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Hafod primary school

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Presentation to Swansea Council Children, Young People and Learning Overview & Scrutiny Board September 2010
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Hafod Primary School. Hafod Primary School. Overview and Scrutiny meeting Overview and Scrutiny meeting 13.09.10 13.09.10 What are the main factors that lead to your schools inspection outcome ? Hafod Primary School is situated in the lower Swansea valley, about a mile and a half from Swansea city centre, and it serves the surrounding area of Hafod. Around 85 per cent of children living in the Hafod attend the primary school. The area is designated by the local authority as one of the most
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Page 1: Hafod primary school

Hafod Primary School.Hafod Primary School.Overview and Scrutiny meeting 13.09.10Overview and Scrutiny meeting 13.09.10

What are the main factors that lead to your schools inspection

outcome ?

Hafod Primary School is situated in the lower Swansea valley, about a mile

and a half from Swansea city centre, and it serves the surrounding area of

Hafod. Around 85 per cent of children living in the Hafod attend the primary

school. The area is designated by the local authority as one of the most

deprived areas of Swansea and 93 per cent of the pupils live in the most

deprived areas of Wales.

Page 2: Hafod primary school

Our ContextOur Context

Approximately 54 per cent of the pupils have English as an additional language (EAL). The first languages of these pupils include Sylheti, French, Polish, Lithuanian, and Tamil. English is the home language of 46 per cent of the pupils. No pupil uses Welsh as a first language.

Around 22 per cent of pupils are identified as having special educational needs, and this is slightly above the national average. Three pupils have a statement and one is looked after. Approximately 36 per cent of the pupils

are identified as being eligible for free school meals, and this is above national

and local averages.

Page 3: Hafod primary school

Estyn Report.Estyn Report. “Hafod Primary is an outstanding school and a beacon of excellence. Standards of achievement, the quality of teaching, curricular

provision, care and guidance and leadership and management are all outstanding features. “

1 How well do learners achieve? Grade 1

2 How effective are teaching, training and assessment? Grade 1

3 How well do the learning experiences meet the needs and interests of learners and the wider community? Grade 1

4 How well are learners cared for, guided and supported? Grade 1

5 How effective are leadership and strategic management? Grade 1

6 How well do leaders and managers evaluate and improve quality and standards? Grade 1

7 How efficient are leaders and managers in using resources? Grade 1

Page 4: Hafod primary school

The school responds very successfully to its mission statement of ‘Learning,

Laughing and Living together’ and provides a rich, stimulating and vibrant

environment in which pupils can achieve their full potential. This statement

underpins all aspects of school life. The curriculum is very well matched to the

needs of individual learners, including those with additional learning needs

and English as an additional language, and teachers plan an exceptionally

wide range of learning experiences that ensure equal access for all pupils.

This is an outstanding feature.

Page 5: Hafod primary school

How ?How ? “We must be the change that we want

to see in the World.” Ghandi

Page 6: Hafod primary school

Pupil Support

Additional learning needs Learning

Pupil guidance

I nclusion

Personal and social-well

being

Develop assessment for learning.

Target setting-pupils improving their own learning.

Peer support

Assessment, marking and feedback.

Heart of planning processes.

Ethos. Reward systems.

Pupil voice, school council, eco-self evaluation-pupil participation.

Achieve healthy school status-well being room.

All to feel included, involved and have ownership of schools direction.

Partnership work with EMLAS-develop.

Equal opportunities for all. Policy into practise

Gain UNICEF-level 2 award

Develop Values Education.

Work closely with all outside agencies

Develop systems to manage support for children at risk-early intervention-TAC process-So to Do project

Develop a nurture school-magic room to support emotional and behavioural needs-restorative practice

Time to listen to pupils. Ways for children to communicate-Philosophy, worry box etc

Page 7: Hafod primary school

Pupil SupportPupil Support

Overall, pupils’ personal, social and learning skills are outstanding. The progress made in their spiritual, moral, social and wider development is also outstanding.

All pupils are exceptionally well behaved throughout the school day. They are friendly, polite and courteous and they

relate very well to each other and to adults.

Page 8: Hafod primary school

Pupil support and guidancePupil support and guidance

Pupils’ needs are identified fully and support is provided promptly. The system for identification and assessment is exemplary. One of the outstanding features is the breadth and depth of the diagnostic assessment undertaken. Pupils’ progress is enhanced by the rigorous assessment that ensures a depth of knowledge and understanding of pupils. Pupils benefit enormously from the productive teamwork of well-trained non-teaching staff together with the expertise of the SENCo.

Pupils make good progress towards targets set in their individual learning programmes. These plans are very useful documents that measure pupils’ progress and set clear achievable targets for improvement. These are very closely linked to pupils’ needs. The school works very well with pupils and parents to involve them in their individual learning programmes.

Page 9: Hafod primary school

Curriculum

Foundation Phase

Broad and balanced

Subject content

Key Skills

Creativity

Develop our skills curriculum-plan and prepare.

Provide a framework –develop medium and long term planning-world

Co-ordinators to develop progression of skills in their subjects

Introduce creativity-enhancing and enriching the curriculum-develop creative skills through art in Geography and History.PPA.

Develop thinking skills through philosophy for children. Whole school approach.

Develop the key skills throughout the curriculum

Develop assessment for learning-marking and feedback strategies

Develop short term planning-to provide and cater for all individual needs and learning styles.

To develop further the Foundation Phase-access training, visit pilot school. Budget for resources.

Share information with parents.

Decide on content-make learning relevant and personal

Introduce and develop learning to learn. Reflective practises and evaluating and improving ones own learning.

Page 10: Hafod primary school

CurriculumCurriculum

Examples of outstanding features observed in the best lessons include: high expectations of what pupils can achieve; excellent relationships between adults and children; a sensitive appreciation of all pupils' efforts; and a consistent focus on pupils’ thinking,

reasoning and philosophical skills.

Page 11: Hafod primary school

CurriculumCurriculum

The school has very good arrangements to meet the needs and abilities of the range of pupils. The school provides pupils with an outstanding curriculum that is broad, balanced and very innovative.

Hafod primary is a truly inclusive school where all pupils are treated equally and have full access to the curriculum and all the activities that the school

provides. The quality of care, support and guidance and the

attention paid to pupils’ welfare throughout the school are outstanding features. There are very good policies and procedures in place to ensure the healthy development, safety and well-being of pupils.

Page 12: Hafod primary school

Leadership

Strong Leadership

Communication

Planning Structures

Style

Self evaluation

Home/school links

Good systems of communication-staff and support agencies.

EAL communication

Pupil voice

Good effective monitoring and evaluation systems.Policy –inclusive of all stakeholders.Pupil voice.

Develop SE in relation to CIF

To act as role models

Clear, well organised management systems.

Include all stakeholders when developing improvement plans.

Listen

Clear targets and effective planning systems-child,teacher,cohort, school.

Develop all as leaders.

Shared vision aims and direction.

Empower-develop roles and responsibilities-staffing structure.

Page 13: Hafod primary school

Leadership and ManagementLeadership and Management The quality of leadership and management in this

beacon school is outstanding. The head teacher leads an exceptionally effective team of teachers and she has been very successful in a short space of time in promoting an inspirational vision for the school.

Page 14: Hafod primary school

GovernorsGovernors

Governors are well informed and very supportive of the school. They know the local community very well and appreciate the vital contribution the school makes to it. A number of governors are actively involved in the daily life and work of the school, ensuring the school’s aims and objectives are fully realised. Governors understand their responsibilities and are very well placed to help the school in its strategic planning. They meet regulatory and statutory requirements.

Page 15: Hafod primary school

Leadership-Staff

Subject/ middle leaders

Development

Structure, work f orce remodelling

Perf ormance management

Refine performance management structures.

Link CPD-SDP and performance management objectives.

GTCW funding.

Focussed staff training relating to school issues.

Reviewing current needs of the school plan and implement new staffing structure

Re-model the workforce. Support staff training and plans for leading the learning

Reviewing all job descriptions and Performance management for all.

Develop the role of the co-ordinator and people as leaders

Monitoring and evaluating subjects and areas of learning

Involving Governors and linking them to teachers and subjects/areas of learning.

Invest in all members of staff –appreciate,involve and empower-use skills.

Re-visit/review investors in people

Page 16: Hafod primary school

Staff-And Governors- A team Staff-And Governors- A team efforteffort A notable strength is the contribution of learning support staff,

nursery nurses and volunteers who work extremely well alongside the

teaching staff. They are very well deployed in classrooms, have clearly defined roles and make

significant contributions to classroom activities, particularly when supporting children in the Foundation Phase and pupils with additional learning needs and English as an additional

language.

Page 17: Hafod primary school

Leading the learningLeading the learning

The quality of subject management and co-ordination is outstanding and shows significant improvement since the last inspection. The exemplary work of subject co-ordinators is reflected in the standards that pupils are achieving.

Subject co-ordinators have been closely involved in policy-making and they have designed and implemented extremely good schemes of work. They have been encouraged and empowered to develop new teaching and curricular strategies, which have also had a substantial impact on pupils’ skills and standards.

Page 18: Hafod primary school

Performance ManagementPerformance Management Systems to support, develop and improve the

performance of members of staff are excellent. Performance management procedures are very well-

embedded in the life of the school and targets set have had a positive influence on school improvement.

Page 19: Hafod primary school

Self evaluationSelf evaluation

The school’s innovative self-evaluation report is a very well structured and comprehensive document and the result of an extensive self-evaluation process. It clearly identifies the school’s strengths and areas for improvement and outlines the evidence to support the judgements and statements made.

The school has responded very well to the key issues identified in the previous report and made very good progress since the last inspection. As a result of the rigorous monitoring and outstanding self-evaluation process, pupils’ attainment and achievement have improved, the quality of teaching, curricular provision, care and guidance and the leadership and management of the school are good with outstanding features.

Page 20: Hafod primary school

Pupil VoicePupil Voice

The school positively seeks the views of pupils, parents, members of staff, governors and other interested parties through well-focused questionnaires.

All views and opinions are given serious consideration and acted upon appropriately; this is an outstanding feature. The head teacher regularly discusses various aspects of school life with pupils, including the effectiveness of the school development plan, and pupils confirm that the school takes very good account of their views.

Page 21: Hafod primary school

Provision-Resources

AccommodationStaffi ng

Materials

I CT

Training.

Budget cost of training-supply cover-relating to individuals needs and school development.

Improve knowledge and skills of the workforce-impact on standards-learn the way forward

Keep up to date-fast changing world-new initiatives. Apply GTCW.

Ever changing-advancing-ICT resources need to be up-to date-budget for lap-tops-leasing.implications for staff training.

Use better school fund for purchasing other ICT equipment and resources eg cameras/video cameras-software.

With introduction of new curriculums-implications for outdoor learning environment.

Budget to develop outdoors-apply for community grants.

To enhance the internal environment to inspire and motivate-rolling programme for budget and grant funding.

Continual need for materials and resources.

Subject leaders to formulate action plans with subject needs for prioritising-SDP needs.

Page 22: Hafod primary school

The learning environment/ethosThe learning environment/ethos A deep commitment to lifelong learning is

evident in the rich variety of teaching methods used, the enormous enthusiasm pupils show for learning and the very stimulating environment that staff and pupils have created within their school. A culture of high expectations and commitment to excellence is firmly embedded.

Page 23: Hafod primary school

Classrooms and non-teaching areas, including the library and the outdoor Hafod Time-Line area, have very attractive, colourful displays, which create a stimulating, innovative and inspirational learning environment.

Very good use is made of the local environment, the community and various educational

centres, such as museums and galleries, to support pupils’ learning. These are outstanding features of this beacon school.

Page 24: Hafod primary school

Community

ValuesGlobal

citizenship and sustainability

Discipline

Home/ school links

Community links

Links with India,Spain,Poland and Italy.

ECO schools project.

Recycling awards and initiatives

Community cohesion and partnership/centre/activities

People who help us in our community

Local businesses-world of work

Family learning

Parenting classes

Flying Start

Breakfast club/after school clubs

PTA/Women in action

Good communication/newsletters/parentmail/website

Parent consultations/ w.shops/home school agreements

Positive reward system/golden time

Restorative Practice/Rights and responsibilities

Magic room

Values in education

Shared values

Understanding of values for society

Page 25: Hafod primary school

Recommendations Recommendations

In order to progress and thrive, the school should:

R1 maintain the high standards and strive for excellence in all aspects of its work;

and

R2 continue to develop assessment procedures and practices.

Page 26: Hafod primary school

How ?How ?

Continue to develop and refine our work. Assessment---Accountability and Improvement. Continue to analyse data to inform planning. Purchase INCERTS-individual assessment and tracking

programme. Moderation of pupils work with cluster schools and

Pentrehafod staff. Portfolios of annotated and levelled work for

foundation subjects. Skills based curriculum to match assessment and

criteria. Ladders in progress. Continue to refine and develop techniques for

assessment of learning.


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