local Education Authority (LEA) average. Attainment in the 5 or more A*-G category has improved from a position well below local and national averages, to equal the national average in 2004. The proportion of pupils achieving 1 or more A*-G grades has been consistently higher than the Wales average and the school has had a good record of pupils achieving at least one recognised qualification.


performance was generally in line with this pattern in 2003. In 2004 however, the boys in Glan Afan outperformed girls in almost every indicator.

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10. From 2001 to 2003 pupils generally exceeded their expected GCSE outcomes

when their prior attainment is considered. In 2004, pupils (boys and girls) achieved their expected outcomes.

11. The standards achieved by pupils with SEN are generally good across both key

stages. The 6 nominated subjects 12. The inspection of Glan Afan Comprehensive School is a ‘standard’ inspection.

This means that in addition to the whole school issues being inspected, Estyn select 6 ‘nominated’ subjects to be inspected in depth.

13. The grades achieved in the six nominated subjects are shown in Table A.

KS3 KS4 English Grade 3 Grade 2 Geography Grade 2 Grade 2 History Grade 1 Grade 2 Modern foreign languages Grade 2 Grade 2 Physical education Grade 3 Grade 3 (compulsory physical education)



Key Skills 14. Standards in speaking and listening are good throughout the school. Most


15. Standards of reading are satisfactory at KS3 and good at KS4. A minority of learners

have difficulty understanding written texts and reading beyond the literal. All learners, irrespective of their ability, respond well to media and film texts but a minority of KS3 pupils have difficulty with reading and are reluctant to read aloud.


at KS4. The majority of pupils write accurately for a range of audiences and purposes. Written coursework is a strength although pupils’ writing particularly at KS3 is often brief and sometimes marred by technical inaccuracies. The most able write extensively, fluently and with flair.

17. Pupils’ numeracy skills are good at both key stages. They carry out basic

calculations confidently and are able to produce a range of accurate and neat graphs. They analyse data when necessary and use graphs and spreadsheets to make predictions.

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18. Pupils develop good Information Communication Technology (ICT) skills at KS3 and KS4. They make confident and purposeful use of a range of ICT applications and techniques. Pupils are able to work with others effectively and achieve satisfactory standards in problem-solving and improving one’s own learning.

19. Pupils generally make good progress in their learning with the best progress


20. There have been some behavioural difficulties with a small minority of pupils



inspection to a level that is now equal to the Wales average for secondary schools. Punctuality is satisfactory overall.

The spiritual, moral, social and cultural development of pupils 22. The personal and social education programme and a range of curriculum

experiences provide opportunities for pupils to develop their personal, spiritual, moral, social and cultural skills. Assemblies are varied in content and contribute to an ethos of developing moral awareness. The personal and social development of pupils is a particular strength and is evidenced by the good relationship between pupils and teachers. Cultural development, including the development of the Cwricwlwm Cymreig, is enhanced by many aspects of timetabled and extra-curricular provision.

The quality of education and training 23. The good features of teaching and assessment outweigh some shortcomings.

The quality of teaching at KS4 is better than at KS3. Teachers have good subject knowledge and very good working relationships with their pupils. They generally make good use of a range of resources and teaching strategies although, overall, teachers rely too heavily on their own input and do not sufficiently enable pupils to engage in high quality independent and collaborative work. KS4 pupils are well supported in understanding the requirements of external examinations. However, at both key stages, learning objectives are often not made sufficiently clear.

24. The assessment of pupils is both regular and accurate. Teachers’ written

comments in books, files and reports offer encouragement but this feedback is usually too general and does not give specific guidance on how to improve. Oral feedback in class is more constructive.

25. The school meets the learning needs of the pupils by providing a broad,


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However, the absence of a focused whole school strategy reduces the impact of the various aspects of good practice developed in individual departments.

27. KS3 pupils engage in an act of collective worship on four days of every week;

they participate in other activities on the fifth day. The statutory requirement for all pupils to engage in an act of collective worship on every day of the week is therefore not met. All KS4 pupils receive their full entitlement.



29. The restricted time allocation for compulsory religious education has resulted in

incomplete coverage of the locally agreed syllabus. 30. Parents are well informed about all aspects of the work of the school. They are

consulted and involved whenever there are causes for concern regarding pupils’ progress, attendance, behaviour or any other welfare issue.

31. There are strong links between Glan Afan, its partner primary schools and the

further education college. Pupils benefit from effective links with the local community and local commerce and industry and pupils’ work and performances enhance the cultural life of the town.

32. In a primarily English speaking community the main exposure of pupils to the

Welsh language is through compulsory Welsh lessons that are provided in every year group. Provision is also enhanced through pupils’ involvement in Urdd competitions and the annual school Eisteddfod.

33. The promotion of education for sustainable development and global citizenship

is at an early stage of development. 34. The school is a very caring and close community where pupils and teachers

demonstrate mutual respect. The outstanding programme of pastoral care and support has a very positive impact on learning. There is an outstanding programme of careers education and guidance, work experience and entrepreneurial activities.


health and safety and child protection issues. 36. Good support is provided for pupils with SEN.

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Leadership and management 37. Leaders and managers have successfully promoted the school’s caring ethos

and the development of an outstanding programme of out-of-hours activities. These characteristics and features contribute significantly to pupils’ educational achievements.

38. Challenging targets are set for test and examination results and GCSE results

have been particularly good. A range of broad aims and targets is set at whole school and departmental level. Whilst these are generally appropriate, the senior management team (SMT) has not taken a sufficiently strong lead in promoting, supporting and evaluating a number of important areas.


However, senior and middle managers give insufficient attention to developing and sharing good practice. Self-evaluation is not yet comprehensive or sufficiently rigorous and does not effectively inform development planning.

40. Governors fulfil their responsibilities by providing an appropriate level of

challenge and support for important issues such as test and examination performance, financial management, curriculum provision, staffing and pupil behaviour. They are very supportive and involved in the outstanding extra-curricular programme. Governors are however insufficiently involved in evaluating the successes and aspirations of departments and in the assessment of the progress of whole school priorities.

41. The school’s budget is effectively managed and the management of the majority

of learning resources is good. Staff are well qualified and effectively deployed. The stock of library books remains below Library Association recommended levels and the noise levels in the library at lunchtimes prevent pupils from engaging in quiet reading.

Progress since the last inspection 42. The school has made progress on almost all of the key issues identified in the

previous inspection report. Strategies to improve attendance have been successful in achieving a small but significant rise to a level that now equals the Wales average for secondary schools. Effective steps have been taken to address the underachievement of boys.

43. ICT provision has improved to a satisfactory level although there remains a

need to invest in more up-to-date equipment. There remains considerable potential to further develop the use of ICT across the curriculum. Whilst significant improvements in learning resources have been made in many curriculum areas, library provision remains at a relatively low level.

44. The school has moved to a single site since the last inspection. The new

accommodation block has considerably improved provision for some subject areas. Whilst some other improvements have been made to the site and building maintenance is generally good, the site is cramped and there are no

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pleasant outdoor recreational areas. Dining facilities are inadequate for the number of pupils and the toilet areas need improving. Physical education facilities remain unsatisfactory. The remote nature of the playing fields and the consequent cost, inconvenience and loss of teaching time remain issues for the school.

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Recommendations • Further improve the processes of self-evaluation and planning for improvement at

all levels across the school so that developments are effectively prioritised, monitored, evaluated and supported;

• Improve the consistency and quality of assessment for learning and reporting so

that pupils more effectively understand what they need to do to improve;

• Establish coherent and focused strategies so that: − consistently good standards are achieved in the key skills of reading and

writing at KS3; − the application of ICT and numeracy skills is further improved to develop

knowledge and understanding across the curriculum. • Comply with the following statutory requirements:

− provide an act of collective worship for all KS3 pupils on every day; − include all necessary details in the school prospectus and the governing

body’s annual report to parents. • Improve time provision for compulsory religious education in order to raise

standards. 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 this 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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Documents

Inspection under Section 10 of the Schools Inspections Act 1996 …€¦ · Year groups and key stages Schools use a common system of numbering year groups from the start of compulsory