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Sharing Information about Local Schools
Defining schools according to Welsh medium provision
Notes:  Amalgamated: 672 - 2299 Litchard Infants & 672 - 2141 Litchard Juniors to 672 - 2374 Litchard Primary, September 2009.
Free school meals (FSM) - 3 year average (Primary only)
Pupil Teacher Ratio (PTR) (Primary only)
% Attendance during the year (Primary only)
Number of pupils by year group
Please see the glossary for further explanation about year groups.
Free school meals (FSM) - 3 year average (Primary only)
Pupils of statutory school age (ages 5-15) known to be eligible for free school meals.
Special Educational Needs (SEN) (Primary only)
A child has special educational needs if he or she has a learning difficulty which requires special educational provision to be made for him or her. A learning difficulty means that the child has significantly greater difficulty in learning than most children of the same age or that the child has a disability that needs different educational facilities from those that the school generally provides for children.
Local Authority - School Action
School - School Action Plus
When a class or subject teacher identifies that a pupil has SEN they provide interventions that are additional to or different from those provided as part of the school’s usual curriculum.
When the class or subject teacher and the SEN Co-ordinator are provided with advice or support from outside specialists, so that alternative interventions additional or different to those provided for the pupil through School Action can be put in place.
A child has SEN if he or she has learning difficulties which requires special educational provision to be made for him or her. A learning difficulty means that the child has significantly greater difficulty in learning than most children of the same age or that the child has a disability that needs different educational facilities from those that the school generally provides for children.
Please note that data published on Special Educational Needs (SEN), English as an Additional Language (EAL) and Minority Ethnic pupils is based on pupils of statutory school age only.
English as an Additional Language (EAL) (Primary only)
Details of pupils' stages of English as an Additional Language (EAL) are surveyed annually by specialist Ethnic Minority Achievement Services (EMAS) or EAL services within local authorities. Pupils learning EAL in schools, including those who are in receipt of support by the specialist EMAS or EAL Services, are categorised 'A' to 'E'. Progression from stage A to stage E can take up to 10 years and achieved in different ways and at different rates.
The data displayed here shows the percentage of pupils categorised as ‘A’, ‘B’ or ‘C’. Please see the glossary for an explanation of EAL categories.
Please note that data published on Special Educational Needs (SEN), English as an Additional Language (EAL) and Minority Ethnic pupils is based on pupils of statutory school age only.
Minority Ethnic Pupils (Primary only)
This shows the percentage of pupils in the school that recorded their ethnic background as anything other than "White-British". Excludes pupils for whom no data were available and those who explicitly stated that they did not want their schools to record a category for them
Please note that data published on Special Educational Needs (SEN), English as an Additional Language (EAL) and Minority Ethnic pupils is based on pupils of statutory school age only.
Pupil Teacher Ratio (PTR) (Primary only)
The PTR is calculated by dividing the full time equivalent of pupils on roll in schools by the full time equivalent of qualified teachers (Headteachers, Deputy Heads and other qualified teachers). The lower the figure, the more teachers there are per pupil.
School budget per pupil
These figures show the amount of funding provided, on average, per pupil in each school. They are calculated by dividing the overall school budget by pupil numbers. It only includes money that has been passed to the school. Some budget is retained by the local authority (LA) to fund services that are provided centrally, such as school transport. The share of the budget retained by each local authority is different across Wales and therefore a comparison with a Welsh average would not be appropriate.
The local authority data does not include elements of funding which were not allocated to individual schools at the start of the financial year.
These figures represent the level of financial reserves carried forward at the end of each financial year (rounded to the nearest £1,000). A positive figure indicates that the school is carrying forward some reserves to the following financial year. A negative figure indicates that the school is in deficit.
Full time equivalent of teachers
This shows the full time equivalent of qualified teachers (head teachers, acting head teachers, deputy head teachers, assistant head teachers and other qualified teachers). The full time equivalent of part-time teachers expresses the teachers' service in hours as a proportion of a school week: 32.5 hours for maintained schools.
How do I use these charts?
Benchmarking compares the performance of one school against others who have similar levels of pupils with free school meals (FSM). FSM is regarded as the main indicator of social deprivation in schools. This allows a comparison of the performance of a school against others who are in the same FSM category, and who might therefore have a similar intake of pupils from deprived backgrounds. For the purposes of these charts, schools have been grouped together with other schools that have similar levels of free school meals. For example:
The green section represents the highest performing 25% of schools with similar levels of free school meals to this school. Therefore if the data point for this school is in the green area, its attainment levels are higher than many other schools with similar levels of pupils from deprived backgrounds.
The red section represents the lowest performing 25% of schools with similar levels of free school meals to this school. Therefore if the data point for this school is in the red area, its attainment levels are lower than many other schools with similar levels of pupils from deprived backgrounds.
Mae meincnodi'n golygu cymharu perfformiad un ysgol ag ysgolion eraill sydd â lefelau tebyg o ddisgyblion sy'n cael prydau ysgol am ddim. Ystyrir nifer y disgyblion sy'n cael prydau ysgol am ddim fel y brif ffordd o fesur amddifadedd cymdeithasol mewn ysgolion. Mae hyn yn ei gwneud yn bosibl cymharu perfformiad ysgol ag ysgolion eraill sydd yn yr un categori prydau ysgol am ddim, ac a fyddai felly â lefel debyg o ddisgyblion o gefndir difreintiedig. Ar gyfer y siartiau hyn, mae ysgolion wedi cael eu grwpio ynghyd ag ysgolion eraill sydd â lefelau tebyg o brydau ysgol am ddim. Er enghraifft:
Mae’r adran wyrdd yn cynrychioli’r 25% o ysgolion sy’n perfformio orau sydd â lefelau tebyg i’r ysgol yma o ran prydau ysgol am ddim. Felly, os yw'r pwynt data ar gyfer yr ysgol hon yn yr adran wyrdd, mae ei lefelau cyrhaeddiad yn uwch na llawer o ysgolion eraill sydd â lefelau tebyg o ddisgyblion o gefndiroedd difreintiedig.
Mae’r adran goch yn cynrychioli’r 25% o ysgolion sy’n perfformio waethaf sydd â lefelau tebyg i’r ysgol yma o ran prydau ysgol am ddim. Felly, os yw'r pwynt data ar gyfer yr ysgol hon yn yr adran goch, mae ei lefelau cyrhaeddiad yn is na llawer o ysgolion eraill sydd â lefelau tebyg o ddisgyblion o gefndiroedd difreintiedig.
% Attendance during the year (Primary only)
Percentage of half-day sessions attended by pupils of statutory school age during the academic year.
% Attendance during the year (Primary only)
Percentage of half day sessions attended by pupils of statutory school age during the academic year
Local Authority - Total
Local Authority - Boys
Local Authority - Girls
National School Categorisation System
The National School Categorisation system gives us a clear and fair picture of how well a school is performing compared with other schools across Wales and helps us to identify the schools that need the most help, support and guidance to improve.
The system has been developed collectively between regional education consortia and Welsh Government. Its primary function is to identify, across Wales, the schools that need the most support. It is not about labelling or creating league tables. The colour category of support allocated to a school will trigger a bespoke, tailored support programme.
The system is based on three simple steps. It is not purely data-driven and takes into account the quality of leadership, teaching and learning in our schools.
Step one - Outcome Indicators: In previous years, the Welsh Government used a set of information (such as GCSE results and information on attendance) to analyse schools’ performance and place them in one of four standards groups. From this year onwards, the Welsh Government will no longer publish a standards group for schools. Instead schools will now use a broader set of performance information to evaluate how they are doing, which will take into account their local context. This will form the starting point of discussions with their regional consortium challenge advisor about their performance and area for improvement. This change has been made as a result of our work to change accountability within our education system and make sure that schools, and their learners, are given the right support at the right time so they can fully achieve their potential.
Step two - Improvement capacity: Challenge advisers from regional consortia evaluate the school’s capacity to improve, taking account of evidence about the standards achieved and the quality of leadership and learning and teaching. They will also use information from the Welsh Government to inform this evaluation and discussions with schools.
Step three - Support category: The outcomes from step two are used to decide on each school’s final support category. The final categorisation is a colour code that shows the level of support a school needs – green, yellow, amber or red (with the schools in the green category needing the least support and those in the red category needing the most intensive support).
The categorisation outcomes of each school are published annually, however the improvement capacity and support category of a school may change during the academic year. The headteacher or chair of governors should be able to provide you with any updated information.
A guide to the National School Categorisation System is available that explains the system in more detail.
Mae’r System Gategoreiddio’n rhoi darlun clir a theg i ni o ba mor dda y mae ysgol eich plentyn yn perfformio o’i chymharu ag ysgolion eraill ar draws Cymru. Mae hefyd yn ein helpu i nodi’r ysgolion y mae angen y cymorth, y gefnogaeth a’r cyfarwyddyd mwyaf arnynt er mwyn gwella.
Mae’r system wedi’i datblygu ar y cyd gan gonsortia rhanbarthol a Llywodraeth Cymru. Ei phrif swyddogaeth yw nodi’r ysgolion hynny, ledled Cymru, y mae angen y gefnogaeth fwyaf arnynt. Bydd ysgolion yn derbyn rhaglen gefnogaeth wedi’i theilwra.
Mae’r system yn seiliedig ar dri cham syml. Nid dim ond ffigurau fydd y sail. Mae hefyd yn rhoi ystyriaeth i ansawdd yr arweinyddiaeth a’r dysgu a’r addysgu yn ein hysgolion.
Cam un - Dangosyddion Deilliant: Mewn blynyddoedd blaenorol, roedd Llywodraeth Cymru’n defnyddio set benodol o wybodaeth (fel canlyniadau TGAU a gwybodaeth ar bresenoldeb) i ddadansoddi perfformiad ysgolion a’u rhoi mewn un o bedwar grwp safonau. O eleni ymlaen, ni fydd Llywodraeth Cymru’n cyhoeddi grwp safonau ar gyfer ysgolion mwyach. Yn hytrach, bydd ysgolion yn defnyddio set ehangach o wybodaeth perfformiad i werthuso sut maent yn gwneud, a fydd yn ystyried eu cyd-destun lleol. Bydd hyn yn fan cychwyn ar gyfer trafodaethau gyda chynghorydd her eu consortiwm rhanbarthol am eu perfformiad a’u meysydd ar gyfer gwella. Mae’r newid hwn wedi’i wneud yn sgil ein gwaith i ddiwygio atebolrwydd yn ein system addysg a sicrhau bod ysgolion, a dysgwyr yn y pen draw, yn cael y cymorth cywir ar yr adeg gywir i’w helpu i gyflawni eu potensial yn llawn.
Cam dau - Capasiti i wella: Mae cynghorwyr her y consortia rhanbarthol yn gwerthuso capasiti’r ysgol i wella, gan ystyried tystiolaeth ynghylch y safonau a gyflawnwyd ac ansawdd yr arweinyddiaeth ynghyd â’r dysgu a’r addysgu. Byddant hefyd yn defnyddio gwybodaeth gan Lywodraeth Cymru i gynnal y gwerthusiad hwn a llywio trafodaethau â’r ysgol.
Cam tri - Categori cefnogaeth: Caiff y dyfarniadau yng ngham dau eu defnyddio i roi’r ysgol mewn categori cefnogaeth derfynol. Mae’r category tefrynnol yn lliw sydd yn dangos pa lefel o gefnogaeth sydd angen - gwyrdd, melyn, oren neu goch (gyda’r ysgolion yn y category gwyrdd angen y gefnogaeth leiaf a’r rhai yn y category coch y gefnogaeth fwyaf).
Mae canlyniadau categori pob ysgol yn cael eu cyhoeddi bob blwyddyn, fodd bynnag, gall y gallu i wella a chategori cymorth ysgol newid yn ystod y flwyddyn academaidd. Dylai pennaeth neu gadeirydd y llywodraethwyr allu rhoi unrhyw wybodaeth ddiweddaraf i chi.
Mae canllaw i’r System Gategori Ysgolion Cenedlaethol ar gael sy’n esbonio’r system yn fwy manwl.
Please select a year to view: 2014 2015 2016 2017 2018
The outcomes in step one and step two are combined to decide on the school’s support category. The final categorisation is a colour code that shows the level of support a school needs – green, yellow, amber or red.
The level of support available for each category is as follows:-
Green support category - A school in this category will receive up to 4 days of challenge adviser time.
Yellow support category - A school in this category will receive up to 10 days of challenge adviser time.
Amber support category - A school in this category will receive up to 15 days of challenge adviser time.
Red support category - A school in this category will receive up to 25 days of challenge adviser time.
Each challenge adviser will determine the nature of the bespoke support package to be provided to each school according to need.
If you have any questions about the support category the school has been placed in, the headteacher or chair of governors should be able to help.
Caiff y dyfarniadau yng ngham un a cham dau eu cyfuno i bennu categori cymorth ar gyfer yr ysgol. Categori lliw fydd hwn, a fydd yn dynodi’r gefnogaeth sydd ei hangen ar yr ysgol – naill ai gwyrdd, melyn, oren neu goch.
Dyma lefel y gefnogaeth sydd ar gael ar gyfer pob categori:-
Categori cefnogaeth gwyrdd - Bydd ysgol yn y categori hwn yn derbyn hyd at 4 diwrnod o amser cynghorydd her.
Categori cefnogaeth melyn - Bydd ysgol yn y categori hwn yn derbyn hyd at 10 diwrnod o amser cynghorydd her.
Categori cefnogaeth oren - Bydd ysgol yn y categori hwn yn derbyn hyd at 15 diwrnod o amser cynghorydd her.
Categori cefnogaeth coch - Bydd ysgol yn y categori hwn yn derbyn hyd at 25 diwrnod o amser cynghorydd her.
Bydd pob cynghorydd her yn pennu natur y pecyn cymorth penodol a gaiff ei ddarparu i bob ysgol, yn unol â’r angen.
Os oes gennych unrhyw gwestiynau am gategori cefnogaeth yr ysgol, dylai Pennaeth yr ysgol neu Gadeirydd y Llywodraethwyr allu eich helpu.
In previous years, the Welsh Government used a set of information (such as GCSE results and information on attendance) to analyse schools’ performance and place them in one of four standards groups. From 2017 onwards, the Welsh Government will no longer publish a standards group for schools.
Mewn blynyddoedd blaenorol, roedd Llywodraeth Cymru’n defnyddio set benodol o wybodaeth (fel canlyniadau TGAU a gwybodaeth ar bresenoldeb) i ddadansoddi perfformiad ysgolion a’u rhoi mewn un o bedwar grwp safonau. O 2017 ymlaen, ni fydd Llywodraeth Cymru’n cyhoeddi grwp safonau ar gyfer ysgolion mwyach.
Consortia challenge advisers evaluate the school’s capacity to improve further, taking account of evidence about the standards achieved and the quality of leadership and teaching and learning. Schools will be in one of four groups, A to D. Schools where the judgement is an A show the greatest capacity to improve along with the ability to support other schools. Those where the judgement is D need the most support.
If you have any questions about the improvement capacity the school has been placed in, the headteacher or chair of governors should be able to help.
Mae cynghorwyr her y consortia’n gwerthuso capasiti’r ysgol i wella ymhellach, gan ystyried tystiolaeth am y safonau a gyflawnwyd ac ansawdd yr arweinyddiaeth, yr addysgu a’r dysgu. Caiff ysgolion eu rhoi mewn un o bedwar grwp, A i D. Yr ysgolion yng ngrwp A sy’n dangos y capasiti mwyaf i wella ynghyd â’r gallu i gefnogi ysgolion eraill. Yr ysgolion yng ngrwp D yw’r ysgolion y mae angen y gefnogaeth fwyaf arnynt.
Os oes gennych unrhyw gwestiynau am gapasiti gwella’r ysgol, dylai Pennaeth yr ysgol neu Gadeirydd y Llywodraethwyr allu eich helpu.
Data collected through the School Sport Survey provides a strategic tool to monitor and track trends in sports participation and the provision of Physical Education and school sport – providing an evidence base for Sport Wales and all of its partners from which to shape sports policy and practice. To help drive regional as well as local improvements in standards, provision, and promotion of wider engagement of children and young people in physical activity, from 2015 the Welsh Government has agreed to publish school level outcomes for the indicators set out below from the survey on the My Local School website; these relate to the provision of PE, pupil attitudes towards PE and participation in sport.
Mae'r data a gesglir drwy'r Arolwg ar Chwaraeon Ysgolion yn fodd o fynd ati'n strategol i fonitro ac olrhain tueddiadau o ran cyfranogiad mewn chwaraeon a'r ddarpariaeth o ran Addysg Gorfforol a chwaraeon mewn ysgolion, gan ddarparu sylfaen dystiolaeth ar gyfer Chwaraeon Cymru a'i holl bartneriaid er mwyn llywio polisi ac arferion yn ymwneud â chwaraeon. I helpu i sicrhau gwelliannau rhanbarthol a lleol mewn safonau a darpariaeth ac annog mwy o blant a phobl ifanc i gymryd rhan mewn gweithgarwch corfforol, mae Llywodraeth Cymru wedi cytuno i gyhoeddi o 2015 ymlaen ganlyniadau ar lefel ysgol ar gyfer y dangosyddion a nodir isod o'r arolwg ar wefan Fy Ysgol Leol. Mae'r rhain yn ymwneud â'r ddarpariaeth Addysg Gorfforol, agweddau disgyblion at Addysg Gorfforol a’r niferoedd sy’n cymryd rhan mewn chwaraeon.
% of pupils in the school who enjoy PE lessons 'a lot'
% of pupils in the school who are 'hooked on sport'
Average number of minutes per week allocated for curricular PE (Primary only)
Average number of minutes per week allocated for curricular PE (Primary only)
Data that relates to the provision of PE and sport in Cardiff is of insufficient quality and has not been released. All other estimates are unaffected.
% of pupils in the school who are 'hooked on sport'
% of pupils in the school who take part in extracurricular and/or community based sport three or more times a week
% of pupils in the school who enjoy doing sport in after-school or lunchtime clubs 'a lot'
Pupils could choose one of three options in response to this question: 'A lot', 'A little', or 'Not at all'.
% of pupils in the school who 'always' feel comfortable taking part in PE lessons and school sport
Pupils could choose one of three options in response to this question: 'Always, 'Sometimes' or 'Never'.
% of pupils in the school who are confident in trying new activities without worrying
Pupils could choose one of four options in response to this question: 'Very confident', 'Confident', 'Not very confident' and 'Not at all confident'. The percentage shown is the percentage of pupils who ticked 'Very Confident' or 'Confident'.
% of pupils in the school who enjoy PE lessons 'a lot'
Pupils could choose one of three options in response to this question: 'A lot', 'A little', or 'Not at all'.
% of pupils in the school who think PE lessons and school sport help you to have a healthy lifestyle 'a lot'
Pupils could choose one of four options in response to this question: 'A lot', 'A little', 'Not at all' or 'Don't know'.
% of pupils in the school who feel that pupils' ideas about PE and school sport are listened to 'always'
Pupils could choose one of three options in response to this question: 'Always, 'Sometimes' or 'Never'.
Welsh Government - Education
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