tongwynlais primary school...next parent election – september 2017 admission regulations children...

VICTORIA SCHOOL PROSPECTUS

Together we aim for the stars

VICTORIA PRIMARY SCHOOL

PROSPECTUS

2017 - 2018

VICTORIA PRIMARY SCHOOL PROSPECTUS

Together we aim for the stars 2

School Prospectus Contents

Page

School Information 3

Welcome 4

School Vision and Aims 4

School Staff 5

Governing Body 6

Admission Regulations 7

School Organization 8

School Rules 8

Attendance Absences 8

School Meals 9

Communication / Accidents and Emergencies / Medical / Health 9

School Uniform 10

Home School Links 10

Home School Agreement 10

Curriculum, learning and teaching 11

English 11

Mathematics 12

Personal and social education 13

Science 14

Additional Learning Needs 16

Welsh 17

Religious Education 19

Assessment, recording and reporting 20

Homework Policy 23

Extra – curricular activities 25

School Ethos 25

Safeguarding 27

Health and Safety 27

Charges and Remission Policy. 27

Complaints Procedure 29

Target Setting 30

End of key stage results 31/32

School Information



VICTORIA PRIMARY SCHOOL YSGOL GYNRADD VICTORIA

Cornerswell Road, Penarth, Vale of Glamorgan, CF64 2UZ

Tel: 029 20 709225 Fax: 029 20 709123

E-mail: [email protected]

Web site on: www.victoriaprimary.co.uk

Head Teacher: Mrs S Daniels

Chairperson Miss C O’Callaghan Community Governor

VICTORIA SCHOOL

Victoria primary school is a traditional two storey Victorian red brick building that was built in 1898. It

stands on Cornerwsell Road, only 10 minutes’ walk From Penarth Town Centre.

The main building houses the head teacher’s office, the administration office, a library, 10 classrooms for

year 3 to year 6 and the assembly / PE hall on the upper floor.

There is a separate building accommodating all reception, year1 and year 2 pupils and the basement of this

building is the school canteen.

Our nursery unit is in another separate building purpose built in 1998, a nursery annex has been created in

the ground floor of the caretaker house since 2010 and the school garden connects the two nursery

buildings.

We have an extensive yard area that we are continually developing thanks to the wonderful fund raising

efforts of the school parent teacher association. We also have access to a school field that is about 2

minutes’ walk from the school. This field serves a community sports and play area at evenings and weekends.

There are many pupils at the school who live outside the catchment area but have opted for our school.

Our school is currently at near capacity with 517 children 54 of whom are part time nursery pupils.

We have 25 teachers, 10 of whom are part time; there are 21 learning support assistants, 3 administrative

staff, 8 lunchtime staff, 5 cleaners and 1 caretaker.

The school is governed by an 18 member governing body and is funded by the local authority.



WELCOME

Dear Parents

Choosing the right school for your child is vitally important. Most parents want the best education for their

child but they also want them to be happy and to feel safe and secure. At Victoria School we believe that we

can offer all these things.

Our philosophy is about developing the whole child and nurturing their unique talents in all areas of learning

so that they experience high self –esteem and success. We have high expectations for children’s efforts and

achievements as well as attitudes and behaviour. These high expectations are matched by high quality active

learning and teaching provided by an excellent team of teachers and support staff who are caring

professionals dedicated to the children and the school.

We are proud of the atmosphere of friendliness and co-operation which is always evident among all children

and adults at our school.

From your child’s first day with us, we want school to be a positive and enjoyable experience. This is best

achieved through home and school working closely together as partners in the nurturing of your child.

The school has a very clear set of school rules that all parents and children are encouraged to value and

follow. Boundaries of acceptable behaviour are clearly defined and breaches of the agreement dealt with

promptly and sensitively. Good behaviour is recognised and praised through our reward scheme.

We hope this prospectus will provide relevant information for you but please feel free to approach us for

any further clarification or detail.

We welcome you and your child to our school community and look forward to working together as we aim for

the stars.

Samantha Daniels Head teacher

OUR SHARED VISION

Our vision is to work together so that everyone at Victoria Primary will be happy, caring, confident

individuals who have a love of learning and achieve personal success.

Motto

Together we aim for the stars.

School Aims

We will experience a curriculum which will be challenging, fun and motivate us to develop our skills for

lifelong learning.

We are a community that cares for each other and ourselves. We respect other peoples’ views and

achievements and celebrate our individuality

As global citizens we respect our community and the world to which we belong; caring and contributing to a

sustainable future.

Our positive school environment encourages everyone to achieve their goals through equality in all aspects of

school life.

We expect the parents, governors and all members of our school community to support and guide us on our

journey to the stars.

SCHOOL STAFF



Nursery Emma Dobson

Debbie Haddon

LSA’s Carol Plowright Kelly Keating Rebecca Curtis

Jenny Starke Anna Barnett Arleta Wakalska

Reception RDH Emma David / Laura Halliwell

RKS Claire Kerr Smith

LSA’s Lisa Howe Sam Roberts Jan Gooding

Year 1

Y1S/P Kirsty Steen/Rebecca Price

Y1C Sophie Clissett

LSA’s Shauna Griffiths Joanne Tunley

Year 2 Y2O Faye Orefice

Y2G Rachael Glover

LSA’s Esther Paley Helen Cummins

Year 3 Y3S Nicky Smith

Y3N Aneesa Najjar

Y3W/Y Kath Wragg/Karen Young

LSA David Adams

Year 4 Y4S Alun Steen

Y4F/H Adrienne Frayne/Simon Husband

LSA Charlotte Thomas

Year 5 Y5E Stuart Evans

Y5D Rachel Davies

LSA Amy Warne

Year 6 Y6K Helen Kerr

Y6J Rhonwen Jones

Y6G Jess Green

LSA Melanie Gape

ALN Co. Jayne Hall

LSA’s Clare Price Sharon Bullock Amy Evans

PPA Rachel Carolan

Headteacher Samantha Daniels

Deputy Headteacher Simon Husband



Secretary Pamela Borde

Secretary Helen Moreton

Secretary Emily Young

Caretaker Ian Ward

Cook Sarah Williams

Assistant cook Sheena George

Lunch time supervisors Rose Brown, Laura Holiday, Jane Portelli

Wendy Owen, Julie Spear, Jeanette Williams

Alison Adams, Claire Fisher, Rhianne Guidi

SCHOOL GOVERNORS

Chairperson Miss C O’Callaghan Community

V.Chairperson Cllr Mark Wilson LEA

Mrs S McLaughlin

Mr M Petherick

Mrs A Reynolds

Mrs J Jones Community Governors

Ms J Minns

Mr R Taylor

Mrs R Connor Parent Governors

Mrs N Lacey

Mrs A Twining

Mrs L Bennett

Cllr R. Birch Minor Authority Governor

Mr S Husband Teacher Representative

Mrs H Kerr Teacher Representative

Mr D Adams Staff Representative

Mrs S Daniels Head Teacher

Clerk to Governors: Mrs H Moreton, Victoria Primary School, Penarth.

The Governing Body meet at least once each term as a whole Body, and sub committees meet regularly and

report back to the full body. A report to parents is compiled every year. With the increasing workload, it is

necessary for governors to attend training courses to learn the extra skills needed for the management of

schools. To this end, our governors have attended LEA sponsored training sessions throughout the County

during the past year. Parents/Guardians and anyone with concern for the well being of the school and the

pupils should not be afraid to approach our Governors on any matter, however small that matter seems to be.

It is only with your help that we can attempt to constantly improve the conditions and effectiveness of our

School.

When parent governors end their term of office, there will be an election for each vacancy as and when it

arises and any parent is eligible for election. A parent by definition includes 'a guardian and every person

who has actual custody of the child.' All people with a 'parental responsibility.' Any parent seeking

nomination will require a proposer and a seconder from amongst the other parents, either of which may be a

spouse. The Authority will issue a standard nomination form, which will contain space for candidates to

provide a short (up to 50 words) statement of information about themselves. This information will be



circulated with all ballot papers to all parents on the school voting list. An election will only be necessary if

the number of nominations received exceeds the number of vacancies available for parent governors on the

Governing Body. The election is a secret ballot. Each parent has one vote per vacancy, irrespective of the

number of children he/she has in the school. Proxy voting is not allowed. Simple majority decides the

election. The candidates receiving the highest number of votes are elected.

Next Parent Election – September 2017

ADMISSION REGULATIONS

Children can enter the Nursery class in the autumn term when they are rising four or at the start of the new

term after their third birthday if there is room. Children transfer from Nursery to the Reception class in

the September of the year they are rising five if they satisfy Vale admissions criteria.

All parents wishing to register their children for Nursery or reception should do so at the earliest

opportunity. All parents have to apply to the county council who authorize all admissions. Pupils living in the

catchment area will be given priority and then older siblings living outside the area.

When families apply from outside the catchment area, priority is given to children with siblings already in

the school and then distance from the school is the last criteria taken into consideration.

Please notify the school as well as it helps us to forecast numbers for the following year and this affects our

annual budget allocation from the LEA.

Parents wishing to send their children to our school are very welcome to visit before any decision is made.

Please contact the school for an appointment with a member of the school senior management team. Open

days are held regularly for parents of prospective nursery and reception pupils.

The children's ages range from three to eleven years, and when they leave the majority of children go on to

Stanwell Comprehensive School.

Parents moving into the area should make an appointment to view the school but again the county council

must give authorization.

Pupils will be accepted if numbers allow in the appropriate age groups.

Parents living outside the normal catchment area may apply to the LEA if they wish their children to attend

Victoria Primary School. It is best to notify us first and we will give details of persons to whom applications

should be made. Normally, applications are successful if there are vacancies in the school. If the application

is not successful then parents may lodge an appeal.

We have several pupils from other areas that have joined us because parents have been impressed with our

ethos, facilities, high standards of achievement and exceptional care and guidance.

COUNTY ADMISSIONS CONTACT OFFICE- 01446 709726

If you wish to view our full admissions policy go to the school information link or contact the office to

request a hard copy.

SCHOOL ORGANIZATION

Session Times

Morning nursery 8.55 to 11.25

Afternoon nursery 12.55 to 15.25

Foundation Phase Reception, years 1 and 2 8.55 to 15. 25



Key stage 2 Years 3,4,5,6 8.55 to 15.30

School sessions start at 8.55.

All school doors are opened at 8.45 so that children can enter and settle ready to start promptly at 8.55 am.

Children should not be on site before 8.40 unless attending breakfast club.

Staff take the register at 8.55 and start reading groups at 9.00am

School gates are closed at 9 o’clock sharp.

School security gates are re-opened at 15.20 to allow parents to collect children from school.

Infant lunch time 11.45– 12.45

Junior lunch time 12.15 – 13.15

Hours of teaching time in Key Stage One (children 5-7) = 23 .25 hrs.

Hours of teaching time in Key Stage Two (children 7-11) =24 hrs.

Parents are requested not to enter classrooms at the start of the day, messages can be left with learning

support staff at entrances. Parents may meet with teachers at the end of the day

If you feel that the discussion will take some time, please make an appointment to see the class teacher or

senior leadership team.

Victoria Breakfast Club

Free breakfast club runs every day between 8.10 and 8.55. Children need to take the healthy breakfast if

they are using this facility, capacity is 86, when at capacity a waiting list will be compiled.

Please contact the office for registration forms.

GENERAL RULES

Reception to year 6 children wear school uniform every day unless a special non-uniform day has been

arranged.

Only watches can be worn to school - this is for health and safety reasons.

No dogs other than guide dogs are allowed on the school site or school field.

The school is a NO SMOKING ZONE; this applies to e-cigarettes as well.

At the end of the day parents and siblings are asked to wait outside the red back door, front red

security gates and side entrance red security gates until they are opened by the caretaker.

1. Pupils are NOT allowed to use the school playground equipment i.e Trim Trail, Climbing wall etc.

before the start of the school day or after the end of the school day due to limited supervision

ATTENDANCE AND ABSENCES

Last year the school attendance figures improved again with an average of 96.1% and we aim to continue

improving.

Each child is given a target of 98% which allows a few days for illness, each term parents are notified of

their child’s current attendance data so that the children can work towards their annual target.

Last year 41 children achieved 100% attendance which was excellent.

Reporting absences

If your child is unable to attend school for any reason, please notify the class teacher or the school on the

first morning of the absence. A note may be sent with a sibling or a telephone call made to the school, or an

e-mail sent into school. Parents of pupils who are not in school and have not informed the school will be

contacted at 9.30AM to check on the child’s whereabouts.

As long as a satisfactory reason is given, the absence will be recorded as authorized. If no explanation is

given, the absence will be recorded as unauthorized, as is statutory requirement. Attendance figures are

recorded electronically and supplied on request.



Children who are late for school will be given a late mark but pupils more than half an hour late, arriving

after 9.25 am, will be marked as an unauthorized absence in accordance with the Government Legislation.

If pupils are persistently late or show a regular pattern of absence, parents will be invited in to discuss

these issues following communication and warning letters that punctuality and attendance is being monitored.

If matters do not improve, the Vale education welfare service will be notified and a fine may be issued.

SCHOOL MEALS

Dinner Money

School dinners cost £2.25 per day, £11.25 per week. We operate a 'Cashless Catering' system which means

that all dinner money should be paid online at www.parentpay.com If you are unable to do this please pay via

Pay Point at the One Stop Store in Cornerswell Road, Penarth. Please contact the office for further details.

Meals are charged directly to the schools budget. Therefore, any unpaid school meals will have an effect on

the budget of the school and the resources we can supply.

If you are entitled to claim Free School Meals, please contact the Benefits Office on 01446 709529 who will

process your claim.

We would really like everyone entitled to free school meals to register even if they don’t want to take school

dinners; the school receives additional funding for every child who is registered for free school meals. Please

help us to help your children by accessing every penny available to the school.

Snacks

We offer a piece of seasonal fruit each day in Foundation Phase. Your child may bring a snack to eat at from

home however, as supported by our Governors, we promote ‘healthy’ snacks – fresh fruit or veg only please.

Nuts and nut products are not permitted as we have a number of children with severe nut allergies.

Treats

On special occasions, children may be given small edible treats e.g. Christmas sweets, Easter eggs, class

rewards etc. If you are not happy for your child to receive and eat such treats, please ensure that you

inform us. Please note that this only happens very occasionally since we are keen to promote healthy options.

Water

We encourage the children to drink water throughout the day. Please provide your child with a named water

bottle.

COMMUNICATION

We are making far greater use of the school website to keep parents informed.

PLEASE CHECK EVERY WEEKEND FOR CLASS UPDATES / NEWSLETTERS ETC.

Please ensure that the office has up to date contact information and emergency contact details – address,

telephone number, mobile, e-mail etc. as regular information is sent out by text, e-mail or hard copy.

Accidents, emergencies, health and safety.

Please ensure that we have an up to date telephone number where we can contact you during school hours. If

you are not on the telephone at home, please let us know where we can contact you. This is of the utmost

importance if parents are working and no one is at home during the day. Please do not send your child to

school if he/she is unwell.

If a child has an accident in school, which is at all worrying, or he/she becomes ill, we will contact the

parents or the emergency contact number. If we cannot reach you or a representative, and it is a real

emergency, your child will be taken to hospital accompanied by a teacher or teaching assistant.

ALWAYS let us know if your child is on any medication. We will only administer prescribed medicine that has

the child’s name and address on it.

http://www.parentpay.com/



Parents have to sign a consent form if medication is to be administered during the school day; these forms

are available at the office.

Head lice – If head lice are seen on a child we will immediately telephone home so that the child / children

can be removed for treatment to stop further infestation. Class members would receive a letter to ask

parents to check them and all their family too.

SCHOOL UNIFORM

Reception to year 5 - White or gold polo shirts

Year 6 - burgundy polo shirts

All year groups – burgundy cardigans, jumpers, sweatshirts or fleeces.

All year groups – grey or black, pinafore dresses, skirts, tailored shorts or trousers.

Black smart shoes.

We would like all full time pupils to wear uniform. It helps to affirm a school identity that the children can

be proud of and establishes equality amongst the children. Please send your children to school in uniform

every day.

Several retailers now stock very cheap gold polo shirts, black and grey trousers and burgundy sweatshirts

and of course stock is always available from Class Apart in Dinas Powys

Uniform lists and price lists are available from the bookcase in the entrance foyer or school office.

PLEASE LABEL EVERY ITEM OF CLOTHING AND FOOTWEAR WITH YOUR CHILD’S NAME AND

CLASS.

HOME SCHOOL LINKS

Parents with children on the Nursery waiting lists are invited to visit the Nursery school.

All parents are invited to help with group reading each day at 9.00am.

We have many parents who come into school and work regularly alongside the teachers, and we are very

grateful to them. We can always use more, so let us know if you could spare a few hours. Our school contact

is Mrs. J. Hall.

PTA

We have a small but excellent nucleus of parents and staff on the Parent Teacher Association committee

and we are always looking for more to join us. Last year was an exceptional year with very successful events

including the annual Summer Fete, annual Christmas Fayre, Breakfast with Santa and special evenings for the

children including discos, theatre group visits, etc. Please see the website for details of upcoming meetings.

HOME SCHOOL AGREEMENT / E-POLICY

In accordance with government legislation, the school has a home school agreement form, which should be

read by parents and pupils before entry to the school and signed by the parents or guardians and the

children if appropriate. A copy is given out with all admission information and is available from the school

office.

E-learning permission letters are also distributed annually to highlight the importance of e-safety at school

and our police liaison officer gives an annual presentation for parents about e-safety at home.

Please see the school website for our school e-safety policy.



CURRICULUM STATEMENT

Introduction

The curriculum is the whole experience the child gets in school, not only the 'formal' time tabled part. It

includes all those activities which take place in school time as well as after school activities of a voluntary

nature. There is also the 'hidden' curriculum, which finds its expression in the complex pattern of the school

life, and the experiences it affords. In addition, daily worship either in individual classes or across age

phases or as a whole school serve to reinforce spiritual, moral and social codes introduced through subject

teaching, circle time activities that address social and emotional aspects of learning or weekly religious

education lessons.

Aims

To help pupils to develop lively, enquiring minds, the ability to question and argue, and to apply themselves to

tasks and physical skills.

To help pupils to acquire knowledge and skills relevant to adult life and employment, in fast changing world.

To help pupils use language and number effectively.

To instill respect for religious and moral values, and tolerance of other nations, religions and ways of life.

To help pupils to understand the world in which they live, and the interdependence of individuals, groups and

nations.

To help pupils to appreciate human achievements and aspirations.

To help pupils achieve the aims and objectives set out in each curriculum area.

There are curriculum polices for all areas of learning available to view on the school website or hard

copies can be requested at the school office.

The aims, content and organization of learning and teaching in the core subjects follows, including reference

to Welsh (which is a national priority) , additional learning needs and RE.

ENGLISH

AIMS

The school’s aims in English are to:

Develop the skills of speaking, listening, reading and writing.

Enable children to become clear, confident speakers.

Instill an interest in reading for both purpose and enjoyment.

Communicate clearly and precisely through the written word.

Use a range of media to present work.

Apply key skills across the curriculum.

Develop a love of the English language.

CURRICULUM CONTENT

We offer pupils a broad and balanced literacy curriculum in order to promote effective learning

opportunities based on the Foundation Phase Framework and Key Stage 2 National Curriculum 2008. The

curriculum is thematic based wherever possible and links between subject areas are harnessed and

developed effectively. In Key Stage 2, English will occasionally be taught as a discrete subject. The formal



requirements of the National Curriculum are supported and enriched by a range of visits and visitors that

the school organises.

MATHEMATICS

AIMS

The school’s aims in Mathematical Development are:

To develop learners enthusiasm and enjoyment of mathematics.

To equip pupils with a powerful mathematical tool that provides:

i) A precise means of communication using appropriate mathematical vocabulary, numbers,

symbols and shapes;

ii) The mathematical skills for problem solving.

To increase the confidence of each pupil in mathematics, enabling them to apply their knowledge and

skills with assurance across the curriculum relating these to everyday experiences.

To apply key skills across the curriculum.

CURRICULUM CONTENT

We offer pupils a broad and balanced Mathematical Development / Mathematics curriculum in order to

promote effective learning opportunities based on the Foundation Phase Framework and Key Stage 2

National Curriculum 2008. Maths is taught as a discrete subject but wherever possible, links between

subject areas are harnessed and developed effectively. The formal requirements of the National Curriculum

are supported with enriched and varied learning opportunities by a range of visits and visitors that the

school organises.

PERSONAL AND SOCIAL EDUCATION

AIMS

The school’s aims in PSE are to:

To develop learners’ self-esteem and a sense of personal responsibility.

To promote self-respect, respect for others and celebrate diversity equip learners to live safe, healthy

lives.

To prepare learners for the choices and opportunities of lifelong learning.

To empower learners to participate in their schools and communities as active responsible citizens locally,

nationally and globally.

To foster positive attitudes and behaviour towards the principles of sustainable development and global

citizenship.

To prepare learners for the challenges, choices and responsibilities of work and adult life. (PSE Framework; Wales Assembly Government)

To promote the teaching of numeracy and literacy within PSE by using the Literacy and Numeracy

framework. Please read other PSE related policies in conjunction with this policy statement.

Sex Education & LEA Policy



RE Policy

Bullying, the use of force and restraint, discipline and behaviour

Child Protection

Policy for Education for Sustainable Development and Global Citizenship

PE & Health Related Exercise

Nurture Policy

SEN Policy

CURRICULUM CONTENT

The curriculum for PSE is planned in three stages:

Long Term Planning: School uses the SEAL resource pack and habits of mind programme which are

both designed to facilitate a systematic and spiral approach to Social & Emotional learning.

Medium Term Planning: Takes the long term plan and organizes the teaching of PSE into termly or

half-termly sections. The planning is more detailed and the objectives are more specific in nature.

This planning is developed by the class teachers, who respond to the needs of their pupils. It also

ensures a balanced distribution of work is undertaken across each term.

Short Term Planning details the PSE activities. Lessons are planned in detail and specific class

objectives are set, in accordance with the needs of the pupils. Individual learning goals might also be

set for pupils in some lessons.

SCIENCE

AIMS

The school’s aims in Science and Knowledge and Understanding of the World are to:

Develop the scientific skills of questioning, making suggestions and predicting, fair testing, observing,

using equipment and measuring, recording and communicating findings, drawing conclusions and identifying

patterns and trends. This will lead to children learning to work as scientists; planning and undertaking

scientific investigations and considering evidence derived from them.

Develop knowledge and understanding of important scientific ideas, processes and skills and relate these

to everyday experiences.

Be curious about the phenomena children observe, experience and explore relating to the world around

them.

Provide opportunities where children can apply key skills to enhance their understanding of Science

concepts.

Use appropriate scientific and mathematical vocabulary to communicate ideas.

Develop a respect for the environment and living things and an understanding of how human activity

impacts these things.

Develop children’s skills of investigation and to enhance their knowledge of how the world is constructed

from their earliest experiential play within the Foundation Phase to more sophisticated whole

investigations by the end of Key Stage 2.

Develop the attitudes of critical reflection, enjoyment, curiosity, perseverance, co-operation, turn

taking, creativity, inventiveness, and respect for evidence, open mindedness and willingness to tolerate

uncertainty.

Work with other schools to share good practice in order to improve this policy.

CURRICULUM CONTENT



Curriculum maps have been revised to reflect changes as published in the Foundation Phase framework

and Curriculum 2008 ensuring compliance with statutory orders as well as the themes set out in the

Cornerstones material.

Schemes of work are being updated through collation of medium / short term planning that highlight

changes in pedagogy and links between different subjects that complement key skills consolidation.

In the foundation phase and Key Stage 2 aspects of Science are taught in the context of a Cornerstones

topic where there are natural links to be made. Links to other areas of the curriculum are made where

appropriate e.g. mathematics and ICT. Discreet Science lessons are taught where the topic does not

provide a suitable context for delivery of the range and skills.

Although no formal regular homework is given in this subject area, there is an expectation that children

in year5/6 will be given a mini homework topic where features of the Sun and planets in the solar system

will be covered.

ADDITIONAL LEARNING NEEDS

RATIONALE

This policy outlines the teaching and management of ALN at Victoria Primary School. The policy has been

drawn up to reflect our whole school approach to ALN and has been discussed with staff and has the

agreement of the Governing Body. The implementation of this policy is the responsibility of all practitioners

in the school learning community, supported in partnership with parents. We are committed to providing a

teaching environment conducive to learning. Each child is valued respected and challenged regardless of

ability, race, gender, religion, social background, culture or disability.

AIMS

The school’s aims in ALN are to:

To ensure that all pupils have access to a broad and balanced curriculum

To provide a differentiated curriculum appropriate to the individual’s needs and ability.

To ensure the identification of all pupils requiring ALN provision as early as possible in their school

career/ as soon as there is an identified need.

To ensure that ALN pupils take as full a part as possible in all school activities

To ensure that parents of ALN pupils are kept fully informed of their child’s progress and attainment

To ensure that pupils are involved, where practicable, in decisions affecting their future provision

To develop learners’ self-esteem, self-worth and a sense of personal responsibility.

To prepare learners for the choices and opportunities of lifelong learning.

To work with other schools to share good practice in order to improve this policy.

To develop a strong partnership with parents to help enable children and young people with ALN to

achieve their potential.

CURRICULUM CONTENT

The teaching of pupils with ALN is a whole-school responsibility. The core of the teachers’ work involves a

continuous cycle of planning, teaching, and assessing, taking into account the differences in pupils’ abilities,

aptitudes, learning styles and interests. Some pupils may need increased levels of provision and support.

The school provision map outlines provision available which is additional to or different from the

differentiated curriculum on offer to all pupils.



The Code of Practice advocates a graduated response to meeting pupils’ needs. When they are identified as

having ALN, the school will intervene through School Action and School Action Plus as described below under

‘ARR’.

When an Individual Education Plan (IEP) is drawn up at ‘School Action Plus’, it will record individual targets

that closely match the pupil’s needs. These may be different from or additional to the normal differentiated

curriculum. The IEPs will be discussed with the pupil and the parent. IEPs will be reviewed, twice yearly, one

of them coinciding with a Parents’ Evening, the other as a joint consultation with parent, class teacher and

ALNCo. The school will endeavour to hold the reviews in an informal manner. Wherever possible or

appropriate the school will involve pupils in this process.

English as an additional language Practitioners will closely follow the progress of pupils whose first language is not English (EAL) across the

curriculum to ascertain whether any problems arise from uncertain command of English or from special

educational needs. It will be necessary to assess their proficiency in English before planning any additional

support that might be required. Support and guidance will be sought from EMAS (Ethnic Minority

Achievement Service) when necessary.

LEARNING AND TEACHING

At Victoria Primary School we have adopted a whole-school approach to ALN policy and practice. Pupils

identified as having ALN are, as far as is practicable, fully integrated into mainstream classes. Teaching

methods will ensure a variety of learning styles in order to reach every child. Where children’s needs are

seen as needing more intensive support they may work more closely with the ALN team, either in groups or

individually , accessing Wave 2/3 provision. Every effort is made to ensure that children have full access to

the National Curriculum and are integrated into all aspects of the school.

The Code of Practice clearly acknowledges the importance allocated to the class teachers, whose

responsibilities include:

•Being aware of the school’s procedures for the identification and assessment of, and subsequent provision

for pupils with ALN.

•Collaborating with the ALNCO to decide the action required to assist the pupil to progress

•Working with the ALNCO to collect all available information on the pupil in collaboration with the ALNCO,

develop IEPs for ALN pupils.

•Working with ALN pupils to deliver the individual programme set out in the IEP

•Developing constructive relationships with parents.

All teachers are responsible for identifying pupils with ALN and, in collaboration with the ALNCo, will ensure

that those pupils requiring different or additional support are identified at an early stage.

The ALNCo and class teachers meet termly to discuss progress and wellbeing of all children in timetabled

ALN consultations. When pupil’s progress/ wellbeing is deemed a concern, staff will review the approaches

adopted. Where support additional to that of normal class provision is required, it will be provided through

Early Years/School Action. If, after further consideration, a more sustained level of support is needed, it

would be provided through Early Years/School Action Plus.

An annual audit of needs is carried out in the summer term to evaluate the year’s progress, to assess the

future needs of the pupils and to target effective provision. Interventions are evaluated for impact

throughout the year and the need for future provision is considered by the ALNco and practitioners working

with the children. Termly consultations with class teachers help contribute to this process.

Where concerns remain despite sustained intervention, the school will consider requesting a Statutory

Assessment. Parents will be fully consulted at each stage.

The school also recognises that parents have a right to request a Statutory Assessment.



MAT –More able and talented pupils are recognised as having additional needs but this aspect is detailed in

our MAT policy.

WELSH

AIMS

The school’s aims in Welsh are to:

Develop children’s ability to ask and answer a range of questions and use an increasing range of phrases and

sentences with some accuracy.

Develop knowledge and understanding of important sentence patterns (linked to the Continuum of Welsh

Language Patterns) so that they can talk about their experiences, present personal and factual information

and give a brief explanation.

Provide opportunities where children can apply key skills to enhance their understanding of the Welsh

language.

Use appropriate vocabulary to communicate ideas.

Develop children’s confidence and pronunciation when speaking in front of peers.

Develop independent writing, presenting ideas and information appropriately, proof read, edit and revise

work.

To promote the teaching of numeracy and literacy through the Polisi Cymraeg by using the LNF.

In Welsh, learners develop their communication skills across the curriculum through the skills of oracy,

reading, writing and wider communication.

Their communication skills in Welsh support and enhance the development of skills in other languages.

Develop the attitudes of critical reflection, enjoyment, curiosity, perseverance, co-operation, turn taking,

creativity, inventiveness, open mindedness and willingness to tolerate uncertainty.

CURRICULUM CONTENT

In Foundation Stage and Key Stage 2 Welsh is taught as a subject following a topic. Cross – curricular

links to other areas of the curriculum are made where appropriate.

A new scheme of work was implemented in September 2014

Curriculum maps have been updated to reflect changes in the New Scheme of Work created by The

Central South Consortium as ‘The themes, activities and resources are flexible.’

The Scheme of Work is divided into year groups from Nursery to Year 6; each year group has been

divided into units; each unit is subdivided into steps; each step or ‘Cam’ contains the language

patterns taken from the Continuum; each ‘Cam’ has an element of revision and extension built in; the

extensions in each unit are aimed at providing an element of flexibility and challenge; in almost all

instances a ‘Cam’ could take longer to achieve than one lesson;



Progression from a ‘Cam’ will take place when a majority of the pupils can achieve the language

patterns independently.

RELIGIOUS EDUCATION

AIMS

The school’s aims in Religious Education are:

To promote spiritual, moral, cultural and mental development.

To develop learners enthusiasm and enjoyment of Religious Education.

To develop the children’s knowledge and understanding of the beliefs and practices of Christianity,

Judaism and Islam. In learning about other religions, religious beliefs, traditions and practices pupils

are encouraged to explore and reflect upon their own values and belief.

To encourage in children a respect for and sensitivity to those who hold different beliefs from their

own.

To promote the teaching of Numeracy and Literacy within Religious Education by using the Literacy

and Numeracy Framework.

CURRICULUM CONTENT

We offer pupils a broad and balanced Religious Education curriculum in order to promote effective learning

opportunities based on the Foundation Phase Framework and Key Stage 2 National Curriculum 2008 and

Agreed Syllabus for Religious Education. Religious Education is taught as a discrete subject but wherever

possible, links between subject areas are harnessed and developed effectively. The formal requirements of

the National Curriculum are supported with enriched and varied learning opportunities by a range of visits

and visitors that the school organises. The long term planning is an overview of the Religious Education

topics studied in each term in Foundation Phase and Key Stage 2. Medium term planning gives details of each

unit of work for each term. Short term planning is a teachers individual age phase planning.

ARR – ASSESSMENT, RECORDING, REPORTING

RATIONALE

At Victoria Primary we believe all children should be literate and develop lifelong skills to help them

communicate effectively in our changing world. We implement a curriculum which is broad and balanced and

appropriately differentiated meeting the requirements of the Foundation Phase Framework, National

Curriculum 2008, Literacy and Numeracy Framework 2013 and Religious Education.

Government initiatives and guidelines on assessment are increasingly emphasising the way in which

assessment can actually improve learning and not just measure it. This is assessment for learning which is

different from assessment of learning.

Good assessment practice must empower pupils to become active learners, taking responsibility for their own learning.

(Black and William 2002)

The school, therefore, views assessment as being a process that both promotes learning and is integral to

effective learning.



AIMS

The aims and objectives of assessment in our school are:

• To enable our children to demonstrate what they know, understand and can do in their work;

• To help our children understand what they need to do next to improve their work;

• To enable pupils to be responsible for their own learning through developing self-assessment strategies;

• To provide regular information for parents that enables them to support their child’s Learning;

• To provide the headteacher and governors with information that allows them to make judgements about

the effectiveness of the school.

PLANNING FOR ASSESSMENT

Assessment does not merely happen of its own accord, it needs to be planned for. It is both learning

outcome driven and is a central feature of the heart of the teaching and learning process. Good practice

includes the following and is fully implemented by the school:

All staff engaged in collaborative planning over all key stages to ensure continuity and progression;

Assessment opportunities are identified as appropriate in the medium term planning and further refined

in short term planning, on the basis of differentiation and individual pupils needs and abilities. How and

when to assess pupils work is therefore planned at the same time as teachers plan work;

Teachers ensure that a full range of strategies are planned for and implemented in both medium and

short term planning;

Staff meetings are used to discuss issues related to ARR which include whole school moderation

activities;

Short term planning formats encourage teachers to be self-evaluative and such evaluations are used to

consistently inform future planning;

EVIDENCE OF ASSESSMENT

Teacher Assessment

The assessment of pupil achievement is an on-going process whereby teachers can adjust their teaching to

take account of the results of assessment. It is a process done ‘with’ the pupils, not ‘to’ them so that they

are fully involved. Pupils can be assessed in a variety of settings and situations e.g., individual, group or as a

whole class. Evidence of teacher assessment is found in samples of ‘learning’ such as video that are stored

electronically in pupil folders, pupils’ books, evaluation of short term planning, displays, moderated pieces of

work and INCERTS records.(INCERTS is an online tracking tool that enables teachers to record judgements

based on pupils achievements. Teachers use INCERTS to inform their planning and teaching.)

Moderation

If the results of assessment are to be useful, teachers need to be sure that their judgements are

consistent and valid. Agreement of standards of achievement is an ongoing task and moderation sessions are

timetabled as part of staff meetings and training days where appropriate. Moderated pieces of work from

the core subjects are stored in e portfolios for identified tracked learners. This evidence is stored centrally

and provides the school with a means of illustrating the agreed view on standards of pupil’s achievement

expected at different levels and outcomes in the core subject

External tests

Pupils sit Welsh Government tests in May for numeracy and reading. These tests are summative but are used

by the school in a formative manner The results are analysed by staff and are used to inform future planning



and target specific intervention, e.g. ‘Catch up’, to where it is needed most, and so further improve pupils’

achievement.

Internal tests

The school also uses a range of standardised tests, e.g. Salford reading test and optional assessment

materials. Results are analysed carefully so that they can provide diagnostic evidence on a pupil’s strengths

and areas for development.

RECORDING

Principles of Good Practice

Recording information about pupils’ achievements and progress is an important part of the assessment

process. It is the aim of the school to produce records which are manageable, accessible and based upon

evidence from a variety of sources. Records need to be consistent, easy to interpret, cumulative and

purposeful, and act as an aid to promote assessment for learning.

The school has agreed to keep the following records:

Reading/Home Reading ;

Spelling;

B squared ;

Big Maths Learn its and CLIC scores;

Letters and sounds;

Progress drives:

Observation books;

Waves of provision;

IEP’s for statemented children;

Target setting;

Pupil tracking for curriculum subjects and areas of learning ( INCERTS records)

Results of external and internal tests, e.g. NFER, Salford reading test, Young’s spelling test,

Edinburgh Picture Test, Reading Now, SWIST

Renfrew records(reception)

Such records are used for:

Informing the planning of future work;

Informing the next teacher/next school;

Identifying school and individual targets;

Reporting procedures;

Informing the school of its strengths and areas for development.

Pupils’ Books

Pupil books provide accessible information concerning the pupil’s attainment, achievement and progress. They

identify the pupil’s strengths and areas for development and provide a planning tool for future action. They

also provide a useful focus for dialogue with parents and other outside agencies.



REPORTING

Principles of Good Practice

We aim to provide accurate and meaningful information about progress and achievement to pupils, teachers,

parents and other interested parties. Reporting procedures promote communication about a pupil’s learning

and achievements across the whole curriculum, linking the past to the present and indicating the way forward

in the form of specific targets.

Reporting, whether verbal or written, must be:

Presented in a clear, straight forward language, free of jargon;

A true picture of the pupil;

As encouraging and constructive as possible;

A summary of standards achieved and progress made, supported by evidence;

To identify the pupil’s strengths and areas for development and to provide information on how the

child can move forward in his or her learning.

Parental consultations

These are held twice each academic year-the first in the Autumn term and the second in the Spring term.

The parent/guardian of the pupil is invited by the class teacher to discuss overall performance, attitude and

behaviour. They are given a target sheet giving details of individual targets as well as the level/outcome they

are currently working at and what they are predicted to achieve at the end of the year. At other times,

parents are welcome to request an appointment with the teacher or other member of staff, e.g. ALNCO

(Additional Learning Needs Co-ordinator), to discuss matters pertaining to their child.

Written reports

During the Summer term we give all parents a written report of their child’s progress and achievements

during the year. In this report we also identify target areas for the next school year. We write individual

comments on all subjects of the National Curriculum and on religious education. Reference is made to

personal, social and behavioural skills and attitudes and to the specific targets for the following year. We

make reference to how effectively children use the skills of literacy and numeracy across the curriculum. At

the end of Key Stage 2 parents are informed of the levels achieved by their child in Maths, English and

Science and how school performance compares to national standards At the end of the Foundation Phase

parents are informed of the outcomes achieved by their children in LLC, MD and PSD. A letter explaining

how to interpret the levels and outcomes is also sent to parents. This is a statutory reporting requirement.

HOMEWORK POLICY

Introduction

Homework is intended to be beneficial for children by revisiting and extending the learning achieved within

school time, and promoting the home/school partnership. We believe education should be seen as a

partnership between home and school as this is essential to the success of the school. We have always

enjoyed the active support of parents and other members of the community to assist us in providing the

best possible education for our children and in the achievement of our school aims.

Parents play a crucial role in the successful completion of homework, by monitoring, supporting or even

actively helping their children with their work. By having a set time and place set aside for the completion

of homework by their children, parents can greatly help to make the time as constructive as possible. The



most important support any parent can give to their child is to show a caring interest in the work done at

home.

Principles and aims of homework

Homework should be part of an effective partnership between the school and parents, giving them an

opportunity to share in their child’s learning.

Homework should consolidate and reinforce skills and understanding, especially in literacy and

numeracy.

Homework should extend school learning.

Homework should encourage pupils as they get older to develop the confidence and self-discipline

needed to study on their own preparing them for lifelong learning.

Homework can take many forms, for example:

Oracy : Talk homework – opportunities for discussions with the family and to prepare for class work.

Preparation for a presentation, talk, play or sketch.

Reading: Daily reading practice and reading for enjoyment, research, class novel.

Writing: Vocabulary work, Connectives, Openers, Punctuation (Big Writing activities).

Spelling, handwriting practice, writing tasks, reviewing, redrafting or summarising a piece of

work.

Numeracy: Learn its – Number bonds, fact families, multiplication facts (Big Maths activities).

Problem solving, maths games, maths challenges.

• Consolidation and reinforcement of class work.

• Activities related to personal and social development.

• Planning, designing or drawing.

• Practical work for any subject.

• Surveys, interviews and questionnaires.

• Collecting materials.

Family Projects

PLEASE SEE THE SCHOOL WEBSITE FOR THE FULL HOMELEARNING POLICY.

EXTRA – CURRICULAR ACTIVITIES

The school prides itself on the many extra –curricular opportunities on offer.

Peripatetic staff come in to teach strings, woodwind, brass, keyboard, guitar, ukulele and voice.

Parents need to pay for these lessons but the school endeavors to pay for the instruments for pupils to use

whilst at Victoria.

In addition, all year 3 pupils learn to play the recorder and all year 4 pupils learn to play the ukulele; the PTA

fund these lessons so that every child learns to play at least two instruments in school.

There are lunch time clubs and after school clubs that cover a full range of activities.

Please see our current list as an example of the range on offer.



Club Day/Time Place Age Teacher

Digital Music Please sign up using the

letter to be distributed

shortly

KS2 External Provider

Minecraft Please sign up using the

letter to be distributed

shortly

KS2 External Provider

Zumba Kids

£5 weekly

Thursday 3.30-4.30

Please book via

provider

Junior Hall Years 3 - 6 External Provider

Contact Rugby Monday 3.30 – 4.30 Field Year 5 & 6 Mr Evans

Mr Adams

Netball Monday 3.30 – 4.30 Yard Year 5 & 6 Miss Green

Mrs Barnett

Textiles

(Costume Design for

production)

Tuesday 3:30-4:30 3WY Year 5 & 6

(Max. 15)

Mrs Orefice

Mrs Dobson

Mrs Wragg

Stage design & props

for production

Tuesday 3:30-4:30 3N Year 3 & 4 Miss Najjar

Miss Smith

Mrs David

Football Tuesday 3:30-4:30 Yard Year 5 & 6 Mr Steen

Mr Adams

Production

rehearsals

Tuesdays or Thursdays

(as needed) 3.30 – 4.30

Junior Hall KS2 Mrs Davies

Miss Jones

Miss Green

Mrs Kerr

Reading/Drama Thursday 3.30 – 4.15 Nursery Year 2 Mrs Haddon

Football Thursday 3.30 – 4.30 Yard Year 3 & 4 Mr Husband

Booster Choir

Production)

Thursday 3.30 – 4.30 Infant Hall KS2 Mrs Hall

Mrs Halliwell

Ms Smith

SCHOOL ETHOS

We are very proud of Victoria School and its importance to the town and its wider community.

Visitors to our school frequently comment upon several positive qualities:-

The courtesy and politeness of the pupils.



The happy and warm atmosphere which exists among all staff and pupils.

The cleanliness and tidiness of the whole school.

All these factors contribute to a happy, caring safe environment, which can only be achieved through the

professionalism and commitment of everyone associated with the school. We have an 'Assertive Discipline'

policy that focuses on the positives of the children and asks pupils to follow the good role models in their

classes. There are set ground rules that every child must follow, those who deviate have different levels of

sanctions that are enforced. This system is applied throughout the school by all staff and all support staff.

We respect the needs of all individuals and have made alterations to the premises to cater for the needs of

disabled children or adults. In addition to ensuring access for all, we also have well thought out

organisational procedures and implement a strict code of conduct in line with our school equal opportunities

policy. (See the policy on the school website.)

SAFEGUARDING POLICY

The school safeguarding designated officers are Mrs Daniels and Mrs Hall

The underpinning policy principles ensure that the health, safety and welfare of all our children are of

paramount importance to all the adults who work in our school. Our children have the right to protection,

regardless of age, gender, race, culture, religion or disability. They have a right to be safe in our school. All

staff have an equal responsibility to act upon any suspicion or disclosure that may suggest a child is at risk

of harm.

Legislation forms the basis for this Policy and the Vale of Glamorgan Safeguarding & Child Protection

Policies. The following list is taken from the Vale of Glamorgan Policy:

Our aims are:

to provide a safe environment for children in which to learn;

to establish what actions the school can take to ensure that children remain safe at home as well as

at school;

to raise the awareness of all staff to these issues, and to define their roles and responsibilities in

reporting possible cases of abuse;

to identify children who are suffering, or likely to suffer, significant harm;

to ensure effective communication between all staff on child protection issues;

to set down the correct procedures for those who encounter any issue of child protection.

‘Safeguarding’, is not just about protecting children from deliberate harm. It encompasses issues for schools

including:

pupil health and safety

bullying

racist abuse

harassment and discrimination

use of physical intervention / safe handling

meeting the needs of pupils with medical conditions

providing first aid

drug and substance misuse

educational visits

sex and relationship education

internet safety

issues which may be specific to a local area or population e.g. gang activity

school security

the welfare of learners on extended vocational placements



At Victoria Primary School, we have separate policies within which we aim to address many of the above

areas. We have a Health & Safety Policy that addresses many of the areas including security, pupil welfare

and educational visits; we also have a separate Anti Bullying Policy, Racial Equality Policy and e-Safety Policy.

PLEASE SEE THE SCHOOL WESBITE FOR THE FULL POLICIES

HEALTH AND SAFETY

We have a detailed Health and Safety policy, which is implemented by all staff and pupils in an effort to

ensure that the school is a safe and secure place for all. We make every effort to ensure that the school is

secure. We have security entry system on main doors. We have installed additional security gates inside the

school grounds.

In 2010 we installed CCTV to cover all entrances and exits as additional security.

When the school is in session, Pedestrian access is only available through the main gate located on

Cornerswell Road. Vehicle access is only available through the double gates on Cornerswell Road.

The school has initiated a green cone scheme to try and improve the safety of the children at start and end

of the school day. Parents are asked to park responsibly and to aim to park well away from the school.

Parents can help by always ensuring that they close the doors and gates behind them.

All teaching assistants, midday supervisors and some teachers have received the first aid at work training

programme aimed at adults working with children. A full copy of our Health and Safety Policy is available on

request.

We hope the information given will provide a better insight into the management and organisation of this

school. We strive to achieve the highest educational standards for our children and rely upon your continued

support. Of utmost importance to us is that the children achieve their full potential in a safe caring

environment where each and every child is happy.

PLEASE SEE THE SCHOOL WEBSITE FOR THE FULL POLICY

CHARGING AND REMISSIONS POLICY

The following code of practice has been drawn up in accordance with the requirements of the Education

Reform Act 1988 and covers the circumstances in which pupils will be charged for activities organised by the

school.

Visits

No charge will be made for visits within school hours (see Appendix) but the school may ask for voluntary

contributions to defray the cost of admission fees, transport, etc.

Children will not be prevented from taking part in a visit because of an inability to make a contribution.

If there are insufficient voluntary contributions it will be made clear that the visit may not take place.

When pupils take part in a residential visit deemed to be in school hours, charges will be made for travel and

board and lodging costs. Charges will not exceed the actual costs.

Parents in receipt of family credit or income support can apply for board and lodging charges to be remitted.

However, voluntary contributions may be made.

Optional extras not necessitated by the National Curriculum will be charged to the pupils.



Materials used by pupils

The school will make no charge unless the pupil wishes to keep the completed article in which case the

parents must either purchase the materials from the school or provide the materials themselves e.g. some

Design and Technology projects.

Music

Peripatetic music lessons will be charged to the pupil to cover the cost of provision. Parental agreement will

be sought in advance of charging for tuition.

Pupils entitled to free school meals may be awarded a bursary form the county council. Parents will be asked

to fund the difference between the bursary and actual costs.

Team Games

No charge will be made to pupils for travel expenses to away games. Voluntary contributions from parents

towards the cost are welcomed.

All swimming lessons given in year 4 are paid for by the school but pupils are asked to walk to Cogan leisure

centre to save costs of bus hire.

Replacement of School Property

The replacement cost of lost or damaged items of school property may be charged to the pupils when this is

a result of the pupil’s inappropriate behaviour.

Parents are asked to contribute to the cost of replacing home reading books that are borrowed but not

returned.

Activities organised by Third Parties

While the school may pass information from third parties to parents it will not accept liability in the event

of parents making agreements with such parties whether the activity takes place inside or outside school

hours.

The charges outlined in this policy, in exceptional circumstances, may be remitted in whole or in part at the

discretion of the Head Teacher.

Appendix

The Education Reform Act 1988 distinguishes between visits which take place mainly during school hours and

are referred to as “school visits” and those which take place mainly out of school time and are referred to as

“optional extras”. A “school visit” is one in which fifty per cent or more of its total duration, including

travelling time, falls within the school day excluding lunch break. For “school visits” of more than one day

there is an extended definition.

SCHOOL COMPLAINTS PROCEDURE

As already stated, it is our aim to provide a happy and secure environment for all

children. We want children and parents alike to feel part of an extended family

where everyone and their opinions are valued. However, from time to time, concerns

arise and we would always want to deal with those promptly and fully.

This procedure outlines the steps to take should problems arise.

In the first instance difficulties should be referred to the class teacher or



person concerned. This is most easily achieved face to face at a

mutually convenient time usually after school when staff can give you more time.

Experience shows us that most difficulties are resolved in this way.

Where a problem persists, please make an appointment to see the head

Teacher.

The concern will be further investigated and fed back to the parent.

If you are still not satisfied then you can proceed with a formal complaint to governors

PLEASE SEE THE SCHOOL WEBSITE FOR THE FULL SCHOOL COMPLANTS POLICY.

NATIONAL CURRICULUM TARGET SETTING

Every year, we set targets for achievement. These are measured against the end of key stage performance

indicators laid down in legislation. When setting the targets, previous performance of the children is

considered along with the rate of progress the children are making.

Obviously each child starts from a different level of attainment and therefore targets will vary according to

the pupils in the cohort.

Targets for Foundation Phase



2017 2018

Outcome 5+ Outcome 6 Outcome 5+ Outcome 6

Personal Social

Development 95.3% 61.6%

Literacy, Language

Communication

90.7%

48.8%

Mathematical

Development

90.7%

48.8%

Foundation Phase

Outcome Indicator

90.6%

Targets for Key Stage 2

2017

2017

2018

2018

Level 4+

Level 5+

Level 4+

Level 5+

English

Saesneg

91.7% 51.7% 98.8% 57.6%

Mathematics

/Mathemateg

95% 55% 98.8% 57.6%

Science

/Gwyddoniaeth

95% 60% 98.8% 49.4%

Core subject

indicator

90% 98.8%

NATIONAL CURRICULUM RESULTS FOR THE SCHOOL COMPARED TO ALL WALES AVERAGE.

Foundation Phase Outcomes 2017

SCHOOL & NATIONAL



The following table shows the percentage of pupils attaining each outcome.

N D W 1 2 3 4 5 6+

5+

Language, Literacy, and

Communication Skills in

English (LCE)

School 0 0 0 0 0 0 2 48 50

98

National 0 0.5 0.4 0.2 1.6 1.7 6.7 51.2 36.2

88

Mathematical Development

(MDT)

School 0 0 0 0 0 0 2 38 60

98

National 0 0.4 0.3 0.2 0.4 1.3 7.5 53.5 35.4

89.8

Personal and Social

Development, Well-being

and Cultural Diversity

(PSD)

School 0 0 0 0 0 0 0 39 61

100

National 0 0.4 0.3 0.2 0.4 1 3.3 35.5 58,9

94.5

There were 84 pupils in the group.

Foundation Phase Outcome Indicator

School 96

National 87

Summary of National Curriculum Assessment results of pupils in the school (2017) and nationally (2016)

at the end of Key Stage 2 as a percentage of those eligible for assessment.



N D

NCO

1, 2,

& 3

1 2 3 4 5 6+ 4+

English

School 0 0 0 0 2 2 37 60 0 97

National 0.1 0.4 0.3 0.5 1.6 6.8 48.4 40.6 1.4 90.3

Mathematics

School 0 0 0 0 2 2 27 70 0 98

National 0.1 0.4 0.3 0.4 1.4 7.4 47.8 41.5 1.6 91

Science School 0 0 0 0 0 2 30 68 0 98

National 0.1 0.4 0.3 0.4 1.3 5.8 49.2 42.3 0.2 91.7

Core Subject

Indicator

School 97

National 88.6

There were 60 pupils in this group.

The school continues to perform well above national averages

ESTYN SCHOOL INPSECTION

The school was inspected in July 2015 and was awarded 4 grade 2’s and 3 grade 1’s.

If you wish to read the document please see the school website or go to the Estyn website.

The school has endeavoured to provide relevant information for prospective and existing parents.

This prospectus is updated each year to reflect current organization, policy and procedures.

More information is available on the school website in the school information section.

Please feel free to contact us to arrange a mutually convenient appointment to discuss any information

published in this document or to tour our wonderful school and meet our warm and welcoming school

community.

Samantha Daniels Head teacher

tongwynlais primary school...next parent election – september 2017 admission regulations children...

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