inspection under section 28 of the - estyn€¦ · · 2015-10-05inspection under section 28 of...

Inspection under Section 28 of the Education Act 2005

A report on the quality of education in

Ysgol Gynradd Gymraeg Bro Allta Central Street

Ystrad Mynach Hengoed CF82 7XQ

School number: 6762368

Date of inspection: 22 February 2010

by

Rhiannon Harris 78850

Date of publication: 28 April 2010

Under Estyn contract number: 1117809

© Queen’s Printer and Controller of HMSO 2010: This report may be re-used free of charge in any format or medium provided that it is re-used accurately and not used in a misleading context. The copyright in the material must be acknowledged as aforementioned and the title of the report specified.

Copies of this report are available from the school. Under the Education Act 2005, the school must provide copies of the report free of charge to certain categories of people. A charge not exceeding the cost of reproduction may be made to others requesting a copy of the report.

Introduction

Ysgol Gynradd Gymraeg Bro Allta was inspected as part of a national programme of school inspection. The purpose of inspection is to identify good features and shortcomings in schools in order that they may improve the quality of education offered and raise the standards achieved by their pupils. The inspection of all schools within a six-year cycle is also designed to give parents information about the performance of their child’s school.

The inspection of Ysgol Gynradd Gymraeg Bro Allta took place between 22/02/10 and 25/02/10. An independent team of inspectors, led by Rhiannon Harris undertook the inspection. Estyn, a statutory body independent of, but funded by, the National Assembly for Wales, commissioned the inspection.

The team was required to report on the standards achieved by pupils, the quality of education provided by the school, the quality of leadership and management and the contribution made by the school to its pupils’ spiritual, moral, social and cultural development.

Estyn’s reports follow its guidance for the writing and editing of reports, which is available on the Estyn website (www.estyn.gov.uk). The table below shows the terms that Estyn uses and a broad idea of their meaning. The table is for guidance only.

Nearly all with very few exceptions

Most 90% or more

Many 70% or more

A majority over 60%

Half/around half close to 50%

A minority below 40%

Few below 20%

Very few less than 10%

The five-point scale used to represent all inspection judgements in this report is as follows: Grade 1 good with outstanding features Grade 2 good features and no important shortcomings Grade 3 good features outweigh shortcomings Grade 4 some good features, but shortcomings in important areas Grade 5 many important shortcomings

There are three types of inspection.

For all inspections, there is a written report on seven key questions.

For short inspections, there are no subject reports.

For standard inspections, there are also reports on six subjects.

For full inspections, there are also reports on all subjects.

Estyn decides the kind of inspection that a school receives, mainly on the basis of its past performance. Most schools receive a standard inspection. All nursery schools, special schools, pupil referral units and any new or amalgamated schools receive a full inspection.

This school received a standard inspection.

Year groups and key stages Schools use a common system of numbering year groups from the start of compulsory schooling to 18 years of age. This system emphasises the importance of continuity and eases communication among schools, governing bodies, parents and LEAs. The term ‘Reception’ (R) refers to the year group of pupils in a primary school who reach the age of 5 during the academic year. Year 1 refers to the year group of pupils who reach the age of 6 during the academic year and so on. Year 13 is the year group of students who reach the age of 18 during the academic year. Primary phase:

Year R Y1 Y2 Y3 Y4 Y5 Y6

Ages 4-5 5-6 6-7 7-8 8-9 9-10 10-11

Secondary phase:

Year Y7 Y8 Y9 Y10 Y11 Y12 Y13

Ages 11-12 12-13 13-14 14-15 15-16 16-17 17-18

The National Curriculum covers four key stages as follows:

Key stage 1 Year 1 and Year 2

Key stage 2 Year 3 to Year 6

Key stage 3 Year 7 to Year 9

Key stage 4 Year 10 and Year 11

Contents Page

Context

1

Summary

2

Recommendations

8

Standards

8

Key Question 1: How well do learners achieve?

8

The quality of education and training

11

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

11

Key Question 3: How well do the learning experiences meet the needs and interests of learners and the wider community?

14

Key Question 4: How well are learners cared for, guided and supported?

16

Leadership and management

18

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

18

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

19

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

21

Standards achieved in subjects and areas of learning 22

Foundation phase Science History Music Physical education Religious education

22 26 28 29 30 31

School's response to the inspection

32

Appendices 33

1 Basic information about the school 33

2 School data and indicators 33

3 National Curriculum assessments results 34

4 Evidence base of the inspection 36

5 Composition and responsibilities of the inspection team 36

Report by Rhiannon Harris Ysgol Gynradd Gymraeg Bro Allta, 22/02/10

1

Context

The nature of the provider

1 Ysgol Gynradd Gymraeg Bro Allta is situated in the town of Ystrad Mynach and is maintained by Caerphilly Education Authority (LEA).

2 The catchment includes the town and its surrounding areas, including Nelson, Penpedairheol, Cefn Hengoed, Hengoed and Maesycwmmer. The school describes the area as one that is neither prosperous nor economically disadvantaged, but states that 10% of the pupils come from less privileged backgrounds. Pupils represent the full range of ability.

3 There are 9% of pupils who are entitled to free school meals, a figure which is lower than local and national averages. Fifty-four pupils, some 15%, have been identified as having special educational needs (SEN). None of them holds a statement for SEN.

4 Approximately 5% of pupils come from homes where Welsh is the main language, but by the end of key stage 2, the vast majority speak Welsh to first language standard. Some 0.3 of pupils come from ethnic minority backgrounds. No pupil has been excluded during the last 12 months.

5 Currently, there are 350 pupils on the school roll, including 48 nursery children who attend on a full time basis. Pupil numbers have risen slightly over the last three years. Pupils are divided into 13 classes, 11 of these include pupils of the same school year age and the other two include pupils from two school years. The school currently employs 15 teachers, including the headteacher and one part time teacher.

6 The school was established in the current building in 1993. Recently, the school extended the teaching and learning space through adapting a building which was part of another school's site. By now, the hall is too limited for the number of pupils who attend the school. On the whole, the building is in a good condition.

7 The school was last inspected in March 2004. The headteacher was appointed in January 2003 and the current deputy in September 2008.

The school’s priorities and targets

8 The school's priorities are to:

prepare each child to take a full part in our bilingual society;

give each child the opportunity to develop fully, educationally, socially and morally to the best of their ability;

prepare each child to face a society that is changing and developing quickly;

encourage each child to show respect for property and for the environment;

encourage each child to respect their fellow-man whoever they are;

promote each child's self-confidence and self-respect; and

promote the development of the school and its children, through working with the LEA, our parents and the community.


2

9 The school's priorities for this year are to:

raise standards of attainment in writing in English and Welsh in key stage 2 and in mathematics, science, information and communications technology (ICT) and music throughout the school;

implement the Foundation Phase in the reception class and prepare to extend it to Y1 and Y2;

continue to improve provision for pupils with SEN;

develop assessment arrangements further;

review safety arrangements;

further develop the curricular provision with regard to Eco-Schools, Connecting Classrooms, Healthy Schools, business links and transfer arrangements, and

develop the role of the school's governing body and leaders further with regard to self-evaluation arrangements.

Summary

10 Ysgol Gynradd Gymraeg Bro Allta is a good school, with some outstanding features. These include teaching of outstanding quality and excellent care and support. The headteacher and staff work together very diligently and dedicatedly to create an inclusive school community where each individual develops self-worth and self-respect, and where there is a clear sense of Welsh identity. Values such as courtesy and kindness and a commitment 'to give of our very best' receive particular emphasis.

11 The inspection team agree with the school's judgement in its self-evaluation report in five of the key questions but has awarded a higher grade to two questions. The team is of the opinion that the school has undervalued its effectiveness in providing education of a very high standard and outstanding care and support for pupils.

Table of grades awarded

Key Question

Inspection grade

1. How well do learners achieve? Grade 2

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

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

Grade 2

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

5. How effective are leadership and strategic management? Grade 2

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

Grade 2

7. How efficient are leaders and managers in using resources? Grade 2

Grades for standards in the subjects inspected

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

15.9% 84.1% 0% 0% 0%


3

12 These figures are higher than the national percentages in Her Majesty's Chief Inspector's (HMCI) annual report for 2008-2009 which states that standards in schools in Wales are good or better (Grade and 2) in 85% of lessons and are outstanding in 12%.

Grades in the areas of learning inspected

Nursery Reception

Personal and social development, wellbeing and cultural development

Grade 1 Grade 1

Language, literacy and communication skills Grade 1 Grade 1

Mathematical development Grade 1 Grade 1

Knowledge and understanding of the world Grade 1 Grade 1

Creative development Grade 1 Grade 1

Physical development Grade 1 Grade 1

Foundation Phase Grade 1

13 Overall, the quality of the provision for children under five years of age is appropriate to their needs and the children make good progress towards the outcomes of the Foundation Phase

Grades awarded in the subjects inspected

Inspection area KS1 KS2

Science Grade 2 Grade 2

History Grade 2 Grade 2

Music Grade 1 Grade 1

Physical education Grade 2 Grade 2

Religious education Grade 2 Grade 1

14 In 2009, in the national assessments at the end of key stage 1 (KS1), the percentage of pupils who achieve level 2 (the level expected of pupils at seven years of age) is higher than local and national averages in Welsh, mathematics, science and the core subject indicator (CSI). The percentage of pupils who achieve level 3, which is the higher level, is higher than local and national averages in Welsh and science and higher than local averages but lower than those nationally in mathematics.

15 In key stage 2 (KS2) in 2009, the percentage of pupils who achieve level 4 (the level expected of pupils at 11 years of age) is higher than local and national averages in the four core subjects and the CSI. The percentage of pupils who attain level 5 is higher than local and national averages in English, Welsh and mathematics but is lower in science.

16 Overall, boys perform slightly better than girls across the core subjects and the CSI in KS1 but in KS2, girls generally perform better than boys.

17 In comparison with similar schools in the same free school meals group, the school's percentages in KS1 are in the third quartile in Welsh and in the second quartile in mathematics, science and the CSI. In comparison with schools in the same family, the school's percentages are higher than the family's percentages in the three core subjects and the CSI.

18 In comparison with similar schools in the same free school meals group, the school's percentages in KS2 are in the second quartile in Welsh and in the third quartile in English, mathematics, science and the CSI. In comparison with


4

schools in the same family, the school’s averages are higher than those of the family in Welsh and science and lower in English, mathematics and the CSI.

19 The trend in the percentages of pupils in KS1 who attain at least level 2 in Welsh, mathematics, science and the CSI over the last three years has shown a gradual improvement. The same pattern of improvement can be seen in the trend of percentages of KS2 pupils who attain level 4 in the four core subjects and the CSI.

20 Pupils are fully aware of their personal targets and their ability to evaluate their own work and that of their peers is developing well. They make good use of the 'learning tree' and can make sensible suggestions as to how to improve specific aspects of their work.

21 Most pupils, including those with SEN, in both key stages make good progress and achieve their potential. Pupils succeed whatever their background, and at the upper end of KS2, they are ready to move on to the secondary school.

22 Overall, standards in communication skills are good and in listening skills they are outstanding. Children under five have communication skills which are consistently good and are often very good. Literacy skills, including speaking, reading and writing, are good across both key stages, in Welsh in KS1 and in both languages in KS2. The numeracy and ICT skills of children under 5 and pupils in key stages 1 and 2 are good and they receive sufficient opportunities to use them across the curriculum. Pupils' bilingual skills are outstanding.

23 Pupils make outstanding progress in their personal, social and moral development and in their wider development. Children under five and pupils in both key stages show good motivation when engaged in their work, and their ability to work independently is developing well. They behave responsibly and courteously around the school, and display respect towards each other and towards adults. They are very aware of the importance of equal opportunities.

24 Children under five develop a good understanding of the world of work through role-play. In both key stages, pupils' good understanding of the world of work is the result of strong links with local businesses and pupils contribute well to a wide range of community activities. Their links with Ystrad Mynach and the local area prepare them well for participating fully in the workplace and the community.

25 Over the three previous terms, pupils' average attendance is 93.8% which is slightly higher than local and national averages. Almost all pupils arrive at the school on time.

The quality of teaching and training

Grades for teaching


34.2% 65.8% 0% 0% 0%

26 These figures are substantially higher than the national percentages in HMCI's annual report for 2008-2009, that overall, the quality of teaching in primary schools in Wales is good or better (Grade 1 and 2) in 85% of lessons and outstanding (Grade 1) in 17%. The quality of teaching is much higher than it was in the previous inspection.


5

27 The quality of the working relationship between teachers and learners is of a high standard. Teachers have high expectations, and pupils' efforts are praised. Teachers throughout the school are very good language models and KS2 teachers promote pupils' bilingual skills very well. They manage the classes fairly, use a variety of teaching methods and resources and make very effective use of support staff to support groups or individuals. Their plans identify clear learning objectives and a good pace is maintained throughout the lesson.

28 Where the teaching is outstanding, teachers have subject expertise of outstanding standard, very high expectations, a very wide range of differentiated and challenging activities, very effective strategies to gain and hold pupils' interest and a very effective structure for plenary sessions to promote evaluation of the learning. Pupils are given excellent opportunities to work together and independently, and to plan work together with the teacher. The quality of the questioning in introductory sessions and throughout the lesson is very good.

29 The school's assessment procedures are good and meet with statutory requirements with regard to recording pupils' achievements and reporting annually to parents. Good use is made of baseline assessments and core subject assessments to identify pupils' needs, to set targets and to plan activities. Assessment opportunities identified in the short term planning and questioning during lessons provide information about pupils’ progress which is used purposefully. A range of assessment for learning strategies is used effectively throughout the school and across the curriculum.

30 There is an effective electronic system in place to track pupils' progress in the core subjects. Work is marked regularly, and positive comments are given which, in the best practice, give specific guidance on how to improve the work. The procedures for assessing pupils with SEN are very good. Pupils' ability to evaluate their work and to set their own targets is developing well. Overall, annual reports to parents are of a good quality, although pupils' targets are not always clear and there is no opportunity for learners to make comments on their own progress.

31 Throughout the school, the curricular provision is broad and balanced and shows clear continuity and coherency. There is clear evidence of the thematic method in KS1 and KS2. The curriculum meets the needs of all pupils, through very effective differentiation for pupils of different abilities. It meets statutory requirements across all age ranges.

32 There is very effective planning for introducing the Foundation Phase and a very good start has been made on planning in accordance with the skills framework in the medium and short term throughout the whole curriculum in KS2, to meet the requirements of the new curriculum.

33 Whole-school planning provides well for developing the key skills of literacy, numeracy and ICT in all subjects, and ensures that pupils are aware of the skills they are learning. Regular opportunities are provided to develop pupils' thinking and problem-solving skills, and creative skills are promoted very successfully throughout the curriculum, especially in music. Pupils develop very positive attitudes towards lifelong learning.

34 The curriculum develops pupils’ bilingual skills very well and excellent attention is paid to developing pupils' knowledge of the Cwricwlwm Cymreig. Religious


6

education and geography lessons and the link with Bangladesh through the project 'Connecting Classrooms' raise pupils' awareness of other cultures in a highly effective way. All learners have equal opportunities and access to the full curriculum.

35 The school has an interesting programme of extra-curricular activities including folk dancing, singing and art activities in the Urdd club, and a wide variety of sporting activities. Included in the wide range of visitors and visits are members of the community who come in to speak to pupils about history, art, music and keeping healthy.

36 The personal and social education (PSE) programme is arranged extremely well to include circle time, specific activities and aspects which permeate the whole curriculum. Religious education lessons and collective worship sessions provide exceptionally well for pupils' spiritual development, especially through opportunities provided to reflect and say 'a prayer from the heart'. Their moral development is promoted in an exemplary way through a range of opportunities to take responsibility for each other and for the environment, and to set rules for the school community. Members of the school council and the Eco committee take their responsibility of representing their peers seriously.

37 The curriculum reflects national priorities well. The school has promoted education for sustainable development well and is aiming to attain the green flag. The school recycles a range of materials and is seeking to avoid wasting resources.

38 The school's partnerships are outstanding. The school works very well with parents for the benefit of their children and parents make a very good contribution to the school, especially through the fund-raising activities of the Friends of the School. Sound links with other primary schools in the cluster ensure close collaboration. Arrangements for transferring pupils to the secondary school are outstanding and the partnerships with Ystrad Mynach College and with the community are also excellent.

39 The good opportunities for developing pupils' awareness of the world of work include a range of visits to local businesses. The school begins to develop pupils' entrepreneurial skills appropriately through experiences in managing the school's fruit shop, but further development of this aspect is required.

40 The school's care and guidance arrangements have been planned and managed very effectively. The school is a happy and inclusive community, where pupils feel secure. Effective use is made of welfare services and agencies in order to support all pupils, especially those with SEN.

41 There are positive and successful procedures for praising and rewarding good behaviour which are very popular with the pupils. The arrangement for monitoring and analysing attendance and punctuality is thorough, and the school's procedures for monitoring pupils' progress are detailed.

42 The school ensures the welfare of all pupils. Child protection arrangements are familiar to all who work at the school and meet statutory requirements. The provision for pupils with SEN is outstanding. Pupils' learning needs are identified at an early stage, and pupils make good progress.


7

43 The school has effective health and safety policies and procedures. Risk assessments are undertaken and recorded regularly for school visits and field work. Pupils are encouraged to keep healthy through the promotion of physical activities and healthy eating.

44 The school ensures that pupils with physical disabilities are not placed under disadvantage, and there is an appropriate accessibility plan in place.


45 The headteacher has a very clear vision which is shared with the staff, parents and the governing body, to ensure the development of pupils' self-worth and self-respect within the school's community and the wider community and to promote awareness of their Welsh identity. The headteacher is supported very well by the hard-working and committed staff. They have thorough subject knowledge and provide sound guidance for their colleagues with regard to the latest developments in their areas. The support staff contribute extensively to the high quality of the educational provision.

46 The headteacher maintains a strong, purposeful link between the self-evaluation cycle, the performance management programme, procedures for identifying staff developmental needs and prioritising issues for the school development plan (SDP). The school's consideration for local and national priorities is good.

47 The governing body is very supportive of all the school's work. Members are very well informed of life and work at the school through the headteacher's reports and through presentations by subject coordinators in the termly focus meetings. They work very effectively with her to determine the school's strategic direction and to manage the expenditure of the budget. Their role in monitoring the educational provision is established and every governor has responsibility for an aspect of the curriculum. They have an extensive knowledge of the building and the site. They meet regulatory and legal requirements fully.

48 The self-evaluation process has been firmly established in the school's culture and the self-evaluation report is a working document which provides a range of relevant information. Judgements are based on monitoring procedures which follow a specific timetable. Detailed attention is paid to the contribution of a range of stakeholders including staff, pupils, parents and governors. An analysis of pupils' performance data across a range of assessments is used thoroughly, together with evidence from discussions with learners and the scrutiny of books.

49 Progress since the previous inspection has been good.

50 There is a sufficient supply of teaching staff who are appropriately qualified. Planning for their deployment and for delegating responsibilities is good. Good use is made of expertise to teach history and physical education. The support staff make a good contribution to the high quality of the provision. All staff receive sufficient opportunities to attend relevant training.

51 There is a good range of teaching resources to support the curriculum, including ICT resources and resources for music are outstanding. A regular audit is undertaken to ensure that they are suitable and sufficient. The school's budget is managed very well by the headteacher and the governors.

52 Overall, the classrooms provide sufficient learning space, but the hall is very restricted for physical education lessons and collective worship. Improvements


8

have been made to the building for the junior section since the previous inspection, which include a classroom, library and computer suite. The improvements for the Foundation Phase location contribute successfully towards the provision of excellent learning experiences for the children under five.

53 The playing field is shared with another school, but pupils have to cross a busy road in order to reach it. The school has expressed concern for pupils' safety when crossing at the crossing, and is working with the LEA to improve the situation through introducing traffic calming measures and relocating the crossing. The car park for staff is limited, and the entrance to this area of the site is very confined.

54 Considering the contribution of outstanding teaching, the variety of provision which enriches the curriculum, the caring and inclusive ethos, the focus of leadership and management on raising standards, the school provides good value for money.

Recommendations

In order to continue with the progress that the school has made since the previous inspection, the governing body and staff need to:

R1 raise the good standards and maintain the outstanding standards in the subjects inspected;

R2 continue to share the outstanding teaching practice that exists at the school;

R3 continue to develop the long and mid term planning for the new KS2 curriculum and extend the provision in the Foundation Phase to Y1 and Y2, and

R4 improve the provision for developing pupils' entrepreneurial skills.

The governing body is responsible for amending its current development plan to incorporate action in response to the recommendations within 45 working days of receiving the report, showing what the school is going to do about the recommendations. This plan, or a summary of it, will be circulated to all parents at the school.

Standards

Key Question 1: How well do learners achieve?

Grade 2: Good features and no important shortcomings

55 The findings of the inspection team agree with the judgement given by the school in its self-evaluation report.

Grades for standards in the lessons observed during the inspection


15.9% 84.1% 0% 0% 0%

56 These figures are substantially higher than the national percentages in HMCI's annual report for 2008-2009 that standards in schools in Wales are good or better (Grade 1 and 2) in 85% of lessons and are outstanding in 12%.


9

Grades for the areas of learning inspected

Nursery Reception

Personal and social development, wellbeing and cultural development

Grade 1 Grade 1

Language, literacy and communication skills Grade 1 Grade 1

Mathematical development Grade 1 Grade 1

Knowledge and understanding of the world Grade 1 Grade 1

Creative development Grade 1 Grade 1

Physical development Grade 1 Grade 1

Foundation Phase Grade 1

57 Overall, the quality of the provision for children under five years of age is appropriate to their needs and the children make good progress towards the outcomes of the Foundation Phase

Grades awarded in the subjects inspected

Inspection area KS1 KS2

Science Grade 2 Grade 2

History Grade 2 Grade 2

Music Grade 1 Grade 1

Physical education Grade 2 Grade 2

Religious education Grade 2 Grade 1

58 In 2009, in the national assessments at the end of KS1, the percentage of pupils who attained level 2 (the level expected of pupils at seven years of age) is higher than local and national averages in Welsh, mathematics, science and the CSI. The percentage of pupils who attained level 3, which is the higher level, is higher than local and national averages in Welsh and science and higher than the local averages but lower than those nationally in mathematics.

59 In KS2 in 2009, the percentage of pupils who attained level 4 (the level expected of pupils at 11 years of age) was higher than local and national averages in the four core subjects and the CSI. The percentage of pupils who attain level 5 is higher than local and national averages in English, Welsh and mathematics but is lower in science.

60 Overall, boys perform slightly better than girls across the core subjects and the CSI in KS1, but in KS2, girls generally perform better than the boys.

61 In comparison with similar schools which are in the same free school meals group, the school's percentages in KS1 are in the third quartile in Welsh and in the second quartile in mathematics, science and the CSI. In comparison with schools in the same family, the school's percentages are higher than the family's percentages in the three core subjects and the CSI.

62 In comparison with similar schools which are in the same free school meals group, the school's percentages in KS2 are in the second quartile in Welsh and in the third quartile in English, mathematics, science and the CSI. In comparison with schools in the same family, the school’s percentages are higher than the family's averages in Welsh and science and lower in English, mathematics and the CSI.

63 The trend in the percentage of pupils in KS1 who achieve at least level 2 in Welsh, mathematics, science and the CSI over the last three years has shown a gradual


10

improvement. The same pattern of improvement can be seen in the trend in the percentage of KS2 pupils who achieve level 4 in the four core subjects and the CSI.

64 Pupils are fully aware of their personal targets and know when they have achieved them. They succeed in reviewing targets with the teachers and in setting new ones. They respond enthusiastically to strategies which encourage them to assess their learning throughout the lesson, and their ability to evaluate their own work and that of their peers is developing well. They make effective use of the 'learning tree' and can make sensible suggestions as to how to improve specific aspects of their work.

65 Most pupils in both key stages make good progress with regard to their knowledge, understanding and their skills and attain their potential. Overall, pupils with SEN make good progress. Pupils succeed whatever their background, and at the upper end of KS2, they are ready to move on to the secondary school.

66 Overall, standards in communication skills are good and in listening they are outstanding. Children under five have communication skills which are consistently good and often very good, and which lay sound foundations for their education. Throughout the key stages, listening skills are outstanding and pupils respond well to the questioning and discussions of the introductory and closing sessions in lessons. They read a range of texts well according to their age and ability in Welsh in KS1 and in both languages in KS2. Pupils' writing skills in Welsh are good in KS1 and their writing skills in both languages are developing well throughout KS2. There are many examples of extended written work for a wide range of purposes in both languages in KS2.

67 In the Foundation Phase, numeracy and ICT skills are consistently good and often very good, and the children under five use them regularly in their lessons and during other activities. They develop good ICT skills through using computers to play language and numeracy games and to draw pictures. They can use the interactive whiteboard and digital cameras confidently. They develop good numeracy skills through practicing songs and rhymes, as well as in practical activities.

68 In both key stages, pupils' use of numeracy and ICT skills are good throughout the curriculum. Examples were seen of pupils' word processing, handling data and presenting it in a variety of formats, playing number and language games, drawing pictures and using the internet to search for information in many of the lessons observed. Numeracy skills are used well in science, music, history and geography to present work in the form of bar, block and link graphs, tables and time lines.

69 Pupils' bilingual skills are outstanding. Although most children under five come from non-Welsh speaking homes, they grasp Welsh quickly, and pupils in KS1 develop very good fluency in Welsh. In KS2, pupils are comfortable in speaking both languages in lessons across the curriculum. Examples were seen of pupils' confident dual literacy in lessons in KS2, where pupils were discussing and presenting information from English-medium material in Welsh.

70 All children under five show good motivation as they work enthusiastically on the activities planned for them. Throughout both key stages, pupils succeed in concentrating well, although a small minority of individuals are sometimes


11

restless during teachers' presentations. They work on a variety of tasks in groups, pairs or individually with enthusiasm and interest.

71 Pupils' personal, social and moral skills are outstanding. Pupils throughout the school behave very responsibly around the school and during break times. They are friendly and courteous to each other, and show respect for adults in the school and towards visitors. Pupils know the school's rules and adhere to them. Good effort and behaviour are praised and rewarded with stickers, stars, house points and in special assemblies.

72 Over the three previous terms, pupils' average attendance is 93.8% which is slightly higher than local and national averages. Parents are aware of their responsibility with regard to attendance and punctuality, and almost all pupils arrive at the school punctually at the beginning of the day.

73 The ability of children under five to work independently is developing well, through opportunities and self-supporting activities which are organised for them and in taking ownership for a range of classroom tasks. Overall, pupils in KS1 and KS2 benefit from the opportunities to work independently individually and in a group. Outstanding examples were seen of independent working in science lessons at the upper end of both key stages. Throughout the school, pupils' ability to solve problems is outstanding.

74 Pupils' personal, social and moral skills are developing outstandingly. Some pupils have specific responsibilities which develop good skills through learning how to represent their peers on the school council and the Eco council and acting as Fantastic Friends. On the whole, pupils are very willing to take responsibility for their fellow pupils and for the school environment in a range of contexts.

75 Through role-play and 'buying' bulbs for planting, children under five learn effectively about the world of work. The good understanding of pupils in KS1 and KS2 of the world of work is encouraged through visits to local businesses. Their entrepreneurial skills begin to develop appropriately through selling fruit at break times. They prepare well for taking part in the community through numerous links with local chapels, the Seilo centre and with individual members of the community. These links with Ystrad Mynach and the area prepare them well for taking an effective role in the workplace and the community.

The quality of education and training

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

Grade 1: Good with outstanding features

76 The findings of the inspection team do not agree with the judgement given by the school in its self-evaluation report. The team’s judgement is that the quality of teaching has a number of outstanding features and that it should be given a Grade 1.

77 In the lessons observed, the quality of teaching was judged as follows:


34.2% 65.8% 0% 0% 0%

78 The quality of teaching is a significant strength and a key element in the progress that pupils make and the good standards achieved. The figures for teaching


12

which is good or better (Grades 1 and 2) are much higher than the most recent figures nationally as stated by HMCI in the annual report for 2008-2009. They are more than twice as high as the national figures for Grade 1 teaching (good with outstanding features). Nationally, the quality of teaching is good or better (Grades 1 and 2) in 85% of lessons, 17% of which include outstanding features.

79 Teachers are role-models of a high standard and the quality of the working relationship between them and learners promotes motivation and learning extremely effectively. The vast majority of learners have clear respect for their teachers. Teachers have high expectations, and pupils' efforts are praised. The system for celebrating effort and attitude towards work is very popular with the learners and makes an important contribution to their development.

80 Teachers show good and often very good subject knowledge, and they ensure that they are very familiar with the most recent developments in primary education. They are language models of a high standard for the learners to emulate and this has a substantial effect on their development in Welsh. The skills of teachers in KS2 for promoting pupils' bilingual skills are good with outstanding features.

81 In classes, teachers are very enthusiastic and use a variety of teaching strategies, resources and appropriate equipment very effectively. Their class management is fair and there are good procedures for ensuring equal opportunities. Throughout the school, a stimulating environment is provided with displays of a high standard which include a wide range of pupils' work.

82 Teaching assistants work well with teachers to make a valuable contribution. They provide very good support to small groups within classes as well as supporting individuals and pairs who need additional support to meet additional learning needs.

83 Planning for individual lessons is of a high standard. It identifies clear objectives and these, together with activities for their successful achievement, are shared with the learners. In the best examples, they are revisited very skilfully during the plenary sessions. Lessons provide appropriate challenge and activities for different abilities and they develop at a very good pace. There are good opportunities for developing learners' key skills.

84 The outstanding features of the teaching include:

excellent subject expertise;

high expectations and challenging activities;

very effective skills and strategies to gain and hold pupils' interest;

very effective questioning;

a wide range of appropriate differentiated activities;

outstanding opportunities to work together in groups;

very good opportunities for pupils to plan work together;

very appropriate intervention to support pupils in completing their tasks;

very effective strategies for using closing sessions to summarise achievements and evaluate the learning, and

very effective use of classroom assistants.


13

85 The quality of assessment, recording and reporting is good. There is a revised policy that gives clear guidance and effective support for procedures in these areas. The school adheres closely to the LEA's assessment programme.

86 A detailed analysis is undertaken of the information produced by baseline assessment in the early years to identify children's needs and to plan relevant activities and experiences for them. Consistent use is also made of staff observations of specific activities to direct the planning. Good strategies are in place to begin to nurture children's awareness of success criteria.

87 In KS1 and KS2, the assessment programme includes standardised tests together with teacher assessments in the core subjects and end of key stage tests. Good use is made of them to identify strengths and aspects to be developed and to set targets for pupils in each class. The portfolios of levelled and annotated work in the core subjects help teachers to moderate work.

88 There is an effective electronic tracking system in place to monitor pupils' development in the core subjects and there are good systems for early identification of pupils who are underachieving. A specific electronic programme is used effectively for assessment in the foundation subjects and religious education. The procedures for assessing pupils with SEN are very good

89 Assessment opportunities are identified in the short term planning, and on the whole good use is made of the evidence gathered to plan further for pupils of all ages and abilities.

90 Under the skilful guidance of the assessment coordinators, considerable attention is given to assessment for learning which has been well established in the school's life and work. There is questioning of a good standard throughout the school and on the whole pupils receive good feedback on their work during lessons. Pupils' ability to evaluate their own work and that of their peers with regard to lesson objectives and the relevant skills is developing well.

91 Work is marked regularly, and positive comments are given which, in the best practice, gives specific guidance on how to improve the work.

92 Personal targets are set termly for pupils in language, mathematics and general development and these are shared with parents. Pupils take a more proactive role in the target setting and evaluating the progress they make.

93 There are appropriate arrangements for providing information to those with a valid interest of pupils’ progress and achievements, including the governing body and the secondary school which receives the pupils.

94 Annual reports to parents meet statutory requirements. They outline pupils' skills and achievements in each subject effectively, especially in the core subjects. However, targets for learners' further development are frequently not identified clearly enough in many of the reports and there is no opportunity for learners to make comments on their progress in the reports. Parents have the opportunity to respond in writing to the reports and to come into school to discuss their content. Open evenings are also held during the first two terms, when they can look at their children's work books and discuss their targets, their achievement and their progress.


14

Key Question 3: How well do the learning experiences meet the needs and interests of learners and the wider community?



96 Throughout the school, a broad, balanced and relevant curriculum with a wide range of interesting experiences meets pupils' needs effectively. Activities are differentiated well for the range of abilities in both key stages. The curriculum conforms to statutory requirements.

97 The long term planning ensures continuity and coherency so that knowledge and skills are developed systematically through carefully chosen study themes which develop cross-curricular links.

98 Planning for the children under five provides opportunities for children to learn through play. Planning throughout the nursery and reception class ensures that the Foundation Phase is delivered very effectively. The provision for Y1 and Y2 is effectively developing practical activities with a focus on direct experiences, in order to extend the Foundation Phase provision further.

99 Revision of the planning for KS2 to meet the needs of the 2008 Curriculum is developing well, in responding appropriately to the new skills framework. Detailed and careful plans are provided across the subjects to ensure opportunities for pupils to research and solve problems, and there is an appropriate focus on developing thinking skills and working independently. Pupils develop a positive attitude towards lifelong learning through their involvement in the process of understanding which skills they need to improve the standard of their work.

100 Whole-school planning for teaching the key skills of literacy, numeracy and ICT is good and ensures that they are taught in all areas of the curriculum and that pupils are aware of the skills they are learning. Key skills are clearly identified in the medium and short term planning.

101 Pupils' bilingual skills and their awareness of Welsh culture are outstanding. The younger children learn Welsh rhymes and nursery rhymes, and traditional Welsh hymns are sung in the collective worship sessions. Through studying the local area in geography and history lessons and learning about Welsh artists and authors, pupils come to appreciate the Welsh dimension to the curriculum and their Welsh heritage very effectively. The school strengthens the culture through singing, poetry recitals, honouring literary achievement and participating in local eisteddfodau.

102 Pupils' knowledge of other cultures is developing well through geography, art, physical education and religious education lessons. The school is part of the British Council's 'Connecting Classrooms' project, which gives teachers the opportunity to visit each other's classes and for the pupils to receive letters from children in Bangladesh. The school gives a warm welcome to visitors from other countries and cultures.

103 The range of extra-curricular activities is good and contributes well to pupils’ personal development. These activities include sport, music, art and an opportunity for pupils to also communicate in Welsh through activities which are organised by the Urdd. Older pupils are given the experience of a residential


15

course. Visitors come into the school to share their expertise, and pupils benefit greatly from the wide range of educational visits to museums, different places of worship and heritage sites. Each summer a musical evening is held where the chairman of the governing body presents a medal to the most skilful musician.

104 The provision for pupils’ social, moral, spiritual and cultural development is an outstanding feature of the school. The school promotes pupils’ social development outstandingly and enables them to play a full part in the school community. The PSE programme is arranged extremely well to include circle time, specific activities and aspects that permeate throughout the whole curriculum. Pupils eagerly volunteer to accept responsibility and contribute well to decisions throughout the school. Members of the school council and the Eco committee take their responsibility of representing their peers seriously and the Fantastic Friends ensure that each pupil plays with a friend during break time.

105 Moral development is a strong feature of the school. It aims to promote positive attitudes and values and succeeds in helping pupils to understand the difference between right and wrong. Emphasis is placed on courtesy, kindness and doing their very best. Pupils support a wide range of charities and display sensitivity towards others.

106 Collective worship sessions, both as key stages and individual classes, contribute effectively towards pupils' understanding of spiritual matters. Issues raised in collective worship include pupils’ needs and how we are all different and what it is to be a good friend. Opportunities for reflection are capitalised and pupils are selected to give a 'prayer from the heart'. Statutory requirements are fully met.

107 The schools partnership with parents, the community and other schools and providers is outstanding. The school works very well with parents for the benefit of their children and parents make a very good contribution to the school, especially through the fund-raising activities of the Friends of the School. Frequent opportunities are provided for parents to give their opinions through questionnaires and to come to regular meetings to discuss their children's progress. They are effectively informed of events at the school through regular newsletters and the school's web site.

108 Partnerships with the community are excellent. Extensive use is made of local resources, such as chapels, churches and various centres, and the school regularly takes a prominent role in the community. This year, the school received a Community Award for its development of the new gardening area.

109 The relationship with other primary schools in the Ysgol Gyfun Cwm Rhymni cluster ensures outstanding collaboration for the benefit of the pupils. Procedures for transferring pupils to Ysgol Cwm Rhymni are very effective. Other valuable experiences are provided through the school's partnership with Ystrad Mynach College and higher education establishments for individuals who are being trained to care for and teach children.

110 The children under five develop a good understanding of the world of work through role-play experiences such as buying plants for planting. In both key stages, pupils' good understanding of the world of work emanates from links with local businesses. There are some opportunities for pupils to develop their entrepreneurial skills such as through running the school's fruit shop, but this aspect needs to be developed further.


16

111 Education for sustainable development is promoted well. An extensive number of materials are recycled, and the school grounds include an area for organic planting. The Eco committee is working towards gaining the Green Flag.

112 As they mature, pupils are increasingly encouraged to take more responsibility for their own learning, and to be involved in activities in the community. In discussions, pupils displayed a good understanding of the importance of lifelong learning and developing their skills and talents so that they are ready for the next stage in their education and life beyond school.

Key Question 4: How well are learners cared for, guided and supported?

Grade 1: Good with outstanding features

113 The findings of the inspection team do not agree with the judgement given by the school in its self-evaluation report. In the team's opinion, there are a number of outstanding features in this key question and that it deserves a Grade 1.

114 Arrangements for the support, care and guidance of pupils are good. Members of staff know individual pupils well and pay attention to their pastoral needs. Adults and children show respect and courtesy towards each other. The school succeeds in creating a warm and friendly community, where pupils feel secure. The schools PSE programme contains very well planned and implemented topics related to health, safety and pupils’ well being. The school council represents pupils very effectively. The provision of a breakfast club and an after school care club are very successful.

115 There are effective procedures to meet the needs of pupils who are unwell or who have been hurt in school. Risk assessments are undertaken for activities within the school and for educational visits whenever necessary and are appropriately documented. The care which pupils receive as they arrive at the school and leave at the end of the day is outstanding. Procedures for their safety as they walk to the buses on the main road are excellent.

116 In addition to meetings to discuss their child’s progress, parents are encouraged to discuss any other matter related to their education and well being whenever the need arises. Meetings are provided to provide information on curricular developments, and an effort is made to seek parents’ opinion through a questionnaire. The school works extremely closely in partnership with parents to guide and support their children.

117 Excellent induction arrangements enable children to settle quickly and happily when they start school, and there are appropriate procedures in place to support pupils who join the school at a later stage. The Fantastic Friends programme ensures that peers care for pupils who start later.

118 There are outstanding arrangements with the receiving secondary school for the transfer of pupils from KS2 to KS3. The school has a very effective transition programme, whereby Y6 pupils can visit the secondary school and follow a proposed programme and undertake a stimulating cross-phase project to ease their move from KS2 to KS3.

119 The arrangement for monitoring and analysing pupils' attendance and punctuality is precise. This, together with the good working relationship with the educational


17

welfare officer, ensures that pupils with poor attendance receive the appropriate attention and that the school's attendance percentages are good.

120 The school is into its second year of the Healthy Schools initiative. It promotes health and fitness for its pupils effectively through a variety of extra-curricular activities. There is a comprehensive health and safety policy and systematic risk assessments.

121 There is an appropriate policy and sound procedures for child protection that fully meet with statutory requirements. The headteacher, and a designated governor are trained and procedures for ensuring the protection of pupils are very clear to all who work in the school.

122 The quality of the provision for pupils who have been identified as having SEN is good with outstanding features.

123 Good, appropriate and detailed documentation and a register are kept in line with the Code of Practice for SEN and the framework for Inclusive Education. The SEN coordinator (SENCo), alongside a support teacher, works very effectively with the whole staff and manages the provision effectively. The working relationship and the support for pupils are very good.

124 Systems for diagnosing educational needs at an early age are effective. Those pupils who have specific learning difficulties are identified and programmes are provided based on pupils’ individual needs. Each pupil has a detailed individual educational and behavioural plan (IEP and IBP), which have specific short term targets. These are achievable and appropriate to their specific needs. These plans are monitored and reviewed half-termly and very good communication ensures that parents and pupils are involved fully in the process.

125 All pupils with SEN make good progress through an extensive range of teacher assessments and a detailed tracking system. Annual reports and reviews meet statutory requirements.

126 Teachers work together very well with effective learning assistants as a team, to provide continuity in the support and assessment of need.

127 The recognition of the diverse nature of society is well addressed in celebration topics and assembly plans. Also, the curriculum is structured to include aspects of diversity and racial equality in PSE and other subjects.

128 Lesson planning is very thorough and takes account of the different abilities and needs of the pupils when preparing differentiated tasks.

129 The quality of provision for equal opportunities is good with no important shortcomings. Boys and girls receive the same opportunities without stereotyping, and the school effectively ensures that pupils from all backgrounds are given equal opportunities and actively encourages pupils to participate in all activities. The school ensures that pupils with physical disabilities are not placed under disadvantage, and there is an appropriate accessibility plan in place.


18


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



131 The school is well led, and there are good procedures in place for effective and efficient management.

132 The headteacher has a very clear vision which is shared with the staff, parents and the governing body, to ensure the development of pupils' self-worth and self-respect within the school's community and to promote awareness of their Welsh identity in the context of the wider community. She works with commitment to ensure that each individual has the same opportunity to succeed, and financial, staffing and learning resources are organised in order to achieve this aim. She encourages a kind and caring ethos where pupils develop courtesy towards each other and towards adults. The values of the four Cs (Cymreictod, cwrteisi, caredigrwydd, cofiwn wneud ein gorau glas) namely Welshness, courtesy, kindness and remembering to do our very best are promoted. This is an outstanding feature.

133 She is supported very well by an energetic and conscientious deputy, who has responsibility for the Foundation Phase and for developing mathematics and music within the curriculum. His role and the role of other teachers in relation to their curricular responsibilities are very effective. They have thorough subject knowledge and provide sound guidance for their colleagues with regard to the latest developments in their areas. Some of them are recruited by the LEA to lead training days.

134 There is a good relationship between adults, and between adults and pupils in the school, and all of them have the opportunity to contribute to the self-evaluation process. All staff have clear job descriptions.

135 The school gives good consideration to national priorities. It is involved in the Healthy Schools programme and the school highlights its commitment to education for sustainable development in the Eco-Schools programme by working towards Green Flag status. Very effective attention is paid to extending the Foundation Phase provision into Y1 and Y2, and the school is developing planning for the new curriculum in KS2 across all subjects. Assessment for learning strategies have been firmly established throughout the school, and there is a clear focus in lessons on developing thinking skills and problem solving skills. Ideas from the Social and Emotional Aspects of Learning (SEAL) are implemented through the PSE programme

136 The SDP is a clear and detailed document. It is based on matters which arise from the self-evaluation process, and include a number of national and internal priorities. The plan provides a relevant focus on raising standards in the core subjects, music and ICT, continuing to improve the provision for SEN, developing assessment further, reviewing security arrangements and developing the role of the governing body with regard to self-assessment. Staff contribute effectively to the document through regular discussions.

137 The school's monitoring programme ensures regular opportunities for subject coordinators to monitor provision and standards within their areas of responsibility


19

and to highlight aspects that they wish to develop. They have the opportunity to examine pupils' work, speak with learners, look at teachers' planning and review the condition and range of resources. The school is also developing effective opportunities to enable coordinators to observe lessons.

138 The school's performance management policy and programme are established and working effectively. It gives direction to the continuous professional development of staff, including the support staff, aiming at supporting the priorities in the SDP and personal professional development needs. A whole-school aim is set together with personal objectives for the staff by the team leaders, and opportunities are ensured for them to attend courses arranged by the LEA and other providers. The governing body organises the headteacher's performance management effectively. Arrangements for teachers' planning, preparation and assessment (PPA) are managed effectively, and the PPA teacher makes a valuable contribution to teaching and learning.

139 Challenging and realistic targets are set for pupils, and there are effective procedures for tracking their progress. The use of the INCERTS electronic program to record their attainments ensures clear understanding of pupils' development.

140 The governing body is very supportive of all the school's work. It meets regularly and formulates and agrees policies. Members are very well informed of life and work at the school in their meetings through the headteacher's reports and through presentations by subject co-ordinators in the termly focus meetings. The quality of the active collaboration between the governing body and the headteacher in determining and managing expenditure of the budget and planning the strategic direction is outstanding. Strong links have been established between individual governors and curricular subjects, and they take responsibility for monitoring standards and provision in those subjects. They have a detailed knowledge of the limitations of the building and the site, and have a current accessibility plan for disabled pupils, staff and visitors. They distribute a report to parents annually.

141 The governing body meets regulatory and legal requirements fully.

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



143 The self-evaluation culture is of a good quality. Effective procedures have been established over the last three years and a comprehensive and systematic process has been established which is based on direct evidence. There are very strong links between the self-evaluation process and the SDP.

144 Self-evaluation is based on sound judgements of standards and of the quality of the education provided. Staff contribute extensively to whole-school monitoring and reviewing through their responsibilities as subject leaders, and governors contribute well to the process through discussing reports from the headteacher and staff.


20

145 There are excellent and well-established opportunities for parents to express an opinion through completing formal questionnaires, and they feel that it is very easy to express an opinion informally through the school's open door policy. Pupils contribute effectively, mainly through the school council. A very purposeful contribution is made to the process by the advisors from the LEA and ESIS.

146 The headteacher has a significant role in giving leadership to the procedures of quality monitoring the teaching, learning and assessment. Subject co-ordinators have some opportunities to observe lessons, but their judgement is mainly based on checking planning and resources, monitoring books and speaking to learners. They identify priorities for improvement which feed into the self-evaluation report and the SDP.

147 The headteacher and staff analyse pupils' assessment results in detail, consider the results of baseline tests in the Foundation Phase, standardised tests and teachers' assessments in KS1 and KS2. Very effective use is made of the information gathered in order to give a clear direction to the planning and to set challenging targets for pupils.

148 Assessment results and targets are discussed regularly with the governors and the governing body is well informed of pupils' development. They have a good understanding of how the school benchmarks against similar schools and compares with schools locally and nationally.

149 The current SDP prioritises the issues arising from the self-evaluation process. It is a useful working document which outlines actions and identifies responsibilities, deadlines for action, measurable success criteria and financial implications. During recent years, the self-evaluation process has highlighted significant priorities which have improved the school's educational provision. Amongst these are developing thinking and problem solving skills, the Foundation Phase and developing assessment for learning strategies.

150 The self-evaluation report produced by the school before the inspection is a detailed and systematic document. It offers relevant information and a clear analysis of a vast number of aspects of school life. Judgements are supported by direct evidence.

151 The inspection team agreed with the school's judgement in most aspects within the seven key questions relating to strengths and areas for development. It agreed with five of the grades given by the school to the key questions. The grades for key questions 2 and 4 were raised from 2 to 1.

152 The school has made good progress since the previous inspection and has succeeded in addressing most of the key issues identified. Standards have risen in science in both key stages and in physical education in KS1 from being satisfactory to being a Grade 2, and music from being satisfactory in KS1 and good in KS2 to being a Grade 1 in both key stages. The very good standards in the under fives and the good standards in history in both key stages have been maintained. Positive developments were seen in the efficiency of the assessment procedure and appropriate use of support for pupils who needed it. The prospectus and the governors' annual report to parents meet with statutory requirements.


21

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



154 The overall quality of all staff and the planning for their deployment and delegation of responsibilities is good. There is a sufficient supply of teaching staff for the number of pupils at the school. Teachers are appropriately qualified and there is a good balance in respect of experience and a good range of expertise. They work together very effectively as a team, lead their subjects skilfully and make good use of teaching specialisms for some classes in history and physical education. There is good investment in enthusiastic and effective support staff, mainly in the Foundation Phase and they work very effectively with the teachers.

155 There is a clear staffing structure, including an effective senior management team and very good lines of communication throughout the school. The job descriptions which everyone has give a clear outline of their responsibilities.

156 Effective arrangements are in place for providing PPA time, and in this context, very good use is made of the expertise of a teacher who has no class responsibility. Under the leadership of the headteacher there are good procedures for supporting newly qualified teachers and students.

157 All staff attend a good range of development programmes, including extended training, and these experiences have a positive effect on their skills and their understanding. Good consideration is given to developing the learning assistants especially in the context of the Foundation Phase.

158 Good features outweigh shortcomings with respect to the building and the location. Overall, the classrooms provide sufficient learning space but the hall is limited in size for physical education lessons and whole-school assemblies. A number of improvements have been completed which have added to the building over the last five years, many of them funded by the school, often with the support of parents. These include improvements to the junior section, including establishing a computer suite, the Foundation Phase setting and expanding the library in a building which was part of another school.

159 There is an outdoor area for the use of the Foundation Phase and KS1 and KS2 pupils have playtimes at different times in order to make the best use of the yard. The playing field is shared with another school but pupils have to cross a busy road in order to reach it. The school has expressed concern for pupils' safety whilst using the crossing and is working with the LEA to improve the situation through introducing traffic calming measures and re-locating the crossing. The car park for staff is limited and entry to this part of the school's site is very confined.

160 Good use is made of all the buildings and they are kept clean and tidy. There are displays of a high standard throughout the school which portray different aspects of its life and work, and which contribute substantially to the learning environment. Under the leadership of the headteacher and the important contribution of the administrative officers, the daily routines are very effective.

161 Throughout the school there is a good range of relevant learning resources, including computers, interactive whiteboards, music resources, books and


22

artefacts. There are organised library centres in a number of the classes. Resources for the Foundation Phase have been well developed including outdoor play resources which contribute successfully to children's experiences. Regular reviews are undertaken to ensure the sufficiency and suitability of the resources. The good and very good use made of resources throughout the school ensures that pupils receive good learning experiences.

162 Under the very skilful leadership of the headteacher and the governing body's finance committee, the school's very tight budget and any grants received are reviewed and used effectively in order to ensure realisation of the priorities in the SDP. During recent years, expenditure on resources and the building, including expenditure on maintenance, have had a very positive effect on school development. The school provides good value for money.

Standards achieved in subjects and areas of learning

Foundation phase for under fives

Foundation Phase: Grade 1: Good with outstanding features

Personal and social development, wellbeing and cultural development Nursery: Grade 1: Good with outstanding features Reception: Grade 1: Good with outstanding features

Outstanding features

163 Children in the nursery settle in very quickly. They follow class rules and routines extremely well and show a high level of self-responsibility for their age.

164 Nursery and reception children show an outstanding level of care, respect and consideration for their peers and readily share equipment and activities. They behave courteously and respectfully to other children and adults.

165 They are beginning to become more aware of the needs, abilities and beliefs of others. They are developing an understanding of their own and other cultures, traditions and celebrations such as Chinese New Year and St David’s Day.

166 Children across the Foundation Phase concentrate on their chosen tasks extremely well; they persevere and are highly motivated and eager to learn. They know the purpose of their activities and make every effort to achieve these, for example when playing with toy animals to make up a story or using a variety of equipment to measure water.

Good features

167 Most nursery and reception children successfully develop their independence in dressing and undressing themselves for physical activities. They put on their own aprons when painting and outdoor clothes when necessary, asking for help when they need it. Good attention is given to hygiene and health and safety, for example washing their hands before handling food.

168 All children experiment confidently with new learning opportunities. Through their activities they develop a good sense of wonder of the world around them and apply their knowledge and reasoning very well to make sense of their experiences.

Shortcomings

169 There are no important shortcomings.


23

Language, literacy and communication skills Nursery: Grade 1: Good with outstanding features Reception: Grade 1: Good with outstanding features


170 Although many nursery children enter the school with a low base of language, literacy and communication skills, they make rapid progress. Even after a short time in the class, their abilities to listen for extended periods and to speak to adults are very well developed.

171 Nursery and reception children have a very good recall of a story, such as ‘The Enormous Turnip’. They enjoy listening to stories and readily select a book to look at and ask for it to be read to them.

Good features

172 The majority in nursery and reception speak clearly and can express their ideas well. They acquire an increasing vocabulary and speak clearly and confidently. In reception they ask exploring questions and make logical comments on an activity. They enjoy talking about their experiences and can explain what they are doing.

173 Children underwrite and overwrite correctly with good letter formation and use emergent writing skills effectively for a variety of purposes, for example, writing letters to Father Christmas and celebrating ‘Sali Mali’s’ fortieth birthday.

174 Nearly all children listen attentively to adults and peers, particularly during story sessions and whole-class discussions. The majority do not interrupt others and respond confidently to questions; they carry out instructions carefully. Their listening skills overall are of a high standard.

175 The development of early reading skills is good. Most children start to recognise their names and handle books with care, turning the pages appropriately and discussing the pictures with a good awareness of detail; they understand that print conveys meaning. Reception children begin to read simple text accurately and enjoy learning new words and phrases.

176 Children in reception recognise a number of letters of the alphabet and know their sounds and symbols, which they reproduce using a variety of media, including paint, food colouring and plasticine; they also act out the sounds. They take great care in their formation of the letters and can distinguish between upper and lower case.

Shortcomings


Mathematical development Nursery: Grade 1: Good with outstanding features Reception: Grade 1: Good with outstanding features


178 Children in the nursery and reception classes develop a very good range of mathematical skills and through the learning activities in which they engage they make very good progress in relation to their age and ability.


24

179 Most nursery and reception children are able to recognise and sort simple two dimensional shapes and identify them around the school. They are able to recognise and create patterns creating tiger pictures from paint, crayons, a variety of papers and glue.

180 All children in the Foundation Phase have a developing concept of number and they quickly learn to count and apply their knowledge to real life situations, such as cooking and role-play in the café. Most children in the nursery can count to 10 and follow clues on a treasure hunt to find a tiger. In reception they can count to at least 20 with many going beyond this. They use their fingers and a range of practical equipment very effectively to develop their understanding of number.

181 In reception, the majority of children show exceptional knowledge in their measuring of capacity and volume while working in the sand and water trays. They are proud that they can fill containers with compost when planting seeds and can identify, 'full', 'half-full' and 'empty'.

Good features

182 Children in the nursery and reception can accurately sort a variety of objects into different groups and patterns, using simple criteria such as size and colour.

183 They sing and recite number rhymes and songs and take part in simple counting games.

184 The use of mathematical language is well developed. Children in the nursery, for example, understand comparative terms such as ‘big’ and ‘small’ in the course of their play. In reception, they accurately use concepts such as ‘short’ and ‘long’ and ‘light’ and ‘heavy’; for example while cooking or playing with construction materials.

185 Children in both years experience different ways of measuring using non-standard units, when weighing out ingredients to bake cakes and biscuits.

Shortcomings


Knowledge and understanding of the world Nursery: Grade 1: Good with outstanding features Reception: Grade 1: Good with outstanding features


187 Children in nursery and reception develop very good thinking and problem solving skills. They ask appropriate questions and start to appreciate the wonders of the world. They apply reasoning well in order to understand and explain why they think things happen.

188 All children in nursery and reception experience a wide range of first-hand learning experiences on a daily basis, both inside and out, that stimulates their interest and curiosity to explore the world around them. They consequently acquire a very good knowledge and understanding of their environment and develop very effective investigational skills.

Good features

189 Nearly all nursery children talk confidently about their families and where they live. They develop a good awareness of the order of the day, retell past events


25

and have a good idea of the difference between weekdays and weekends. Most children name healthy foods and explain why eating some foods could damage their teeth.

190 Children in nursery and reception have a secure understanding of the weather and the seasons and have a developing knowledge of animal and plant life. They know the names of common fruits and vegetables and have a growing awareness of their senses. They are familiar with aspects of the world of work through their visits to local shops to purchase foods for making sandwiches.

191 Nearly all children in nursery and reception enjoy cooking and know the words for ingredients and utensils for example when baking biscuits for Valentine’s Day and making soup.

192 Children start to realise that people have different beliefs of their own which reflect individual values and behaviour. They come to realise the importance of celebrations, such as birthdays, religious festivals and European Day.

Shortcomings


Physical development Nursery: Grade 1: Good with outstanding features Reception: Grade 1: Good with outstanding features


194 Children in nursery and reception enjoy all types of physical activities and engage in them very enthusiastically. They move very confidently around the classroom and in the outside environment and use a range of bikes very competently. They pedal and cycle vigorously, show good balance and are aware of the need to wear a safety helmet. They use space effectively and demonstrate very good skills when running, jumping, climbing and digging. Their co-ordination, agility and control over their bodies are at times outstanding.

195 During physical development lessons in the hall, all children demonstrate excellent awareness of space and respond very well to instructions from the teacher.

Good features

196 Nursery children handle a variety of implements, such as paint brushes, glue sticks and sellotape well. In reception, their fine motor skills are well developed; for example, nearly all use scissors capably and can cut out a variety of shapes accurately.

197 All children have a simple understanding of the importance of warming-up before physical activity and cooling down at the end. They show good understanding of the effect of exercise on the heart beat and are aware of this during the lessons.

Shortcomings



26

Creative development Nursery: Grade 1: Good with outstanding features Reception: Grade 1: Good with outstanding features


199 Children in nursery and reception demonstrate some outstanding abilities in their creative development. They use a wide range of materials to produce images, which involve a very good use of colour and form, for example in relation to celebrating the Chinese New Year. They paint, cut, glue and join confidently and produce outstanding results.

200 In classes in both years, children regularly engage in a number of creative activities both inside and outside, involving painting, building, mask making and role-play. They mix paints confidently, apply broad and thin brush strokes, experiment with chalks and use food colours to provide the desired effects. They are confident in their choices and are proud of their results.

Good features

201 Children in nursery and reception enjoy music and they know a range of songs and rhymes, which they sing enthusiastically.

202 They interact well in nursery and reception especially in role-play situations. They engage in purposeful dialogue and take on different roles and characters with good imagination.

203 Children in nursery and reception use a range of construction materials purposefully. They build and link these together effectively.

Shortcomings


Science

Key Stage 1: Grade 2: Good features and no important shortcomings Key Stage 2: Grade 2: Good features and no important shortcomings

Good features

205 Pupils in KS1 show a good understanding of light sources. They understand that natural light comes from the sun and that a range of objects produce light indoors through using electricity.

206 Most Y1 pupils appreciate the difference between high and low sounds. They succeed in naming a variety of sounds. Most can arrange glockenspiel and boomwhacker notes of different length according to the sounds that they produce and understand that there is a link between the length of the object and the sound level. They show clearly that changing the water level in glasses produces a low or high sound when striking them. Many of them can arrange glasses from the lowest to the highest sound. Some of them create an instrument out of drinking straws and cardboard which produces high and low sounds.

207 Pupils in Y1 show a good awareness of materials that bend or squash. They sort various materials into smooth, spiky, soft and hard categories. They label objects made from metal, plastic, wax or wood. When experimenting, they discover which material out of paper, wood, ribbon and metal is best for wrapping a present.


27

208 Most pupils in Y2 can build a simple electrical circuit, using a battery, bulb, wires and crocodile clips to ensure that the bleeper and lights work on their rocket. The majority of them succeed in following diagrams of true and false circuits, and sort them according to their validity. They experiment with batteries to 'repair' objects from their rocket that aren't working properly.

209 Many Y2 pupils can recognise which force is used to move a variety of objects. They experiment by creating a rocket with a balloon, line, straw and sellotape which carries an alien across the classroom. They use standard measurements when measuring distance and find which factors affect the distance that the rocket travels.

210 Pupils in Y3 understand that some materials allow light to permeate through them and that others are opaque. They know that an object's shadow will get bigger as the object goes further away from the light source. They discover that an object has to be opaque to create a shadow because light travels in a straight line, and that shadows are longer at the beginning of the day.

211 Year 4 pupils understand which objects use magnet power in everyday life. The majority of them have good prediction skills when experimenting with magnets. Many make good use of different equipment to measure the strength of various magnets and understand the importance of fair testing when planning an experiment.

212 Pupils in Y4 have a good awareness of what happens to different types of rubbish after it is buried. They plan a fair test to discover which situations cause a banana skin to rot the fastest as it is buried in sand, earth, placed underwater, in a cupboard and in open and closed boxes.

213 In Y5, pupils understand the importance of a battery in an electrical circuit. They succeed in creating a salt water battery to make earphones work.

214 Most Y5 pupils display a good understanding of which materials are best to insulate heat. They experiment with leather, silver paper, polystyrene and wool to keep water warm in a container. They show good understanding of the principles of fair testing and use standardised measurements to measure temperature and periods of time. They present their work in a variety of forms including line graphs and tables.

215 In Y6, most pupils create a fair test when planning the best parachute. They understand the importance of identifying all the variables that can affect the landing of the parachute and experiment by changing one variable at a time. They display good understanding of the importance of repeating an experiment in order to check results and succeed in presenting results in various ways, including using an Excel spreadsheet.

216 Pupils in Y6 have a good awareness of the properties of gases, solids and liquids. They plan an experiment to discover how many teaspoons of different types of sugars are needed to make the liquid saturated, and to see if the size of the jelly cubes affects the time taken to dissolve them.

Shortcomings



28

History


Good features

218 Pupils in KS1 are developing a good idea of chronology through reflecting on developments in their own lives. They make good use of a visit to the Museum of Welsh Life to reinforce their awareness of a number of aspects of everyday life in the past and how these have changed by today. Throughout the key stage, the majority show a sound knowledge of historical terms and begin to ask relevant questions skilfully. They make appropriate use of stories about historical characters, including St David and Mari Jones, to extend their knowledge of the past.

219 In Y1, pupils focus effectively on experiences of washing clothes in times gone by and make good use of artefacts and pictures to discover how bikes have changed over the years. They record their findings effectively by writing simple sentences and drawing pictures.

220 Learners in Y2 have acquired a good understanding of how children would travel to the school and how they would enjoy themselves at the seaside in times gone by. They make good use of pictures to gather evidence and draw appropriate comparisons with their experiences in these contexts.

221 They have a good awareness of how people's clothes have changed over time and make good use of Laura Ashley's story in this context.

222 Learners make good use of different sources when developing good knowledge of the history of space exploration and of events relating to the first moon landing.

223 Throughout key stage 2, most learners form time lines in order to reinforce their awareness of chronology and of events in the particular periods they are studying. Throughout the key stage, learners show a good awareness and in some cases very good awareness, of the importance of asking appropriate historical questions in order to find information. At appropriate levels, their understanding of the importance of sources is developing well.

224 In Y3 and Y4, learners investigate well and often very well, different information sources of life during the times of the Celts and the Romans. Their learning is enhanced by visits to the Celtic village at St Ffagan and the museum in Caerleon. They display good understanding of the reasons why the Romans came to Britain and of the effect their coming had on Wales.

225 Pupils in Y3 display good skills when creating projects on aspects of the life of the Celts while Y4 pupils show good skills when choosing different sources, including artefacts, for their study of the Romans. Many learners in Y4 show very effective skills of gathering and presenting relevant information.

226 In Y4, pupils have gained a good knowledge of aspects of life during the Tudor period, including history of voyages. Learners in Y5 have found appropriate information of the differences between the lives of the poor and the rich during the Victorian era and have a good knowledge of inventors during the period.

227 In working on aspects of the lives of Winston Churchill and John Lennon, pupils at the upper end of the school have expanded their knowledge of events and


29

aspects of life during the last century. They develop good and very good skills in studying a local Christian centre. They plan effective investigations and show a good awareness of the importance of the range of different types of evidence, including oral, which is available of life in the area since the period of the Second World War. They study the changes which have occurred effectively and skilfully present their work in different formats, including pieces of extended writing.

Shortcomings

228 There are no significant shortcomings but learners in KS1 do not make sufficient use of stories to extend their knowledge of the past.

Music

Key Stage 1: Grade 1: Good with outstanding features Key Stage 2: Grade 1: Good with outstanding features


229 Pupils of all abilities make very good progress in performing, composing and appraising music.

230 In both key stages, pupils have an outstanding understanding of sound quality and how to create and vary it through adopting the use of tuned and un-tuned instruments. They have a very good awareness of how each sound is produced and can vary these sounds very effectively.

231 At KS1 and KS2, pupils are able to improvise and create complete compositions in response to a variety of stimuli. They then are able to appraise their own music perceptively, focusing on specific elements and evaluating the effectives of their use.

232 In KS1, pupils are confident when creating long and short sounds. They are able to choose from a variety of instruments to illustrate the effect of rockets, clouds and the stars. They can identify a number of instruments and name them correctly.

233 In Y2, pupils display great enjoyment and enthusiasm when performing contemporary songs and they experiment very knowledgeably when presenting their own ideas about movements to correspond with those songs. They are able to perform confidently with expression and sensitivity, showing a sense of style and occasion.

234 In Y3, pupils are able to use a variety of instruments using the ostinato pattern to complement a pentatonic song. They know that every performance begins with silence and appraise their performance very well.

235 Pupils in Y5 display good listening skills and are able to use a range of percussion instruments to illustrate the storm from the folk song ‘Ar lan y môr’. They understand the difference between beat and rhythm and can keep a steady beat. They develop and refine their musical ideas and evaluate their work in order to improve.

236 In Y6, pupils listen intelligently to music. They understand that composers get their inspiration from a variety of stimuli. They study different elements of Vitava, the wedding and the forest and use these to influence their own compositions. By using the program Audacity they are able to achieve outstanding standards as


30

they explore, combine and organise sound for composing and arranging their own music. They plan and make decisions about which instrument is best suited to portray sound of heavy metal, maintaining a part as a member of a group very effectively. They us a number of playing techniques which they practise and evaluate in order to achieve a performance of a very high standard.

237 Pupils in KS2 who receive tuition at the school on the harp, wind, string and brass instruments show great dexterity in performing pieces on those instruments in public. They contribute outstandingly to the development of their peers skills.

238 Across the school, pupils make outstanding use of ICT to promote their composition and evaluation work in music.

Shortcomings


Physical education


240 During the inspection, dance and gymnastics lessons were observed in KS1 and games and creative and adventure lessons in KS2. The school states that learners receive experience of the full range of the physical education programme of study. Opportunities are given to learners in Y5 to receive swimming lessons and, according to the school, the vast majority make good progress in their swimming skills.

Good features

241 At appropriate levels, pupils in KS1 and KS2 display a good understanding of the importance of warming and recovery sessions for their hearts and muscles and to rest the body at the end of sessions. Most pupils are dressed appropriately for the different activities and complete their activities confidently and in a sensible manner.

242 In their gymnastic work, the majority of Y1 pupils display good skills in using space in order to create a variety of different shapes and movements connected with animals. The majority move lightly on their feet and develop increasing control of their bodies.

243 The majority of Y2 pupils develop a series of effective movements in a folk dance. They effectively link the work with previous work, move effectively and in good time with the music. They work together well in pairs, respond well to instructions and begin to show good creative skills when rearranging movements.

244 In Y3, the majority of pupils display good skills when concentrating on different ways of throwing and catching a ball in different situations. They take a pass well in a game and use space well when moving around. The majority show good control of their movements.

245 The majority of Y4 pupils develop skilful problem solving skills when taking part in adventure activities.

246 In a Y5/6 class, pupils effectively perform creative activities on the theme of eastern warriors. They display a good awareness of basic dancing skills and most show good skills in creating contrasting activities and movements to show


31

action and reaction. They have good control of their bodies and vary the speed of movements skilfully when moving in time with a musical stimulus.

247 Most pupils in Y6 display effective netball skills, including skills in defending and taking the ball in different situations. They show good skills in using space effectively. When working together as members of a team, their awareness of the importance of fair play is good.

248 Across both key stages, at appropriate levels, most learners offer ideas in different activities sensibly. They evaluate their own performances and that of others well in order to create improvements. By the end of KS2, the evaluation skills of the vast majority of learners are very good.

Shortcomings


Religious education

Key Stage 1: Grade 2: Good features and no important shortcomings Key Stage 2: Grade 1: Good with outstanding features

Good and outstanding features

250 Pupils in both key stages write prayers which are relevant to their themes, and during collective worship sessions they say a 'prayer from the heart' which can arise from the subject in question or from something which is of personal significance.

251 Pupils in both key stages have a good understanding that helping people is an important part of being a Christian. Themes of the collective worship sessions contribute soundly to this concept.

252 Pupils in KS1 have a good understanding of stories from the Bible. They understand that the Bible is an important book for Christians and that it is the word of God. They understand that there are a number of stories in the Bible and can identify their favourite ones, such as the story of Adam and Eve, Jacob, Joseph, the Nativity and the Good Samaritan.

253 In Y1, pupils have a good understanding of the characteristics of a hero, and succeed in naming their heroes in their family, in the school and in the community. They understand the meaning of celebrating personal occasions such as birthdays and that feasts such as Advent and Christmas celebrate the Christian religion.

254 Year 2 pupils understand that local places of worship are places to worship God and that praying is a way of speaking to God. They know that they must behave with respect in a church. They are aware of the characteristics of a good friend and appreciate that the Samaritan was a good friend to the man who suffered the attack by thieves. They understand well that in the New Testament Jesus is portrayed as a friend to little children.

255 In Y2, they begin to understand that religions across the world do not believe entirely the same thing. They show a good understanding of the significance of the Jewish feast of Succot.

256 Excellent progress can be seen in the skills and understanding of KS2 pupils as they study the various aspects of Christianity, Judaism and Islam. They succeed


32

in comparing the specific features of the three faiths very effectively. These include the rules, feasts and fasting periods, prophets, sacred books, places of worship, the rituals of acceptance into the faith community and eating customs.

257 In Y3, pupils show a good awareness of the Christian ritual of baptising children. They have a good knowledge of the features of a baptism in a church, such as the font and the water.

258 Learners understand that the disciples were a group of Jesus' particular friends, and that religious communities exist.

259 Year 4 pupils know the meaning of the celebration of Pesach in the Jewish faith well. They are familiar with the story of Moses leading the Jews out of captivity in Egypt and know that they ate a special supper before leaving. They can name the foods on the Seder plate and understand what they represent to the Jews. They create a menu of Kosher food and know that Jews worship God in a synagogue. They understand well that the Barmitzvah ceremony welcomes Jewish boys into the community of the Jewish faith.

260 In Y5, pupils are aware of many aspects of the life and religion of the Muslim. Following their visit to a mosque in Cardiff, they identify details of Muslim places of worship and their rituals. They understand that the Qur'an is a sacred book to the Muslim just as the Bible is a sacred book for the Christian. They know that they eat special foods such as halal meat and that men and women have special clothing. They are aware of the Wudw cleanliness ritual before praying, and that the customs of adhan and aqigah celebrate the beginning of a child's life.

261 Pupils in Y6 clearly see the significance of the link between the fasting period of Lent and Jesus' temptation in the desert. They understand why and how Shrove Tuesday is celebrated before Lent by cooking pancakes, and compare fasting in the Christian calendar with the Muslim's fasting rituals of Ramadan. They make a meaningful comparison between the Jewish and Christian Ten Commandments and the Five Pillars of Islam. In learning about the hajj, they develop a good understanding of the importance of pilgrimage to believers.

Shortcomings


School's response to the inspection

The school would like to thank the inspection team for the professional and courteous manner that the inspection was conducted.

We are proud of the outstanding features identified, which include learning of outstanding quality and excellent care and support.

It was good to receive praise for the outstanding development of our children's personal, social and moral skills and of the school's Welshness.

We look forward to continuing to maintain the good and outstanding features identified during the inspection through our development plan, our self-evaluation procedure, our team working as staff and governors and our successful relationship with our parents.


33

Appendix 1 Basic information about the school Name of school Ysgol Gynradd Gymraeg Bro Allta

School type Primary including Foundation Phase

Age-range of pupils 3-11

Address of school

Central Street Ystrad Mynach Hengoed

Postcode CF82 7XQ

Telephone number 01443 814883

Headteacher Mrs Eirlys Ashton

Date of appointment January 2003

Chair of governors Mr Greg Rowlands

Registered inspector Mrs Rhiannon Harris

Dates of inspection 22-25 February 2010

Appendix 2 School data and indicators Number of pupils in each year group

Year group N (fte) R Y1 Y2 Y3 Y4 Y5 Y6 Total

Number of pupils 48 45 54 45 46 31 34 47 350

Total number of teachers

Full-time Part-time Full-time equivalent (fte)

Number of teachers 14 1 14.5

Staffing information

Pupil: teacher (fte) ratio (excluding nursery and special classes) 26:1

Pupil: adult (fte) ratio in nursery classes 8:1

Pupil: adult (fte) ratio in special classes -

Average class size, excluding nursery and special classes 26

Teacher (fte): class ratio 26:1

Percentage attendance for three complete terms prior to inspection

Term N R Rest of school

Spring 2009 88 92.5 94

Summer 2009 89.5 92.4 94.3

Autumn 2009 90.4 88.6 93.2

Percentage of pupils entitled to free school meals 9%

Number of pupils excluded during 12 months prior to inspection 0


34

Appendix 3


35


36

Appendix 4

Evidence base of the inspection

A team of four inspectors inspected the school. The registered inspector and one team inspector were present for three days and the third team inspector and the lay inspector for two days. The school's headteacher was the nominee. There was no peer assessor.

Inspectors visited:

38 lessons or parts of lessons;

support sessions for pupils with SEN;

registration periods and acts of collective worship;

a range of extra-curricular activities; and

breakfast clubs and after school care clubs.

Members of the inspection team held meetings with:

staff, governors and parents before the inspection;

teachers and support and administrative staff;

the school council and the eco council; and

ESIS and LEA advisers.

The team also considered:

the school's self-evaluation report;

responses to the parents' questionnaire;

documentation provided by the school before and during the inspection; and

pupils' work.

Following the inspection, the team held meetings with the headteacher, staff and governing body.

Appendix 5

Composition and responsibilities of the inspection team

Team member Responsibilities

Mrs Rhiannon Harris Registered Inspector

Context, Summary, Recommendations, Appedices Key Questions 1, 5 and 6 science, religious education

Mr Gwynoro Jones Lay Inspector

Contributions to Key Questions 1, 3, 4 and 7

Mrs Lowri Haf Evans Team Inspector

Key Questions 3 and 4 Foundation Phase, music

Mr Brin Jones Team Inspector

Key Questions 2 and 7 history, physical education

Mrs Eirlys Ashton Headteacher, Nominee

Contributing to meetings and providing information.

Acknowledgement

The inspection team would like to thank the governors, headteacher, staff and pupils of Ysgol Gymraeg Bro Allta for their co-operation and courtesy throughout the inspection.

Contractor: EPPC/Severn Crossing Ltd Suite F2A, Britannic House, Britannic Way, Llandarcy, Neath SA10 6JQ

inspection under section 28 of the - estyn€¦ · · 2015-10-05inspection under section 28 of...

Documents