Data correct at: 31-08-17 School Self-Evaluation StTherese'sRC 2017-18 Contextual Information Evidence St Therese’s RC Primary School mainly serves the Catholic community on the Sandfields Estate in Aberavon, (Communities First Area) a sea-side suburb of Port Talbot. We currently lie in 430 th position out of 1909 in the WIMD. The social and economic backgrounds of pupils are neither advantaged nor disadvantaged. We are in position 8 in the newly revised WAG Family. Around 24% (Group 3 benchmark) of pupils are eligible for free school meals, which is just above the local authority (LA) and national averages. We have recently dropped into Benchmark 3(16%-24%) by 0.1% (school currently 23.9%) The school provides education for pupils aged three to eleven and the building is in a good condition and well maintained throughout. Around 28% of the pupils have been identified as having additional learning needs (ALN). No pupils have a statement of Special Educational Need. Around 16% of pupils speak English as an additional language (EAL). No pupils speak Welsh as a first language. Currently 1 pupil is ‘looked after’ by the local authority. Approximately 14% of pupils are from ethnic minorities. At present there are 229 pupils on the school’s roll, including 24 children in the nursery class attending for the mornings only. Children under five are taught in one class that includes both nursery and reception age children. The number on roll has risen considerably since 2008 (165 pupils) when the present headteacher took up his post. Free School Meals 2014/15 2015/16 2016/17 School (Plasc Data) No. % Benc h Gp No. % Ben ch Gp No. % Ben ch Gp NPT Primary 3 Yr Ave (Yrs 1-6) 6383 23.98% 6496 23.91 % 6414 23.48 % St Therese's RC School 3 Yr Ave. (Yrs 128 25.05% 4 134 25.67 4 126 23.91 3 LA/ERW Data Pack PLASC returns 1
Transcript
Data correct at: 31-08-17
School Self-Evaluation St Therese's RC 2017-18
Contextual Information Evidence
St Therese’s RC Primary School mainly serves the Catholic community on the Sandfields Estate in Aberavon, (Communities First Area) a sea-side suburb of Port Talbot. We currently lie in 430th position out of 1909 in the WIMD. The social and economic backgrounds of pupils are neither advantaged nor disadvantaged. We are in position 8 in the newly revised WAG Family. Around 24% (Group 3 benchmark) of pupils are eligible for free school meals, which is just above the local authority (LA) and national averages. We have recently dropped into Benchmark 3(16%-24%) by 0.1% (school currently 23.9%) The school provides education for pupils aged three to eleven and the building is in a good condition and well maintained throughout. Around 28% of the pupils have been identified as having additional learning needs (ALN). No pupils have a statement of Special Educational Need. Around 16% of pupils speak English as an additional language (EAL). No pupils speak Welsh as a first language. Currently 1 pupil is ‘looked after’ by the local authority. Approximately 14% of pupils are from ethnic minorities. At present there are 229 pupils on the school’s roll, including 24 children in the nursery class attending for the mornings only. Children under five are taught in one class that includes both nursery and reception age children. The number on roll has risen considerably since 2008 (165 pupils) when the present headteacher took up his post.
Free School Meals 2014/15 2015/16 2016/17
School (Plasc Data) No. %Bench
Gp No. %Bench Gp No. %
Bench Gp
NPT Primary 3 Yr Ave (Yrs 1-6) 6383 23.98% 6496 23.91% 6414 23.48% St Therese's RC Primary School 3 Yr Ave. (Yrs 1-6) 128 25.05% 4 134 25.67% 4 126 23.91% 3St Therese's RC Primary Year R (single year) 6 19.35% 5 16.67% 3 9.68% St Therese's RC Primary Year 2 (single year) 8 25.81% 11 37.93% 6 20.69% St Therese's RC Primary Year 6 (single year) 7 28.00% 6 19.35% 6 20.00%
LA/ERW Data PackPLASC returns
1
2012/13 2013/14 2014/15 2015/16 2016/17 2017/18Numbers on
roll (FTE)219 218 221
225215
216
Table 3 SEN 2014/15 2015/16 2016/17
School (Plasc Data) SA SAP Stment All SEN SA SAPStme
ntAll
SEN SA SAPStment
All SEN
NPT Primary 12.78% 8.25% 2.55% 23.58%12.52
%8.01
%2.48
%23.00
%13.21%
7.67%
2.60%
23.48%
St Therese's RC Primary School 21.81% 8.23% 0.00% 30.04%
18.25%
6.35%
0.00%
24.60%
19.83%
5.49%
0.42%
25.74%
St Therese's RC Primary Year R 25.81% 9.68% 0.00% 35.48%
0.00%
3.33%
0.00%
3.33%
3.23%
6.45%
0.00%
9.68%
St Therese's RC Primary Year 2 41.94% 3.23% 0.00% 45.16%
24.14%
10.34%
0.00%
34.48%
34.48%
6.90%
0.00%
41.38%
St Therese's RC Primary Year 6 36.00% 4.00% 0.00% 40.00%
12.90%
9.68%
0.00%
22.58%
20.00%
13.33%
0.00%
33.33%
Baseline Assessment Evidence
Foundation Phase Profile 2017 (Reception Year) Subject School Out 1+ Out 2+ Out 3+
Evaluation Results show pupils are operating at or below expected levels. In house records on entry to nursery show many pupils are significantly below age
expected outcomes. The School will receive Wellcomm training for Nursery pupils (Sand L).
2
Key Question 1: How good are the Outcomes?
1.1 Standards 1.1.1 Results and trends in performance compared with national averages, similar providers and previous attainment:
Foundation Phase EvidenceFoundation Phase (FPI) Subject 2013/14 2014/15 2015/16 2016/17
Evaluation FPI in 2016/17 show a slight decline from the previous year. Individual subject outcomes improved. Very strong top end identified through both in
house and external moderation. Quartiles for TA are unreliable and as a school we hold more store with NT quartiles. Although results indicate a decline in the last 4 years, we know that Foundation Phase has been an area of focused development. We believe that
the vast majority of pupils do well because teaching is good and teaching styles and learning experiences in the Foundation Phase are now appropriately matched to the children’s stage of development and the way in which they learn. The Foundation Phase department now has clearly developed areas for learning and stimulating visual, tactile, auditory and role-playing experiences. The outdoor areas have particularly been enhanced with defined play areas, canopies for use during wet weather and suitable resources are utilised to encourage outdoor play and learning to take place. All current members of staff now have received up to date training with regard to the philosophy of the Foundation Phase and have undertaken regular visits to other schools to view good practice. All Foundation Phase staff have utilised BAECE /MEITHRIN to facilitate further training and expertise relating to teaching and learning. As a school we have insisted that our end of FP Assessments are extremely robust and if anything err on the side of caution. We believe this is vital if we are to provide the correct support for our pupils as they move through the school. At present we believe that we are paying the price for less robust FP assessments within our Family and indeed across Wales. National Test results for Y2 showed better than positive correlation with teacher assessments( benchmarking quartiles are favourable = 1and 2 >85 SS/Q1 >115 )
Evaluation Overall we consider outcomes for children at the end of Key Stage 2 to be good for the last 3 years. Moderation is robust. CSI at end of Key Stage 2 dropped in 2016-17 mainly due to cohort variation. Outcomes are good and generally show value added. Many pupils achieve expected levels and around a third above expected levels.This is due to
many factors such as consistently good, and sometimes very good, standards in teaching and learning in KS2. The introduction of the International Primary Curriculum has enthused learners due to a high focus on P.E./sport, active learning opportunities, a good element of ICT, very good outdoor areas/resources/equipment and skills specific development. The introduction of robust assessment for learning opportunities throughout lessons and D.I.R.T time (Directed Improvement Related Time) has enabled pupils to become self-aware as learners and target areas for improvement. In addition, the school’s data driven systems for improvement has resulted in vulnerable pupils being targeted year-on-year for intervention programmes which show very good value added progress by the end of KS2. This resulted in no pupils without ALN in KS2 not achieving the CSI.
4
The dip in CSI 2013/2014-2016/17 was cohort specific. Here, five pupils failed to gain Level 4 English due to a significant history of SEN/SpLD needs. Two of these pupils(2013/14) joined the school in Year 4 and already came with well documented SEN/SpLD needs.This was replicated in 2016/17
Level 5+ Maths, English and Science shows that a third of pupils consistently achieve above expected levels..This improvement was the result of direct targeting of MAT pupils. This was through the use of various strategies such as using Khan Academy online maths tracking program, using “challenge” maths activities during lessons and through the “I Can Do Maths” initiative where we set pupils from Year 2-Year 6 according to Maths ability.
We see little point in analysising TA quartiles and comparisons using AWCD due to a lack of rigor with the moderation/assessment process.
1.1 Standards 1.1.2 Standards of groups of learners
Boys and Girls Evidence
Foundation Phase - Gender ComparisonSubject 2015/16 School NPT Wales
assessments and records of pupils’ progress and achievement
5. parental views as expressed in the questionnaire
6. SIMs Pupil tracking
7. Value Added data file.
8. ALN policy9. CPD for all staff10. Baseline standard
data
Evaluation Data indicates that in St. Therese’s School, the boys in Foundation Phase often out-perform or are on a par with girls performance which contradicts the
5
norm nationally. Girls PSD O6 being a notable exception (33.3%) Boys’ performance in LCE 6+ dropped below girls in both school in 2016/17 but this was due to cohort variation. We are currently engaged in a Linked Up Literacy Research Project(FP) with Professor David Reynolds Head of School of Education at
Swansea University to investigate ways of engaging pupils in the writing process. FOCUS : To develop the love of learning, intrinsic motivation and independence with particular emphasis on speaking, drawing and writing.
AIMS To moticate boys as well as girls and To develop writing simultaneously with reading. .
Key Stage 2 - Gender ComparisonSubject 2015/16 School NPT Wales
Evaluation At KS2 girls have tended to outperform boys at Level 4+/5+ (close to local and National trends in 2016-17) Boys are underperforming girls in English Level 4+ and 5+ and boys’ writing is still a concern. In 2014/15 a new whole school writing initiative was introduced with the purchase of “The Big Write – Writing Adventures” which is an
interactive media scheme especially to engage and enthuse, providing “rich tasks” for writing. As a school we hope to see beneficial results of this in the next couple of years. Pupil voice indicates that it thas been a popular and stimulating initiative.
Our Literacy Co-ordinator has attended regional meetings organised by ERW to address boy’s writing . National tests results show girls outperforming boys apart from màths >115(this trend is replicated locally and nationally)
6
7
FSM Pupils Evidence
Foundation Phase - FSM/NFSM ComparisonSubject 2015/16 School NPT Wales
Evaluation At FP Data suggests that FSM pupils are under performing in comparison to NFSM pupils.This is in line with local and national trends.(lower difference
2016-17 compared to LA) All FSM pupils(FP) in 2015/16 were receiving Support for Literacy. The KS2 data over the last 2 years shows strong performance of FSM pupils which bucks both LA and National trends. NT data for 2016/17 shows NFSM slightly outperforming FSM (>85) although the differential is lower than LA. (>84) To ensure FSM performance remains a high priority to all stakeholders, a focus will be made within the SIP to ensure that consistent and sustained
monitoring of FSM pupils is maintained over the course of the academic year, especially in curriculum areas of high priority.
Most pupils with ALN achieved IEP targets set this academic year and most made at least expected progress. Positive imact on attainment has been noticed in relation to the introduction of ReadingEggs and the Book Banding system in Foundation Phase and the early identification and implementation of basic skills programmes since the SENCo has taken up position in Reception. Close half-termly tracking/monitoring of targeted ALN and Basic Skills pupil performance has resulted in pinpointing reliable and effective intervention programmes that have delivered excellent value added progress. This has resulted in positive movement on the ALN register from School Action + to School Action and in many cases resulted in removal from the ALN register altogether. Robust early intervention and referals to outside agencies has resulted in:
2 pupils receiving a disgnosis of ASD 2 pupils being accepted onto the ASD pathway
SEN 1:1 programmes and the early targeting and tracking of pupils is to be a main focus for SEN self-evaluation this academic year.
EAL Pupils EvidenceEvaluation EAL Tracking
EAL FP & KS2 2014/15 2015/16 2016/17 School LA Wales School LA Wales School LA Wales
All EAL pupils make good progress. Most EAL pupils at FPare O5 due to being in the early stages of learning English. For many progress will accelerate leading them to make rapid progress across KS2.
10
LAC Pupils EvidenceEvaluation Provision Mapping
We currently have no LAC Pupils.
Latecomers EvidenceEvaluation Attendance File
Attendance is a high priority. Lateness is monitored closely and at present doesn’t seem to be effecting attainment.
1.1 Standards 1.1.3 Achievement and progress in learning
Pupil Progress Evidence1. Leadership Team
Monitoring Reports (CW)
2. Performance Management Monitoring (CW)
3. Value Added Data File with Standardised Assessment Evaluation
4. Baseline Assessment
5. LA Work Scrutiny Statement 2014/16
6. GCSE results for former pupils of ST. Therese’ 2013-2016 St. Joseph’s Comprehensive (CW)
Comparison of the FP results of the 2015/2016 and 2016/2017 cohorts with their KS2 results demonstrates excellent value added performance especially at L5.
Despite the high level of challenge upon entry to nursery, pupils go on to achieve good standards by the time they leave KS2 and continue to do well into KS3 and KS4 building on the successful seven years they have had here.
EvaluationOur strong performance in National Tests for reading and procedural are reflected in benchmarking quartiles. Reasoning and Reading especially at the higher end >115 will be an area for further consolidation this academic year.
Progress from 2013 – 2017 is generally pleasing in all areas with dips being mainly cohort specific. When comparing the National Test performance data for each cohort of pupils from 2014 to 2017 for the Numeracy Procedural test we can clearly see
the positive impact that streaming pupils by ability from Y2-Y6 for the “I Can Do Maths” initiative has created. The “top end” books and problems that MAT pupils are exposed to during “I Can Do Maths” activities are stretching them way beyond the
expectations for KS 2 maths. In addition, the use of “The Khan Academy” and “IXL” maths personalised learning web-based programmes has enabled MAT pupils in KS2 to be
exposed to numeracy procedures above their expected age and tracks their progress effectively. This demonstrates that MAT pupils are very well cared for with procedural maths at St. Therese’s.
English reading results –Y6 were disappointing. However the range of writing monitored via work scrutiny was of a high Standard. The Supply Teacher however did not utilise the “Reading Explorers” programme used in the rest of the School.
In 2015/16 – 2016/17 correlation with end of KS Teacher Assessments was very strong adding weight to what we believe are robust assessments carried out in St Thereses. Data for other schools across NPT indicate this was not always the case and as a school we believe that across Wales correlation with end of KS assessments and NTR would also show discrepancies.
1.1 Standards 1.1.5 Welsh Language Evidence
Evaluation 1. Helpwr Heddiw2. Welsh
Coordinator (LC)3. Classteachers
All pupils come from families that do not speak Welsh at home and the school is situated in a community with little Welsh language in daily use. Pupil attainment is good and compares favourably to LA and National. Welsh 2nd Language.
13
Benchmarking 85 and above (2016-17) Benchmarking 115 and over (2016-17) Year
Incidental Welsh use – by children as well as staff – has been a strong feature of the school but thas not been as strong recently. This has also been the case whilst gathering evidence from lesson obsevations and work scrutiny.
A structured scheme of work for Welsh 2nd Language at KS2 needs to be revisited with focus on good quality teaching and learning resources, to enhance children’s learning language patterns in a progressive, coherent way.
Bilingualism is encouraged in the following ways: Incidental Welsh throughout the day – the children respond to the register in Welsh count dinner numbers, Helpwr y Dydd commands and responses. Welsh hymns and prayers. Commands in assembly and throughout the day by members of staff. Welsh prayer after lunch and at the end of the day (Ga i…& food display in Hall) Welsh elements to classroom Display. Eisteddfod homework projects. St. David’s Day Mass, Cwricwlwm Cymraeg .Bilingual signage is used to familiarise children with the written as well as the spoken word.
Mrs Alison Streefland provides valuable support and guidance. Our Welsh Coordinator – Mrs L Cross has recently completed a sabbatical and will take a lead role in improving this curriculum area.
4. Teaching Assistants
5. Pupils6. Lesson
observations7. Monitoring fileAll Wales Core Data
Areas for development to ensure improvement, noting * against the areas to be included in the SIP To improve the delivery and use of Welsh 2nd Language – Priority 2* To improve pupils ability to carry out investigative work in Science.- Priority 4 *
1.2 Well-being 1.2.1 Attitudes towards keeping healthy and safe Evidence
The Healthy Schools programme (Currently at Phase 5) has had a positive impact upon children’s understanding of ways in which they can keep
14
healthy. Issues to do with maintaining health are frequently raised in class discussions and lessons including several topics devoted exclusively to health in
the IPC, such as “Fit For Life.” The school’s extensive Emotional Literacy scheme of work, (S.E.A.L) together with a carefully planned PSE programme enhanced by external
visitors (e.g. P.C. Norris, Design to Smile team, Health Visitor, School Nurse etc) ensures that children gain a broad range of experiences designed to promote a healthy, safe lifestyle. Parents frequently comment that school-based learning has had an impact at home in promoting family health.
The School’s Police Liaison Officer delivers a comprehensive PSE programme to all classes and pupils participate in Crucial Crew workshops and lessons on e-safety and Stranger Danger.
Levels of attendance at extra-curricular activities are high. Such activities include rugby, football, netball, cross-country, athletics and Spanish. Success in sporting activities is very high. The school has active football, rugby, netball and athletics teams that participate in inter-school
tournaments. The school has a well-planned PE scheme of work, promoting two hours of physical activity a week for KS2 pupils. The outdoor learning environment has been enhanced considerably to provide opportunities for physical activity including the creation of a basketball/netball court, rugby/football/athletics field, climbing equipment.
An understanding of issues around safety is developed though theme weeks such as Road Safety Week; Y6 children participate in cycling proficiency training and The Community Sheriffs Scheme is undertaken by identified pupils at KS2.
Almost all children indicate that they would be happy to talk with an adult at school if they had any concerns. 100% of parents indicate that the school’s beliefs and values have a positive impact upon their children. Lunchtime choices by children are generally healthy and well-balanced. Fruit and water are the only items offered at break times. Water is
available free of charge in a suitable location and its consumption is actively promoted. An average of 55-60 pupils attend Breakfast Club which promotes Healthy Eating Incidences of bullying are rare; when reported, they are effectively dealt with and always in partnership with parents/carers. There are procedures
for pupils to anonymously report bullying. Pupils report low levels of incidents. School has close liaison links with the school Education Psychologist (Carys John) and Behaviour Support Teacher to ensure pupils with significant
Emotional, Social and Behavioural difficulties are provided for within the school setting without the need for permanent exclusions. We have until recently had a fully LA trained ELSA teaching assistant (Emotional Literacy Support Assistant) who undertakes intervention
programmes for pupils with social and emotional difficulties. TA has recently left and we need to train another member of staff in this position. Classroom Observation records frequently comment upon the high standard of good behaviour exhibited by children. Pupils feel safe in school (100%)
Persistent AbsenteesAlways referred to EWO for appropriate action. Currently dealing with one case of non attendance since February 2017.FSM Pupils’ Attendance
Evaluation Pupil attendance rates have been mainly in the top quartiles for the last five years. (2x 1st Quartile, 2x 2nd Quartile). Awaiting 2016/17 Quartile Pupil attendance rates are often higher than the Family Group, NPT and Wales Attendance is monitored on a daily basis using SIMS. We have a first day response system for absent children and we encourage parents to phone
if their child is absent. If no phone call is received, a text is sent to the parents. Our EWO visits regularly to encourage punctuality and to monitor attendance. A letter or a phone call from the Headteacher is made if we identify poor attendance or a pattern of non-attendance. Good attendance is encouraged through weekly reminders in merit award assembly with 5 minutes extra play each day for the best class. End of
year prizes for outstanding attendance (99% or 100%) and photograph displayed in the “Hall of Fame”. Permission slips have been introduced to raise awareness, track absenteeism and discourage holidays during term time. All parents who have to
take holidays during term time request a slip. All holidays during Term Time are deemed unauthorised and parents are aware of this. However this is still an issue.
Frequent reminders in newsletters/website about the importance of 100% attendance
16
Fixed term exclusions are rare (2 in the last 3 academic years). The school has achieved a great deal of success in working with external agencies to improve the behaviour of a tiny minority of pupils whose
behaviour impedes their success. Through The Minni Vinnies, The School Council and The Eco-Committee, pupil participation in the learning process is high. However we still
feel there is an opportunity to build on this and seek the views of our pupils in a more sustained manner, especially within different curriculum areas.
The IPC (heavily skills based curriculum) is used to promote pupil’s independent learning and presentation skills. This independent learning is frequently used to enhance and plan further learning.
KS2 children use KWL grids at the beginning of IPC topics in KS2 to focus on what they already know about the topic, what they want to know and what they finally learned. This encourages pupils to reflect upon their work, the skills that they have developed and how these skills are transferable.
A planned programme of Assessment for Learning (AfL) strategies ensures that children develop very good independent learning skills, and are confident and competent about discussing success criteria.
Frequent unsolicited comments are made about the high standard of behaviour of the children, especially when participating in off-site activities. 98% of parents/carers positively agree with the statement “Pupils behave well in school”. 98% of parents/carers positively agree with the statement “My child likes this school”. AFL - as children progress they contribute to success criteria of lessons. They play a clear role in the direction an IPC topic takes particularly at the
start. “What would you like to learn? What do you need to learn? What do you already know?” This “knowledge harvest” is carried out at the beginning of each IPC topic.
Pupils generally demonstrate positive attitudes to their learning, are engaged and motivated and display pride in their work.
1.2 Well-being 1.2.3. Community involvement and decision-making Evidence
Evaluation 1.School website2.Minutes of School Council and Eco Parents/Carers are kept informed at the start of each term about aspects of teaching and learning, IPC topic and how they can support their child at
home. Children are involved in discussions about learning and teaching through reflective evaluations, plenary, AFL – WILFs, The Learning Squad, School
Council, KWL grids. These have significant impact both in the short and medium term. Pupils’ plans for improving learning have been acted upon and implemented – e.g. introduction of Golden Time, Pie Corbett Talk/Write replaced by The Big Writing Adventures.
Children are encouraged to take increasing responsibility for themselves and their community, through The Mini Vinnies, School Council and Eco-Committee.
The Mini Vinnies have organised a food bank to be started in the local Catholic Church to enable food to be distributed to the poor and needy within the community.
Extensive charity support, at both local and national level, is clearly evident - Children in Need, Water Aid, various local charities etc. The children display good empathetic skills towards those less fortunate. This is an intrinsic part of our RE syllabus and a caring and nurturing ethos permeates the school.
Pupils have regularly engaged in litter picks in the surrounding areas of the school, local hospital singing, church activities, School Council fundraising. All children are included in making decisions about the life of the school- elections for eco-club and school council suggestion boxes.
17
The School Council now reports to members of the Governing Body on a termly basis. The views of all stakeholders – staff, Governing Body, parents and children – are sought to influence action in the School Improvement Plan. St. Therese’s has a strong tradition of pupil participation in concerts and plays, and in community and county sporting events, with a considerable
degree of success at county standard. Children have a wide range of extra –curricular activities e.g. football, rugby, netball, cross country, athletics, Dragon Sports. Visiting sports. Children volunteer to help with school events such as the school fete, class assembly, disco fundraiser. Children influence policy development via projects like Healthy Schools. (currently at Phase five) Link Governors visit School Assemblies, monitor subjects.
1.2 Well-being 1.2.4 Social and life skills Evidence
Evaluation 1. AfL Coordinator (EC)
2. GCSE results 2013-16 – St. Joseph’s Comprehensive (CW)
3. S.E.A.L Coordinators File, policy & scheme of work (DR)
4. Eco-Committee Coordinator & minutes (EC)
5. School Council Coordinator & minutes (LD)
6. Lesson observations
7. Pupil books – pupil self-assessment, use of success criteria, peer assessment, independent research skills etc.
Children are well-aware of their targets, action needed to achieve their goals and how they might achieve success. A broad and balanced curriculum that addresses our mission statement helps children prepare for life and work outside school. As a result of a structured approach to skill development, children develop very good skills in improving their own learning, working with others,
solving problems, and developing their own thinking to be able to move on to the next stage of learning. Children have a range of thinking skills required to develop their own learning but could develop independence in order to move on to the next
stage of learning. Former pupils achieve a high level of success upon completing their secondary education. The Mini Vinnies actively promote care and concern for others. Children frequently demonstrate high levels of empathy and care for others. The school has a well-embedded scheme of work for Emotional Literacy S.E.A.L), with a programme for considering and managing a range of
important emotions. Children display good levels of self-confidence, high levels of self-esteem, and resilience when confronted by difficulties. The S.E.A.L scheme of work develops skills in analysing current emotional capacity, an empathetic understanding of how others feel, and the appropriate response to the situation.
Pupils make good progress with their social and moral attitudes and this prepares them for making a positive and productive role in the community.
All children have the opportunity to be on the school council. All children vote. The Council meets regularly, at least once a term and they have a direct impact upon developments. Improvements to the playground, toilets & fundraising demonstrate this.
Areas for development to ensure improvement, noting * against the areas to be included in the SIP Attendance to continue to reach 95% For Pupil voice to be strengthened in curriculum review and pupil interviews for targeted areas across the curriculum- Priority 3* Strengthen Pupil Voice through link with GB- Priority 3*
Key Question 2: Provision
18
2.1 Learning experiences 2.1.1 Meeting the needs of learners, employers / the community Evidence
Evaluation 1. International Primary Curriculum (IPC) Curriculum planning.
2. Monitoring file (CW)
3. Displays4. Portfolios5. Pupil books6. Record of visitors
(CW)7. IEPs (FS)8. CATS/PUMA/
PIRA/LNF Tests (CW)
9. Teachers planning (SMT)
10. SEN provision map (CW/FS)
11. Rapid Programmes (FS)
12. Speech Link (FS)13. Language Link
(FS)14. Value Added
Data analysis of different groups of pupils (CW/FS/FP)
15. Pupil discussion16. Photographs
Learning experiences are good because:
The IPC (International Primary Curriculum) is a rich and varied curriculum that provides well for continuity and progression, meets statutory requirements and provides experiences that are engaging and challenging. This is further enhanced by well-integrated programme of visitors such as theatre groups, musicians and appropriate organisations e.g. XL Wales, Techniquest, Warburtons. Pupils also undertake stimulating visits termly as part of their IPC topics, where they are given opportunities to practice and further develop skills learned in the classroom.
Community participation is a real strength of our school. Here, the curriculum is further enhanced by members of the local community who visit the school to enrich pupils’ experiences e.g. local historians, members of Horticultural Society to work with pupils on vegetable patches, the Catholic priest and seminarians, former teachers to help pupils with ALN, parents to support reading and small group activities.
Setting arrangements for KS2 pupils for “I Can Do Maths” has resulted in attainment levels considerably above Wales and Family Group levels. A thorough cycle of monitoring and evaluation cycle ensures that breadth and progression is maintained through termly work scrutiny that
identifies areas for improvement, lesson observation and planning monitoring schedule. We successfully overcome barriers to pupils’ learning. Learning experiences meet the needs of all pupils through appropriately differentiated work
and personalised programmes for pupils. Withdrawal of individuals and groups impacts on pupils’ progress. The school uses visits and the experiences of what is happening today in the lives of the children as a starting point and whenever possible IPC
topics are accompanied by a visit, to enrich the learning in a wide variety of curriculum areas – particularly History, Religious Education, Geography, Art, Music and Physical Development. Use is made of residential courses for Year 6 pupils in the LA Margam Park Residential Centre this helps to further develop pupils’ awareness of sustainability.
The school also enriches the curriculum with visits by appropriate organisations e.g. Warburtons, Community Police, Clergy, school nurse, Recycling Centre, and Local Authority Biodiversity officers and peripatetic music teacher.
Members of the community visit the school to enrich pupils experiences e.g. Fr. Paul, local historians, SVP Food Bank Volunteers, parent helpers. The children have performed at the local care home and church, in order to complement and extend their skills in performing to different
audiences. Pupils are given the opportunity to perform to a variety of audiences throughout the school year. Concerts take place in school at Christmas and
St. David’s . All events are very well received and supported within the community. This is a strength of the school. Pupils from local Comprehensive schools are welcomed on work experience placements. Links with Swansea Metropolitan University and Trinity
College are also welcomed. One member of staff is a trained Mentor. Students undertaking Child Care courses and vocational qualifications at the local college of Further Education are trained at the school.
As a result of careful analysis of pupil performance data from FFP,PUMA, PIRA, MIST, Schonnel and GL Reading Analysis assessments appropriate programmes of work are planned for all pupils including those with Additional Learning Needs (ALN) and More-Able and Talented (MAT).
MAT pupils are further catered for through the introduction of the school newspaper in 2013 - “The Little Flower” is completely run by MAT pupils in KS2. Here pupils plan, take photographs, report on events, print and sell each edition under the direction of the newspaper editor (currently a pupil in Year 6) and her press team. MAT pupils in Maths are catered for by the introduction of “IXL Maths” on-line individual tracking programme.
19
“The Learning Squad” is a group of MAT pupils from KS 2 who help staff to monitor provision and provide pupil voice to the direction of learning in the school. They conduct their own research into what pupils prefer to have (resources) and how they best like to learn (pedagogy).
LA mid-term review (April 2017) found learning experiences to be good - adding value to pupils. LA work scrutiny (June 2014/June 2016/Sample June 2017) found standards to be good. LA lesson observations (June 2017) found standards and teaching to be good/excellent. Year 1 and 2 plan for “challenges” using resources in continuous/enhanced provision (termly) to further enrich the learning experience in
Foundation Phase. . AfL strategies are used at the beginning of IPC topics to activate prior knowledge and plan next learning steps. Enrichment and extra-curricular activities are numerous and varied: residential visits, sports, music, fitness, IT, art and craft. They actively promote
pupil engagement and further develop key skills. Standardisation and moderation portfolios indicate high levels of consistency in assessing pupil’s progress, and agreement at cluster and LA levels. Pupils visit the comprehensive and other local schools to play a variety of sports and assist in the transition process. We take part in a local
competitive rugby/netball league involving 10 schools. Careful planning and good links between Teachers and Learning Support Assistants result in a consistency of approach, and high expectations of
pupils. Planning for Outcomes (in Foundation Phase) or NC Levels via Medium and Short term planning and through links with NLF provide breadth and
balance and ensure continuity and progression in knowledge, understanding and skills from Foundation Phase to key stage 2. Learning experiences meet the needs of all pupils through appropriately differentiated work and personalised programmes for pupils. Withdrawal
of individuals and groups impacts significantly on pupils’ progress. ALN children in need of provision in addition to and different from classroom provision have IEPs. All children have targets for improvement and know what they need to do in order to make progress to their next stage of education.
The atmosphere, environment and the use of intervention programmes are all reasons why children successfully overcome barriers to pupil’s learning.
St. Therese’s is the pupils’ school. Pupils have ownership of the building due to our philosophy of maintaining a relaxed and caring ethos pupils are able to use resources freely. During break times, pupils will be regularly found using the main hall for dance and piano playing, the meeting room for x-box activities or in the computer suite.
The school invites local business to show how the world of work relates to their educational development. Tata steel the main employer in the town carry out work related and skills based exercises at KS2.
2.1 Learning experiences 2.1.2 Provision for skills Evidence
Very good learning activities and planning to meet pupils’ needs in gaining and using skills, particularly activities that allow for the development of the pupils’ key skills. The IPC (International Primary Curriculum) plans for this effectively especially using skills that allow for the development of the pupils’ literacy and numeracy skills.
N/R plan for key skills- each focus task has the key skills outlined so that TA’s can use these as an observation point. NLF links, IT and key skills are integrated into planning, teaching and learning. Teachers identify both the subject and key skills pupils will be
developing on medium term planners for their topic/ theme and short term planning. As a result pupils are confident and competent in identifying the skills they will use during a lesson when setting success criteria and identifying
the transferable nature of these skills whilst engaged in other learning experiences.
20
Teachers identify the skills that they are going to develop with the pupils each term on IPC online Route Planner. This ensures continuity and progression in skills development
Provision for Basic Skills is very good. The school has achieved the Basic Skills Quality Mark on 4 occasions. Pupils in need of further development with their basic skills are targeted for additional support through the Rapid Project that target reading, writing, maths and phonics. Here, value-added progress is very good.
Skills being developed are shared with parents via letters at the beginning of new IPC topics. The school was placed in the Good/Good category following a recent LA Maths Audit (2013) The school has a very good relationship with NSP during the 2013-14, 14-15 academic years. This has ensured that NLF skills are planned for and
embedded across the curriculum and NLF Skill development is integral to long, medium and short term planning. As a result pupils are confident and competent in identifying the skills they will use during a lesson when setting success criteria.
Teachers make careful and detailed observations of skills progression using the information gained to plan individual and group learning steps. The provision for skills is monitored and evaluated across the curriculum using INCERTS. The impact is such that key and individual subject skills ladders illustrate that many pupils are attaining at least the expected level, and in some instances are exceeding expectations.
The Year 4 teacher is well qualified in the area of AfL as this has been an integral part of an MA education module. She has led staff INSET in the development of AfL strategies.
7. Monitoring file (CW)
8. Evaluation of SIP (CW)
2.1 Learning experiences 2.1.3 Welsh language provision and the Welsh dimension Evidence
Evaluation 1. Lesson observation file (CW)
2. Welsh SOW (LC)
3. Staff development records (CW)
4. Planning files5. Pupil books6. Incidental
Welsh7. Welsh Subject
Leader File (LC)8. FPh ‘take
home’ bags. (Tedi Twt, Doli Glwt)
See 1.1.5 - Standards The range of visits undertaken helps develop pupils’ cultural awareness. e.g. St. Fagans, Afan Argoed, Waterfront Museum, Swansea Museum,
Margam Park, The Welsh Assembly, St. David’s Day is celebrated with the whole school engaging in activities which reflect the language and culture of Wales.
Staff are supported by Athrawes Fro in order to improve their Welsh language skills and use of bilingualism in the curriculum. All staff have received training in Bilingualism and Slot Drillio.
2.1 Learning experiences 2.1.4 Education for sustainable development and global citizenship Evidence
Evaluation 1. Eco-Committee (EC)
2. Healthy Schools Plan (CWS)
3. Pupils work4. Recycling (EC)5. ESDGC file (EC)6. RE activities
(EC)
We have well-established Eco-Committee that create and implement an environmental action plan for our school (e.g. Water Action Day). The school has achieved the Bronze and Silver Eco-Award and is currently working on achieving the Eco-Flag. The impact of participation in these
schemes can be seen in the children’s motivation to reduce, re-use and recycle. Parents frequently comment that positive attitudes developed in school are developed at home.
Well-planned theme weeks – Global Citizenship Week and School Grounds Week – ensure that education for sustainable development and global
21
citizenship (ESDGC) occurs in individual subjects as well as across the curriculum as a whole. The development of outdoor learning at Foundation Phase has improved participation and motivation levels, especially amongst boys. We act sustainably as a school – we recycle paper, plastic, ink cartridges, Christmas cards and mobile phones; our food waste is composted. Pupils are
mindful, not to waste resources such as electricity & paper. Margam residential visit provides years 5 & 6 with the opportunity to extend their knowledge on sustainability.
We successfully ensure ESDCG occurs across the curriculum as a whole. Numerous opportunities of providing learning experiences and awareness of ESDGC are facilitated via the IPC (International Primary Curriculum) and several themes are mainly focused on ESDCG issues e.g. Chocolate, Roots and Shoots, Rainforest, Go With The Flow. Here, through learning experiences all staff empower pupils to understand the role they and others play in society and in the world.
The ESDCG policy includes guidance for staff on the role of sustainable development and global citizenship within the curriculum; the ESDCG co-ordinator effectively monitors this provision.
School organises gardening projects, where the pupils look after and develop the school’s grounds and are also involved in planting and growing own vegetables. We also undertake “Action Days” e.g. litter picking in the locality.
We act sustainably. Energy monitoring and recycling are inherent in the school’s philosophy. The school has recycled printer cartridges, paper, plastic, Yellow Pages, Christmas Cards and mobile phones and monitored electricity consumption. Pupils are mindful, not to waste resources such as electricity & paper we grow fruit and salad that are used in class lessons.
Pupils recognise the importance of taking individual action and responsibility to make the world a better place. They gain knowledge, understanding, skills and values necessary to become a global citizen. This is further enhanced by the teaching other faiths which is celebrated in the school.
Pupils have actively taken part in fundraising for causes around the world through our support for CAFOD, SVP Food Bank, Children In Need. The Mini Vinnies take the lead in organising these events.
7. School Council (EC/LD)
2.2 Teaching 2.2.1 range and quality of teaching approaches Evidence
Evaluation 1. Lesson observations (CW)
2. Monitoring file (CW)
3. Pupil books4. Policies (CW)
5. Value Added Data file (CW/FS/FP)
The range and quality of teaching approaches is good because:
In all classes a wide range of teaching and learning styles is used. Lessons are well structured, with evident classroom routines and effective classroom organisation and management. Lessons are innovative and teachers make skilful, imaginative use of resources, including technology to both support and enhance learning.
Pupils are encouraged to recall previous learning and skills, enabling pupils to reason and explain orally. All teachers plan effectively and have clear lesson objectives planning varied and engaging tasks for pupils. Learning objectives are made clear and shared with pupils. This is consistent throughout the school. Planning is differentiated to meet the needs of all pupils including those with ALN, a range of training has been provided by the LA ALN team. There is effective use of support staff, ensuring nearly all pupils are motivated and engaged. Staff are highly skilled and have an up to date knowledge of the curriculum as a result of support and in house guidance. Teachers use a range of methods and resources to interest, stimulate and challenge pupils. Lessons are evaluated in the plenary by teachers and
pupils to identify the successes and areas for improvement. Teachers formally evaluate lessons as a matter of course. A variety of strategies are used effectively within the class to support the pupils who do not succeed at their first attempt and to promote independent
learning.
22
All staff have high expectations of pupils, encourage pupils to take risks and positively promote perseverance. Lessons display suitable time limits for the completion of tasks.
All staff ensure adequate scaffolding resources are displayed and available in all classes to encourage independent and thoughtful learning. All staff make effective use of individual, paired and group activities to meet the learning objective and ensure that pupils apply themselves. They
provide good language models for the pupils. All classes have a happy and positive atmosphere. All staff frequently engage pupils in dialogues regarding the importance of self-discipline and successfully employ a range of effective strategies to
assist pupils in achieving this. Pupils are frequently encouraged to take responsibility for their own learning and actions. All staff ask relevant questions to further pupils’ learning. They encourage pupils to explain their thinking. LA lesson observations (March 2017) found standards and teaching to be good/excellent. TAs are used for Intervention Programmes and Guided Group Reading as well as classroom support. The Deputy Headteacher has attained a MA in Education and has BDA accredited teacher status for SpLD (dyslexia) Two teachers in the school are undertaking an MA in education. The provision for children with Additional Learning Needs (ALN) is very good. High levels of support are provided for all children; carefully structured
programmes are used to meet the particular needs of individuals.Progress is monitored rigorously. All Support Staff members have participated in training to provide effective support to pupils. Several members of staff have received further training
to support specific difficulties (e.g. dyslexia, speech & language therapy, Development Coordination Disorder) The behaviour of children is very good. We make every effort to “catch them being good”, and acknowledge and reward their good behaviour and
attitude. This is particularly noticeable amongst our boys. The introduction of Golden Time and the Golden Rules has had a positive impact on behaviour across the school.
Any incidences of poor behaviour are dealt with promptly and appropriately, and always in partnership with parents. Most parents are highly supportive of the school’s behaviours and sanctions policy. Unsolicited comments are frequently received about the children’s behaviour, both on and off-site.
All teachers have good up to date subject knowledge and have high expectations of all pupils. Teachers ensure that most pupils are highly motivated and engaged in order to secure good progress and learning
All lessons are planned effectively linking the long-term IPC theme with clear lesson objectives in their weekly plans. Children’s individual needs are set using INCERTS and teachers track progress and attainment using their daily/weekly evaluations to inform INCERTS. Wellbeing is monitored using the Safeguarding file.
Teachers make thorough, skilful and imaginative use of technology to enhance learning particularly through the introduction of emerging technologies.
Teachers have very good, up to date subject knowledge and plan varied and engaging tasks, with clear objectives. Teachers share objectives with pupils and review these objectives in the plenary.
A variety of strategies are used effectively within the class to support the pupils who do not succeed at their first attempt and to promote independent learning e.g. multisensory activities, use of IT etc.
Teachers inform parents and carers throughout the year via parent consultations, IEP meetings and informal discussions. Children involved with outside agencies meet more often via LAC reviews, core group meetings and case conferences.
2.2 Teaching 2.2.2 Assessment of and for learning Evidence
23
Evaluation 1. PUMA/PIRA/CATS, LNF Tests data analysis (CW)
2. Weekly evaluations
3. IEP’s (FS)4. SIMs Pupil
tracking system (FS/CW/FP)
5. Value Added Data analysis file (FS/CW/FP)
6. All Wales Core Data Set (CW)
7. Cluster Moderation (AS/LC)
8. GB minutes (CW)
9. English/Maths portfolio
10. School reports11. Parental reply
slips12. HT reports to
GB (CW)13. Annual Report
to parents (CW)14. Marking Policy
(CW)15. AfL Policy16. Marking Poster
(CW)17. Weekly
evaluations18. Literacy
&Numeracy portfolios
A structured approach to the development of Assessment for Learning (AfL) has led to significant improvement in the ways in which pupils regularly review their own learning, understand their progress and contribute to setting their own learning targets; pupils have increasing ownership of their own learning.
Feedback – orally and written - to children about and through their work is comprehensively guided by school marking policy. As pupils become more independent they are required to note the feedback provided in written comments, and to act upon it.
The school has introduced “D.I.R.T.” (Directed Improvement Reflection Time) This occurs every morning in KS2 from 9.00 until 9.15 and allows pupils the time to reflect on their learning and feedback from teachers. The impact of this has been that more pupils have been able to address actions sanctioned by the teachers and correct errors in their work.
Both in-house and Cluster standardisation and moderation activities have taken place, and there is a great deal of consistency in the understanding of NC levels by staff.
Comprehensive analysis of assessment data (NC end-of-Key Stage data, PUMA and PIRA Maths & English data, GL Reading,Salford Reading Age, National Tests) is used to evaluate teaching approaches, and to guide future learning opportunities. The impact can be seen in the high standards achieved by pupils. Very close tracking of vulnerable pupils (ALN, EAL, basic skills) is undertaken half termly by the Deputy Headteacher to ensure progress is maintained and no child is left behind. This includes a “mini-learning review” with the teaching assistant and teacher to evaluate the success of intervention strategies. Evaluation at pupil and curriculum level helps to inform the School Improvement Plan.
We use pupil assessment data to identify, intervene and support individuals. We regularly review our assessment and record-keeping procedures to ensure that they remain clear, systematic, manageable and useful.
Detailed pupil reports are produced annually. Parents’ evenings are held three times annually, and are attended by a high proportion of parents/carers. Incidental consultation meetings are held frequently – staff will always find time to meet with parents, and a high proportion of parents/carers indicate that they would feel comfortable talking with school staff. Parents/carers and older pupils have the opportunity to respond to reports on progress.
Teachers make pupils aware of the criteria against which their work will be marked and pupils themselves are involved in self and peer assessment and the creation of their own Success Criteria.
Teachers are engaged with data analysis (e.g. PIRA, PUMA, GL, Schonnell, Salford, National Tests) which allows them to target areas of weakness in the pupil’s learning within English and Maths.
Where adequate progress is not being made, pupils are placed on a suitable intervention programme. Teacher weekly evaluations are used to review pupil progress and to plan for the next stage in learning. Pupils are regularly provided with feedback identifying strengths and areas for improvement in their books and through oral feedback e.g. Two stars
and a wish. Pupils are encouraged to take note of feedback and any action required. Pupils are aware of their targets and a large number can formulate their own.
LA work scrutiny (June 2014) highlighted teacher AfL marking and AfL policy as very good. This has since been shared with an number of other schools (Rhos Primary, Llansawel Primary and Crymlyn Primary)
In the Foundation Phase teachers and TA’s complete detailed Observation sheets when working alongside pupils on Focussed Tasks. Staff use “I can… I need help with boards”- observations are available at any time for adults to pick up and work with children. These allow the teachers to identify what the pupils can and cannot do and the information obtained feeds into future planning for the next stage of learning.
ALNCo and teachers encourage and support children in setting targets for their IEP’s. Pupils are involved in the process of setting up their own IEP. These are signed and shared with parents and reviewed twice a year. Teachers involve parents in the review of IEP’s and in the review of targets.
24
The Headteacher and Senior Management Team use computerised school tracking system (Assessment Manager SIMS) to analyse pupil, class and whole school progress; to identify trends; to compare outcomes with benchmarks; to identify areas for development and to highlight pupils for intervention programmes.
Assessment data is used to identify pupils with ALN requirements and to aid updating of the ALN provision map and register. Year 2 teacher attends LA moderation training and the Year 6 teacher attends cluster moderation on an annual basis. The Year 6 teacher has worked
alongside the YR 6 cluster teachers to create assessment materials for English, Science and Maths, which is used throughout the cluster schools to aid consistency with moderation. This has ensured that we are confident in the accuracy of our levels at the end of Foundation Phase and KS2.
Reporting to parents complies with Statutory Assessment and Reporting Arrangements. Reports to parents are consistent and clear. Clear targets for pupils are included and details of pupils’ attendance. Parents are provided with a reply slip with which to provide parental feedback.
Headteacher reports comprehensively to Governing Body on pupil performance at the end of the academic year, comparative assessment data and data analysis information and the Governing Body reports to parents on pupil performance through its annual report to parents and at the Governing Body AGM.
Staff mark pupils work regularly and comment on significant pieces of work. Positive comments on pupils’ achievements and ways to improve are included.
The INCERTS assessment tool provides a more consistent system across the subjects. INCERTS also ensures a more systematic, useful record system on each pupil. .
Teachers report formally on progress to parents during 3 parental consultations during the year (Autumn settling in, Spring – progress and targets, Summer progress and targets) and share with the parents future targets for their child.
GB reports to parents on pupil performance through its annual report to parents and at the GB AGM.
2.3 Care, support and guidance 2.3.1 Provision for health and well-being, including spiritual, moral, social and cultural development Evidence
Evaluation 1. Health & Safety policy (CW)
2. Health & Safety file (CW)
3. Risk Assessment file (CW)
4. Fire Log book (CW)
5. First Aid certificates (CW)
6. Pupil discussion7. Parent
Questionnaires (CW)
8. Pupil Questionnaire (CW)
9. Minutes of Parent and Pupil meetings (CW)
10. School Council
Care, support and guidance is good because:
St. Therese’s has achieved Healthy Schools Phase 4. A comprehensive Action Plan for promoting healthy living, both within and beyond the school, is effectively supported by external agencies and organisations (e.g. Design to Smile Team, school nurse, etc.).
The school has comprehensive and appropriate policies to provide care, support and guidance, and to ensure pupils’ wellbeing is at the heart of our actions; these policies are regularly kept under review to ensure that they are fit for purpose and are implemented effectively. Whole-school policies for Cwricwlwm Cymreig, PSE/EL and RE actively promote pupils’ spiritual, moral, social and cultural development. These are effectively enhanced by a range of visits and visitors to extend pupils understanding.
School Golden Rules are well understood by children. The School Council allows pupils to contribute to the decision-making process in the school. A structured approach to the Teaching of Emotional Literacy (S.E.A.L), and effective AfL strategies, results in pupils who manage their feelings well,
and who are encouraged to develop self-awareness and self-respect. Unti recently the school has had a LA trained TA in Emotional Literacy (ELSA – Emotional Literacy Support Assistant) who undertook close pastoral
work with pupils with significant emotions, social and behavioural skills. This TA has moved on and will be replaced when suitable training becomes available.
This has resulted in a significant impact in improving our pupils’ analysis of emotions and managing their feelings. The provision for education about sex and relationships and substance misuse is effectively planned, and further enhanced by contributions from
25
appropriate professionals (P.C. Norris, PCSOs, School Nurse; Design to Smile Team; etc.) Appropriate Health and Safety policies and procedures are in place. Collective worship is an effective vehicle for contributing to pupils’ spiritual, moral, social and cultural development. Provision is enhanced by periodic
visits by local Catholic Priests and seminarians. Incidences of bullying are rare; when reported, they are effectively dealt with and always in partnership with parents/carers. There are procedures for
pupils to anonymously report bullying. Pupils report low levels of incidents. The school works closely with its partner secondary school to deal with community issues connected with bullying outside the school premises. Good behaviour is a strong feature of the school, and frequently receives unsolicited positive comments. Classroom Observation records frequently comment upon the high standard of good behaviour exhibited by children.
AfL strategies are well-planned to ensure that children improve their own learning and work with others. Attendance rates are high. The school has been mainly in quartile 1 and 2 in its benchmark group for attendance for the last four years. A high proportion of pupils indicate that they like being at St. Therese’s. They also think that their lessons are interesting and fun and that they learn
new things. This is reflected in the high intake of new pupils to the school since 2009/10. The views of parents/carers and pupils are sought regularly, and helps to inform the School Improvement Plan. An induction meeting is held for new
Reception children to explain school policies and procedures and meet school staff. It is very well attended by new parents. The school has a detailed policy and procedures to promote health and safety. Suitable arrangements are in place to report health and safety issues.
The Headteacher has undertaken Health & Safety training provided by the LEA. The designated Health & Safety governor who along with the GB “Premises” committee undertakes Health & Safety inspections with the
Headteacher regularly. Risk assessments are undertaken by the school bursar and are in place to ensure a safe and secure environment. Fire drills are held termly. Fire awareness training was provided for staff in Summer 2011 and a new Fire Plan put in place. Fire alarm checks are
undertaken along with annual appliance checks e.g. PE equipment, PAT testing, etc. Currently 3 members of staff are First Aid trained, with one member of staff designated to oversee and audit First Aid resources. If a child has a specific medical problem a health plan is put in place and displayed in the staffroom, classroom and given to any new teacher to the
class e.g. diabetic nurse training, Epi-pen training Collective worship (which conforms to statutory requirements), circle time, Golden rules and SEAL promote appropriate behaviour, safe attitudes,
emotional wellbeing and the development of self-awareness and self-respect. The school is on Phase 5 of the Healthy Schools Awards. The promotion of healthy eating and a healthy lifestyle permeates all of school life. The school takes account of the views of pupils and parents frequently. Parental views are sought through a questionnaire (1x every other year).
Pupils’ views are considered annually through a questionnaire, School Council, The Learning Squad, The Eco-Committee, class discussions and informal meeting with the Head Teacher. The school adopts an open door policy.
PSE provision is extremely effective. The cross curricular approach combined with SEAL is well delivered and is positively impacting upon pupils’ wellbeing.
Very effective strategies in place to help pupils improve their own learning. Pupils are involved in self and peer assessment and the creation of their own Success Criteria. Pupils are aware of their targets and a large number can formulate their own. Pupils successfully work with their peers and deploy effective strategies to aid their peers in their learning e.g. peer-assessment, talk partners etc. The school has created a new AfL policy that has been disseminated to other schools as excellent practice.
Pupils’ enjoyment can also be seen in attendance rates which are consistently in the best of the authority. Cultural diversity is effectively promoted via the IPC (International Primary Curriculum) and close links exist with the MEAS team.
minutes (EC/LD)
11. Pupil Surveys and analysis (CW)
12. Attendance analysis (CW)
13. Behaviour Policy (CW)
14. Anti-bullying policy (CW)
15. Eco-schools file/display (EC)
16. MEAS (DP)17. Assemblies18. Strategic
Equality Plan and Review (CW)
19. Other Faiths resources (EC)
20. Come and See scheme of work (EC)
21. Pupil books22. Health Schools File (CWS)
26
Clear and consistent behaviour and anti-bullying procedures/policies ensure there are very effective arrangements for dealing with harassment and bullying.
We effectively promote good behaviour through positive behaviour strategies, a clear and consistent system of rewards and consequences through the introduction of the Golden Rules and Golden Time. Other behaviour strategies, such as home/school books, Tiny-Tickable-Targets, PCPs and IBPs have been put in place for a minority of pupils with significant emotional, social and behavioural difficulties.
One teacher has disseminated good practice from a Behaviour Support module undertaken for a MA Education degree. Closes liaison with the behaviour support teacher has resulted in no-exclusions over the last 3 years. The school has clear aims reflecting a positive and caring ethos and fostering honesty, fairness and justice. Pupils are familiar with the rules and high
expectations set by the school. Processes are in place for pupils to discuss and agree rules in each class and through the School Council. The school looks to develop moral and social concepts within the children and these are celebrated in a special, weekly assembly where awards are
given by staff for a variety of reasons. We value the contribution everyone makes to our school and community and seek to celebrate it. Pupils are required to and invariably do exercise responsibility, show initiative and develop their understanding of living in a community. RE, PSE and
sustainability activities support this aspect of pupils’ development.
2.3 Care, support and guidance 2.3.2 Specialist services, information and guidance; Evidence
Evaluation 1. IEP’s (FS)2. Lesson
observations (CW)
3. Pupil confidential files (CW)
4. ALNCo Management File (FS)
5. Pupil & Parent Questionnaires (CW)
6. Prospectus (CW)7. Website (FP)8. Timetables (CW)9. Home School
Pupils and parents views are sought through a series of questionnaires and through responses from different action groups E.G. Eco and School council, Mini Vinnies, The Learning Squad and the Friends of St Joseph’s. All suggestions and recommendations are discussed and, where considered appropriate, implemented through action planned or development of policy. Parents are updated with the responses to their questionnaires via a letter.
Headteacher starts every day on the yard and the close of every day at the school gates to be visible and provide an open point of contact to both pupils and parents.
The provision for children with Additional Learning Needs (ALN) is very good. Learning Support Assistants provide high levels of excellent quality support for all children; carefully structured programmes planned by the SENCO (BDA accredited teacher status) and specialist services (e.g. for visual impairment, occupational therapy, speech impairment, speech & language therapy, Developmental Coordination Disorder) are used to meet the particular needs of individuals.
Effective liaison exists with specialist agencies such as the police (P.C. Norris), school nurse, school based counsellor, OT, behaviour support, HI support, psychological (Carys John, Educational Psychologist) and social services.
Effective liaison with the Educational Welfare Officer has resulted in very high levels of attendance over the last 4 years. Pupil attendance rates have been in the top quartiles for the benchmark group for three of the last four years and are consistently above the LA mean. Further support is provided for vulnerable children and their families through close cooperation between school and EWO.
PUMA( Maths) and PIRA (English) data demonstrates that a significant number of pupils achieve average, and frequently above-average, progress. High quality school documentation, an informative school website, Classteachers’ Termly Letter, school texting service, well-attended Parents’
Evenings provides appropriate guidance for pupils and their parents/carers. The school provides access to tutorial programmes such as the Team Around the Family (TAF) project for pupils displaying significant behaviour
issues and for pupils who need guidance and support with transition to secondary. A highly structured and carful induction to nursery ensures full parental participation to enable a smooth entry into school. Parents are fully involved
in this process to ensure both them and the child feels valued and supported during this important step.
27
The school provides an informative induction meeting for new Nursery and Reception parents annually. An informal talk and PowerPoint presentation (explaining Letters and Sounds, key skills etc.) is provided as well as the opportunity for the parents to discuss their individual children with the class teacher
Pupils transferring to the school other than Early Years are provided with a comprehensive induction tour and opportunity to view the class and ask questions. On entry these pupils are allocated classroom friendship groups and the teacher monitors their induction. Initial assessment induction tests are carried out by the ALNCO if teacher is concerned with the pupil’s attainment.
Both academic and pastoral is information exchanged to ensure a smooth transition between classes. Pupils complete a “One Page Profile” of themselves to provide the next class teacher with information they would like the next teacher to know about them.
Close transition links exist with St Joseph’s Comprehensive School. A Transition meeting takes place during the Spring Term. A two day visit during the Summer term allow our pupils to experience a variety of lessons and generalise themselves with everyday life within the secondary school setting. Pupils participate in a Year 6 Cluster Sports Day during the Summer Term. All pupils are invited to attend their annual show at the Princess Royal Theatre.
The school fulfils its responsibilities for guidance by listening. It takes account of the views of pupils/parents and ensures it is in a strong position to share information and provide guidance (e.g. questionnaires, informal coffee afternoons with the HT, AGM of the GB, end of year report parental response forms, parents’ evenings, informal daily contact, IEP and annual reviews.)
2.3 Care, support and guidance 2.3.3 Safeguarding arrangements Evidence
Evaluation 1. Safeguarding Policy & file CW)
2. Child Protection policy (CW)
3. LEA safeguarding audit – no major issues. Report to Governors
4. Strategic Equality Plan and review (CW)
5. Risk Assessment File (CW)
6. Health & Safety File (CW)
7. Fire Safety File (CW)
8. First Aid File (CW)
Effective safeguarding procedures and policies are well-established and comply with statutory requirements, and are aimed at protecting pupils from harm and adhering to best practice. .
Child Protection training has been provided for all staff and is updated every other year. The HT and Deputy have also undertaken Designated Child Protection Person training (2014).
Safe recruiting procedures are in place, and all staff and long-term volunteers have updated CRB checks. CRB update is reported to Governors in every Termly Meeting.
Child Protection update is reported to Governors in every Termly Meeting. Pupils have access to a complaints procedure through posters around the school notifying them who the safeguarding officers are. There is currently one Looked-After Child with an updated Personal Education Plans (PEP). The Headteacher is the Child Protection officer and LAC co-ordinator. The Deputy Headteacher deputises for these roles. The policy sets out the Child Protection Officer and designated governor’s responsibilities, safeguarding procedures and arrangements for training. Staff are aware of signs and symptoms of abuse and what to do if they suspect that a child may need protection. Confidential records are kept
appropriately. Pupils with specific identified problems (emotional, behavioural and social) have open access to ELSA trained teaching assistant if and when required
in addition to timetabled access. The school successfully works in partnership with other responsible agencies as appropriate to secure pupils’ welfare, such as Social Services, LAC co-
ordinator, Pupil Support etc. All areas of the school are well utilised and accommodation is of a high standard. The school is very well maintained. The school is safe and secure.
28
The car park gates are kept closed but not locked from 8.50 A.M. each morning. Recommendations identified from the school Safeguarding Audit (January 2014) have been met. Recommendations identified from the Fire Safety Audit have been met. Recommendations identified from the ROSPA Safety Audit have been met. All volunteers receive induction with regards to Safeguarding Health and Safety. Children feel secure and their viewpoints are valued. They are encouraged to talk and are listened to. Posters advertising who the designated
safeguarding officers are positioned around the school for pupils to access.
2.3 Care, support and guidance 2.3.4 Additional Learning Needs (ALN) Evidence
Evaluation 1. IEPs (FS)2. Rapid groups
now in afternoon as an addition to daily timetable. (CW/FS)
3. ALNCo Management File (FS)
4. Monitoring file (CW)
5. Speech Link assessments (FS)
6. Language Link assessments (FS)
7. SIMs Pupil Tracking System (CW/FS/FP)
8. Lesson observations (CW)
9. Course records (CW)
10. ALN policy (FS)11. Pupil files and
testimonies from outside agencies (CW)
12. Strategic Equality Plan and review. (CW)
13. Health and Safety File (CW)
14. Rapid Programmes (FS)
St. Therese’s is a highly inclusive school. The provision for children with Additional Learning Needs (ALN) is good. Learning Support Assistants provide high levels of excellent quality support for all children; carefully structured programmes planned by specialist services (e.g. for visual impairment, occupational therapy, speech impairment, SpLD dyslexia, speech and language, Developmental Coordination Disorder) are used to meet the particular needs of individuals.
Highly effective procedures for early-identification and monitoring of ALN are undertaken by all staff, especially in the Early Years where pupils are baselined and undertake language-based assessments to ensure early intervention can take place. Nursery pupil undertake the CDAP assessment within the first six weeks of starting school. Reception pupils undertake the Speech Link and Language Link assessments so that early signs of difficulties are identified and monitored.
Norm-referenced standardised tests are used throughout the school and data is analysed carefully and acted upon. The schools tracking system is used to identify and monitor ALN pupils and they are tracked using a range of performance indicators such as IEP’s, reading age scores etc. INSERTS will further aid this process.
The teachers and teaching assistants offer mainstream class support so that pupils with ALN receive access to all areas of the curriculum through a range of strategies (e.g. small group work, in class support, individual support) as appropriate to their need. In addition pupils are provided with out of class focused and targeted support to meet their individual needs. (Rapid Programme, Speech & Language support etc.)
Through grouping pupils with trained and effective Learning Support Staff ensures that pupils receive the short- or long-term support that they need. Integration is a strong feature of the school, allowing pupils to achieve appropriate standards. Close working between ALNCo, Teaching and Teaching Support Staff allows pupils to achieve objectives set in Individual Education Plans (IEPs).
Regular reviews of progress are made, and Teaching, Teaching Support Staff and parents work collectively in Annual Reviews. Most pupils with ALN consistently achieve targets set in their IEPs.
Contributions from support teachers, educational psychologists, medical, paramedical and other external agencies are considered for their adequacy and usefulness.
Although parents get opportunities to discuss their child’s progress in thrice-yearly Parents’ Evenings and Annual Review Meetings, Teachers and Learning Support Staff have frequent formal and informal consultations with parents/carers which help to ensure good channels of communication and maintenance of progression.
The ALNCo works closely with teachers in formulating IEP’s and monitors these regularly through “mini-learning reviews.” We evaluate the contributions from TA’s through formal monitoring of intervention programmes and lesson observations. Monitoring of outside
agencies is undertaken informally through discussion.
29
The ALNCo works to ensure that her knowledge is kept up to date by attendance at courses and that a programme of development is in place for teaching and non-teaching staff.
The school regularly keeps parents informed of progress and invites them to contribute to pupils’ IEP’s, termly. The ALNCO receives regular non contact time to assist in the monitoring of provision. She is currently being ‘shadowed’ by another member of the
teaching staff. Procedures in place ensure the pupils receive the short and long term support they need. Teachers along with TAs offer mainstream class support so that pupils with ALN receive access to all areas of the curriculum through a range of
strategies (e.g. small group work, in class support, individual support) as appropriate to their need. In addition pupils are provided with out of class focused and targeted support to meet their individual needs which are set out in their IEP targets. (Speech & Language support etc.)
Intervention programmes have impacted successfully upon standards of ALN / underachieving pupils. Support staff collaborate very effectively with teachers within Foundation Phase to play an important role in planning, teaching and evaluation of
pupils’ progress and wellbeing. An ALN self-evaluation audit in conjunction with the LA took place and an action plan formulated. The school’s ALNCO oversees the clear and coherent policy that adheres to the Code of Practice and liaises with ALNCO governor on a termly basis. School liaises very effectively with LA pupil support services as appropriate in order to diagnose and support individual pupils’ needs (e.g. Speech and
Language Team, Vision Impaired Advisory Teacher, Ed. Psychologist). The support of specialist training for pupils with medical needs is sourced from a variety of outside agencies. The school regularly keeps parents informed of progress and invites them to contribute to pupils’ IEP’s, termly. Reviews of pupils’ progress are undertaken termly. ARR procedures meet statutory requirements.
15. L5+ Maths group
2.4 Learning environment 2.4.1 Ethos, equality and diversity Evidence
Evaluation 1. Lesson observations (CW)
2. Pupil books3. Planning files4. Value Added
Data analysis file (CW/FS/FP)
5. Equal Opportunities policy (CW)
6. Racist incident reporting file (CW)
7. Pupil books8. Behaviour Policy
(CW)9. Anti-bullying
policy (CW)10. Racial Equality
Policy (CW)11. Diabetic nurse
adds. (CW)
The learning environment is very good because:
An inclusive ethos is well embedded in our school providing equality of opportunity for all stakeholders. The school is inclusive and all pupils have equal access to the curriculum and areas of provision. All pupils take part in mixed gender sporting activities. The Strategic Equality Plan meets statutory requirements and promotes equality and diversity. All stakeholders have been involved in its creation. This
is reviewed on an annual basis. Clear emphasis is placed on recognising, respecting and celebrating diversity. Policies and procedures to promote diversity and equal opportunities
are well established and effective. Reported incidents are recorded and addressed appropriately and consistently. We recognise, respect and celebrate the diversity in our school. The school’s anti-bullying and Strategic Equality Plan clearly explain the procedures that are to be followed on how to eliminate oppressive behaviour.
The school receives support from the “Show Racism The Red Card” programme. The school’s Mission Statement, Vision Statement and aims reflect the school’s strong inclusive ethos. These are summarised for pupils and their
parents/carers in a strongly positive Home School Agreement which 100% of parents/carers have signed up to. Appropriate policies are in place to
30
ensure common understanding of the issues, and to model best practice. We value the diverse nature of our pupils’ backgrounds, and act appropriately on this information. We work closely with MEAS and parents/carers as
partners in the education of pupils. We work closely with the MEAS Support Teacher to plan and deliver individual teaching plans to support children who have English as an Additional
Language (EAL). These children make good and sometimes excellent progress. Clear emphasis is placed on recognising, respecting and celebrating diversity and policies and procedures to promote diversity and equal opportunities
are well established and effective. IPC topics have International/Society tasks, and many of the topics focus on life in other countries e.g. Brazil We celebrate and educate about the work of other faiths by well-planned RE curriculum that celebrates diverse religions through another faith focus
week e.g. Hinduism Week. Racial equality is discussed in the curriculum and through assemblies e.g. Martin Luther King, Rosa Parks, Anne Frank, the Holocaust etc.
Pupils from an ethnic minority background who are learning English as an Additional Language are well-integrated into school life, and make good and sometimes very good progress.
An on-going analysis of gender achievement is maintained and reported in the School Improvement Plan. It is a strong feature of the school that boys consistently achieve well.
Pupil behaviour is very good, and children frequently display tolerant, caring attitudes towards each other. Our PSE scheme of work, supported by our community police officer P.C. Norris, is particularly effective in preventing and eliminating oppressive
behaviour in all forms. Role models are offered through our staff and curriculum including IPC topics such as: The Jobs People Do e.g. hairdressers – Time Detectives, Fit for
life (Variety of sports) People who help us. These topics challenge stereotypes. We have a well understood Equal Opportunities policy that meets statutory requirements and promotes equality and human rights. Pupils and staff
display tolerant attitudes and are free from harassment. Reported incidents are recorded and addressed appropriately and consistently. There is an Incident Book in each class, an Accident Book in Office, and
the Secure Drive stores sensitive pupil information. The school’s Anti-bullying and Racial Equality Policies clearly explain the procedures that are to be followed on how to eliminate oppressive behaviour. Golden Time and the Golden Rules have been introduced in KS2 to help minimise the amount of disruptive behaviour in school. Where possible CT’s adapt the classroom environment and teaching approaches accordingly for pupils with disabilities e.g. sloping writing boards,
hearing, vision etc. Outside agencies are involved in action planning for individuals with disabilities where needed e.g. HI support teacher. The school has no pupil with physical disabilities at present but is waiting for one child to undergo a life changing operation that will result in physical
needs. The Strategic Equality Plan identifies those issues that would need to be addressed if need arises and to ensure that pupils with disabilities do not suffer less favourable treatment in terms of admissions.
The school has made significant improvements to the physical environment – both indoors and outdoors – in recent years. All pupils and staff take a pride in our school and the facilities it offers. Although the school is situated in a community where vandalism is common-place, the physical environment is treated with respect. Although security measures are a necessity, the overall school environment is attractive and well-maintained and
31
supports effective teaching and learning. The development of outdoor learning spaces has been particularly effective. All children in the school now benefit from outdoor provision that
enhance many areas of the curriculum and learning. Pupil plans were utilised to good effect in developing the outdoor space, and the School Council and Eco-Captains regularly suggest ways in which it can be further developed. Children’s self-esteem has certainly been raised, as have their skills levels.
SMT audits and manages the IPC and Literacy, Maths and Science co-ordinator’s ensure that an ample supply of high quality resources match the educational context, age and ability of the learners. Resources are well utilised by staff for the educational benefit of the pupils.
The curriculum is enriched by supplementing internal resources with external specialist provision (Education Library Resource Service, educational visits, visitors to school, theatre groups and professional sports coaches)
There have been many recent changes to the inside of the school. Foundation Phase and Junior libraries have been established along with small class libraries within KS2.The libraries are stocked with a wide range of Literature. They offer a broad selection of books including those which celebrate gender and cultural diversity. High quality reading material has been purchased for Guided Reading in the form of Project X, to stimulate boys’ interest in reading and to develop struggling readers through questioning and inference techniques.
School Council members have recently conducted a survey questioning pupils about preferences in genre books which resulted in a substantial restock of new reading materials.
ICT resources have been considerably developed. Each classroom is equipped with an interactive board or touchscreen TV and a recently developed computer suite is equipped with 15 PCs. Added to this KS1 shared area has 25 iPads, whilst the KS2 area has 9 PC’s and 30 iPads. During 2015 our Y6 classroom was redesigned to facilitate access to a laptop for every pupil (30 bought). Added to this a further 5 PC’s have been purchased for our KS1 shared area and 30 Surface machines for Year 5 giving them a one to one device.
Teachers enhance the curriculum greatly by a range of educational visits, which they use to improve the quality of learning opportunities. Visitors to the school make valuable contributions to the curriculum. IPC entry point supports this.
The Governing Body play an active role in managing school resources. The Finance Committee regularly review expenditure and the Premises Committee the use of space, including Health and Safety issues. The committee also ensures that the School Improvement Plan reflects priorities and is costed appropriately.
Accommodation is sufficient for the number of pupils and provides a stimulating learning environment. The Foundation Phase has clearly developed areas for learning and stimulating visual, tactile, auditory and role-playing experiences. The areas are
utilised to encourage outdoor play and learning to take place. Large outdoor play areas allow plenty of room for pupils to play and recently installed play areas including climbing frames allow for greater physical
development. Pupil toilets (KS1) have been redecorated with the pupils own designs and are appropriate for pupils’ needs The school grounds are well maintained and used for a variety of curricular activities particularly in Geography, PE and Science. School has worked effectively in collaboration with the LEA in funding improvements to school with regard to security and Health and Safety. e.g. New
school gates, pedestrian rails, traffic curbing measures. All classes have a wide range of English and Welsh and Religious Education books available for pupils. The school buildings are well maintained, with interactive and stimulating displays. They are well utilised to
set high expectations for pupils. Pupil and staff toilets are appropriate for pupils’/staff needs. The school grounds are well maintained and used for a variety of curricular activities and community groups mainly connected with sport e.g., Junior
4. School garden5. Foundation
Phase / Key Stage 2 resources
6. SIP (CW)7. School
Environment8. Teacher
Planning Files9. School
Council /Eco File (DP/LD)
32
Running Club, Irish Dancing, Port Talbot FC, Afan Lido FC, Baglan Girls Football. The school has worked effectively in collaboration with the LA and Diocese in funding improvements to the school with regard to security and Health
and Safety. Outdoor learning environments in both Foundation Phase and Key Stage 2 have been considerably enhanced.
Areas for development to ensure improvement, noting * against the areas to be included in the SIP To continue to develop the Digital Competency Framework – SIP Priority 1* To continue to improve the ability of pupils to carry out investigative work in Science- SIP Priority 4* To improve Welsh Language Development across the School – SIP Priority 2* To achieve Healthy Schools Phase 5. Revisit work of Eco Committee and aim to achieve Eco Flag Replace ELSA Update Fire Awareness Training for all staff. To further develop the effective use of HWB across the school.- Milestone – SIP Priority 1*
33
Key Question 3: Leadership
3.1 Leadership 3.1.1 Strategic direction and impact of leadership Evidence
Evaluation 1. Mission Statement (CW)
2. Governors minutes (CW)
3. Minutes of staff meetings (CW)
4. Head teacher’s report (CW)
5. School Prospectus (CW)
6. Policies (CW)7. Teacher weekly
plans 8. IEP’s (CW)9. Intervention
Programmes (CW/FS)
10. Value Added Data analysis file (CW/FS/FP)
11. Performance Management file (CW)
12. Lesson observation (CW)
13. Monitoring file (CW)
14. Questionnaires (CW)
15. Texting Service
Leadership is good because:
The Headteacher/SMT/Staff and Governing Body share a vision and display a clear sense of purpose that promotes and sustains improvements in outcomes for all pupils. We have clear aims, strategic objectives, plans and policies that are focussed on meeting pupils’ needs. The plans made known to all through various means such as the website, school prospectus, staff handbook and newsletters.
The plans are informed by robust self-evaluation processes and are implemented and monitored to measure effectiveness. Roles and responsibilities are well defined and balanced, with staff committed to their role in meeting school aims. Staff understand and fulfil their
roles in relation to strategic aims and SIP. Leaders manage time effectively and prioritise activities and actions, ensuring challenging but achievable goals are set. Meetings focus on core business and standards and generate clear action points which are carried out as agreed. Data is used to monitor performance, identify issues, set clear goals and address areas of underperformance. Challenging but realistic targets are agreed and achieved by staff through a robust Performance Management process. The Performance Management
process identifies development needs clearly and these are prioritised and addressed fully. Targets for staff improvement are intrinsically linked to strategic aims and SIP.
The performance of staff is managed very effectively in order to help them improve their practice through the Performance Management processes, lesson observations, book and planning scrutiny.
High expectations are communicated to all throughout the school via staff meetings, the SIP and staff minutes etc. All staff are challenged and supported to do their best.
All stakeholders share the vision for our school and are committed to delivering high quality education. There is a responsive learning culture in the school based on shared goals and distributed leadership.
Leaders, Governors and staff as a whole promote values and create an ethos where all pupils and staff feel valued.
3.1 Leadership 3.1.2 Governors or other supervisory boards Evidence
Evaluation 1. GB minutes (PS)2. HT Termly
Reports (CW)3. Policy
documentation (CW)
4. School website (FP)
5. Prospectus (CW)6. Annual Report to
Parents (CW)7. H&S Action Plans
(CW)
The Governing Body is fully involved in the life and work of the school. They fully understand and evaluate their role. A culture of challenge, openness and honesty is encouraged. The Governing Body termly meetings are well attended and policies, performance and improvement are discussed in detail. Link governors are in
place for Attendance, Child Protection, ALN, Data and the core subjects including Religious Education. Governors meet with Subject Leaders in order to familiarise themselves with the curriculum. Information is fed back to the Curriculum Sub
Committee. Sub-committee meetings are held at least termly and then fed back to Full Governing Body. The Governing Body has a representative assignesd to each SIP priority and contributes to the school Self-Evaluation.
34
Headteacher provides detailed information on progress of the SIP, feedback from LA reviews and monitoring visits, internal monitoring, data etc. allowing the Governing Body to monitor the quality of provision and performance.
The Governing Body both challenge and support the school as a critical friend and provide a sense of direction for the work of the school. Through the School Prospectus and Annual Report to Parents, the Governing Body ensures that all stakeholders are aware of the procedures if they
wish to make a complaint or appeal. The constitution of the Governing Body meets legal requirements including the formulation of the appropriate sub committees. They fulfil their
statutory obligations, taking account of relevant legislation and guidance. The Governing Body plays a strong role in fulfilling Health and Safety requirements, acting as a critical friend in monitoring standards through site
visits. Governors are informed of all governor training and updates on training that is available is on the agenda of every termly meeting. Some Governors
regularly attend training.
8. Governors Training record (Clerk)
9. Governing Body Annual (CW)
10. Report to Parents (CW)
11. Minutes of Headteacher Performance Management review (CW)
12. Governing Body Termly Reports (CW)
13. Link Governor File (CW)
14. H&S File (CW)15. SIP 2016-17/17-
18
3.2 Quality Improvement 3.2.1 Self-evaluation, including listening to learners and others Evidence
Evaluation 1. Self-evaluation overview record (CW)
2. SIP (CW)3. Value Added
Data analysis file (CW/FS/FP)
4. SIMs Assessment Manager Tracking System (CW/FS/FP)
5. Lesson Observation file (CW)
6. Performance Management file (CW)
7. Pupil & Parent Questionnaires (CW)
8. School Council Minutes (EC/LD)
9. GB minutes (PS)
10. LA mid-term reviews (CW)
Quality improvement is good because:
Leaders have a good understanding of the school’s strengths and areas for development. The school’s self-evaluation process is systematic and based on first hand evidence and involves all stakeholders. Examination of evidence identifies underperformance/coasting. Issues are tackled through the SIP.
Self-evaluation is a regular part of the school’s working life and embedded in our strategic planning. The report is open, honest and evaluative and informs the SIP effectively.
Actions on the SIP are evaluated comprehensively against the success criteria to see what impact they have on standards across the whole spectrum of school life.
SMT analyse pupil performance information (including baseline, National Tests, in-house tracking etc.) and use this information to inform strategic planning, for tracking pupils’ attainment, identifying needs, targeting pupils for intervention programmes and in setting challenging and measurable targets for improvement.
Leaders make good use of a wide range of robust monitoring activities. The SMT and subject co-ordinators (where appropriate) are involved in a structured Monitoring and Evaluation Cycle programme including classroom observations, scrutiny of planning, work scrutiny and talking to pupils. Teachers are made aware of targets that arise from the monitoring activities in order to develop a culture of improvement. This information informs the school self-evaluation statement and consequently the SIP, PM objectives & subject Action Plans.
All staff are involved in assessing their own performance and setting their own targets as part of the Performance Management / NQT/EPD process. The Performance Management objectives for the Headteacher and staff are intrinsically linked with school improvement and raising standards and are
linked to Self-Evaluation and the SIP. Reasoning /Higher Order Reading Performance 2016-17 School seeks the views of parents through questionnaires, parental response forms for end of year reports, IEP review meetings, parent helpers,
Parent Governors, parents’ evening and by operating an open door policy.
35
The views of the Governing Body are actively sort through questionnaires, sub-committee and full Governing Body meetings. The views of pupils are regularly sought through questionnaires and active pupil groups within the school e.g. School Council, The Learning Squad,
Eco-Committee. The School Council has the opportunity to inform members of the Governing Body as to the impact their decisions have had on learning and
wellbeing. The school uses the views from stakeholders to inform the self-evaluation process and to guide and support improvement planning. Reviews by external agencies are used to inform the self-evaluation process and consequently the SIP. ERW Core Visits etc.
The outcomes from SE & issues identified form the priorities for the SIP and targets for improvement. Areas for improvement are prioritised and costed. Priorities clearly relate to improving standards of achievement and the quality of learners experiences. The SIP is closely monitored and contains clear aims and actions and gives appropriate attention to time scales, personnel involved, resource
implications etc. Distributed leadership gives staff a key role in leading set priorities identified from the school’s self-evaluation process. The identification and
purchasing of resources contribute to the quality of learning experiences, thus impacting on standards. Thorough analysis of performance data supports the setting of challenging targets at whole school and individual pupil level. Targets are closely monitored and evaluated under the Monitoring and Evaluation Cycle process within the school. Specified and realistic timescales are set within the SIP with responsibility for delivery allocated. Performance Management objectives are clearly linked to the SIP. Personal objectives are set as a result of staff self- analysis. The Headteacher together with the Governing Body ensures the priorities in the SIP are supported through appropriate allocation of resources e.g.
purchase of PC’s, iPads, additional reading scheme books, Guided Reading books etc. Where appropriate, subject leaders monitor their areas of responsibility to ensure good standards are achieved and produce action plans for
improvement. These are shared with both staff and Governing Body. Staff meet to effectively monitor standards in pupil books, in addition to this they scrutinise each other’s planning files in order to share good practice. Dedicated leadership time for the ALNCO/Deputy Head ensures effective challenge, support and guidance for all staff. St. Therese’s has a good track record of successful improvements. All recommendations from the last Estyn Inspection have been implemented and
monitored. A comprehensive programme of monitoring at 3 levels – Leadership Team, Performance Management, Coordinator (where appropriate) – means that
early intervention is possible to bring about improvement from perceived weaknesses
3.3. Working in partnership 3.3.1 Strategic partnerships Evidence
Evaluation 1. Student Mentor (DP)
2. Healthy Schools Coordinator & action plans
3. Mini Vinnies (EC) 4. Cluster
Transition Plan
A well- established professional learning community within the school enables staff to develop & share their professional knowledge. There is a culture of collaboration with staff sharing good practice through discussion, observing each other’s planning and pupils’ books. Staff also plan in collaboration with their “phase” colleagues. All staff are engaged in increasing their professional knowledge, understanding & skills.
Where appropriate, teachers are given an opportunity to peer mentor colleagues in a bid to raise standards. We reflect on our own practice and evaluate the impact on pupils’ learning & well-being through teacher evaluations, staff meeting discussions &
36
evaluating the SIP. Staff are supported by CPD both through internal & external providers. FP staff visit other schools to learn from good practice. End of Key Stage staff work with cluster colleagues, creating portfolios of levelled work materials to aid moderation. The School has worked to Support other organisations to improve delivery. For example Rhos, Cilfrew, Sandfields and Crymlyn Primaries to address
inspection recommendations surrounding Pupil tracking and AfL. The School is currently part of the PLS network and is supporting two schools – Bronllys and Talgarth with effective summative data analysis and
tracking. We are currently part of an ERW project to improve outcomes for MAT pupils. A recording sheet for Pupil progress in POPAT designed by a TA has been shared with all schools within the LA.
(CW) 5. SIP(CW) 6. Induction
PowerPoint for YR Parents coffee morning (FS)
7. School website (FP)
8. Attendance date (CW)
9. RE Co-ordinator (EC)
3.3. Working in partnership 3.3.2 Joint planning, provision of resources and quality assurance Evidence
Evaluation 1. Transition File (CW)
2. Moderation File (AS/LC)
3. Standardisation Portfolio (AS/LC)
4. Pupil questionnaires (CW)
5. Transition liaison meeting (AS & FS)
6. SENCO (SB)7. Transition Plan
(CW)
The school works closely with other Catholic schools in the area and with the Diocese of Menevia sharing training for Local, National and Diocesan priorities i.e. LNF and Religious Education.
We have close links with the parish e.g. school Masses, First Holy Communion Sunday Masses, Harvest Service, Advent. The Headteacher attends the support group LLAN, which has a focus on authority developments. These issues are shared with staff and developed
accordingly. This group provides a good network for sharing good practice amongst schools. The school works closely with the Challenge Advisor who advises on the school’s capacity to improve. The school website is updated regularly and combined with a school/parent texting service help to raise the profile of the school and disseminate
information to the community. The school provides Breakfast Club facilities which assist working parents. The school works in partnership with Swansea Metropolitan and Trinity St. David Universities, providing mentoring and training for Student
Teachers. We are also a venue for the training of Childcare Students from Swansea and Neath Port Talbot Colleges. As a result we are able to incorporate innovative practice into our repertoire of skills, and share skills with those new to the profession. Our pupils benefit from this exchange of teaching and learning skills.
A programme of transition activities prior to transfer means that children are well-prepared for their move to secondary education. We feel Cluster Working with our main Secondary School and feeder primaries is underdeveloped and we will be looking at closer links and working parties to improve this area.
A range of community support agencies are used as partners to help promote safety with children and their parents/carers. Design to Smile Team enhance learning provision and positively affect community priorities through the tooth brushing scheme and the supply of resources.
Strong partnerships are evident with parents/carers. Attendance rates at Parents’ Evenings are high. Parent/carer attendance at Class Assemblies, summer & Christmas Concerts are high; support for community activities (Carol Service, sporting events) are excellent; social and fund-raising activities organised by the Friends of St. Therese’s are well supported; support for those charities and those less fortunate (Harvest donations for SVP Food Bank, Children in need) are strong. The school chaplaincy group (Mini-Vinnies) promote charity fundraising activities.
Effective liaison exists with specialist agencies such as the police (P.C. Norris), school nurse, psychological (Andre Mundy, Educational Psychologist), EWO and social services.
The Headteacher and Nursery/Reception staff hold a coffee morning/presentation for parents/carers of children due to start full-time education,
37
where issues to do with partnership working and mutual support are raised. Attendance at this meeting is very good. Transition to the Secondary school is very effective as pupils are invited to attend transition sessions throughout the school year. In addition to
this, the ALNCO meets with the Year 6 class teacher to undertake a transfer of information, the Headteacher meets with the secondary Safeguarding Officer to transfer information of a confidential nature. The Transition coordinator liaises regularly with the Year 6 class teacher and provides opportunities for pupils to visit the comprehensive school to engage in a range of activities that assist in further developing their learning.The cluster meets throughout the year to moderate pupils’ work.
The quality assurance of standardisation and moderation of core subjects has been addressed successfully through comprehensive portfolios of evidence, and regular meetings for staff to develop joint working practices, both in-house and with partner primary and secondary schools.
3.4 Resource Management 3.4.1 Management of staff and resources Evidence
Evaluation 1. Rapid Programmes Data in Value Added Data file (CW/FS/FP)
2. Monitoring file3. Intervention
Programme files
4. SIP 12/165. Staff
Development records
6. C21st Schools file Traffic Light Survey
7. Intervention Programme file
8. Performance Management file
Appropriately qualified staff are deployed well in order to deliver the curriculum effectively. Staff are deployed to make best use of their time, expertise & experience. TA’s are employed to deliver Rapid Programmes. These projects are extremely successful in adding value to pupil performance.
Learning support assistants are purposefully deployed to undertake a range of activities including working with pupils in a small group & individual basis, targeting pupils with intervention programmes and the Workforce Remodelling Tasks.
Effective use is made of PPA time, with pupils receiving specialist provision in ICT (KS2). PPA is carried out by 2experienced TA’s at level 4(KS2) and a Teacher at FP..
Spending decisions are closely linked to priorities for expenditure identified in the SDP. A robust PM cycle and comprehensive CPD programme ensures that all staff’s needs are met. These will have been identified through the PM
process, whole school and individual need. Accommodation is maintained to as high a standard as possible, within the constraints of the budget. School has worked effectively in
collaboration with the LEA in funding improvements to school accommodation and environment e.g. new security gates and fence, painting of classrooms and toilets, new computer suite, conversion of changing rooms and cloakrooms to working areas and extensive improvements to outside areas.
Effective resources match the educational context, age and ability of the learners and provide suitable support for the work of the school. Subject coordinators conduct audits of resources as part of their subject self-evaluation. Resources are reviewed to ensure that they will impact on learning and teaching and assist in raising standards.
3.4 Resource Management 3.4.2 Value for money Evidence
Evaluation 1. Minutes of Finance Governing Body Meetings (PS)
2. EIG records (CW)3. PDG (CW)4. Minutes of
Premises Sub Committee GB (CW)
Spending is well managed to give good value for money. Resources including staffing are under constant review. The HT manages the EIG, WEG and PDG effectively and links this expenditure to priorities identified in the SIP. Arrangements for managing the budget are set according to local and national guidelines. The Bursar monitors expenditure on fixed contracts and searches quotations to ensure the school is receiving the best value for money. The system for day to day financial management is clear, efficient and manageable. Finance decisions are evaluated thoroughly by the GB.
38
The Governing Body receives termly reports from the Headteacher focusing on school improvement in relation to pupil performance, staffing, curriculum, staff development, finance and premises matters.
Areas for development to ensure improvement, noting * against the areas to be included in the SIP Improve Cluster Working between feeder primaries and Secondary School. Reorganisation of roles and responsibilities of TA support with regard to intervention programmes and class support. Job Descriptions for teachers and TA’s need to be revisited. To further upskill staff in the analysis of data – see monitoring aspect of SIP.*
