Ysgol Gynradd Rhos Primary School. 2017-2018 Governing Body Annual Report to Parents. A copy of the Annual Report can be obtained from the school office Meeting If you would like a meeting with the Governing body please put your request in writing and return to school by 18 th January 2019 Our Governing Body 2017- 2018 Headteacher Mrs. Ceri Cole Chairperson Mrs. Tina Phillips Vice Chairperson Mrs. Marcia Spooner Parent Governors – Elected by parental vote and serve for a 4 year term. Mr. Rhidian Stephens 19.09.2016 – 18.9.2020 Mr Glen Lane 07.11.2014 – 06.11.2018 Mr Neil Dyer 07.12.2015 – 6.12.2019 Mr Richard Phillips 27.3.2017 – 26.3.2021 Teacher Governor – Elected from teachers by teachers and serve for a 4 year term Mrs Karen Cooper 1.9.2013-30.8.2017 Non Teacher Governor – Elected from non teaching staff by non teaching staff and serve for a 4 year term. Miss Kristina Sheppard 30.10.2016 – 29.10.2020 LEA Governor - Appointed by the LEA and serve a 4 year term Mr Alex Thomas 2.9.2016 – 1.9.2020 Mrs Sharon Atkins 8.6.2014 – 7.6.2018 Community Governors- Appointed by the Governing Body and serve a 4 year term Mrs Tina Phillips 1.9.2013 – 31.8.2017 Mr S. Sharpe 4.4.2017 – 3.4.2021 vacancy Minor Authority Governors- Appointed by the Community Council and serve a 4 year term Mrs Marcia Spooner 4.10.2016 – 03.10.2020 Clerk to Governors Mrs Julie Skinner Both the Clerk & the Chair of the Governing body can be contacted via the school on 01792 862177 School was closed to pupils for INSET/Staff Preparation for 5 days between Thursday 4th September 2017 and Friday 24 th July 2018
Transcript
Ysgol Gynradd Rhos Primary School.
2017-2018 Governing Body Annual Report to Parents.
A copy of the Annual Report can be obtained from the school office
Meeting
If you would like a meeting with the Governing body please put your request in writing and return to school by 18th January 2019
Our Governing Body 2017- 2018
Headteacher Mrs. Ceri Cole
Chairperson Mrs. Tina Phillips Vice Chairperson Mrs. Marcia Spooner
Parent Governors – Elected by parental vote and serve for a 4 year term.
Mr. Rhidian Stephens 19.09.2016 – 18.9.2020
Mr Glen Lane 07.11.2014 – 06.11.2018 Mr Neil Dyer 07.12.2015 – 6.12.2019
Mr Richard Phillips 27.3.2017 – 26.3.2021
Teacher Governor – Elected from teachers by teachers and serve for a 4 year term
Mrs Karen Cooper 1.9.2013-30.8.2017
Non Teacher Governor – Elected from non teaching staff by non teaching staff and serve for a 4 year term.
Miss Kristina Sheppard 30.10.2016 – 29.10.2020
LEA Governor - Appointed by the LEA and serve a 4 year term Mr Alex Thomas 2.9.2016 – 1.9.2020
Mrs Sharon Atkins 8.6.2014 – 7.6.2018
Community Governors- Appointed by the Governing Body and serve a 4 year term Mrs Tina Phillips 1.9.2013 – 31.8.2017 Mr S. Sharpe 4.4.2017 – 3.4.2021
vacancy
Minor Authority Governors- Appointed by the Community Council and serve a 4 year term Mrs Marcia Spooner 4.10.2016 – 03.10.2020
Clerk to Governors Mrs Julie Skinner
Both the Clerk & the Chair of the Governing body can be contacted via the school on 01792 862177
School was closed to pupils for INSET/Staff Preparation for 5 days between Thursday 4th September 2017 and Friday 24th July 2018
A word from our Chairperson.A word from our Chairperson.A word from our Chairperson.A word from our Chairperson.
Dear Parents I am pleased to present to you this report which highlights the work of the school from September 2017 to July 2018. We have said a temporary farewell to Mrs C. Stillwell whilst she has taken maternity leave and congratulate her on the safe arrival of her new son. She has been replaced during this time by Mrs S.Castle in the Nursery Department. Also this year our caretaker Mr N. Buck has been replaced by Mr M. Tams. We welcome both new members of staff to the school and look forward to working with them. In July two very long serving members of the school community, Mrs C. Holliday and Mrs J. Thomas, retired as lunchtime supervisors. We wish them a long, happy and healthy retirement, and thank them for their many years of dedicated service. With just one change to the Governing Body in this time, with Mrs K. Cooper joining us representing the teaching staff, we have continued to work with the school in its strategic direction. Governors have visited classrooms, met with pupils (always an absolute pleasure) and carried out work scrutiny. I am pleased to report the standard of work produced is very high indeed. We have analysed and challenged school data and rewarded full attendance. Governors continue to award the ‘Governors Attendance Award’. This is given to pupils with 100% attendance for the whole school year. In July 2018, this award was presented to 8 pupils. They are all to be congratulated on such an achievement. We are aware there is still more work to be done as a school to improve overall attendance and we continue to work closely to do so. Estyn Inspectors revisited the school in November 2017 and they gave a glowing report, giving us ‘very good progress’ on all previous recommendations. This is the highest category which can be awarded. You can view their report on the school website. Congratulations to all pupils, staff and governors for their continued hard work and support. In July we said a fond farewell to our Year 6 pupils, and we wish them well on their next stage of learning at Cwmtawe Comprehensive School. Thank you to the ‘Friends of Rhos’ who work with the school to raise funds to purchase resources to improve the learning opportunities for our pupils. The hard work of all concerned is very much appreciated. This is particularly important under current financial restraints. Thank you to all parents and members of the community who have been able to support the various organised events. I’d also like to take this opportunity to thank all those volunteers who give of their time to support the school in ‘listening to readers’ and generally ‘lending a hand’. Their contribution is highly valued. Finally, thank you all for being such an important part of our community, and for your continued support.
Tina PhillipsTina PhillipsTina PhillipsTina Phillips Chair of Governors.
Foundation Phase Outcomes 2018
SCHOOL & NATIONAL
The following table shows the percentage of pupils attaining each outcome.
Z S G N D W 1 2 3 4 5 6+ 5+
Language, Literacy, and Communication Skills in English (LCE)
School - - - 0 0 0 0 0 0 24 45 31 76
National
- - - 0.1 0.4 0.4 0.2 0.5 1.6 8.6 50.0 38.1 88.1
Language, Literacy, and Communication Skills in Welsh (LCW)
School - - - 0 0 0 0 0 0 0 0 0 0
National
- - - - 0.2 0.1 0.1 0.2 0.9 7.7 52.8 38.1 90.9
Mathematical Development (MDT)
School - - - 0 0 0 0 0 0 10 66 24 90
National
- - - 0.1 0.4 0.3 0.2 0.3 1.3 7.2 51.5 38.7 90.3
Personal and Social Development, Well-being and Cultural
School 0 0 0 0 0 0 0 0 0 0 45 55 100
National
- - - 0.1 0.4 0.3 0.2 0.4 0.9 3.1 33.3 61.3 94.7
There were 29 pupils in the group.
Foundation Phase Outcome Indicator
School 76
National 87.3
Foundation Phase Outcomes 2018 SCHOOL & NATIONAL
The following table shows the percentage of boys attaining each outcome.
Boys Z S G N D W 1 2 3 4 5 6+ 5+
Language, Literacy, and Communication Skills in English (LCE)
School - - - 0 0 0 0 0 0 40 27 33 60
National
- - - - 0.6 0.6 0.3 0.8 2.2 10.8 52.7 32.0 84.6
Language, Literacy, and Communication Skills in Welsh (LCW)
School - - - 0 0 0 0 0 0 0 0 0 0
National
- - - - 0.3 0.1 0.1 0.3 1.3 10.0 56.7 31.2 87.9
Mathematical Development (MDT)
School - - - 0 0 0 0 0 0 13 47 40 87
National
- - - - 0.5 0.5 0.2 0.5 1.8 8.2 50.0 38.3 88.3
Personal and Social Development, Well-being and Cultural
School 0 0 0 0 0 0 0 0 0 0 53 47 100
National
- - - - 0.5 0.5 0.3 0.6 1.4 4.5 39.7 52.5 92.2
There were 15 boys in the group.
Foundation Phase Outcome Indicator
School 60
National 83.8
Foundation Phase Outcomes 2018 SCHOOL & NATIONAL
The following table shows the percentage of girls attaining each outcome.
Girls
Z S G N D W 1 2 3 4 5 6+ 5+
Language, Literacy, and Communication Skills in English (LCE)
School - - - 0 0 0 0 0 0 7 64 29 93
National
- - - 0.1 0.3 0.2 0.1 0.3 1 6.2 47.2 44.6 91.8
Language, Literacy, and Communication Skills in Welsh (LCW)
School - - - 0 0 0 0 0 0 0 0 0 0
National
- - - 0.1 0.1 - 0.0 0.1 0.6 5.3 48.9 44.9 93.9
Mathematical Development (MDT)
School - - - 0 0 0 0 0 0 7 86 7 93
National
- - - 0.1 0.3 0.2 0.1 0.1 0.8 6.1 53.2 39.2 92.4
Personal and Social Development, Well-being and Cultural
School 0 0 0 0 0 0 0 0 0 0 36 64 100
National
- - - 0.1 0.3 0.1 0.1 0.2 0.4 1.5 26.7 70.5 97.2
There were 14 girls in the group.
Foundation Phase Outcome Indicator
School 93
National 90.9
Summary of National Curriculum Assessment results of pupils in the school (2018) and nationally (2017) at the end of Key Stage 2 as a percentage of those eligible for assessment.
Core Subject Indicator refers to those pupils expected to gain level 4 and above in all three subjects at Key Stage 2 Teacher Assessment. CSI 2018 100% - all 18 pupils achieved level 4+ in English, Maths & Science. Progress towards recent targets can be checked via the school tracking system.
Targets can differ from eventual end of key stage predictions due to pupil flux.
Attendance for 2017 - 2018: The following information covers the whole year.
Percentage attendance 2017 – 2018 Nursery
1 Nursery
2
Reception Y1 Y2 Y3 Y4 Y5 Y6 Whole School
87.7
85.6
93.7
94.1
94.5
96.1
95.6
93.3
94.7
94.1
The following table shows for each year group, the number of unauthorised absences as a percentage of the total number of possible attendances in that term;
Percentage of Unauthorised Absences Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
1.9 0.9 2.1 1 1.4 2 2.2
Nursery is not included in the statistics as Nursery attendance is non statutory
Action Taken as a Result of Resolutions taken during the last Parents Meeting: There were no resolutions passed at the meeting.
Moving things forward. Policies During the last year the Governing Body have approved many new and necessary policies. All policies are available at the school office. School Strategies/Curriculum: The school continues to develop literacy and numeracy basic skills through the delivery of structured sessions each day. Curriculum planning is developing an emphasis on ensuring the curriculum meets the needs of all learners. Pupils are taught skills and knowledge through a thematic approach and classes are organised to encourage pupils to use skills for independent learning. Tasks are planned to encourage thinking and problem solving and we aim to develop collaborative group work. The Literacy and Numeracy Framework skills are identified in medium term planning and incorporated into activities through topic work. The School was inspected by Estyn during the Summer term 2016. The school received judgements of adequate in the categories of current performance and prospects for improvements, meaning strengths outweigh areas for improvement. A Post Inspection Action Plan has been drawn up to address the four recommendations identified. Progress against the post inspection action plan will be on the agenda of Governing Body meeting. A hard copy of the report is available in the school
office if you require one or can be accessed via the Estyn website. The post inspection Action plan was followed until the follow up visit which took place in November 2017.
Post Inspection Action Plan/SDP 2017 – 2018
• Recommendation 1: Raise standards in reading, writi ng and numeracy across the school
• PIAP Recommendation 2: Improve the quality of teach ing and assessment • Recommendation 3: Strengthen strategic leadership • Recommendation 4: Improve self-evaluation and plann ing for improvement • SDP target 1: To improve standards pupils’ writing with a focus on punctuation,
vocabulary & grammar. • SDP target 2: To improve standards in Science at KS 2.
Progress against the Post Inspection Action Plan/SDP 2017 – 2018
Recommendation 1: Raise standards in reading, writi ng and numeracy across the school Very good progress in addressing the recommendation The school has focused well on improving standards in reading, writing and numeracy since the core inspection. Senior leaders and teachers have worked together effectively to bring more consistency to provision in these areas. In the foundation phase, teachers organise a carousel of reading and writing activities every day that provide good opportunities for pupils to develop their phonic awareness and form letters and words from an early age. They use a range of strategies to decode unfamiliar words, and read and understand texts well. In key stage 2, pupils have frequent opportunities to practise and consolidate their reading skills during allocated reading time and in other lessons. During these daily, designated sessions, many pupils enjoy reading a wide range of fiction and non-fiction books for pleasure and to support their topic studies. For example, Year 4 and 5 pupils carry out research about Tudor houses and ships as part of their history topic. Many pupils use higher order reading skills, such as skimming and scanning, to find specific information, which they use to answer questions and compile fact files to support their topic work. Competent readers often choose their own books, but, throughout the school, teachers provide appropriate guidance to ensure that pupils choose books that are suitably challenging. Many pupils in key stage 2 speak confidently about their favourite authors and explain their reasons for choosing their books. One Year 5 pupil, for instance, explained that he particularly enjoyed the work of David Walliams because of the author’s sharp humour and his exaggeration of the attributes of his characters. A renewed focus on spelling, handwriting and presentation across the school has secured considerable improvement in pupils’ skills in these areas. As a result, standards of spelling, handwriting and presentation are all now good. Building on sound teaching of phonics in the foundation phase, teachers in key stage 2 have developed a more systematic approach to teaching spelling. This includes weekly teaching of spelling patterns and rules, the introduction of a spelling journal, and a more rigorous and consistent response when pupils spell familiar words incorrectly in their work. Most pupils write extensively in literacy lessons and across the curriculum. Many begin to communicate meaningfully through writing from an early age. As they move through the foundation phase, most pupils’ letter formation becomes more precise, and pupils write for a wider range of purposes. Year 1 pupils retell simple, repetitive stories and, by Year 2, they add an appropriate range of punctuation to make sense of their writing. For example, in the story of the ’The Little Red Hen’, more able Year 2 pupils use speech marks correctly and effectively to create complex dialogue between the hen and the other animals in the story. Most key stage 2 pupils apply the writing skills they learn in English lessons well to express themselves for a wide range of purposes and for different audiences. For example, pupils in Year 6 use the features of play scripts well to write their own script for an episode of ‘Top of the Pops’ as part of their topic on the 1960s. All teachers provide regular and meaningful opportunities for pupils to develop their problem solving skills. As a result, many pupils solve problems with confidence, using a range of effective strategies to complete a task or reach a solution. Many more able pupils achieve high standards of numeracy. For example, in Year 3 they work with numbers up to ten thousand and solve problems involving negative numbers and time with accuracy. Across the school, staff provide pupils with a range of exciting opportunities to apply their numeracy skills in other areas of the curriculum. As a result, pupils use their numeracy skills regularly in a range of different contexts. For example, older pupils in key stage 2 use their knowledge of money to plan a wedding within a strict budget as part of their religious education topic. Notably, many pupils speak with great enthusiasm about the literacy and numeracy experiences
they have in school. They appreciate the wide range of opportunities they have, and can explain the importance of developing good literacy and numeracy skills. They are particularly positive about having experiences of real-life contexts that will benefit them in the future.
PIAP Recommendation 2: Improve the quality of teach ing and assessment Very good progress in addressing the recommendation Teaching across the school is consistently good or better. Teachers work together purposefully to plan stimulating topics that encourage pupils’ interest and love of learning. They work well together in groups to improve their teaching, for example, all teachers take part in book scrutiny, learning walks and lesson observations. Teachers respond well to feedback from these activities. This has led to improved pace in lessons and a clearer understanding of how to match activities to meet the needs of all learners. Expectations of pupils are high and teachers often challenge them to extend themselves by providing open-ended learning opportunities. These activities enable pupils of all abilities to make good progress and achieve well. As a result, pupils talk about their work and teachers enthusiastically and explain maturely why they are proud of particular pieces of work. Most teachers provide useful feedback to pupils, verbally and in writing. Good quality verbal feedback enables pupils of all ages to improve their work immediately in lessons. Where teachers use written feedback, it is relevant, and they do so consistently, using agreed symbols or comments. As a result, pupils understand what they need to do to improve their work. When pupils carry out self and peer assessment, they too use these symbols effectively. To extend pupils’ skills, knowledge or understanding even further, teachers often pose relevant questions in their feedback that encourage older pupils in particular to reflect on their work, carry out further research or solve a related problem. Pupils have time allocated to respond to these challenges, so that feedback becomes purposeful and helps pupils to remember what they have learnt.
Recommendation 3: Strengthen strategic leadership
Very good progress in addressing the recommendation Since the core inspection, the school has strengthened its leadership team significantly with the appointment of a permanent deputy headteacher and a new senior teacher to lead key stage 2. Along with the headteacher, these leaders form the senior leadership team and provide the school with purposeful leadership that focuses on improving teaching and learning effectively. The headteacher has redistributed other leadership roles among staff. This has resulted in a more balanced sharing of responsibilities and a more effective use of teachers’ individual skills and interests. All members of staff are fully aware of their own and others’ roles and responsibilities and carry out their duties diligently. In addition, with the return of permanent members of staff, the school has established a more stable staffing structure. This has helped leaders improve the school’s capacity for improvement, for example by raising standards of teaching. Members of the senior management team hold regular meetings that focus appropriately on addressing actions in the school improvement plan. They set high standards for staff and pupils and challenge underperformance robustly. For example, they ensure that all teachers insist on high standards of pupils’ presentation. Leaders organise a range of purposeful visits to other schools to enable staff to view good practice. For example, a visit to another local primary school has resulted in the school reorganising the teaching of reading skills and purchasing new material. This new approach provides pupils of all abilities with greater challenge when reading and beneficial opportunities to develop higher order reading skills. Governors know the school well and make regular, purposeful visits to gain first hand evidence about the progress that the school is making towards addressing the recommendations. For example, they attend departmental meetings and join staff in activities such as book scrutiny. They ask leaders probing questions and challenge the school effectively.
SDP target 1: To improve standards pupils’ writing with a focus on punctuation, vocabulary & grammar. Staff have received appropriate training on developing pupils' punctuation skills. They have also developed suitable resources, for example, 'punctuation power' aids which pupils can use to support them when they are writing. School monitoring evidence of interviews with pupils shows that most of them have a greater knowledge of different types of punctuation and know when to use them. Most pupils were able to talk about a piece of writing where they had use the appropriate punctuation. Pupils are applying these skills across a range of activities. Senior leaders have continued to monitor the progress pupils have made on developing the accuracy of their writing. The monitoring report highlights that pupils have continued to make progress. For example, most pupils are using the appropriate range of punctuation for their age and stage of learning across the curriculum. SDP target 2: To improve standards in Science at KS 2. Staff have received appropriate training on planning for greater challenge in Science. End of KS 2 results evidence improvement with 100% of pupils achieved L4 in Science, with 67% of Y 6 pupils achieving above the expected level.
Recommendation 4: Improve self -evaluation and planning for improvement Very good progress in addressing the recommendation Leaders have introduced a robust and meaningful programme of monitoring activities that focus on improving pupils’ standards. This work enables the school to gain an accurate picture of its strengths and areas to improve. Leaders base their activities on a cycle of evaluation and planning for improvement. Joint monitoring activities, such as lesson observations, have helped ensure that judgements made are more accurate and focus appropriately on the impact of teaching on improving pupils’ outcomes. Other activities include regular book scrutiny and asking the views of pupils, parents and governors. Leaders use this information well to help them identify the school’s strengths and to plan for improvement. For example, as a result of listening to pupils, teachers now provide them with more regular oral feedback on their work. The headteacher organises regular management and whole staff meetings to discuss the progress that the school is making towards meeting targets in the improvement plan and to feedback on the findings from monitoring activities. This has resulted in increased accountability for all members of staff and a stronger team approach to school improvement. Leaders have established a supportive culture within the school that focuses on improving standards. This includes teachers planning together in groups of three. This has had a significant impact on sharing good practice and ensuring that standards of teaching across the school improve. Leaders have produced a detailed school improvement plan that addresses what the school needs to improve in a systematic and achievable manner. The plan contains suitable targets for improvement with measurable success criteria. It outlines persons responsible for carrying our each action, resources needed and the timescales involved. It also contains useful milestones that enable leaders to judge the progress that they are making on addressing each target effectively. As a result, the school has made very good progress in addressing the recommendations from the inspection and has a clear understanding of what they need to improve further to maintain this progress.
School Term Dates and Holidays
2018/2019 Academic Year
Term Term Begins Mid Term Holiday Term Ends Days
Begins Ends
Autumn 2018 Monday
3rd September
Monday
29th October
Friday
2nd November
Friday
21st December
75
Spring 2019 Monday
7th January
Monday
25th February
Friday
1st March Friday 12th April 65
Summer 2019 Monday
29th April Monday
27th May
Friday
31st May
Monday
22nd July 55
Total: 195
Schools will be closed to pupils for INSET/Staff Preparation for 5 days between 3rd September 2018 and 22nd July 2019.
Bank Holidays
New Year, 1st January 2019
Good Friday, 19th April 2019
Easter Monday, 22nd April 2019
May Day, 6th May 2019
Spring Bank Holiday, 27th May 2019
Summer Bank Holiday 26th August 2019
Session Times
Afternoon Nursery- 1.15pm – 3.15pm
Full time pupils – 8.50-3.20 pm. School Prospectus. The school prospectus has been updated to reflect recent changes for the forthcoming year so staffing and registration groups are up to date. A copy is available from the office if requested.
Main Language of the school. Nearly all the pupils come from a predominantly English speaking background. The school conducts all its’ lessons through the medium of English, with the exception of Welsh as an additional language. Use of Welsh within the school. Welsh is taught throughout the whole school as an additional language. The lessons taught are appropriate to the age and abilities of the pupils. The delivery of Welsh within the school is supported by our Athrawes Bro from the Welsh service. Bilingualism is a priority and Welsh is used in and out of the classroom setting with pupils being encouraged to speak Welsh as much as possible. This year we have worked within our Cluster at changing the way in which we teach Welsh at upper Key Stage 2. Mrs Cooper piloted a new way of teaching Welsh and has been judged as a great success by the Athrawes Bro. Our Welsh second language end of key Stage results went through an external verification process and our teacher assessment procedures deemed accurate and robust. The new way in which we teach welsh is now being rolled out throughout the rest of the Key Stage. We continue to build on the achievement of the Siairter Iaith Bronze award and are working towards the Silver Award, proving our commitment to the Welsh second language. Additional Learning Needs/Special Educational Needs: Provision for ALN is made in accordance with the Code of Practice. This includes the provision for children who hold a Statement for Special Education Needs. Every child identified as having special needs is assessed and where possible support is offered. The school has an Additional Learning Needs Policy, which incorporates the Code of Practice for Special Needs. It is available at the school for parents to see. IPPs/IEPs/IBPs are reviewed termly and parents and children are asked to contribute to the review. Mrs. Cooper retains the role of ALNCo. School Leavers: All of our Year 6 pupils who left at the end of the Summer Term 2018 took up their places at Cwmtawe Community School. The Governing body and staff wish them well in their continuing education and are confident that the children will go from strength to strength. Sporting aims and achievements Playground equipment still encourages pupils of all ages to be active during their playtime and lunch hour. We will look to develop this further in the next academic year. Extra-curricular activities gave pupils in KS2 a chance to participate in sporting clubs such as Sports Multi-skills club. Pupils also had the opportunity to participate in Urdd sporting competitions. KS2 pupils have been trained as Sports Ambassadors. KS2 pupils have also attended Pontardawe Swimming pool to develop their swimming skills.
Arrangements for Disabled Pupils All pupils, regardless of any disability, have equal rights to admission into the school. If a child with a disability, which affects their mobility, requires admission then advice is sought from the LEA on how best to meet their needs at Rhos Primary. Community Links. We see Rhos Primary at the very heart of the community, shaping and supporting future members of the village. We strive to maintain and strengthen those links through various activities and learning experiences. We use the locality as a resource within the curriculum and visit places of local interest to boost educational experiences. Members of the community come into the school to talk with the children, work alongside them and attend concerts and other school events. We are always pleased when members of the community come and support the pupils’ learning such as, listening to readers, helping with gardening, helping with Welsh. The school has developed effective links with the Police/school liaison officer – P.C. Mike Hodges. A structured programme of lessons are delivered on various topics on keeping safe as well as supporting the curriculum through personal visits in relation to topics/themes. The school remains a training centre for students following Child Care NVQ courses from Neath College. We also take students from Cwmtawe Community School who spend a period of work experience at our school. We also provide carol singing in Tesco in Pontardawe. The Rainbows and Brownies make use of the school hall out of school hours on a Thursday evening. An after-school child care club also hires the hall on a daily basis. Toilet Facilities The school has the appropriate number of toilets to accommodate the number of pupils within the school. Pupils have the opportunity to use the toilets throughout the school day. Full time pupils have access to separate sex toilet facilities. The toilets are cleaned daily. Healthy Schools. In line with LEA guidance the school has a Food and Fitness policy. We still hold the Healthy School Phase 5 accreditation and are working towards achieving Phase 6. We encourage pupils to bring only water to school every day and they have access to drinking water in both school buildings. KS2 children are encouraged to bring a refillable water bottle on a daily basis. A school Fruit Tuck Shop runs daily where pupils can purchase a variety of fruit (20p per item). Milk is provided for pupils within the Foundation Phase. All pupils have access to regular timetabled physical exercise. Healthy living and exercise is encouraged through the curriculum this is part of our Healthy School and Eco work.
