Provision Improve opportunities for learners to demonstrate independent application of skills Improved opportunities for pupil voice P1 Improved Welsh opportunities for independent oracy, reading and writing in every class. (2.1) P2 Upskilled staff in effective feedback to pupils, including verbal and written, ensuring appropriate pupil progress (2.1, 2.2) P3 Ambitious planning across the school (2.1) P4 Improved quality and consistency of displays across the school demonstrating skills (2.4) pupils’ P5 Improved cluster working in Maths ensuring consistency of challenge between KS2 and KS3 (2.2) P6 Improved pupil input into school policy and decision making (2.3) P1 Improved Welsh opportunities for independent oracy, reading and writing in every class. (2.1) Good Progress The appointment of a new Welsh Co-ordinator has impacted positively on standards across the school. 100% of school’s pupils at the end of key stage 2 have made at least 2 sub levels progress. 94.7% of pupils made at least the expected level, and 21% achieving level 5. However, the analysis of data and work scrutiny demonstrates that there is still school’s a lack of challenge at the higher levels. Through listening to learners, pupils have reported not being stimulated enough in Welsh lessons, particularly slot drillio. This was also corroborated with the recent LA audit of standards. This needs to be a SDP target in 2017-18. The Welsh speaking TA is making positive impact upon reading standards, this was also corroborated in the LA report. P2 Upskilled staff in effective feedback to pupils, including verbal and written, ensuring appropriate pupil progress (2.1, 2.2) Staff have been upskilled through INSET, staff meetings and feedback from monitoring. Lesson observations, a pupil questionnaire, work scrutiny and listening to learners show a positive impact upon the effective feedback given by staff. In particular, the Foundation Phase has focused on strengthening challenge in the enhanced and continuous provision. Marking labels have evolved to ensure appropriate support and challenge for pupils, and all teaching staff, including TAs, are providing pupils with feedback in line with the continually updated, marking policy. Monitoring systems school’s demonstrates that nearly all pupils are making appropriate progress.
Provision Improve opportunities for learners to demonstrate independent application of skills Improved opportunities for pupil voice P1 Improved Welsh opportunities for independent oracy, reading and writing in every class. (2.1) P2 Upskilled staff in effective feedback to pupils, including verbal and written, ensuring appropriate pupil progress (2.1, 2.2) P3 Ambitious planning across the school (2.1) P4 Improved quality and consistency of displays across the school demonstrating pupils’ skills (2.4) P5 Improved cluster working in Maths ensuring consistency of challenge between KS2 and KS3 (2.2) P6 Improved pupil input into school policy and decision making (2.3) P1 Improved Welsh opportunities for independent oracy, reading and writing in every class. (2.1) The school’s appointment of a new Welsh Co-ordinator has impacted positively on standards across the school. 100% of pupils at the end of key stage 2 have made at least 2 sub levels progress. 94.7% of pupils made at least the expected level, and 21% achieving level 5. However, the school’s analysis of data and work scrutiny demonstrates that there is still a lack of challenge at the higher levels. Through listening to learners, pupils have reported not being stimulated enough in Welsh lessons, particularly slot drillio. This was also corroborated with the recent LA audit of standards. This needs to be a SDP target in 2017-18. The Welsh speaking TA is making positive impact upon reading standards, this was also corroborated in the LA report. P2 Upskilled staff in effective feedback to pupils, including verbal and written, ensuring appropriate pupil progress (2.1, 2.2) Staff have been upskilled through INSET, staff meetings and feedback from monitoring. Lesson observations, a pupil questionnaire, work scrutiny and listening to learners show a positive impact upon the effective feedback given by staff. In particular, the Foundation Phase has focused on strengthening challenge in the enhanced and continuous provision. Marking labels have evolved to ensure appropriate support and challenge for pupils, and all teaching staff, including TAs, are providing pupils with feedback in line with the school’s continually updated, marking policy. Monitoring systems demonstrates that nearly all pupils are making appropriate progress. Good Progress