primarysite-prod-sorted.s3.amazonaws.com · Web viewEly and Caerau wards rate highly on the Welsh Index for Multiple Deprivation – 12 of them in the top 10% most deprived areas

St Nicholas Church in Wales Primary School

School Improvement Plan

2017 – 2018

Our Improvement Priorities1. To provide pupils throughout the school with greater opportunities to

apply their numeracy skills across the curriculum.2. To improve rates of attendance.3. To raise standards of pupils’ writing in Welsh in Key Stage 2.4. To provide pupils throughout the school with more opportunities for

extended writing across the curriculum particularly in R.E.5. To develop teaching and learning through the development of growth

mindsets across the school.(FSM closing the gap)

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INDEX

PageSchool Context 3The school vision and development cycle 7National and local priorities 11Evaluation of the 2015-16 SIP (and any related professional development activities) 18Estyn findings & recommendations 21Main findings from self evaluation 22Summary of current performance and key school performance targets 26Summary of the improvement priorities for 2016-2017 35Priority 1 Action Plan - 37Priority 2 Action Plan - 40Priority 3 Action Plan – 44Priority 4 Action Plan – 47Priority 5 Action Plan – 49Priority 6 Action Plan – 53Priority 7 Action Plan – 55Priority 8 Action Plan – 58Priority 9 Action Plan – 60

APPENDICES

1. Summary of financial deployment 632. Staff Structure & Roles 64

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The school context

St Nicholas Church in Wales Primary School is situated in the picturesque village of St Nicholas in the Vale of Glamorgan.We serve the local village community but the main catchment area is Ely where 80% of our pupils reside.This part of Cardiff is amongst the most deprived areas in Wales. Ely and Caerau wards rate highly on the Welsh Index for Multiple Deprivation – 12 of them in the top 10% most deprived areas in Wales, 9 of the Ely and Caerau wards ranking in the highest 20 in Cardiff out of 203 areas, and 6 in the top 50 areas in Wales out of 1896 areas. Number on roll 125

1 Pupil has English as an additional language.

No pupils speak Welsh at home.

2 % of pupils (3) are looked after by extended family members.

18% (23 pupils) of pupils have Free School meals

25.9% (33 pupils) of pupils are on our school Special Needs Register. 2 pupils are diagnosed as ASD. Pupils enter school with very poor basic and social skills.

We are currently in standards group 3. We judged that our ability to improve is good and that we have the capacity in the school to sustain improvements over the next few years. Our overall categorisation now 3B YELLOW after being re-categorised from January 2017. (Previously 3C Amber.)The acting headteacher has been at the school for two years and has overseen a period of continuous improvement. A new Headteacher has now been appointed and takes up the post in September 2017. The Deputy has been in the school three years. Overall, the staff profile, is a mix of more experienced members of staff who have been here for many years and some more recent appointments. The school has a surplus budget of £69,470. We have added to the resources and made improvements to the building during the last year but we do have an issue with space (indoor) and with the condition of parts of the main building. The school does have problems at times with poor connectivity to the Wi-Fi.

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St Nicholas Church in Wales Primary SchoolSchool and Class Narratives 2017-2018

Number on roll:-127 (based on July 2017 data)

Exclusions:- 0

FSM:-18.9% (based on July 2017 data.)

SEN:-25.9%

Attendance (based on July 2017 data.)Boys:-95.2%Girls:-96.1%Overall 95.6%

AuthorisedBoys:-4.6%Girls:-3.6%

Unauthorised:-Boys:-0.3%Girls:-0.3%Overall:- 0.3%

Mobility:-18 year 6 pupils left July 201717 Reception pupils starting September 2017

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0 pupils left and 2 pupils admitted this year.

Staffing LevelsTeaching LSAs General

AssistantsAdmin. Caretaker

CleanersMidday

SupervisorsCanteen

StaffTotal

7 8 Bus Driver1

1 1 caretaker/ cleaners

8(our LSAs)

3 21

No. on Roll

All Pupils

N R Y1 Y2 Y3 Y4 Y5 Y6 Total0 17 18 19 18 18 18 18 125

FSM 2 4 3 2 6 5 23

Ethnicity White Mixed Background

Asian or Asian British

Black or Black British

Chinese or Chinese British

Other Ethnic Groups

109 1 0 13

SENRegister

No. of pupils SA+ =12 SA = 20FSM

No. of pupils 23% of school roll Total = ( 25.6%) % of school roll 18.4% - Benchmark 3 (16-24% FSM)

The School Vision

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.

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The Development Cycle

In St Nicholas C/W Primary School we believe strongly in providing the very best quality education for all of our pupils to help them become successful lifelong learners. The key features of our vision are:

Achievement and attainmentAll pupils regardless of background or ability

should be inspired and enabled to achieve the best possible outcomes.

Specifically we aim toprovide all pupils with a broad, balanced and

enriched curriculum, delivered by a highly skilled and motivated team, ensuring that every child

achieves their full potential.

Wellbeing & EthosEvery child is important to us and will be cared

for as an individual. We want all pupils to be safe and happy and feel valued so that they

enjoy coming to school to learn. Specifically we aim to promote a high level of wellbeing so that all children can acquire the necessary life skills

to become confident, independent life long learners.

ProvisionAs a school we will provide a high quality learning environment and a rich variety of

experiences in the classroom and beyond,for all our children.

Specifically we aim to provide an environment /accessible to all, that is safe,

happy and stimulating in which all children can share ownership and contribute to.

Values and attitudesWe believe in developing caring and resilient

young people with a love of learning who understand their Welsh culture and are able to participate fully as responsible global citizens.

Specifically we aim to:Ensure that every child is equipped with a set of values that will enable them to meet all of life’s challenges, guide them in the decisions they make and help them be excellent role models and responsible citizens in an ever

changing world.

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The Use of Data at St Nicholas Church in Wales Primary School

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Moderation &

StandardisationInsets to moderate samples of work Creation of Portfolios Cluster Schools Moderation meetingsCluster schoolstandardised PortfoliosCSC/LA moderation meetings

Subject Leader Tracking Incerts (all subject leaders)National Test data (Literacy/English/Numeracy/Maths Leaders)Big Maths (Numeracy/Maths Leaders)

SELFIE (Well Being Leader)Vulnerable groups e.g FSM, ALN, MAT (INCERTS, all subject Leader)

Whole School Tracking National TestsINCERTSBenchmarking RecordsLNF (Grids/INCERTS)Statutory Target Setting Collection against pupils’ progressClass Tracking SheetSELFIE dataFSM Pupil ProgressIEP School dataLiteracy/Numeracy Progress Targets (Termly)KS2 Pupil Target sheets in pupils’ books (Core subjects)Class narratives (including ALL groups of learnersValue Added (end of Key stage)SELFIE- Well Being tracking (Year 2 to Year 6)Track pupil progress for Performance Management

SEN Additional Assesssmnet

Speech LinksLanguage LinksB Squared (School Action Plus)

Class Level AssessmentsLanguage Links (Reception)

Foundation Phase Baseline Profile(Reception)

Early Intervention ScreeningCAT Tests

Internal Assessments appropriate toyear group (e.g. letters and sounds)

Attitudes Surveys

Whole School AssessmentsNational Tests (May)

NFER MathsNon Verbal

Single Word Spelling TestSELFIES

Progress in EnglishProgres in Maths

All Assessment data and tracking information is frequently scrutinised and feeds directly into the schools SER, SIP, Performance Management

and SEG including PDG

Impact of SER

National & Local Priorities9

Scrutiny of standardised Assessments

(National Tests, NFER Maths

And Non verbal, end of Key

Stage Data, FOS, LA and All Wales Data

SIP Priorities

PerformanceManagement

PrioritiesInset

Training

SEG/PDG

Priorities

Focus For MER

Impact on Finance

Wellbeing Data from LA (NBAR)

ELSA Groups• PSD/PSE Support

• Training• Deployment of staff Internal Data Analysis

• Incerts• FFT

• Teacher Assessments• Baseline (Reception)• New Pupil Baseline

• LNF• Literacy/Numeracy

Testing

Impact on Pupils• Target groups

• Vulnerable groups (LSA responsible )

• SEN Groups • Class Narratives

SEN Team• MAT• IEPS• Provision

maps• B Squared

Class Teachers• Progress

MeetingsWith H/TSubject Leader Priorities

and Monitoring

Deployment of Staff

Target SettingIndividual Pupil

TargetsGroup TargetsClass Targets

End of Key Stage Targets

• Attendance Data• Callio Monitoring• H/T Monitoring

• Triggers for Attendance Procedures

• Liaison with Cluster Schools

The key national and local priorities that are informing our improvement plans are:

STANDARDS

Improve literacy skills Improve numeracy skills Reduce impact of poverty on outcomes (FSM performance)

PROVISION

The Literacy & Numeracy Framework (assessment & reporting) The impact of the Donaldson review on curriculum and

assessment

LEADERSHIP

Increased use of the leadership standards Statutory requirement for a School Development Plan Greater emphasis on school self evaluation in national

categorisation Greater emphasis on the role of the governing body as a critical

friend School-to- school working

Performance Management PracticeSchool Improvement Planning

SIG GroupHT Peer mentoring GroupPerformance ManagementTargets for specific staff

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St Nicholas CiW School - SER Commentary 2016

These key factors are taken into account when setting priorities.

Key Question 1 – Standards

Contextual Information

Whole school pupil numbers (of statutory school age) were very consistent during 2013-16. The numbers of pupils in Y2 & Y6 were also fairly consistent during 2013-16. The proportions of boys in Y2 & Y6 have varied considerably during recent years and this may

have impacted on performance outcomes for some of these years. Based on 3-year rolling averages, the school’s FSM entitlement figures have increased during

the last 4 years. The school was in the 2nd FSM group (8.1 -16%) during 2012 but has been in the 3rd FSM group (16.1-24%) for the last 4 years. The school become less advantaged within its FSM group during this period.

The proportions of pupils on SA have been higher than those of the LA for most of the last 5 years.

The proportions of pupils on SA+ have been higher than those of the LA during the last 5 years. The proportions of pupils with statements have been similar to those of the LA during the last 5

years. The proportion of pupils from ethnic backgrounds was similar to the LA during 2015-16. There were no EAL pupils on early language acquisition stages below competent recorded at the

school during 2015-16. Unauthorised absences were fairly consistent during 2011-14 and have improved in the last 2

years. Unauthorised absences are below the all-Wales means in all of these years. Attendance has improved over the last 3 years but was lower than the 2015 all-Wales means in

each of these years. Attendance rose again in 2015-16.Strengths

FP

Improved outcomes / FSM benchmarking for all LO5+ performance indicators in 2016. Very good LO6 outcomes / FSM benchmarking for LLC and PSD in 2016 with an improving trend

for the former during the last few years. Good comparative performance against the family schools for LO6+ LLC and PSD in 2016.

KS2

Consistently good performance / FSM benchmarking for a majority of L5+ indicators during the last few years.

Very good KS1-2 value-added performance for 2015 & for FP –KS2 in 2016.

Areas for Development

FP

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St Nicholas C/W Primary SchoolProgress Review June 2017

Key Improvement 1To improve provision and raise standards in the Foundation Phase

Raise standards in Numeracy in the Foundation Phase (2016-18) To embed the Foundation Phase outdoor provision in order to impact on standards. (2016-17) To develop Foundation Phase pupils’ outcomes by engaging new families in regular 1:1 meetings to support their child’s learning and well

being.

Targets Progress/ImpactTo raise standards in Numeracy in the Foundation Phase

Outcome 5 + MD 94.4%(17/18)

Outcome 6 MD 55.5 %(10/18)

Pupils’ performance targets have been increased for all the end of Foundation Phase as a result of progress tracking and raising expectations across the school. (See targets)

In Year 2, nearly all targets are set to place the school in the top 25% or higher 50%. Performance targets in Year 1 appear low, due to a higher than usual incidence of challenge. (5 pupils on SEN

register out of 19 pupils = 26%) Half termly pupil progress meetings are held with individual class teachers to discuss and track the progress of

each pupil. Senior Leaders and teachers discuss how to support pupils whose performance is below expected levels.

Identified groups of pupils are also reviewed as regards performance and individual targets. In this way all teachers are accountable for the achievement of each pupil in their class.

The school is also being supported by Central South Consortium advisors for numeracy. Senior leaders have used the diagnostic tools for the national tests in order to identify strengths and areas for

improvement. The outcomes for this analysis have been presented and discussed with staff. As a result, in

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June resultsOutcome 5 + MD 94.3%Target met

Outcome 6 MD 61.1%Target exceeded

To embed the Foundation Phase outdoor provision in order to impact on standards.TargetsMD

Outcome 5 + MD 94.4%(17/18)

Outcome 6 MD 55.5 %(10/18)

LLC Outcome 5+ LLC

88.8%(16/18)

order to improve learning, teachers have agreed to scrutinise schemes of work to revise the order in which topics are taught and the duration for which topics are taught.

Group Guided Maths in years 2 up to 6 with a carousel of activities and a focused group set up and embedded.

Y2 data Mathematical Development June 2017

Outcome 5 + MD 88.8%Target not met which equates to 1 pupil

Outcome 6 MD 61.1%Target exceeded

Good progress has been made in addressing this priority.The school addresses the priority/recommendation in many respects.

The school’s outdoor provision in reception and Y1 is now better equipped to support learning for language literacy and communication (LLC) and mathematical development (MD).

Teachers plan effectively to use the outdoors regularly to enhance learning experiences and to develop pupils’ acquisition of skills.

Senior leaders monitor that LSAs are deployed effectively and are well equipped to support learners in each area. LSAs are involved in the planning of lesson activities.

Further work is being undertaken in reception and Y1 to enhance provision further. This work includes a mini-beast area, as well as areas to support pupils’ spiritual development and personal and social development and the development of pupils’ gross and fine motor skills.

Provision in Y1 and Y2 has been enhanced, both within the classroom and in the outdoor environment.The development of provision in the Foundation Phase continues to be supported by a member of the governing body with specialist knowledge of the Foundation Phase.

As part of the partnership plan between St Nicholas and Pendoylan a very good Foundation Phase practitioner has been seconded from Pendoylan to work in St Nicholas in the year 1 /2 class.This teacher being fluent in Welsh will lead the teaching of Welsh across the school in order to strengthen Welsh language development in the Foundation Phase and in Key Stage 2.

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Outcome 6 LLC 44.4%(8/18)

To develop Foundation Phase pupils’ outcomes by engaging new families in regular 1:1 meetings to support their child’s learning and well being.

Most parents engaged and attending the 1:1

June results

Y2 data Mathematical Development94.3% of pupils at outcome 5+ 17/18 pupilsTarget met61.1% of pupils at outcome 6 11/18 pupilsTarget exceeded

Y2 data Language, Literacy and Communication100% of pupils at outcome 5+ 18/18 pupilsTarget exceeded55.5% of pupils at outcome 6 10/18 pupilsTarget exceeded

Senior leaders have made very good progress in addressing this priority.The school addresses this priority/recommendation in the majority of aspects. Actions to improve outdoor provision and standards in the Foundation Phase are developing at a good pace and this is having an impact upon standards as clearly shown in the data above.

1:1 parent/teacher meetings have been administered in the Foundation Phase. During these meetings parents are given advice on how to develop strategies to support their child in literacy and numeracy.Parents are also able to share any concerns or information relating to home life.

In October Foundation Phase teachers demonstrated the school’s approaches to teaching aspects of literacy and numeracy in the parent meetings.Initial response from parents has been extremely positive and verbal feedback indicated that the parents appreciated the 1:1 time and advice given on how to support their child.

Curriculum open evening held in Spring term to showcase pupils’ skills and also teach parents methods and share information about how they can support their children at home.

Teachers produce weekly newsletters that inform parents of what will be taught during the week. Letters also give 14

meetings. 30% of pupils

achieving 100% attendance

information relating to homework and express the school’s expectations. Website includes access to learning resources which encourages and supports home learning.

Class teachers and ALNCo work together to better plan to overcome barriers to learning and to close any identified gaps in learning. The ALNCo formally assesses pupils’ learning needs and provides appropriate interventions/support to overcome their particular needs or barriers to learning. This may include targeted LSA support, additional teacher planning arrangements and access to appropriate intervention. All pupils including eFSM pupils and low basic skills pupils are tracked and their progress monitored.

Half termly pupil progress review meetings with Senior Leaders and class teachers focus on identified groups of pupils eg FSM and progress towards their targets.

June results All parents in reception engaged in 1:1 meetings and all new intake parents engaged during summer term. 7.9% of pupils currently have 100% attendance for the whole of the academic year (10 pupils) 21.3% of pupils have <99% attendance for the whole of the academic year (27 pupils)

Senior leaders have made good progress in addressing this priority.The school addresses this priority in a majority of aspects. Actions to engage families of pupils eligible for free school meals or who have low basic skills are developing at a good pace.

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Key Improvement 2To improve provision and standards of specific groups of pupils.

To improve MAT pupils’ standards by developing provision(2016-17) To improve reading standards by developing the effectiveness of ALN literacy interventions through improved links with class teachers and

providers. (Closing the Gap FSM pupils)

Targets Progress/ImpactTo improve MAT pupils’ standards by developing provision.

55.5% of pupils at Outcome 6 MD (10/18)

44.4% of pupils at Outcome 6 LLC (8/18)

44.4% of pupils at Level 5 English (8/18)

50% of pupils at Level 5 Mathematics (9/18)

As part of the partnership plan between St Nicholas and Pendoylan a very good Foundation Phase practitioner has been seconded from Pendoylan to work in St Nicholas in the year 1 /2 class.

This teacher being fluent in Welsh will lead the teaching of Welsh across the school in order to strengthen Welsh language development in the Foundation Phase and in Key Stage 2.

One of the school’s improvement plan priorities is to improve provision for more able and talented (MAT) pupils and to increase the proportion of pupils who achieve the above expected outcomes/levels.

Teachers plan lessons to meet the needs of pupils starting with challenging work for more able and talented learners first and provide suitable opportunities for pupils to work to schemes of work that focus on the higher levels.

The school is also being supported by Central South Consortium advisors for literacy and numeracy. MAT policy has been revised and adopted by the Governing Body Pupils identified as more able and talented in literacy and numeracy are allocated additional challenge

sessions, which include working with a volunteer mathematics specialist. The school is also being supported by Central South Consortium advisors for literacy and numeracy. More able pupils in Science have a weekly bespoke session of Science which is led by the school’s Science

leader.

Senior leaders have used the diagnostic tools for the national tests in order to identify strengths and areas for improvement. The outcomes for this analysis have been presented and discussed with staff. As a result, in order to improve learning, teachers have agreed to scrutinise schemes of work to revise the order in which topics are taught and the duration for which topics are taught. Additionally, the new science scheme of work is being mapped into school’s topic planning to ensure that provision for science is increased and to secure improved results in key stage 2.

Group Guided Maths sessions have been embedded in years 2 up to 6 with a carousel of activities and a focused

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group which focuses on procedural type questions in preparation for the National tests. New spelling, comprehension and grammar schemes of work have been purchased for the whole school.

Progression, skills and different strands have been incorporated into a comprehensive scheme with the assistance of LA advisor.

June results

Y2 data Mathematical Development61.1% of pupils at outcome 6 11/18 pupilsTarget exceeded

Y2 data Language, Literacy and Communication55.5% of pupils at outcome 6 10/18 pupilsTarget exceeded

Y6 KS2 Maths50% of pupils at Level 5 9/18 pupils

Target met

Y6 KS2 English44.4% of pupils at Level 5 8/18 pupils

Target met

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To improve reading standards by developing the effectiveness of ALN literacy interventions through improved links with class teachers and providers. (Closing the Gap FSM pupils)

Most pupils showing expected or better progress in their intervention progress tracker scores.

Class teachers and ALNCo work together to better plan to overcome barriers to learning and to close any identified gaps in learning. The ALNCo formally assesses pupils’ learning needs and provides appropriate interventions/support to overcome their particular needs or barriers to learning. This may include targeted LSA support, additional teacher planning arrangements and access to appropriate intervention. All pupils including eFSM pupils and low basic skills pupils are tracked and their progress monitored.

Half termly pupil progress review meetings with Senior Leaders and class teachers focus on identified groups of pupils egeFSM and progress towards their targets.

Intervention specialists providing teachers and support staff with weekly targets and proven strategies that have been implemented throughout the week.

Teaching staff are incorporating intervention strategies and targets in lesson plans.

Senior leaders have made good progress in addressing this priority.The school addresses this priority in a majority of aspects.

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Key Improvement 3To continue to improve standards in Welsh 2nd language.(2016-18)

Targets Progress/Impact 4/18 pupils to

achieve Level 5 in Welsh = 22%

13/18 pupils to achieve Level 4+ in Welsh =72%

Baseline audit undertaken to measure impact – subject leader and WEO Monitoring implemented following audit by Welsh coordinator. Listening to Learners in Oracy and Reading. (Subject leader and WEO). Action plan devised. CriwCymraeg set up to enhance outdoor welsh provision. – Learners are more engaged in welsh discussions

and games on the yard. Children using more welsh throughout the school day through introduction of tocyn iaeth.

Helpwr heddiw activities embedded throughout the school which reinforces language and vocabulary. Children have improved standards of basic conversational welsh questions and answers.

Welsh coordinator leading worship through welsh – welsh hymns, prayers. Children are exposed to new language patterns and vocabulary which is impacting standards and children’s confidence and engagement.

June Results

Year 6 KS2 Welsh NC levels77.7% of pupils at level 4+ 77.7%

Target exceeded33.3% of pupils at level 5 6/18

Target exceeded

Senior leaders have made very good progress in addressing this priority.

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Key Improvement 4To further develop pupils’ spiritual development through developing worship.(2016-17)

December Milestones Progress/Impact

Many pupils using the planner effectively to plan and lead their worship incorporating the word, reflection time and sending out.

Pupil voice showing through Attitudes Surveys and Listening to Learners more engagement, spiritual development and enjoyment of Collective Worship times. Many pupils find collective worship interesting, engaging and enjoyable

Pupils’ ideas being incorporated into weekly Collective Worship. ‘a minority of pupils contribute their ideas to collective worship’

Year 5/6 to start using the Worship planner after half term. The Collective Worship and Values group have looked at the planner. They have created resources to use in

worship including power points and collated music. Listening to learners has shown that worship and R.E lessons are having a positive impact on pupils’ spiritual

development. The pupils like having half termly values on which to focus. Attitude surveys show that 96% of pupils think that worship is very important and 96% of pupils think that

prayer is very important in our school. Pupil questionnaires relating to worship show that most children find collective worship interesting, engaging

and enjoyable. The Collective Worship and Values group have looked at the suggestions made to change elements of the

daily worship e.g. the seating arrangements.Pupils’ ideas will be incorporated into weekly Collective Worship.

Key Improvement 5 To develop a partnership with Pendoylan C/W Primary(2016-17)

December Milestones Progress/Impact

Uniformity of procedures linked to the MER cycle across both schools.

A timetable for Performance Management reviews.

Schools to undertake Performance Management reviews and target setting during November and December for teachers and LSAs.

Proformas to be aligned.

Timetables agreed

A partnership action plan has been produced between St Nicholas and Pendoylan. Challenge advisors from both schools have been involved in discussions regarding the actions and their future

impact. The partnership plan focuses on improving monitoring procedures, the quality of teaching and learning, sharing

best practice and improving provision.

(SEE PARTNERSHIP PLAN) The most current evaluation indicates that the 2 schools have achieved stronger coordination of monitoring

procedures, including common approaches to lesson observations and performance management.

Key Improvement 5 was stopped and decided that the partnership would no longer continue.

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for half termly pupil progress reviews with individual class teachers.

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Key Improvement 6 To implement the Digital Competence Framework within the curriculum

June Progress/Impact

Map opportunities for digital competence skills to be used across Cornerstones topics.

E safety action plan to be completed using e360 tool and disseminated.

Staff to receive training on new scheme of work by education consultant and HWB.

E safety committee established and functional.

Digital leaders group established and functional.

Digital competence skills mapped against Cornerstones topics. Teachers incorporating DCF in weekly planning impacting on ICT standards.

E 360 audit and action plan completed. Disseminated to teachers through school inset. All staff aware of priorities with regards to e safety.

All classes teaching E SAFETY curriculum. Children are more aware of internet safety and online responsibilities and actions.

Children know how to stay safe on the internet. E safety group established and functional. Questionnaires created to identify the needs of children and E

safety group will address the skills deficit. Staff audit of skills carried out. Identified needs of staff addressed through training provided by education ICT/DCF specialist including

sharing and collaboration. Spring term – inset on data handling (databases and spreadsheets). Portfolio of evidence developed to match pupils work against the skills. Digital Leaders group established – focused on LEGO education. Disseminating good practise throughout

school and have been involved with the teaching of coding to the younger children. Coding skills throughout the school have improved as a result.

KS2 Year 6 standards ICT NC levels

22.2% of pupil at Level 5 (4/18)

88.8% of pupils at level 4+ (16/18)

Senior leaders have made good progress in addressing this priority.The school addresses this priority in a majority of aspects and all milestones have been achieved.

Recommendations from 2017 inspection

R1 Raise standards of pupils’ writing in Welsh in key stage 2R2 Improve rates of attendanceR3 Provide pupils throughout the school with greater opportunities to apply their numeracy skills across the curriculum

Main Findings from Self Evaluation 2015-2016

Key Question 1 - STANDARDS

STRENGTHS(including any aspects of excellence)

AREA for DEVELOPMENT(including any unsatisfactory aspects)

FP Improved outcomes / FSM benchmarking for most LO5+

performance indicators in 2016. Very good LO6 outcomes / FSM benchmarking for LLC and PSD

in 2016 with an improving trend for the former during the last few years.

Good comparative performance against the family schools for

FP Comparatively low outcomes / FSM benchmarking for all LO5+

performance indicators and LO6 MD during the last few years. Weak comparative performance against the family schools for some

LO5+ indicators and LO6 MD in 2016. Proportionately lower boys’ outcomes in most performance

indicators in 2016.

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LO6+ LLC and PSD in 2016. Very good outcomes for eFSM pupils in 2016.

KS2 Consistently good performance / FSM benchmarking for a majority

of L5+ indicators during the last few years. Very good KS1-2 value-added performance for 2015 & for FP –KS2 in

2016. Safeguarding processes and procedures are a strength of the

school Wellbeing strategies have a very positive impact on pupils

(Wellbeing data) Values are well embedded into all apects of school life and

impact on pupils’ spiritual development.

KS2 Lower outcomes and FSM benchmarking for most performance

indicators in 2016. Proportionately lower outcomes in L4+ reading in 2016 – mainly

attributable to weaker boys’ outcomes. Proportionately lower outcomes in L5+ English in 2016 – mainly

attributable to weaker boys’ outcomes Strategies to raise levels of attendance within the school are

further being developed.

Key Question 2 - PROVISION



All pupils have access to adult support and are challenged in order to reach their full potential. This allows the pupils to be tracked, assessed and monitored quickly and efficiently to guarantee pupils’ needs are met and the early identification of support.

Targeted pupils are making good progress with their literacy and numeracy skills.

This year the school was re accredited with the International Schools’ Award recognising its significant work globally -

To further develop opportunities for digital learning using the new ICT SOW.

To develop the use of Welsh outside the classroom and in role play areas.

To further develop marking and AFL in pupils’ books.

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leading two Comenius Projects each with nine partner countries. The school has led a Connecting Classrooms project with a partner school in India and has hosted teachers from France and Germany to mutually support and develop good practice.

The school has come second in a HSBC Uk competition which recognised its work breaking down stereotypes and building bridges across countries.

Currently we are a Lead School for Global Learning Project sponsored by the Department of International Development- to develop ESDGC in local schools. We share good practice and teaching ideas. As a lead school for the British Council we have also given advice to teachers who want to develop this area of their practice.

The school has received funding for two Erasmus projects, linking sustainability with coding, linking U.N goals and the Welsh Assembly directive to teach coding from this year.

As part of the project ‘Innovate’ with LEGO Education, LEGO have requested that the school will be a platform for learning for local schools. We are the lead school for both Erasmus projects.

The Foundation Phase outdoor areas have been developed and resources enhanced to facilitate outdoor learning.

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Key Question 3 - LEADERSHIP



The Head teacher, Leadership team and all staff and Governors have a clear vision and sense of direction that promotes and sustains improvement and is focussed on pupils individual needs, thus creating a culture of high expectation

The extensive scrutiny and use of data is fully embedded in the school’s Improvement plans

All Learning Support Assistants are effectively deployed, according to their qualities, experience and expertise.

The school has a thorough monitoring and evaluation policy and procedure for teaching and learning, data and the subsequent standards and quality of education that provides

To enhance data analysis of the National Tests. To set up a new Governing Body Curriculum and Standards

Committee across the two Partnership schools. To develop a new partnership between St Nicholas and

Pendoylan Church in Wales Schools.

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total analysis on individual, class and school trends. Self-evaluation and development planning are strong features

across the school.

2017-2018 TARGETS Year 1 LLC O5+ = 70.4%

Outcome 3 Outcome 4 Outcome 5 Outcome 6

0/17 pupils = 0%

0/13 boys = 0%0/3 girls = 0%

5/17 pupils = 29%

3/13 boys = 23%2/4 girls = 50%

5/17 pupils = 29.4%

3/13 boys = 23 %

2/4 girls =50%

7/17 pupils = 41%

6/13 boys = 46%

2/4 girls = 50%

Year 1 MD O5+ = 70.5 %0utcome 3 Outcome 4 Outcome 5 Outcome 6

0/17 pupils = 0%

0/13 boys = 0%0/4 girls = 0%

5/17 pupils = 29.4%

3/13boys = 23%2/4 girls = 50%

4/17 pupils = 23.5%

2/13 boys = 15.3%2/4 girls = 50%

8/ 17 pupils = 47%

8/13 boys = 61.5 %0/4 girls = 0%

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Year 1 PSDWBCD O5+ = 85.2%Outcome 3 Outcome 4 Outcome 5 Outcome 6

0/17 pupils = 0%

0/13 boys = 0%0/4 girls = 0%

3/17 pupils = 17.6%

2/13 boys = 15.3%1/4 girls = 25%

6/17 pupils =35.2 %

6/13 boys = 46.1%0/4 girls = 0%

8/17 pupils = 50%

8/13 boys = 61.5 %0/4 girls = 0%

Year 2 LLC O5+ =78.8%Outcome 3 Outcome 4 Outcome 5 Outcome 6

0/19 pupils = 0%

0/10 boys = 0%0/9 girls = 0%

4/19 pupils = 21%

3/10 boys = 30%1/9 girls = 11%

9/19 pupils = 47.3 %

6/10 boys = 31.5 %3/9 girls =33.3%

6/19 pupils =31.5 %

1/ 10 boys = 10%5/9 girls = 55.5%

Year 2 MD O5+ = 68.3 %0utcome 3 Outcome 4 Outcome 5 Outcome 6

0/19 pupils = 0%

0/10 boys = 0%0/9 girls = 0%

4/19 pupils = 21%

3/10 boys = 30%1/9 girls = 11%

9/19 pupils =47.3 %

6/10 boys = 60 %3/9 girls = 33%

4/19 pupils = 21%

0/10 boys = 10%4/9 girls = 44.4%

27

Year 2 PSDWBCD O5+ = 100 %

Outcome 3 Outcome 4 Outcome 5 Outcome 60/19 pupils = 0%

0/10 boys = 0%0/9 girls = 0%

0/19 pupils = 0%

0/10 boys = 0%0/9 girls = 0%

7/19 pupils =36.8 %

6/10 boys = 60%1/9 girls = 11%

12/19 pupils = 63%

4/10 boys =40%8/9 girls = 88.8%

Year 3 ENGLISH L4+ = 100 %Level 3 Level 4 Level 5

0/18 pupils = 0%

0/8 boys = 0%0/10 girls =0%

8/18 pupils =44.4 %

5/8 boys = 62.5%3/10 girls =30 %

10/18 pupils = 55.5%

3/8 boys = 37.5%7/10 girls = 70%

Year 3 MATHEMATICS L4+ = 88.7%Level 3 Level 4 Level 5

2/18 pupils = 11 %

0/8 boys = 0%2/10 girls = 20%

5/18 pupils = 27.7%

5/8 boys = 62.5%0/10 girls = 0%

11/18 pupils =61 %

3/8 boys =37.5 %8/10 girls =80 %

Year 3 SCIENCE L4+ = 100%Level 3 Level 4 Level 5

0/18 pupils = 0 % 7/18 pupils =38.8 %

5/8 boys = 62.5%

11/18 pupils =61%

3/8 boys = 62.5 %28

0/8 boys = 0%0/10 girls = 0%

2/10 girls = 20% 8/10 girls = 80 %

Year 4 ENGLISH L4+ = %Level 3 Level 4 Level 5

3/18 pupils = 16.6%

1/7 boys = 14%2/11 girls = 18%

4/18 pupils =22 %

3/7 boys = 42.8% 1/11 girls = 9%

11/18 pupils = 61%

3/7 boys = 42.8%8/11 girls =72.7%

Year 4 MATHEMATICS L4+ = 88.7%Level 3 Level 4 Level 5

2/18 pupils = 11%

1/7 boys = 14%1/11 girls = 9%

5/18 pupils =27.7 %

0/7 boys = 0%5/11 girls =45.4%

11/18 pupils = 61%

6/7 boys =85.7%5/11 girls =45.4%

Year 4 SCIENCE L4+= 83%Level 3 Level 4 Level 5

3/18 pupils = 16.6% 6/18 pupils = 33% 9/18 pupils = 50%29

1/7 boys = 14%2/11 girls = 18%

3/7 boys = 42.8%3/11 girls = 27%

3/7 boys =42.8 %6/11 girls =54.5 %

Year 4 WELSH L4+= 83.2 %Level 2 Level 3 Level 4 Level 5

1/18 pupils= 5.5%

1/7 boys = 14%0/11 girls = 0%

2/18 pupils = 11%

0/7 boys = 0%2/11 girls =18%

8/18 pupils = 44.4 %

4/7 boys = 57%4/11 girls = 36.3%

7/ 18 pupils =38.8%

2/7 boys = 28.5%5/11 girls = 45.4%

Year 5 ENGLISH L4+ =94.4%Level 3 Level 4 Level 5

3/18 pupils = 16.6%

2/9 boys =22.2%1/9 girls = 11%

9/18 pupils =50%

4/9 boys =44.4 %4/9 girls =44.4%

8/18 pupils = 44.4%

3/9 boys = 33.3%5/9 girls =55.5%

30

Year 5 MATHEMATICS L4+ =94.4 %Level 3 Level 4 Level 5

1/18 pupils =5.5%

1/9 boys = 11%0/9 girls =0%

9/18 pupils =50%

6/9 boys = 66.6%3/9 girls =33.3 %

8/18 pupils =44.4%

2/9 boys = 22.2%6/9 girls = 66.6%

Year 5 SCIENCE L4+= 61 %Level 3 Level 4 Level 5

2/18 pupils = 11%

1/ 9 boys = 11%1/9 girls =11%

7/18 pupils = 38.8%

5/9 boys =55.5 %2/9 girls =22.2%

4/18 pupils = 22.2%

2/9 boys = 22.2%6/9 girls = 66.6%

Year 5 WELSH L4+= 77.7%Level 2 Level 3 Level 4 Level 5

1/18 pupils = 5.5%

1/ 9 boys = 11%0/9 girls =0%

3/18 pupils =16.6%

1/9 boys = 11%2/9 girls =22.2%

10/18 pupils = 55.5%

7/9 boys = 77.7%3/9 girls =33.3%

4/18 pupils = 22.2%

0/9 boys = 0%4/9 girls =44.4%

31

Year 6 ENGLISH L4+ = 94%Level 3 Level 4 Level 5

1/17 pupils =5.8 %

1/ 7 boys = 14.2%0/ 10 girls =0 %

10/17 pupils = 58.8%

4/7 boys = 57.1%6/ 10 girls =60%

6/17 pupils =35%

2/7 boys = 28.5%4/10 girls =40 %

Year 6 MATHEMATICS L4+ = 94%Level 3 Level 4 Level 5

1/17 pupils = 5.8%

1/7 boys =14.2 %0/10 girls =0%

5/17 pupils =29.4%

1/7 boys = 14.2%4/10 girls = 40%

11/17 pupils = 64.7%

5/7 boys = 71.4 %6/ 10 girls = 60%

Year 6 SCIENCE L4+= 94%Level 3 Level 4 Level 5

1/17 pupils = 5.8%

1/7 boys =14.2 %0/10 girls =0%

8/17 pupils = 47%

4/7 boys =57.1 %4/10 girls =40 %

8/ 17 pupils = 47%

2/7 boys = 28.5%6/10 girls = 60%

Year 6 WELSH L4+=76%Level 3 Level 4 Level 5

32

4/17 pupils = 23.5%

3/7 boys =42.8 %1/10 girls =10%

7/17 pupils = 41%

2/7 boys =28.5 %5/10 girls =50 %

6/ 17 pupils = 35%

2/7 boys = 28.5%4/10 girls =40 %

National Test Outcomes (2017)

Reading test outcomes (2017)% Pupils with SAS 85+

Y2 Y3 Y4 Y5 Y6

All pupils 89 89 78 94 76

% Pupils with SAS >115

Y2 Y3 Y4 Y5 Y6

All pupils 17 6 11 11 6

33

Progress measure

Numeracy (Procedural) test outcomes (2017)

% Pupils with SAS 85+

Y2 Y3 Y4 Y5 Y6

All pupils 100 100 83 84 88


Y2 Y3 Y4 Y5 Y6

All pupils 23.5 11 5 6 24

Progress measure

Numeracy (Reasoning) test outcomes (2017)

% Pupils with SAS 85+

Y2 Y3 Y4 Y5 Y6

All pupils 100 100 72 94 94


Y2 Y3 Y4 Y5 Y6

All pupils 22 22 6 6 28

34

Progress measure

Expected proportions (as SAS) for classes with a ‘normal distribution’ of ability are:

SAS %

<85 16

= >85 84

>115 16

Year 2 LLC Targets for 2016/17 18 pupils 8 boys/10 girls O5+ =88.8%

Outcome 4 Target Outcome 5 Target Outcome 6 Target2/18 pupils = 11%

0/8 boys = 0%2/10 girls =20%

8/18 pupils = 44.4%

7/8 boys = 87.5%1/10 girls = 10%

8/18 pupils = 44.4%

1/8 boys = 12.5%7/10 girls = 70%

Pupil Results Pupil Results Pupil Results0 pupils achieved O4 8 pupils achieved 05

8/18 = 44.4%

5/8 boys = 62.5%3/10 girls = 30%

10 pupils achieved O610/18 = 55.5%

3/8 boys = 37.5%7/10 girls = 70%

Target O5+ = 88.8%35

Achieved O5+ = 100% Target exceededTarget exceeded

Year 2 MD Targets for 2016/17 18 pupils 8 boys/10 girls O5+ = 94.3%

Outcome 4 Target Outcome 5 Target Outcome 6 Target1/18 pupils = 5.5%

0/8 boys = 0%1/10 girls =10%

7/18 pupils = 38.8%

5/8 boys = 62.5%2/10 girls = 20%

10/18 pupils =55.5 %

3/8 boys =37.5 %7/10 girls =70 %

Pupil Results Pupil Results Pupil Results2 pupils achieved O4

2/18 pupils= 11%

0/8 boys = 0%2/10 girls = 20%

5 pupils achieved O55/18 pupils = 27.7%

5/8 boys = 62.5%0/10 girls = 0%

11 pupils achieved O611/18 pupils = 61.1%

3/8 boys = 37.5%8/10 girls = 80%

Target O5+ = 94.3%Achieved O5+ = 88.8%

Target exceeded36

Year 2 PSDWBCD Targets for 2016/17 18 pupils 8 boys/10 girlsO5+ = 100%

Outcome 4 Target Outcome 5 Target Outcome 6 Target0/18 pupils = 0 %

0/8 boys = 0%0/10 girls = 0%

5/18 pupils =27.7 %

3/8 boys = 37.5%2/10 girls = 20%

13/18 pupils =72.2%

5/8 boys = 62.5 %8/10 girls = 80 %

Pupil Results Pupil Results Pupil Results0 pupils achieved O4 6 pupils achieved O5

6/18 =33.3%

4/8 boys=50%

12 pupils achieved O612/18 pupils =66.6%

4/8 boys = 50%

37

2/10 girls =20% 8/10 girls = 80%

Target O5+ = 100% Achieved O5+ = 100% Target achieved

Target not achieved(This was just 1 pupil)

Year 6 ENGLISH Targets for 2016/17 18 pupils 13 boys/5 girlsL4+ = 94.4 %

Level 3 Targets Level 4 Targets Level 5 Targets1/18 pupils = 5.5%

1/13 boys = 7.6 %0/5 girls =0 %

9/18 pupils =50 %

8/13 boys = 61.5%1/5 girls =20%

8/18 pupils =44.4 %

4/13 boys = 30.7%4/5 girls = 80 %

Pupil Results Pupil Results Pupil Results1 pupil achieved L3

1/18 = 5.5%9 pupils achieved L4

9/18 pupils =50%8 pupils achieved L5

8/18 =44.4%

38

1/13 boys=7.69%0/5 girls=0%

8/13 boys=61.5%1/5 girls=20%

4/13 boys=30.7%4/5 girls =80%

Target L4+ = 94.4 %Achieved L4+ =94.4% Target achieved

Target achieved

Year 6 MATHEMATICS Targets for 2016/17 18 pupils 13 boys/5 girls L4+ = 94.4%

Level 3 Level 4 Level 51/18 pupils = 5.5%

1/13 boys = 7.6 %0/5 girls =0 %

8/18 pupils = 44.4 %

6/13 boys = 46%2/5 girls =40%

9/18 pupils =50 %

6/13 boys = 46%3/5 girls = 60%


1/18 = 5.5%

1/13 boys=7.69%

8 pupils achieved L48/18 pupils = 44.4 %

6/13 boys=46%

9 pupils achieved L59/18 pupils =50%

6/13 boys=46%39

0/5 girls=0% 2/5 girls=40% 3/5 girls=60%

Target L4+ = 94.4 %Achieved L4+ =94.4% Target achieved

Target achieved

Year 6 SCIENCE Targets for 2016/17 18 pupils 13 boys/5 girlsL4+ = 94.4%

Level 3 Level 4 Level 51/18 pupils = 5.5%

1/13 boys = 7.6 %0/5 girls =0 %

9/18 pupils = 50 %

8/13 boys = 61.5 %1/5 girls =20%

8/18 pupils = 44.4 %

4/13 boys = 30.7%4/5 girls = 80 %


1/18 = 5.5%

1/13 boys=7.69%0/5 girls=0%

6 pupils achieved L46/18 =33.3%

6/13 boys = 46%0/5 girls =0%

11 pupils achieved L511/18=61%

6/13 boys=46% 5/5 girls=100%

Target L4+ = 94.4 %40

Achieved L4+ =94.4% Target achievedTarget exceeded

Year 6 Welsh Targets for 2016/17 18 pupils 13 boys/5 girlsL4+ = 72 %

Level 2 Level 3 Level 4 Level 51/18 pupils =5.5%

1/13 boys=7.69%0/5 girls=0%

4/18 pupils = 22.2%

3/13 boys =23 %1/5 girls =20 %

9/18 pupils = 50 %

8/13 boys = 61.5 %1/5 girls =20%

4/18 pupils = 22 %

1/13 boys = 7.6%3/5 girls = 60%


1/18=5.5%

1/13 boys=7.69%0/5 girls=0%

3 pupils achieved L33/18=16.6%

3/13 boys=23%0/18 girls= 0%


7/13 boys=53.8%1/5 girls=20%


2/13 boys=15.3%4/5 girls=80%

Target L4+ =72%Achieved L4+ =77.7% Target exceeded

Target exceeded

Attendance Targets (2 years)

41

2016-17 95.4%2017-18 95.2%

Priority 1: To provide pupils throughout the school with greater opportunities to apply their numeracy skills across the curriculum.Reason: Inspection recommendation as Estyn felt there were not enough opportunities for pupils to use their numeracy skills in many areas across the curriculum.

Lead responsibility: (HT) Rachel Evans (Mathematics leader) J.Downey

Link Governor :

Action Who? Budget/ Resources &

source (EIG/PDG/other)

Timescale Success Criteria / impact Evidence source

42

Map opportunities across the Cornerstones curriculum to develop numeracy skills.

LNF trackers used by the teachers to ensure that skills are consolidated across the curriculum.

Develop ‘rich tasks’ which are specifically numeracy based.

Use of the DCF to develop and support pupils’ numeracy skills.

JD

Teaching staff

JD

RJ

Supply cover

N/A

Training

Supply

Autumn 2017

Autumn 2017

Autumn 2017

Autumn 2017

Numeracy cross curricular opportunities identified on mid term planning.Teachers using suggested ideas in daily planning.Increased amount of numeracy across the curriculum in pupils’ books.

Teachers identify LNF skills on daily plans.Teachers map progression of skills and identify cross curricular skills on LNF trackers.Updated on termly basis.

Teaching staff to plan and deliver ‘rich tasks’.Atleast one rich task every half term.Develop rich tasks which are cross curricular e.g. budgeting.

Monitor DCF across the curriculum with particular focus on data and computational

Mid term planning

LNF trackers

Planning

Tracking of DCF skills – incerts

43

ALNCo trained to run Every Child Counts First Class at Number 2 and 3.

3x ½ hour sessions a week timetabled with 4 identified children to run over 10 weeks.

ALNCo to train an LSA to run additional sessions.

JMorris 6 days training =£1,500From EIG or small school’s grant.

6 days supply cover =£1,000

thinking.

Staff to ensure that data and computational thinking strand is taught during Autumn term – planning scrutiny.

Evidence of numeracy / ICT skills collated to create a portfolio.

Tracking of DCF skills via Incerts updated half termly.

Analysis of DCF skills – data and computational thinking.

Pupil progress tracker showing improvement in achievement.Book scrutiny showing identified pupils being able to apply their numeracy skills across the curriculum.

Total

44

Evaluation 1December 2017

MilestonesDecember

Map opportunities to develop numeracy skills across the curriculum.Teachers to incorporate suggested activities into daily planningLNF trackers updated and analysed.Scrutiny of planningTeachers to have taught data and computational thinking strand of DCF

Evaluation 2March 2017

MilestonesEaster

Scrutiny of work – topic books to assess the amount of numeracy across the curriculumListening to learners – pupils more aware of developing numeracy skills throughout the day and are able to give examples.Rich tasks to be embedded and to form part of teachers’ planning.

Evaluation 3June 2017

Priority 2: To improve rates of attendanceReason: School’s attendance levels although improving, tend to place the school in the lower quartiles.Estyn recommendation

Lead responsibility: R. Evans (HT) R.Jones (DH) Link Governors :

Action Who? Budget/ Resources & source


45

(EIG/PDG/other)

Work with LA Education Welfare Service to improve attendance across the school.

To have an attendance display in the reception area illustrating the impact of attendance on learning.

School to expand its use of Callio to include attendance meetings with parents and medical evidence request letters as appropriate.(Use Callio flowchart)

Adapted flowchart to be sent out to parents to ensure that all parents are aware of the school’s attendance expectations and protocol.

Pupils with 98-99.9 % attendance will also be awarded with certificates. (to prevent them losing motivation)

Pupils who arrive late must be accompanied by a parent into school to explain why they are late and complete a late slip.

SMT

SMT/Administrative

Officer

HTGB

Administrative Officer

Autumn term 2017

October 2017

School meeting attendance target of 95.2%

Attendance audit minutes

FSM pupil

46

School to scrutinise attendance data on a weekly basis as well as over longer periods and look at groups of learners as well as individuals.

Working more with pupIls to share the school’s target figure for attendance.Each class’ weekly attendances put on the school website.

SMT

Class teachers

Deputy headteacher

£15,000 to provide intervention support

for FSM pupils in literacy and numeracy

Sept 2017 on

September 0n

The school’s detailed tracking of pupils shows that the strategies

have helped to make a measurable and significant impact on improving the

attendance of identified pupils.FSM pupils more confident in

using their literacy and numeracy skills so improved well being,

resulting in improved attendance

Pupils are aware of the need to be self- motivating and regulating. Pupis understand the value of their education and want to be in school.

progress trackers.Attendance data of targeted groups

Total £210 from budget for attendance awards


Weekly attendance data scrutinised and trends identified.Callio letters sent out to parents highlighting attendance rates through traffic lighting. Attendance meetings held with parents where needed.Progress against attendance target assessed.

47

MilestonesDecember

No unauthorised absences.50% of parents reporting reasons for lateness.All pupils in amber or green attendance zones.


MilestonesEaster

60% of parents reporting reasons for lateness


70%+ of parents reporting reasons for lateness

Priority 3: To raise standards of pupils’ writing in Welsh in Key Stage 2.Reason: Estyn recommendation

Lead responsibility: Mrs H.Taylor-Gibbs Link Governors :


(EIG/PDG/other)


Athrowes fro to lead staff training on writing.DH to attend training on developing the role of the Helpwr Heddiw.

Sian WaltersCSC

Class teachers

Training from consortium = £0

Training cost = £0Supply provided = £0

July 2017

Sept 2017 on

Staff more informed and confident to plan purposeful writing opportunities

Pupil profiles set up

Pupil profiles

48

Writing profiles in Welsh second language to be developed from Year 2 up.At end of Foundation Phase identify 3 pupils, 1 at Outcome 6 Welsh, 1 at Outcome 5 and 1 at Outcome 4.(Outcome 6 should be Level 5 in Year 6).

From the beginning of KS2 three pupils are tracked in writing.Examples of writing must show a cross section of genres across the whole phase.

Each year group to have prescribed writing activities. 5 units of work in each year group.

Each pupil should have at least one piece of extended writing work as outlined in overview per unit of work.(3 pieces of writing in pupil profile – 1 per term.)

Pupils from year 2 on to be taught the Welsh alphabet to assist with reading and writing.

Learning wall to be created in

KS2 teachersSMT

Welsh leader

cost.

February 2018June 2018

Autumn term 2017 on

September on

Pupils tracked twice a year with HT, CSC Welsh Advisor and Welsh leader.Pupils’ books showing a cross section of genres across the school.

35%+ of pupils achieving Level 5 in writing.

Pupil profilesBooks

Lesson plans

Classroom display

49

each class (a wal graffiti). Pupils to add words that will help them with their writing.

Vocabulary and sentence patterns drilled daily to support pupils’ writing.

Mini writing activities to be planned each week as part of the helpwr heddiw sessions.

September on

September on

Lesson plans including helpwr heddiw plans.

Total £0


MilestonesDecember

Monitor books


Monitor books

MilestonesEaster

50


Monitor books

1. Priority 4: To provide pupils throughout the school with more opportunities for extended writing across the curriculum particularly in R.E.

Lead responsibility: Link Governors :


(EIG/PDG/other)


Staff to receive training on JM £90 Sept 2017 Jm to attend training and to Inset 51

developing pupils’ writing skills.

Map opportunities to develop pupils’ writing skills across the curriculum.

LNF trackers used by the teachers to ensure that skills are consolidated across the curriculum.

Teachers plan and deliver more opportunities for extended writing across the curriculum

JM

Teaching staff

Teaching staff

Supply cost2 days = £360

N/A

N/A

Autumn 2017

Autumn 2017

Autumn 2017

disseminate to staff during Twilight inset session.

Staff more confident to plan and deliver extended writing tasks

across the curriculum.Pupils are given more

opportunities for extended writing across the curriculum.

JM to meet with teaching staff to identify opportunities to develop pupils’ writing across the curriculum.Teachers incorporating suggested ideas into daily planning.

Teachers identify LNF skills on daily plans.Teachers map progression of skills and identify cross curricular skills on LNF trackers.Updated on termly basis.

Pupils writing skills improve.

Accelerated progress in writing.

minutes

Planning

LNF trackers

Analaysis of Incerts tracking data

Scrutiny of work.

Total£450 EIG

52


MilestonesDecember

Scrutiny of planning – evidence of planned extended writing across the curriculumMapped opportunities to develop writing across Cornerstones curriculum identified.


MilestonesEaster

Scutiny of work- pupils’ work to include more evidence of extended writing.Analysis of LNF trackers to ensure that skills are consolidated.Listening to learnersAccelerated progress in writing.


1. Priority 5: To develop teaching and learning through the development of growth mindsets

53

across the school.(FSM closing the gap)

Lead responsibility: R.Jones (DH) Link Governors :


(EIG/PDG/other)


Staff training on Growth Mindsets delivered initially to SMT by Gareth Coombes and Kath Delve.

Growth mindset training delivered to all staff.

Action plan developed and implemented

Present growth mindsets to GB

R. Jones andE. Harris to attend

RJ and EH

RJ

R.Jones

EIG £360.00

Whole school closure day

N/A

N/A

Summer Term 2017

Summer2017

September

All staff trained in growth mindet to have a better understanding of its purpose and ways forward.Staff equipped with strategies and teaching methods to deliver Growth Mindset

Clear action plan with timescales to introduce Growth Mindset as a whole school initiative.Staff work towards timescales to implement Growth Mindset.

Governing Body made aware of

Staff inset minutes

Action Plan

Governing

54

Letter to inform parents of new school policy

Display in class of tree or bridge for pupils to decide where they have been on the learning journey that day.

Pupils to assess their own resilience on 1-4 scales for each of the indicators.

SMT

All class teachers

All teachers and pupils

N/A

£150(display resources)

N/A

2017

September 2017

September 2017

September 2017

initiative and action plan.

Whole school community made aware of new initiative.

Fully interactive purposeful display in each class which is referred to on a regular basis.

Pupils assess themselves at the start of each day and set a goal.Pupils reflect on whether they’ve demonstrated an improvement. A score is agreed and recorded.

Body minutes

DisplaysListening to learners

Pupil voice

Total£510


MilestonesDecember

All classes to have an interactive Growth Mindset display which is regularly used.Staff to teach the concept of resilience using concrete real life examples.Children identify themselves as more resilient learners and identify strategies and skills to support them.Teachers identify that children are becoming more resilient learners.


55

MilestonesEaster

Children are more challenged and have strategies and skills to solve tasks – pupil voice and listening to learners.Scrutiny of work – high challenge tasks


Appendix 2: Summary of spending to support the SIPGRANTS BUDGET EIG Early Years -

PDGPDG Total

SpendPriority Area 1

Priority Area 2

Priority Area 3

Priority Area 4

56

Priority Area 5 £360

TOTAL

Appendix 3: Staffing structure

Teaching Staff Name Position Responsibilities Teaching position

1. RACHEL EVANS HT R.E2. RHYS JONES DHT ICT YEAR 3/43. HANNAH TAYLOR-GIBBS TEACHER WELSH RECEPTION / YEAR 14. AMANDA MALKIN TEACHER RECEPTION / YEAR 15. CAROLINE FOURACRE TEACHER FOUNDATION PHASE /MUSIC YEAR1 / YEAR 26. JUDITH MORRIS TEACHER SEN /ENGLISH KS2 / ALN7. JASON DOWNEY TEACHER MATHEMATICS / P.E YEAR 5/68. CHERYL ECKETT TEACHER PPA /SCIENCE

Staffing Structure – Support Staff

57

Name Position Responsibilities LeadingIntervention for

Class support for:

1. LYNDA ENGLAND TA L3 Catch Up Literacy/Rapid ReadingCatch up NumeracyELSA

YEAR R/5/6

2. GEORGE WALLIS TA L2 Catch Up Literacy/ Rapid Reading YEAR R/1/3

3. ANNABEL OWEN TA L2 Catch Up Literacy/ Rapid ReadingCatch up Numeracy

YEAR REC/1

4. DEB CUDDIHY TA L2 Catch Up Literacy/ Rapid ReadingCatch up NumeracyELSA

YEAR 1/2

5. DEB MILLS TA L2 1:1 Support YEAR 3 /4

6. MICHAELA USHER TA L2 Catch Up Literacy/ Rapid ReadingCatch up NumeracyELSA

YEAR R/1

7. CASEY BRIDGEMAN TA L1 Catch Up Literacy/ Rapid Reading YEAR1/28. KERRY SCHOOMBIE TA 1:1 support / Rapid

Reading/Phonics3/4

9. DEB PARSONS FSM reading support/ / Rapid Reading/Phonics

3-6

10. SARAH DAVIES Numicon and Project X Code FSM pupils

58

Documents

primarysite-prod-sorted.s3.amazonaws.com · Web viewEly and Caerau wards rate highly on the Welsh Index for Multiple Deprivation – 12 of them in the top 10% most deprived areas