pengelli primary school

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PROSPECTUS

Prosbectws

2010/2011

Station Road

Grovesend, Swansea

SA4 4GY

Telephone/Fax 01792 892736

Headteacher: Mrs S Loydon

Chairman of Governors: Mr D Merriman

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Mission Statement

‘Your best is always good enough’

Vision Statement

Pengelli Primary School is committed to improvement through the process of

Self Evaluation. We foster a simple, straightforward partnership where the

notion of everyone: pupils, staff and parents are learners. We believe that with a

commitment to improving, together, we will succeed in all we do.

Our commitment to the vision means that we will:

• Provide the best possible education for our children in order to prepare them for a rapidly changing future in a secure but stimulating and safe

family atmosphere.

• Develop a broad, balanced skills-based curriculum which is accessible to pupils of all abilities and which is relevant, meaningful and responsive to

their varying needs and interests, utilising the local community where

appropriate.

• Through a habit of learning develop lively, independent enquiring minds that are free from a fear of failure.

• Develop a co-operative attitude with all the people who are working towards the successful achievement of this vision.

• Develop each child’s potential – creatively, academically, socially, physically, spiritually and intellectually.

• Develop in each child self-confidence, self-esteem, a positive attitude and a love of learning which will stay with him or her forever.

• Ensure that all pupils have access to quality resources and expertise, provided within an interactive environment that encourages fun,

creativity, respect and enjoyment.

• Promote the use of the Welsh Language so that it becomes a natural part of daily communication.

• Build upon individual and whole school strengths and celebrate all achievements.

• Help children to learn that positive behaviour, courtesy, good manners and consideration of others are very important qualities.

• Teach our pupils to care for and respect their environment, whether their school or global environment, for which they will take increasing

responsibility.

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• Acknowledge and respect the individuality, rights, values and beliefs of our pupils.

• Work in partnership with parents, carers, governors, the wider community and other professionals to provide support, guidance and training.

• Promote an ethos of openness where all feel they are listened to through open channels of communication, mutual support and respect.

School Context

Pengelli Primary School is situated in a peaceful, semi-rural location in

Grovesend, a once mining village 1½ miles from the town of Gorseinon on the

Pontarddulais Road. It has a mixed catchment area of private and council

housing, both old and new, including two new housing estates of large detached

properties.

The school currently has 92 pupils on roll accommodated in the 94-year-old

building. There is a large campus comprising two large playgrounds with

mature trees, a nursery enclosure and nature reserve with pond. The school has

its own sports field, overlooking farmland, which has a wooden adventurous

activities course, a traversing wall, a Celtic roundhouse, a willow spiral, a

willow longboat and raised vegetable and flower beds. The school environment

thus provides a pleasant setting for pupils’ learning.

All children are provided with opportunities to learn from concrete, first-hand

experience. Educational visits are considered extremely important in

stimulating and enhancing children’s work. There are ample opportunities for

access to Information Technology for all pupils with our ICT suite, laptop

trolley facility, programmable toys and digital cameras.

The school has as its prime aim the development of each child to his/her full

potential through a broad-based, balanced curriculum responding to the

requirements of the National Curriculum, the Skills Framework for 3-19 year

olds and the National Exemplar Framework for Religious Education for 3-19

year olds.

Please note:

The information contained in this booklet is correct and up-to-date at the time of

printing – Autumn 2010.

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List of Governors

LEA Governors

Mr D Merriman (Chairman)

Mrs G Phillips (Vice Chairman)

Mr P Murphy LEA

Parent Governors

Mr A Donald

Mrs L Foley

Mr W Piper

Mrs Hedges

Staff Governors

Mrs R Keatley

Mrs B Evans

Co-opted Governors

Mr L Jones

Mrs T Morgan

Mr P Woollard

Vacancy

School Organisation

Pengelli Primary is a county co-educational school with an age range of pupils

from 3 years to 11 years.

At present there are 92 pupils on roll.

Due to the small pupil numbers at Pengelli classes have, in the main, been

mixed-age. The four classes from September 2010 are assigned to the following

teachers:-

Reception /Nursery– Mrs R Keatley (AM and PM)

supported by Mrs B Evans (NNEB)/ Mrs L Lewis (Teaching Assistant)

Year 1/ 2 – Mrs U Page

supported by Mrs S New (Teaching Assistant)

Year 3/ 4 – Mr D Caswell

supported by Miss L Thomas (Teaching Assistant)

Year 5/ 6 – Mrs H Talaat (Deputy Headteacher)

supported by Mrs Davis (Teaching Assistant)

Support Teacher – Mrs A Davies

There is one School Clerk – Mrs E Thomas

There is one Reprographics Assistant – Mrs P O’Hare

There is one Administrative Assistant – Miss S Jenkins

The school hours are as follows:-

Infant and Junior 8.50am – 12 noon

1.00pm – 3.20pm

Nursery, morning 8.50am – 11.20am

Nursery, afternoon 1.00pm – 3.20pm

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During these times the children receive 23.75 hours per week of teaching

including Religious Education, but excluding the statutory daily acts of worship,

registration and breaks.

School meals are prepared, cooked and served on the premises by two cooks

(Mrs A Hurlow/ Mrs A Capp). Packed lunches are also eaten in the hall. There

are two lunch-time supervisors (Mrs R Porter/ Miss S Hopkins) and the

Headteacher (or Deputy Headteacher/ Senior Teacher) is on-hand throughout

the break. Please speak to Mrs Thomas if you think your child is eligible for

free school meals.

Fruit and free milk is available during morning and afternoon break in the

Nursery/Reception and Infant class.

The Eco Committee organise our fruit tuck shop during morning and afternoon

breaks. There is a wrap-around facility for nursery pupils. Morning nursery can

be collected at 1.00pm. Afternoon nursery can be dropped off at 11.20am.

Parents must pay for school dinner or provide a packed lunch. Pupils are fully

supervised and enjoy the social aspect that the facility provides. This is an

excellent way of preparing your child for full-time school. The facility is

available every day.

School Curriculum

The school curriculum follows the requirements of the National Curriculum

2008 and had a complete review for academic year 2009 - 2010.

Early Years and Year 1/2 implement the principles of the Foundation Phase.

Here the learning is based around structured play with half of the time being

spent outdoors. This follows the principles of early education which have been

utilised so very successfully in Scandinavian countries for example, for many

years. The planning for this is organised under the Foundation Phase headings

devised by the Welsh Assembly Government. This style of teaching for learning

enables the pupils to enjoy the full benefits of structured play. However Year 2

begin to learn in a slightly more formal way in preparation for Year 3. In 2010-

11 the school will report to Year 2 parents on pupil progress against the

National Curriculum 2000 levels of attainment in English, Mathematics and

Science.

Years 3 to 6 pupils follow a themed approach to deliver the curriculum, where

as many of the National Curriculum subjects are taught within a theme

including RE. Literacy and Numeracy are taught as separate subjects during

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morning sessions and are applied as skills during the teaching of the Foundation

Subjects in the afternoon sessions. Weekly timetables are followed to ensure

coverage of the National Curriculum. Delivery of the theme is as practical as

possible allowing for pupils to develop their Key Skills, which include

Communication, Number, ICT and Thinking. We also promote working with

others, improving our own performance and problem-solving through our

approach to the curriculum. Talking is promoted to enrich learning, therefore

much of our pupils’ learning takes place in groups although there are times

when individual and whole class learning is appropriate.

The ICT suite and laptop trolley are timetabled to allow equal access to the

technology and to allow bodies of learning to be accessed using computer

technology. We also have five wireless laptops for use in promoting ICT in all

lessons.

Wherever possible the pupils are taught about Wales and their heritage through

Cwricwlwm Cymreig and are taught to understand and use simple Welsh

patterns in the oral and written forms.

All lessons are differentiated to meet the needs of all pupils.

Pupils participate in the Social Emotional Aspects of Learning programme

aimed at developing Personal and Social Skills.

Assessment and Target Setting

Baseline Assessment is undertaken in Reception. From Year 2 to Year 6 all

pupils undertake the NFER Standardised Assessments in Reading, Literacy and

Numeracy and the Vernon Spelling Assessment. These are marked internally.

The results of the Literacy and Numeracy are transferred to the LEA to be

analysed. Pupils’ progress is tracked and this allows for early identification of

SEN and More Able and Talented pupils, areas in which a child requires

additional support or areas to be developed in teaching. Portfolios of Evidence

have been implemented. Pupils’ work at the end of each topic in Literacy,

Numeracy, Science and Welsh is assessed against the National Curriculum

levels. Individual targets for improvement are drawn up from the information

gleaned from these types of assessments. Pupils’ skills ladder record sheets for

each subject are completed half-termly to allow staff to record pupil progress in

terms of acquisition of skills in each subject area and Key Skill. These are

passed on to the next teacher to inform them of pupil attainment and

achievement as pupils progress through the school.

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Pupil attainment is assessed officially at the end of Key Stages 1 (end of Year 2)

and 2 (end of Year 6). This information is used to inform parents of their child’s

attainment, inform future school targets and the LEA. An analysis of these

results is recorded in the Governors’ Annual Report to Parents.

Ethos

School Discipline

The school policy is to create a warm, secure atmosphere and an aesthetically

pleasing environment in which the welfare and the development of the child is

the central focus. The school ethos aims to create individual care and co-

operation between teacher and pupil, and between pupil and pupil.

Pupil discipline is essential to allow all pupils equal access. A positive

Behaviour Management system operates within the school. Good behaviour is

rewarded through forty-five minutes of Golden Time every other Friday

afternoon, when enrichment activities are offered to pupils. Extremely well

behaved pupils are invited on a Wednesday and Friday to eat their lunch on the

Golden Table. Pupils who choose to misbehave are either yellow or red carded.

A yellow card is for non-serious misdemeanours, good behaviour can allow the

pupil to redeem themselves. A red card is for more serious behaviour and will

result in Golden Time being lost in five-minute slots. Parents are informed by

letter if Golden Time is lost. If Golden Time is lost on three occasions, parents

are asked to attend a meeting at school to discuss the pupil’s behaviour in order

for strategies to be put in place to rectify the poor behaviour.

Persistent poor behaviour can lead to a Behaviour Report book being

implemented which will be sent home on a daily basis. More serious behaviour

issues can lead to a referral to the LEA Behaviour Support Team following

consent from parents or possible fixed term exclusion. These are in extreme

cases.

The School Council has liaised with all pupils to draw up and adopt their own

school, hall and playground rules. The ICT Club have devised rules for the

suite. These are displayed in the school.

Bullying

The school endeavours to create an ethos that does not tolerate the oppression of

one person by another. Children must feel safe and secure. Their self-esteem

must not be undermined by bullying. Staff will work with children and parents

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in an atmosphere of trust and openness in trying to resolve difficulties and

conflicts.

Pastoral Care Arrangements

Pastoral care of the pupils is the concern of all class teachers with the

Headteacher having overall responsibility or the Deputy Headteacher in her

absence.

In the event of a pupil being taken ill the parents will be contacted as soon as

possible and asked to collect their child from school. In the case of minor

accidents the qualified nursery nurse who is trained in first aid will administer

first aid in school and the parents will be informed.

Where injuries require medical attention the parents will be asked to transport

their child to the nearest Health Centre or Hospital Casualty Department. If this

is not possible alternative arrangements will be made to ensure the child

receives appropriate care. The school will ensure that it is safe for a car to

collect an injured pupil from the most appropriate point in the school campus.

Administration of medicines will only be considered following a written

parental request. Asthma pumps will be stored in classroom cupboards away

from children but quickly accessible to the teacher in emergencies/panic

situations. All medicines and pumps should be clearly marked with the child’s

name and directions for use.

Regular visits are made by the support agencies of the local Health Authority,

eg School Doctor, Nurse, Dentist, Education Welfare Officer and the School

Psychology Service.

Administration of Medicines

Original labels on medicines must be checked by Mrs Thomas in the office

against instructions on the consent form completed by parents before

medication will be administered.

Sport

The school addresses the National Curriculum requirements for PE. All pupils

have two hours of PE per week. They undertake gymnastics, dance, games,

athletics, swimming and outdoor adventurous activities. We have an assault

course and traversing wall on site as well as extensive grounds for orienteering.

It makes full use of its sports field and large playgrounds. The staff have

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undertaken Dragon Sports training and ensure that the above range of activities

is offered to all.

The staff have received PESS training on teaching gymnastics and outdoor

adventurous activities. The field is used for orienteering, team games using our

adventure equipment and our traversing wall.

We are linked with the Sports Science Department in Gorseinon College with

supervised sports students taking skills sessions and after-school sports club.

Our Sports Day is a highlight of the summer and is extremely well attended by

the community.

The school is particularly fortunate that our small numbers enable increasing

involvement in the swimming programme. The school aims for all children to

leave the school with confidence in water skills.

Extra-Curricular Activities

Extra-curricular activities are promoted at the school and pupils are encouraged

to participate. These include violin and recorder classes, organised games such

as netball, rounders, football, cricket, athletics and swimming. The school takes

part regularly in a variety of inter-school competitions. The school provides

after-school clubs in gardening, football, netball, coordination, ICT, choir,

orchestra and cookery. The Eco-Committee and School Council meet during

assembly time. The school also has an Enterprise Club which is organised

during a lunch time and during Golden Time every other Friday. We have

always appreciated the importance of such activities not only to develop an

interest for life but, more importantly, increasing self-esteem. We claim

Children’s University credits for our extra-curricular activities. Pupils are

awarded Bronze, Silver and Gold certificates by Children’s University at a

formal ceremony according to the number of credits/hours they have

accumulated throughout the year.

It is essential that latent talent and interests are encouraged and as many

children as possible are always involved in extra-curricular activities. Children

often perform in community concerts and entertain the elderly. All children

take part fully in our annual Christmas Concerts which are always extremely

well attended. Many children continue to demonstrate their dramatic and

musical talents in the Comprehensive School.

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Health and Safety/Security Arrangements

A Health and Safety inspection is undertaken by the caretaker termly.

The staff and Governors ensure that the Health and Safety guidelines are

adhered to (policy can be viewed on request) and continually review

arrangements to provide a safer environment. Water is tested weekly for

Legionella by the caretaker.

Physical Education equipment is used under direct supervision and has recently

undergone a safety check.

An improved new secure area for Foundation Phase outdoors activities has

recently been created.

Fire drills are carried out routinely. Fire precautions/alarm systems and

equipment are inspected regularly as is our electrical system and appliances.

The school enjoys a peaceful location where parents feel welcome at any time.

However, certain measures have been adopted (in line with LEA policy) to

safeguard the security of all within the school. A single-entry system is

electronically operated via the school office.

Parents are reminded that cars should not be brought into the playground when

bringing or collecting children (unless due to medical emergency – see Pastoral

Care Arrangements). Although instances of theft/vandalism are relatively low

some measures have been installed, eg shutter at main door and anti-climb

guards. The school has a security alarm system.

Generic risk assessments for every day activities have been written. Risk

assessments for trips are routinely written and are reviewed on return. Staff have

undertaken Health and Safety and Fire Safety training.

Admissions

The current admissions policy is to admit children immediately after their third

birthday to part-time education – i.e. 5 x ½ days per week. This policy will be

reviewed annually in the light of funding issues.

The school follows the Admission Arrangements stipulated by the LEA. These

are reviewed by the LEA on an annual basis.

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Preferred placement requests from children outside the catchment area will be

granted where there are places available. Application forms can be obtained

from the school office.

Following a recent review of the accommodation, year group numbers from

September 2010 have been capped to 14. Pupils wishing to enter Reception

from Nursery have to apply for a place. Should applications exceed 14 the LEA

determine which pupils have been successful in obtaining a place. An appeals

process is in operation. It is now not possible to accept pupils into any year

group where the numbers will exceed 14. Should applications be received for

year groups which are currently 14 or over, the application will be referred to

the LEA who will deal with the situation.

Parents who are considering sending their child to our school are encouraged to

visit first to tour the school. All pupils entering nursery are where possible

visited at home before admission for staff to meet the child in their familiar

environment.

Attendance

It is important that you contact the school (by 9.30am if possible) if your child

will not be coming to school due to ill health or other problems. In this way we

can be sure that your child has not been involved in an accident on the way to

school. We will try to contact the home by 10.00 am if the class teacher is

concerned about an unexplained absence.

In the event of a longer period of absence please let us know if your child is

well enough to cope with any homework. Similarly, we need to be aware of

medical, dental, optician appointments so that absences are recorded as

authorised. A written note needs to be submitted for any absence or when early

release from school is requested.

Mrs J Rees is the Educational Welfare Officer attached to Pengelli Primary

School and regularly visits the school to monitor school attendance. Mrs Rees

can also act as liaison between parents and school at times of difficulty in a

supportive role. She will undertake punctuality spot-checks, scrutinise registers

for absence patterns and talk to classes and the whole school about the

importance of regular attendance and punctuality.

Parents are allowed to take up to ten days out of term time per school year for

family holidays. Although it would be better to avoid missing important work,

we appreciate that there is no alternative for some parents. In this case it is

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necessary to submit a written request. A letter will be drafted outlining whether

the absence is granted and whether the absence will be recorded as authorised or

unauthorised and why. More than ten days absence for holidays per year will

not be authorised.

The school has consistently achieved above 90% attendance but the LEA wishes

all schools to improve further. The Headteacher has undertaken an evaluation

and review of the Attendance Policy with the EWO. A leaflet on punctuality

and attendance for parents has been devised. We operate a weekly, inter-class

competition around attendance and punctuality. Letters will be sent to parents if

their child’s attendance falls below 90%. If this is persistent, a referral will be

made to Mrs Julie Rees who will explore the reasons for absence with parents

and strategies put in place in order to increase attendance.

Parents are asked to ensure their child arrives at school punctually. Parents are

asked to sign a Home/School Agreements.

Transition

Pupils transferring from home to Nursery are encouraged to visit the school

with their parents prior to their start date. In the weeks leading up to their

enrolment the Nursery/Reception teacher and the NNEB will make

arrangements to visit the new pupil in their home environment, so that the pupil

can meet the teacher in an environment where they feel safe and secure. A

Welcome Pack has been written for all new parents to support them through the

early weeks and months of their child starting school. We operate an open-door

policy so parents are encouraged to communicate with staff and vice versa to

ensure that the pupils’ transition from home to school is as smooth and trouble-

free as possible.

Transition from class to class and Key Stage to Key Stage is taken very

seriously at Pengelli Primary School. Staff meet at the end of the Summer Term

to discuss pupils transferring to their class in September and all records and

tracking information is passed on so that staff are fully informed and plans can

be made to allow pupils to settle into their new class as smoothly as possible.

Parents are encouraged to speak to their child’s new teacher informally at the

Celebration Evening in July. Pupils spend a morning with their new teacher in

July. In September a meeting is convened by the class teacher with the new

parents to outline class routines and expectations. This is an opportunity for

parents to ask questions and have misconceptions ironed out and for staff to chat

to parents afterwards about specific queries they may have. Again parents are

encouraged to keep open channels of communication with staff using our open-

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door policy. For incidental issues staff are available before school and after

school for informal and formal meetings at a mutually convenient time.

The arrangements for transition to our feeder secondary school, Pontarddulais

Comprehensive, are second to none. They are held as an example of excellence

by the LEA. Pupils have the opportunity to visit the Secondary School at

regular intervals during their time in Year Six. During the Summer Term Year

Six pupils spend a whole week at the Secondary school experiencing what will

be on offer in Year Seven. A transition project is undertaken in the Summer

Term which allows Key Skills to be assessed against the WJEC Level 1 Key

Skills assessment. The Secondary School organise for their older pupils to visit

the Year Six pupils in their own environment. The Year Seven Head of Year

visits the school as does the Secondary School SENCO prior to transition. A

large amount of data regarding pupil achievement in Year Six is transferred to

the Secondary School prior to transition to ensure that levels of achievement are

known prior to Year Seven pupils arriving. As required by the Welsh Assembly

Government, a Transition Plan has been put in place for academic year 2010/11.

Complaints

There is a Complaints Policy within the school.

Parents who have any concerns should contact us at once. Minor complaints

will be dealt with by the class teacher after first drawing the matter to the

attention of the Headteacher. Serious complaints must be explained to the

Headteacher who will arrange for an investigation to take place. In the absence

of the Headteacher the Deputy Head will take responsibility for the above.

If the complaint has not been resolved the Governors will be informed. If the

problem is still unresolved the matter will be referred to the Director of

Education in writing. Details of the Authority’s Complaints Procedure are

available at any school, Education Department of the LEA or public library.

Facilities exist for pupils to make complaints in confidence.

The school has suggestions and complaints boxes for use by all stakeholders.

Educational Visits

The school strongly believes that children learn best from first-hand experience

based on gaining understanding. We value highly visits that enhance and

stimulate children’s development. These will be incorporated into the current

theme.

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We are always happy to welcome visitors to the school who are willing to

contribute their own areas of knowledge and expertise to the children’s

development. Our locality also provides a stimulating source for the children’s

education with the use of village trails, the river and our own nature reserve.

Residential visits, eg to Borfa House and Llangrannog, also contribute greatly to

the child’s experience.

A voluntary contribution is requested for some visitors and visits off-site. If

contributions are insufficient, unfortunately, this will usually lead to the visitor

or the visit being cancelled.

Charging and Remissions Policy

The Governing Body has agreed that certain visits out of school should be

dependent upon voluntary contributions from parents. If contributions are not

sufficient to cover costs the visit may not take place. The school, however,

emphasises that additional activities such as trips and residential experiences are

part of the provision of a broad balanced curriculum.

Under Section 10 of the 1988 Act it is made clear that parents need only pay the

pupil’s board and lodging element of residential activities (within school hours).

Homework Policy

Children throughout the school are encouraged to take their Oxford Reading

Tree reading books and library books home. Parents are asked to read to their

children and also listen to their children read and communicate with staff

regarding their child’s reading through the Reading Record Book.

One piece of Literacy and/or Numeracy homework (dependent upon the year

group) is given out once a week by the class teacher. It takes the form of

reinforcing and extending essential skills and/or supporting the class project

with research work and practical activities. Again, we ask parents to support

their children in their endeavours.

The School’s Homework Policy is available upon request.

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Sex Education

The School Governors have discussed and accepted a set programme based on

the Local Education Authority Policy on Sex Education, which is available for

parents to see at any time. Questions will also be dealt with sensitively as they

occur in the normal course of the child’s time at school. Appropriate use will be

made of the expertise of outside agencies, e.g. Health Visitor and Pontarddulais

Comprehensive School Nurse when speaking to Year 6 boys and girls, and also

of supplementary resources, e.g. television programmes. Parents do, however,

have the right to withdraw their children from sex education.

Arrangements for Religious Education

Religious Education is a compulsory element within the curriculum and is

taught in accordance with the Authority’s Agreed Syllabus.

Collective Worship is broadly of a Christian nature but incorporates historical

and moral themes which are supplemented by visitors, eg the vicar and curate of

St Catherine’s Church, Gorseinon. Themes and the structure of Collective

Worship are shared with those visiting to deliver our Collective Worship. A

variety of hymns are taught both in English and Welsh. The school has good

links with the local church (Mount Pleasant) in Grovesend.

Parents have the right to withdraw their children from Religious Education and

Collective Worship and suitable provision for their supervision will be made.

Assemblies are used to reinforce the ethos of the school and celebrate good

work, behaviour and other achievements.

To foster a spirit of care in the wider community the school regularly

participates in charity appeals, eg NSPCC, Jeans for Genes, Poppy Appeal,

Children in Need and Comic Relief, etc. The response from this small

community is always applauded.

The Collective Worship Policy is available upon request.

Arrangements for Special Educational Needs

Children with Special Educational Needs (SEN) (eg physical, emotional/social,

or specific learning difficulties) are appropriately provided for after full

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consultation with parents and are fully integrated into mainstream education. A

purpose-built ramp provides easy wheelchair access for anyone who requires it.

Pupils with SEN are taught on an individual basis or in a small group according

to the extent and nature of their needs. Children with learning difficulties have

Individual Education Plans (IEPs) and there is close liaison between their class

teachers, the SEN Support Teacher (and Teaching Assistant where appropriate)

and parents in their implementation. There is a part-time support teacher for

children with SEN who is qualified to support children with English and other

difficulties. Currently, the school supports pupils in small groups or individually

for English, Mathematics, Speech and Language, emotional, behavioural and

coordination difficulties.

The help of outside agencies is sought whenever necessary. There is close

partnership with the Educational Psychology Service and Integrated Support

Services, eg Visual Impairment, Hearing Impairment, Speech and Language

Specialists and Behavioural Support staff. The school operates a staged referral

graduated response process as advocated in the SEN Code of Practice for

Wales.

Parents receive a copy of all IEPs on a termly basis and are encouraged to

respond. Reviews for pupils with Statements of Special Educational Needs are

conducted with parents and relevant outside agencies are fully involved.

We have a Gifted and Talented register where our most able pupils are

identified in specific subject areas. Their needs are met through extension

activities delivered by class or specialist teachers, sometimes from the

Secondary School.

Our Accessibility Plan and Disability Equality Scheme focus upon integration

of all into our community. These have been reviewed and updated in the

Summer Term of 2010 and are available for perusal at the school on request.

All inclusion policies are available for perusal at the school or on our website.

Pupils with Disabilities

Access to the school curriculum and the school building for anybody disabled is

dealt with in the school’s Accessibility Statement and Plan. No stakeholder will

be discriminated against in terms of their accessing any aspect of school life, in

line with our Disability Equality Scheme. Reasonable adjustments will be made

to allow equal access for all stakeholders. The Accessibility Statement/Plan and

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Disability Equality Scheme are available to perusal at the school or on our

website.

Use of the Welsh Language

English is the first language taught at the school. Welsh is taught as a second

language with emphasis on oral proficiency before developing reading and

writing skills. The school has taken on board LEA advice that pupils should be

immersed in the Welsh language for 90 minutes per week in an attempt to meet

the Welsh Assembly Government’s aim to increase bilingualism in Wales. A

specialist Welsh teacher visits the school periodically to provide expert

guidance on the scheme of work for Welsh where required. Cwricwlwm

Cymreig is promoted throughout the school, developing the children’s

awareness of their own culture and its contribution to the world around them.

Our policies are available at the school or on our website.

Parent Liaison

Parents are at all times welcome to visit the school and deal with any problems

relating to their child. Parents can help by keeping us informed of any

significant details relevant to their child’s education, eg health problems or

personal circumstances. This will be regarded as confidential and help us to

care all the more appropriately for their child. Apart from quick messages or

questions, staff would prefer to talk to parents when they are not teaching. The

class teacher and/or Headteacher would be happy to arrange a convenient time.

Twice-yearly consultation evenings are held formally to discuss the child’s

progress and presentation of work.

Parents are encouraged to attend the many workshops organised to enlighten

them about teaching and learning in the school, for example, workshops relating

to spelling, Mathematics and reading have been organised. There are also

initiatives such as Language and Play and Numbers and Play for Early Years

parents and Family Learning for parents of older pupils.

We regularly open the school for parents to tour the school when in operation.

This gives parents the opportunity to witness first-hand the learning and

approaches to teaching utilised in the school.

Parents are encouraged to participate in school activities on a regular basis and

also through the Parent Teacher Association. The school has always been

extremely fortunate with the level of support it has received from the PTA and

we hope that the organisation will continue to flourish. Parents are encouraged

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to commit to regularly helping within the school. Currently, parents are

encouraged to help support pupils with their reading. Training is available for

parents who are interested. Parents with particular talents relevant to school,

who would like to volunteer to work with pupils and staff are eagerly

encouraged to contact the school. All volunteers must undertake Child

Protection training and must have a clear CRB check which is updated every

three years.

Letters are sent home on a regular basis to inform parents of events and

activities.

Photographs/Videos

A letter will be sent to parents at the beginning of the year informing them of

the likelihood that there will be events throughout the year where pupils will

have their photograph taken by members of staff for school or website use.

Parents are asked to indicate on the form whether they are in agreement.

However, if outside agencies such as the local newspaper request to take

photographs or video of the children for use outside school, parental agreement

will be sought through a consent form for the individual event.

School Uniform

A school uniform of grey trousers/skirts, sweatshirt, polo shirt, winter hat, coat

and PE T shirt with school logo is strongly encouraged and can be ordered

through the school.

Articles of clothing should be marked or labelled so that in the event of an

article being mislaid it can be traced.

Equal Opportunities

All at Pengelli Primary School will be given equal opportunities to benefit from

the range of experiences we offer irrespective of race, religion or gender. A

copy of the Equal Opportunities Policy can be viewed on request. Any incidents

are recorded and reported to the LEA if they occur.

Your views being heard

Stakeholders’ views are important to us. We regularly send out parental

questionnaires for analysis. The Change Team, made up of parents of children

19

from each class, meet termly with the Headteacher. We have a complaints and

suggestion box for use by pupils and parents. Pupils’ views are also heard

through the School Council and Eco-committee.

Finally

We wish your child a happy and successful time with us. We will do all we can

to ensure that this is so. If you have any queries regarding any of the

information included in this document please do not hesitate to contact the

Headteacher at the school.

Term Dates 2010/11

2010/2011

Mid Term Holidays

Term Term

Begins

Term

Ends Begins Ends

Term

Begins

Term

Ends

Total

Days

Per

Term

Autumn

2010

Wednesday

1st

September

Friday

22nd

October

Monday

25th

October

Friday

29th

October

Monday

1st

November

Friday

17th

December

73

Spring

2011

Tuesday

4th

January

Friday

18th

February

Monday

21st

February

Friday

25th

February

Monday

28th

February

Friday

15th

April

69

Summer

2011

Tuesday

3rd

May

Friday

27th

May

Monday

30th

May

Friday

3rd

June

Monday

6th

June

Thursday

21st

July

53

TOTAL

195

22

nd April - Good Friday 2

nd May 2 - May Day Holiday

25th April - Easter Monday 30

th May – Spring Bank

Holiday

20

Key Stage 2 results

Summary of National Curriculum Assessment results of pupils in the school (2010) and

nationally (2009) at the end of Key Stage 2 as a percentage of those eligible for

assessment.

Core Subject Indicator*

School 92.86

National 77

D indicates pupil disapplied under sections 113 to 116 of the Education Act 2002 NO1 National Curriculum Outcome 1 NO2 National Curriculum Outcome 2 NO3 National Curriculum Outcome 3 N indicates pupils not awarded a level for reasons other than disapplication * Percentage of pupils achieving Level 4 or above in English or Welsh (first language), Mathematics and Science in combination. - Not exactly zero

N D NO1 NO2 NO3 1 2 3 4 5 6+ 4+

School 0 0 0 0 0 0 0 7 57 36 0 93 English National - 0 1 1 3 15 53 28 0 81

School 0 0 0 0 0 0 0 14 50 36 0 86 Oracy

National - 0 1 1 3 14 53 29 0 82

School 0 0 0 0 0 0 0 7 57 36 0 93 Reading

National - 0 1 1 3 15 49 32 0 81

School 0 0 0 0 0 0 0 7 64 29 0 93 Writing

National - 0 1 1 4 20 52 22 0 74

School 0 0 0 0 0 0 0 7 57 36 0 93 Mathematics

National - 0 1 1 3 14 53 29 0 83

School 0 0 0 0 0 0 0 0 57 43 0 100 Science National - 0 1 0 2 11 56 31 - 86

21

Percentage of Boys at each Level

N D NO1 NO2 NO3 1 2 3 4 5 6+ 4+

English

Teacher Assessment: 0 0 0 0 0 0 0 17 67 17 0 83

Teacher Assessment: national - 0 1 1 4 18 53 22 0 76

Mathematics

Teacher Assessment: school 0 0 0 0 0 0 0 17 50 33 0 83

Teacher Assessment: national 0 0 1 1 3 15 50 30 0 80

Science


Teacher Assessment: national 0 0 1 1 2 12 54 30 - 84

Percentage of Girls at each Level

N D NO1 NO2 NO3 1 2 3 4 5 6+ 4+

English

Teacher Assessment: 0 0 0 0 0 0 0 0 50 50 0 100


Mathematics



Science


Teacher Assessment: national - 0 0 0 1 9 58 31 - 89

22

KS1 Teacher Assessment Results SUMMARY OF THE NATIONAL CURRICULUM ASSESSMENT RESULTS OF PUPILS IN THE SCHOOL (2010) AND NATIONALLY (2009) AT THE END OF KEY STAGE 1, AS A PERCENTAGE OF THOSE ELIGIBLE FOR ASSESSMENT.

N D W 1 2 3 4+ 2+

ENGLISH School 0 0 0 21 57 21 0 79

100 National

- 0 4 13 63 20 - 83

Oracy School 0 0 0 14 64 21 0 86

100 National

- 0 3 10 63 24 - 87

Reading School 0 0 0 14 50 36 0 86

100 National

- 0 4 15 55 27 0 81

Writing School 0 0 0 21 64 14 0 79

100 National

- 0 5 16 67 12 0 79

MATHEMATICS School 0 0 0 14 71 14 0 86

100 National

- 0 2 11 65 22 - 87

Using and Applying Maths School 0 0 0 14 64 21 0 86

National

- 0 3 16 64 17 - 81

Number & Algebra School 0 0 0 14 71 14 0 86

National

- 0 2 12 65 21 - 86

Shape Space & Measures School 0 0 0 7 64 29 0 93

National

- 0 2 10 66 21 - 88

SCIENCE School 0 0 0 7 64 29 0 93

National

- 0 2 8 65 25 0 90

Scientific Enquiry School 0 0 0 7 71 21 0 93

National

- 0 2 12 65 21 0 86

Life Processes & Living Things School 0 0 0 7 64 29 0 93

National

- 0 2 7 64 28 0 92

Materials & their Properties School 0 0 0 7 64 29 0 93

National

- 0 2 8 67 24 0 91

Physical Processes School 0 0 0 7 71 21 0 93

National

- 0 2 9 66 23 0 89

Core Subject indicator

The percentage of pupils attaining at least Level 2 by teacher assessment in either English or Welsh

(first language), Mathematics and Science in combination.

School : 79 National: 81

4+ represents Levels 4 and above D represents disapplied under sections 113 to 116 of the Education Act 2002 W represents working towards Level 1 N not awarded a level for reasons other than disapplication

- Not exactly zero

23

Percentage of Boys at each Level

N D W 1 2 3 4+ 2+

English

Teacher Assessment: 0 0 0 33 33 33 0 67

Teacher Assessment: national

- 0 5 17 62 16 - 78

Mathematics

Teacher Assessment: school 0 0 0 17 67 17 0 83


- 0 3 12 61 24 - 85

Science



- 0 2 9 64 25 0 88

Percentage of Girls at each Level

N D W 1 2 3 4+ 2+

English



- 0 2 10 63 25 - 88

Maths



- 0 1 9 69 20 0 89

Science



- 0 1 7 68 24 0 92

24

Attendance

Autumn Term 2009 Period: 01/09/2009 to 18/12/2009

Group Presents AEA Authorised Absences

Unauthorised Absences

Possible % Attend

Year N2 913 0 175 1 1089 83.8

Year R 1298 0 89 5 1392 93.3

Year 1 1208 0 80 0 1288 93.8

Year 2 1721 0 125 0 1846 93.2

Year 3 1377 0 43 0 1420 97.0

Year 4 1468 0 104 0 1572 93.4

Year 5 2036 0 90 4 2130 95.6

Year 6 1905 0 114 1 2020 94.3

Totals 11926 0 820 11 12757 93.5

Spring Term 2010 Period: 04/01/2010 to 01/04/2010



Possible % Attend

Year N1 76 0 21 21 118 64.4

Year N2 777 0 68 2 847 91.7

Year R 1024 0 82 4 1110 92.3

Year 1 1018 0 92 0 1110 91.7

Year 2 1423 0 88 0 1511 94.2

Year 3 1049 0 59 2 1110 94.5

Year 4 1238 0 93 1 1332 92.9

Year 5 1592 0 73 0 1665 95.6

Year 6 1463 0 89 2 1554 94.1

Totals 9660 0 665 32 10357 93.3

Summer Term 2010 Period: 19/04/2010 to 21/07/2010



Possible % Attend

Year N1 91 0 10 18 122 74.6

Year N2 750 0 97 8 870 86.2

Year R 1074 0 74 2 1160 92.6

Year 1 1063 0 85 2 1160 91.6

Year 2 1466 0 140 2 1624 90.3

Year 3 1106 0 53 1 1160 95.3

Year 4 1273 0 114 5 1392 91.5

Year 5 1576 0 149 0 1740 90.6

Year 6 1523 0 87 0 1624 93.8

Totals 9922 0 809 38 10852 91.4

pengelli primary school

Documents

school strengths

large playgrounds

positive attitude

large campus

interactive environment

global environment

station road grovesend

council housing