inspection under section 28 of...

Inspection under Section 28 of the

Education Act 2005

A report on the quality of education in

Ysgol Mynydd Bychan New Zealand Road

Cardiff CF14 3BR

School number: 6812180

Date of inspection: 15 March 2010

by

Rhiannon Harris 78850

Date of publication: 20 May 2010

Under Estyn contract number: 1115809

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

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

Introduction

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

The inspection of Ysgol Mynydd Bychan took place between 15/03/10 and 17/03/10. An independent team of inspectors, led by Rhiannon Harris undertook the inspection. Estyn, a statutory body independent of, but funded by, the National Assembly for Wales, commissioned the inspection.

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

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

Nearly all with very few exceptions

Most 90% or more

Many 70% or more

A majority over 60%

Half/around half close to 50%

A minority below 40%

Few below 20%

Very few less than 10%

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

There are three types of inspection.

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

For short inspections, there are no subject reports.

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

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

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

This school received a standard inspection.

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

Year R Y1 Y2 Y3 Y4 Y5 Y6

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

Secondary phase:

Year Y7 Y8 Y9 Y10 Y11 Y12 Y13

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

The National Curriculum covers four key stages as follows:

Key stage 1 Year 1 and Year 2

Key stage 2 Year 3 to Year 6

Key stage 3 Year 7 to Year 9

Key stage 4 Year 10 and Year 11

Contents Page

Context

1

Summary

2

Recommendations

9

Standards

9

Key Question 1: How well do learners achieve?

9

The quality of education and training

12

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

12

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

14

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

17

Leadership and management

19

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

19

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

20

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

22

Standards achieved in subjects and areas of learning 24

Foundation phase Welsh first language Science Design and technology Art and design Music

24 28 29 30 31 33

School's response to the inspection 34

Appendices 35

1 Basic information about the school 35

2 School data and indicators 35

3 National Curriculum assessments results 36

4 Evidence base of the inspection 38

5 Composition and responsibilities of the inspection team 38

Report by Rhiannon Harris Ysgol Mynydd Bychan, 15/03/10

1

Context

The nature of the provider

1 Ysgol Mynydd Bychan is situated in the Cathays area of Cardiff and is maintained by Cardiff Education Authority (LEA).

2 The catchment includes the inner suburbs of north-east Cardiff, reaching from Gabalfa, Mynachdy, Heath, Crwys Road and City Road to the Bay. Some 50% of pupils come from residential areas described by the school as being neither prosperous nor economically disadvantaged, but it states that some 50% of its pupils come from an economically disadvantaged area. Pupils represent the full range of ability.

3 There are 13.9% of pupils who are entitled to receive free school meals, a figure which is lower than local and national averages. It is stated that 38 pupils, some 15%, have special educational needs (SEN). One pupil holds a statement of SEN.

4 Some 9.2% of pupils come from homes where Welsh is the main language, but by the end of key stage 2, the vast majority speak Welsh to first language standard. There are 4.7% of pupils who come from a minority ethnic background. A few of the pupils whose first language is not English or Welsh speak Farsi and Urdu. One pupil was excluded during the last 12 months.

5 Currently, there are 252 pupils on roll, including 50 part-time nursery children. Pupil numbers have remained broadly the same over the last three years. They are divided into eight classes of pupils in the same school year. The school currently employs 13 teachers, including the headteacher and five part-time teachers.

6 The school was established in the current building in 1994 after starting in a portable cabin in 1993. The teaching and learning space was expanded recently with an extension that includes offices, facilities for the disabled, a computer room and a cloakroom. On the whole, the building is in good condition.

7 The school was last inspected in February 2004. The present headteacher and deputy were appointed in September 2007.

The school's priorities and targets

8 The school's priorities are to:

ensure that each child is numerate and literate in both English and Welsh;

promote and develop bilingualism;

ensure a secure, happy and caring atmosphere for the children;

provide opportunities for each pupil to develop to their full potential, mentally, physically, morally, spiritually and aesthetically;

offer equal opportunities to all;

encourage everyone to show respect for property and other people;

teach each child to think for himself/herself, to work independently and with others, and nurture healthy attitudes towards the community and the wider world;


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emphasise the importance of good behaviour, courtesy and being neat at all times; and

develop lively and inquiring minds, promoting the ability to reason, to analyse and to discuss logically.

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

raise pupils' standards of communication across the school;

adapt the school's work guidelines to conform to the requirements of the 2008 Curriculum;

establish the Foundation Phase framework in Y1;

develop pupils' reading and analysing skills across the curriculum, and

use LEA and school data to improve the effectiveness of differentiation for individual pupils.

Summary

10 Ysgol Mynydd Bychan is a good school with outstanding features. The outstanding features include the rigorous leadership of the headteacher and governing body and the rich curriculum that provides a range of stimulating learning experiences. This is reinforced by caring guidance and effective and efficient management of learning resources. Since the previous inspection, the school has maintained the high standards of teaching and the good and very good standards in many of the subjects.

11 The team agrees with the school's judgement in its self-evaluation report in five of the key questions, but have awarded a higher grade to two questions. The team is of the opinion that the school has undervalued its effectiveness in the high quality of leadership and management and the educational provision.

Table of grades awarded

Key Question

Inspection grade

1. How well do learners achieve? 2

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

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

1

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

5. How effective are leadership and strategic management? 1

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

1

7. How efficient are leaders and managers in using resources? 1

Grades for standards in subjects in the lessons inspected during the inspection

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 21% 79% 0% 0% 0%

12 These figures are substantially higher than the national percentages in Her Majesty's Chief Inspector's (HMCI) annual report for 2008-2009 namely that


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standards in primary schools in Wales are good or better (Grades 1 and 2) in 85% of lessons and outstanding in 12%.

Grades for areas of learning inspected

Nursery Reception

Personal and social development, wellbeing and cultural development

Grade 1 Grade 1

Language, literacy and communication skills Grade 1 Grade 1

Mathematical development Grade 1 Grade 1

Knowledge and understanding of the world Grade 1 Grade 1

Physical development Grade 1 Grade 1

Creative development Grade 1 Grade 1

Foundation Phase Grade 1

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

Grades awarded in the subjects inspected

Inspection area Key stage 1 Key stage 2

Welsh first language Grade 2 Grade 2

Science Grade 2 Grade 2

Design and technology Grade 2 Grade 2

Art and design Grade 2 Grade 1

Music Grade 2 Grade 2

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

15 In KS2, the percentage of pupils who achieve level 4 (the level expected of pupils at 11 years of age) in 2009 is lower than the local and national averages in the four core subjects and the CSI. The percentage of pupils who achieve level 5 is substantially higher than the local and national averages in Welsh and English, and is higher in mathematics and science. Some 57% of Mynydd Bychan pupils achieved level 5 in Welsh and 47% achieved level 5 in English.

16 Although there is a slight difference between boys' and girls' performance in both key stages, the difference is not significant. The school's provision ensures that both boys and girls alike succeed and make good progress.

17 In comparison with similar schools in the same free school meals group, the school's percentages in KS1 are in the third quarter in Welsh, science and the CSI and in the fourth quarter in mathematics. In comparison with schools in the same family, the school's percentages are similar to the family's averages in Welsh but slightly lower in the other two core subjects and in the CSI. The percentage of pupils achieving level 3 in the three core subjects is higher than the percentages of the family of schools.

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


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and in the fourth quartile in mathematics and science. In comparison with schools in the same family, the school is higher than the family averages in Welsh, lower in English, mathematics and science and similar in the CSI. The percentage of pupils achieving level 5 in the four core subjects is higher than the family's percentages.

19 Percentage trends of KS1 pupils who attain at least level 2 in Welsh, mathematics, science and the CSI over the last three years have shown a decline since 2007. In KS2, percentage trends of pupils who achieve at least level 4 in the four core subjects and the CSI show the same pattern over the three years, apart from science, which has improved since 2008, and the CSI which has been maintained.

20 Most pupils in both key stages make good progress and achieve their potential. Overall, pupils with SEN make good progress and a high percentage of more able pupils achieve higher levels in the teacher assessments of the core subjects. Pupils succeed whatever their background and those who come from ethnic backgrounds perform to their expected forecasts. At the upper end of KS2, they are ready to move on to the secondary school.

21 The progress and standards of children under five in the key skills of language, the use of number and information and communications technology (ICT) is very good. Overall, pupils in KS1 and KS2 have good language and numeracy skills but there are outstanding elements in their use of ICT skills.

22 Pupils' bilingual skills are an outstanding feature. Learners develop increasing fluency in both languages and the ability to use information in one language and write or speak about it in the other. Pupils' creative and problem-solving skills are also outstanding.

23 Throughout both key stages, pupils know the language and numeracy targets set for them in discussion with the teacher, and are aware of what they need to do to improve their work.

24 All the children under five display exceptional motivation, and the attitudes of pupils in both key stages towards learning and the interest they have in their work is good and often outstanding. Pupils' understanding of equality and diversity is excellent.

25 The progress which the children under five and KS1 pupils make in their independent working skills is outstanding and set a sound foundation for the next step in their education. Key stage 2 pupils show good skills in working independently across a range of group, pair and individual activities, reinforcing the skills necessary to maintain lifelong learning. The school council, the eco committee and the Criw Clên develop responsible attitudes very effectively.

26 Pupils' behaviour and attitudes are outstanding. They respond very well to teachers' high expectations, and to procedures for reinforcing positive behaviour which are a part of school life.

27 Over the last three terms, pupils' average attendance is good and has reached 94%. This percentage is slightly higher than local and national percentages for 2007-2008.

28 Through role-play, children under five develop a very good awareness of the world of work and pupils in KS1 and KS2 increase their understanding from


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experience of visiting local businesses. Their entrepreneurial skills develop effectively through selling fruit at lunch time, running a stall at the Summer Fair and promoting fair trade goods. The development of these skills, together with various links with the local community, ensure that learners prepare very well for taking an effective place in the workplace and the community.

The quality of teaching and training

Grades for teaching

29 In the lessons observed during the inspection, the quality of teaching was judged as follows:

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

39% 61% 0% 0% 0%

30 The quality of teaching exceeds the statistics for the whole of Wales for 2008-2009, as published in HMCI's Annual Report, namely that the quality of teaching nationally was Grade 1 or 2 in 85% of lessons and Grade 1 in 17% of lessons.

31 The teachers and the support staff have established an excellent working relationship with the pupils. They motivate the pupils well and ensure equal opportunities for each pupil. They work together very well to meet the needs of groups and individuals, and take advantage of all opportunities to develop pupils' bilingualism and their understanding of the Cwricwlwm Cymreig.

32 Where teaching is outstanding, there is very thorough planning and classroom organisation and pupils are fully involved in the learning, tasks are challenging and interesting and teachers intervene promptly to support and extend the learning. Very effective use is made of a variety of appropriate resources, including the interactive whiteboard, and exciting teaching strategies in order to create interest and to encourage pupils' understanding. Purposeful opportunities are offered to promote their language.

33 Where teaching is good, lessons have been well structured, ensuring that they link meaningfully with previous learning. They flow at a good pace, and offer good opportunities for pupils to discuss, collaborate, observe and investigate. Pupils are given an effective language model and teachers make good use of questioning to motivate pupils to communicate, predict and to develop their thinking skills. Teachers foster pupils' independence well and make good use of plenary sessions to evaluate the learning.

34 The quality of assessment is outstanding. Assessments are consistent and accurate, and meet with statutory requirements, including those for SEN.

35 Outstanding features can be seen in the procedure for observing and recording the progress and achievement of individual children in the Foundation Phase. The work of pupils in KS1 and KS2 in the core subjects is assessed in a systematic and regular way. Purposeful use is made of a range of standard tests and assessments in order to track each pupil's progress and to direct the planning for them.

36 Assessment for learning strategies are central to the school's assessment procedures and pupils are increasingly contributing to the evaluation of their own learning and the performance of their peers. They discuss their targets with each other and with their teachers.


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37 The quality of marking of pupils work includes encouraging comments and gives pupils guidance on how they can improve the quality of their work.

38 The annual report to parents is of a high quality and identifies pupils' achievement and skills in all subjects. They conform fully to statutory requirements. Targets are set for further development, and parents are given the opportunity to respond to comments in writing.

39 Equal access is provided to a broad, balanced and relevant curriculum, which satisfies all statutory requirements. Careful planning of the curriculum for the under-fives ensures that the Foundation Phase is presented very effectively. The planning for KS1 is beginning to develop the principles of the Foundation Phase well. Very good progress is being made in planning the new KS2 curriculum to ensure coherency and progression in the development of pupils' knowledge, understanding and skills.

40 There are good policies and procedures in place for developing the key skills of communication, numeracy and ICT. Very successful emphasis is placed on developing thinking skills, problem-solving skills and skills in working independently through promoting the 'Learning to Learn' strategies. The procedures for developing learners' creative skills are effective.

41 Bilingual skills are promoted highly effectively and outstanding attention is paid to the development of pupils' awareness of the Cwricwlwm Cymreig throughout the curriculum and in specific activities such as the Welsh festival. The provision for education for other cultures and global citizenship is also excellent.

42 Learning experiences are enriched very well by a variety of visitors and visits. A wide range of extra-curricular activities are arranged at lunch time and outside school hours, which make a superb contribution to pupils' social development.

43 The school has a complete personal and social education (PSE) programme which includes 'Circle of Friends' and aspects that permeate the whole curriculum. Daily collective worship makes a highly effective contribution to pupils' spiritual development and the moral messages permeate through all the school's provision.

44 The curriculum reflects national priorities such as education for sustainable development and there is a clear emphasis on restoring, re-using and recycling and not wasting energy. Through the school's partnership with the 'International Schools' project, children's rights receive a high profile.

45 The school's partnerships are successful and include outstanding features. The school's partnership with the secondary school is of a very high standard and the procedures for transferring pupils are outstanding. The very positive partnership with other schools in the family contributes to the development of a range of ventures. Partnerships with higher education establishments are also excellent.

46 Parents are very enthusiastic about their partnerships with the school. Many help with the school's activities, and the parents and teachers association (PTA) is committed to working to maintain a full programme of social and fund raising events. There are outstanding features in the school's partnerships with the community.

47 Opportunities for developing pupils' awareness of the world of work is a strong element of the educational provision, including a range of visits and links with


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local businesses, managing the fruit shop, running a stall at the Summer Fair, and promoting fair trade goods. However, the school has identified entrepreneurship as an area for further development.

48 The school's care arrangements have been planned in detail and very effectively. It is a caring and inclusive community where pupils feel secure and happy. Outstanding use is made of welfare services and agencies in order to help all pupils, including those with SEN. Parents have strong confidence in the care shown to their children.

49 The provision for pupils with SEN is outstanding and fully conforms to the requirements of the Code of Practice. Needs are identified at an early stage and the support provided by the support teacher and the assistants ensures that pupils make good progress according to their individual ability and circumstances.

50 The school's procedures for promoting good behaviour are outstanding, and there are effective measures to support pupils with individual behavioural needs. A successful anti-bullying day is arranged by the school council. Equal opportunities and racial equality are promoted very effectively through arranging visits by parents from different racial backgrounds. The school monitors attendance and punctuality thoroughly. The school's procedures for monitoring pupils' work are comprehensive, thorough and very useful.

51 The school ensures the welfare of each pupil. Child protection arrangements are managed effectively and are familiar to all who work at the school. They meet statutory requirements.

52 Excellent arrangements are in place to ensure the health and safety of pupils. Risk assessments are carefully undertaken for school visits and field work. The school encourages pupils to keep healthy through promoting physical activities and healthy eating, and the school works with a range of agencies to hold the Health and Fitness Week to develop pupils' awareness of healthy eating and living.

53 Although the school is on two floors, the lift and other adaptations make it accessible for pupils with physical disabilities. Planning for ensuring that they are not placed under any disadvantage is very good and satisfies statutory requirements.


54 The school has agreed aims and objectives which promote equality for all and are reflected in all aspects of the school's work. The headteacher has a clear vision for the school's direction and promotes high standards. Her commitment to ensuring a school community where each individual has the same opportunity to develop individual talents, gives a sound foundation for the school's rich provision.

55 She is supported very well by the deputy and the senior management team (SMT), and the subject coordinators provide very good leadership for their fellow teachers. They have clear knowledge of the standards achieved through regular and thorough monitoring. The school's leadership and management is characterised by excellent team work.

56 The school gives exemplary consideration to national, county and internal priorities, and the school development plan (SDP) is a clear and purposeful document which sets challenging aims and targets. Policy and procedures for


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performance management are very effective, and staff training requirements are identified and met in a systematic and relevant way. This contributes extensively to their continuous professional development and to the quality of the educational provision.

57 Members of the governing body fulfil their duties conscientiously and work in a highly effective way with the headteacher to help set a strategic direction for the school. Governors satisfy statutory requirements fully.

58 A culture of self-evaluation is very well established in the school. Leaders and managers use a variety of methods in order to gather information on the school's performance. These include a detailed analysis of results of baseline assessment and of teachers' assessments of the national curriculum (NC) at the end of both key stages. They also monitor plans, observe lessons and discuss pupils' work. Parents' and pupils' opinions are considered an important part of the self-evaluation process. Governors discuss the school's results and the targets thoroughly and they liaise directly with subject coordinators to monitor standards and provision.

59 The SDP is a strategic document which identifies a comprehensive number of relevant priorities. There is a clear link between these and the self-evaluation process. The detailed targets, strategically planned tasks, success criteria and the evaluation methods are evidence of a clear focus which ensures effectiveness.

60 Since the last inspection, the school has made good progress.

61 There is a very good supply of staff who update their knowledge and skills through regular relevant training. Very effective use is made of their expertise to enrich the curricular provision, for example in music and religious education. Curriculum leaders' development of their subjects and areas of learning is exemplary, and the collaboration of support staff with teachers to fulfil their responsibilities and to enrich the extra-curricular provision is exceptional.

62 The school makes outstanding use of the building which is overall in a good condition. It provides sufficient teaching space in the classrooms and the areas outside of them, in the hall, library, computer suite and the music room. The nursery and reception rooms provide an attractive area for planning valuable learning experiences for the under-fives and highly imaginative use is made of the school's outdoor area. All classrooms in the Foundation Phase and KS1 have direct access to the outdoor area.

63 The school's makes very creative use of the limited outdoor area to provide an outdoor classroom for the nursery, reception, Y1 and Y2 classes, a pond, a school garden and a yard for sports and physical education.

64 There is an outstanding range of resources to support the curriculum and the use made of them is very effective and efficient.

65 Use of the budget is monitored regularly and effectively by the headteacher and the governing body.

66 Considering the contribution of the excellent teaching, the outstanding development of the curricular provision, the caring ethos, the clear focus of leadership and management on raising standards, and the highly effective use of a wide range of well-organised resources, the school gives very good value for money.


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Recommendations

67 In order to move the school forward, the staff and governing body need to:

R1 maintain the current good and outstanding standards;

R2 continue to share the outstanding teaching and assessment practices that exist at the school; and

R3 continue to extend the successful procedures of the Foundation Phase into Y1 and Y2.

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

Standards

Key Question 1: How well do learners achieve?

Grade 2: Good features and no important shortcomings

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

Grades for standards in the lessons observed during the inspection


21% 79% 0% 0% 0%

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

Grades for areas of learning inspected

Nursery Reception


Grade 1 Grade 1

Language, literacy and communication skills Grade 1 Grade 1

Mathematical development Grade 1 Grade 1

Knowledge and understanding of the world Grade 1 Grade 1

Creative development Grade 1 Grade 1

Physical development Grade 1 Grade 1

Foundation Phase Grade 1

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

Grades awarded in the subjects inspected

Inspection area Key stage 1 Key stage 2

Welsh first language Grade 2 Grade 2

Science Grade 2 Grade 2

Design and technology Grade 2 Grade 2

Art and design Grade 2 Grade 1

Music Grade 2 Grade 2


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71 In the KS1 national assessments in 2009, the percentage of pupils who achieve level 2 (the level expected of pupils at seven years of age) is lower than local and national averages in Welsh and mathematics and similar in science and the CSI. The percentage of pupils who achieve level 3, which is the higher level, is substantially higher than the local and national averages in Welsh and mathematics and slightly higher in science.

72 In KS2, the percentage of pupils who achieve level 4 (the level expected of pupils at 11 years of age) in 2009 is lower than the local and national averages in the four core subjects and the CSI. The percentage of pupils who achieve level 5 is substantially higher than the local and national averages in Welsh and English, and is higher in mathematics and science. Some 57% of Mynydd Bychan pupils achieved level 5 in Welsh and 47% attained level 5 in English.

73 Although there is a slight difference between the performances of boys and girls in both key stages, the difference is not significant. The school's provision ensures that both boys and girls alike succeed and make good progress.

74 In comparison with similar schools in the same free school meals group, the school's percentages in KS1 are in the third quarter in Welsh, science and the CSI and in the fourth quarter in mathematics. In comparison with schools in the same family, the school's percentages are similar to the family's averages in Welsh but slightly lower in the other two core subjects and in the CSI. The percentage of pupils who achieve level 3 in the three core subjects is higher than the percentages of the family of schools.

75 In KS2, in comparison with similar schools in the same free school meals group, the school's percentages are in the third quarter in English, Welsh and the CSI and in the fourth quarter in mathematics and science. In comparison with schools in the same family, the school's average is higher than that of the family in Welsh, lower in English, mathematics and science and similar in the CSI. The percentage of pupils who achieve level 5 in the four core subjects is higher than the family's percentages.

76 Percentage trends of KS1 pupils who achieve at least level 2 in Welsh, mathematics, science and the CSI over the last three years have shown a decline since 2007. In KS2, percentage trends of pupils who achieve at least level 4 in the four core subjects and the CSI show the same pattern over the three years, apart from science, which has improved since 2008, and the CSI which has been maintained.

77 Pupils in KS1 have a good understanding of the personal targets set by their teachers, and know when they have achieved them. Pupils in KS2 succeed in setting targets with their teachers consistently, reviewing them and then re-setting them when they are achieved. They offer meaningful evaluations when assessing their learning throughout the lesson, and their ability to evaluate their work and that of their peers is developing well. Pupils in both key stages achieve the challenging and realistic statutory targets set for them by the end of the key stage.

78 Most pupils in both key stages make good progress in relation to their knowledge, understanding and skills and achieve their potential. Overall, pupils with SEN make good progress and a high percentage of more able pupils achieve higher levels in the teacher assessments of the core subjects. Pupils succeed whatever their background and those who come from ethnic backgrounds perform to their


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expected forecasts. At the upper end of KS2, pupils are ready to move on to the secondary school.

79 Overall, standards in the communication skills are good. Children under five have communication skills that are consistently good, and often very good, and which set sound foundations for their education. Throughout the key stages, pupils respond well to the questioning and discussions of the introductory and closing sessions of lessons, and can express an opinion clearly in a range of subjects. They read a range of texts well according to their age and ability in Welsh in KS1 and in both languages in KS2. In both key stages, the very able pupils have outstanding higher reading skills, which enable them to discuss a range of books by the same author and by different authors. Their writing skills are good in Welsh in KS1 and in English and Welsh in KS2. There are a number of examples of extended written work for a wide range of purposes in both languages in KS2.

80 In the Foundation Phase, the key skills of numeracy and ICT are consistently good and often very good, and the children under five use them regularly in their lessons and in other activities. They develop good ICT skills as they use computers to plan language and numeracy games and to draw pictures. They can use the interactive whiteboard, digital cameras and 'Bee-bot' confidently, and gather information from the web. They have very good numeracy skills as they sing songs and rhymes, recognise the date, undertake simple mental work processes as well as practising weighing and measuring.

81 In both KS1 and KS2, pupils' use of ICT skills throughout the curriculum is outstanding. Examples were seen of pupils' word processing, handling data and presenting it in a variety of ways, playing number and language games, drawing pictures and using the internet to search for information in the computer suite and in lessons observed. Numeracy skills are used well in science, design and technology, history and music to present work in the form of bar, block and line graphs, tables and time lines.

82 Pupils' bilingual skills are outstanding. Although most children under five come from non Welsh speaking homes, they grasp the Welsh language quickly. In KS1, pupils develop Welsh skills well and throughout KS2, pupils are comfortable speaking both languages in lessons throughout the curriculum.

83 All the children under five display outstanding motivation. They listen intently to presentations by the teachers and support staff, and develop a high level of interest in their tasks. Pupils in KS1 succeed in concentrating very well and work on their tasks with enthusiasm and perseverance. Most pupils in KS2 work with high levels of motivation, although a few individuals have difficulty in keeping on task throughout the lesson. Most work on various tasks in groups, pairs or individually with enthusiasm and interest.

84 Pupils' personal, social and moral skills are outstanding. Pupils throughout the school behave courteously and are friendly towards each others during lessons, when moving around the school, in the hall at lunchtime and on the yard, and during sessions of collective worship. They show respect for all adults at the school and to visitors. Pupils know what the school's rules are and adhere to them. Good behaviour and effort is praised and rewarded in special assemblies.


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85 Over the last three terms, pupils' average attendance is 94% and is slightly higher than local and national percentages. Parents are aware of their responsibility with regard to attendance and punctuality, and almost all pupils arrive at the school punctually at the beginning of the day.

86 The development of children under five and pupils in KS1 to work independently is outstanding, through opportunities to make choices, take ownership for a range of tasks in class and undertake self-supporting activities arranged for them. Overall, KS2 pupils benefit well from opportunities to work independently as individuals and in groups. The ability of pupils throughout the school to solve problems is very good across the areas of learning and in a range of subjects, but especially in CAME (Cognitive Acceleration in Mathematics Education) and CELIPS (Cardiff Effective Learning in Primary Science) lessons.

87 Pupils make outstanding progress in their personal, social and moral skills through benefitting from PSE lessons and the 'Circle of Friends' sessions. Some pupils have specific responsibilities which develop good skills through learning how to represent peers on the school council and eco committee and to act as a member of the Criw Clên. On the whole, pupils are very willing to take responsibility for their fellow pupils and the school environment in a range of contexts.

88 Through role-play in the farm shop, the car wash station, the police station and the veterinary surgery, children under five develop a very good awareness of the world of work. The good understanding of pupils in KS1 and KS2 of the world of work emanates from visiting local businesses. Key stage 2 pupils' entrepreneurial skills begin to develop effectively through selling fruit at break time, promoting fair trade goods and preparation for selling at the summer fair. They prepare well for taking their place in the community through their numerous links with local chapels and churches, residential homes for the elderly, local schools and with individual members of the community. These links with the locality, prepare them very well for taking an effective role in the workplace and the community.

The quality of education and training

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

Grade 1: Good with outstanding features

89 The findings of the inspection team do not agree with the judgement given by the school in its self-evaluation report, as the school awarded a Grade 2 to this question. The team consider the quality of teaching to have a number of outstanding features.

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


39% 61% 0% 0 % 0%

91 The quality of teaching exceeds the statistics for the whole of Wales for 2008-2009, as published in HMCI's Annual Report, namely that the quality of teaching nationally was Grade 1 or 2 in 85% of lessons and Grade 1 in 17% of lessons.

92 Teachers motivate the pupils well, and throughout the school there is an outstanding working relationship between staff and pupils which promotes very effective learning and ensures equal opportunities for each pupil. Learning


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support assistants make a very good contribution to the quality of teaching and learning by providing support to meet the needs of groups and individuals.

93 The school meets the linguistic needs of pupils highly effectively in its provision for bilingual teaching and learning. Advantage is taken of every opportunity to develop the Cwricwlwm Cymreig within subjects as well as offering opportunities for older pupils to benefit from lessons in a third language.

94 Where a Grade 1 was awarded to the teaching:

planning and classroom organisation is very thorough and pupils are fully involved in the learning;

the challenging and interesting tasks set and teachers' prompt intervention as pupils complete tasks are outstanding features;

very effective use is made of appropriate resources, including the interactive whiteboard, to inspire, create interest and reinforce the learning;

varied and exciting teaching strategies are employed to encourage understanding and to extend the learning; and

successful, structured methods are used to promote pupils' language.

95 Where the teaching was awarded a Grade 2:

lessons have been well organised for different ages and abilities and build on previous learning;

lessons flow at a good pace;

lessons offer good opportunities for pupils to discuss, collaborate, observe and investigate;

pupils' independence is good and is fostered well;

working on task is a clear feature of the learning;

teachers are effective language models as they present and extend pupils' language;

good questioning motivates pupils to communicate, predict and to develop their thinking skills; and

good use is made of plenary sessions to evaluate the learning.

96 The quality of assessment is outstanding. Assessments are consistent and correct and meet with statutory requirements, including those for SEN. Teachers know the pupils very well. Assessments are recorded used consistently to guide the planning and to set purposeful targets.

97 Highly effective use is made of evidence from baseline assessment, and the process of observing and recording the progress and achievement of individual children in the Foundation Phase is excellent.

98 Extremely thorough systems are implemented to ensure that subjects are assessed systematically and regularly. Purposeful use is made of a range of tests and assessments and a detailed regular system has been established in each class in order to track the progress of each pupil throughout their career at the school.

99 In collaboration with coordinators from the family of schools, portfolios of pupils standardised and moderated work have been prepared in order to help standardise assessment.


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100 Assessment for learning strategies are central to the school's assessment procedures and pupils are increasingly taking part in the evaluation of their own learning and the performance of their peers. They discuss their targets with each other and with their teachers who motivate them to strive harder.

101 The quality of marking of pupils work includes encouraging comments and gives pupils guidance on how they can improve the quality of their work. Older pupils have the opportunity to respond and evaluate their own work in termly assessments.

102 Parents are invited to discuss their children's education, development and targets four times a year, which is an outstanding feature. The quality of annual reports to parents is excellent, and they identify pupils' achievement and skills in all subjects, which fully conforms to statutory requirements. Targets are set for further development, and parents are given the opportunity to respond to comments in writing.

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


103 The inspection team agrees with the school's judgement for this key question given in its self-evaluation report.

104 The outstanding features in this key question include the:

quality of the provision for the Foundation Phase;

richness and relevance of the learning experiences in KS1 and KS2;

contribution made by visitors, educational visits and extra-curricular activities to learning experiences;

experiences provided for promoting bilingualism and the Cwricwlwm Cymreig;

provision for PSE, including the focus on developing learners spiritual, moral and cultural development; and the

nature of the school's links with parents, the community and other schools.

105 The school provides equal access to a broad, balanced and relevant curriculum for the learning areas, the NC and the 2008 Curriculum. All statutory requirements relating to collective worship, school documentation and the arrangements for the allocation of time for all the areas of learning and subjects taught are satisfied.

106 Planning for the under-fives, the NC subjects and the new KS2 curriculum ensure continuity and progression throughout the school. It gives good guidance for teachers, and they are reviewed and refined regularly. Individual lesson plans are clear and appropriate.

107 The provision for children under five presents the principles of the Foundation Phase superbly, and excellent use is made of classrooms and the outdoor area to offer exceptionally rich experiences for the younger children. The school meets the aspirations of learners very well in KS1 and KS2. Rich experiences are offered in both key stages that are based on interesting, exciting and challenging activities. Throughout the curriculum, pupils' knowledge and understanding is


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developed very well. Procedures for adapting the KS2 curriculum to meet the needs of the skills framework are developing very well.

108 There are good policies and procedures in place for ensuring that pupils develop the key skills, and the short-term planning has a clear focus on these skills. Priority is given to providing very good opportunities for developing thinking skills and problem-solving skills. Pupils' creative skills are promoted effectively across a number of subjects and especially during the arts week and activities for the arts silver mark. Very good learning experiences are planned which enable pupils to work independently and to collaborate in pairs and groups.

109 Pupils' experiences are enriched very well by a range of visitors to the school; in their midst clerics, poets, authors, artists and drama companies. Various visits are arranged which are relevant to the themes of work, as well as residential experiences for the older pupils.

110 Provision for extra-curricular activities is outstanding. It includes a wide range of sports, computer club, gardening club, dance club, reading club, choir and orchestra activities as well as experiences relating to the Urdd movement. The opportunities that pupils have to participate in Urdd competitions and to compete against other schools in a number of ways, contributes substantially towards their social development and extends their understanding of the importance of fair play.

111 Arrangements for homework are good and are appropriately linked to work in class.

112 The provision for pupils' spiritual development is very good. There is an effective programme for daily collective worship and these occasions convey a worshipful mood for pupils where music and singing play an important part. Pupils receive very good opportunities to contribute and to reflect on the themes presented.

113 Procedures for pupils' moral and social development are of a very high standard. The school's values are clearly expressed, and the concepts of fairness, tolerance and respect permeate through its life and work. Pupils become aware of what is right and wrong, and are courteous to each other, staff and visitors. Pupils' awareness of those less fortunate than themselves is raised very effectively through opportunities to contribute to specific charities. Very positive attitudes are nurtured towards education. Through the Criw Clên, older pupils receive very good opportunities to show care for the younger children. Very effective opportunities are given to pupils to show initiative and to take responsibility through the school council and the eco committee.

114 Provision for pupils' personal and social development is outstanding. The PSE policy and scheme of work provide 'Circle of Friends' sessions as well as integrating various aspects through the curriculum. A valuable contribution is made by visitors from the care services, and there is a good focus on eating and living healthily.

115 The school's partnerships with parents, the local community, other schools and higher education institutions are very successful and include outstanding features which enrich the life and work of the school and extend pupils' learning experiences.

116 Parents are very supportive of the school and are happy with pupils' achievements as well as the school's success. They express satisfaction with the


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school's aims and values and appreciate the open door policy. All parents have signed the home-school agreement.

117 Information of a very high quality is provided for parents, including regular curricular information. They are given regular opportunities to discuss their child's work and progress with the staff. They receive regular newsletters on the life and work of the school and effective use is made of the school's website. Parents are invited to collective worship sessions.

118 Parents make an exceptional contribution to the school. Many of them help with the school's activities, including going with pupils on visits, listening to readers, helping with school clubs as well as fund-raising. The PTA makes a very good contribution to the life and work of the school, including financial contributions.

119 The school enjoys very positive partnership with other schools within the family who meet regularly and contribute well to the development of different ventures. There are valuable links with all schools in the area providing sporting and musical opportunities jointly. Procedures for transferring pupils to the secondary school are very good and include an extremely effective transition programme.

120 The school has also established successful partnerships with a number of higher education establishments and is providing opportunities for initial teacher training and for students following vocational courses. Students are supported very well and make a valuable contribution to the life of the school.

121 The school's partnership with the local community is outstanding. There are good links with the media and the school contributes well through presenting items to the local paper. The school is highly respected in the community and staff take every advantage of what the local and wider community has to offer in order to extend and enrich pupils' learning experiences. A number of members of the local community work voluntarily in the school. The school's various activities are very well supported and appreciated.

122 The focus on work-related education is a good element of the educational provision. There is a clear policy and pupils throughout the school visit an appropriate range of local businesses and shops and have benefitted from the contribution of visitors from the world of work. Although teachers have not as yet received placements in a work situation outside the school, they receive training from Careers Wales. This link has had a good effect on the teaching and learning in different curricular areas.

123 The school's Welsh ethos and the emphasis placed on Welsh culture and heritage are outstanding elements of the provision. The Welsh dimension is very evident across a good number of subjects and there are a range of visitors such as poets, authors and drama companies. Pupils visit places of national historical importance and gain outstanding benefits from links with the Urdd movement. Procedures for promoting bilingual skills are outstanding and KS2 pupils' dual literacy skills are very good. Older pupils have the opportunity to learn French and German.

124 The focus on promoting pupils' awareness of other cultures is a clear strength. The multicultural aspect is celebrated effectively through experiences such as religious education, geography and art and visit by members of the community.


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125 The school has sound procedures for promoting equality of access and opportunity. Pupils, whatever their social background, gender or ethnicity, are included fully in all the school's activities.

126 Overall, the school's provision for education for sustainable development is very good and the school has received the Eco-Schools bronze award. The eco committee has an increasingly important role and the focus on restoring, reusing and recycling as well as the use made of the school garden are key elements. There is very good provision for promoting awareness of global citizenship through collective worship sessions, religious education and PSE lessons and through the opportunities pupils receive to promote fair trade, to make decisions and to contribute to charities. The fruit and vegetables grown at the allotment are given to the homeless. The school has joined the 'International Schools' project, and has received the foundation award from this venture.

127 The provision for developing pupils' awareness of entrepreneurship is developing well. Pupils in Y6 prepare items to be sold at the summer fair and are responsible for the fruit shop at break time and for promoting fair trade. However, the school has identified the focus on entrepreneurship as an area for further development.

128 The school gives very good consideration to national priorities, such as equality, bilingualism and ICT developments. Pupils are given good experiences of working independently and to develop their awareness of their responsibility towards the future of their community.

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


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

130 The quality of the care, support and guidance offered to pupils is outstanding. Pupils are very happy and the relationship between them and the teaching and support staff is a warm one. There is a caring and inclusive ethos at the school and the parents who expressed an opinion at the pre-inspection meeting and in questionnaires, have strong confidence in the care and guidance offered their children.

131 Ensuring parents' opinions through questionnaires has been established. The results are evaluated and used to promote and strengthen the partnership. The ideas of the school council are listened to and contribute effectively towards the strategies for improving the quality of part of the school and arranging an anti bullying day. Through an address by the local Member of Parliament, they become aware of their duties and responsibilities.

132 New children settle in very quickly and there are very effective induction arrangements in the nursery and reception classes whereby parents and children are invited to spend time in the class before starting. The transfer arrangements with the secondary school are detailed and comprehensive with focussed activities for promoting the continuity between one key stage and another.

133 Learners are offered personal support and guidance of a high quality and the 'Circle of Friends' time is a help for learners to communicate and share any


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concerns with the staff. The school makes very good use of the support services such as the police, the fire service and the security centre and it works closely with the school nurse as she arranges training for the staff on the children's medical needs. Emphasis is placed on caring for others, such as latecomers, and older pupils take their caring responsibilities seriously and use the 'family chair' appropriately.

134 Arrangements for monitoring attendance and punctuality are good and parents are reminded regularly of their duties.

135 Arrangements for ensuring pupils' health and safety are outstanding. A 'health and safety' tour is undertaken around the school; staff have received first aid training and appropriate risk assessments are undertaken for the school and for visits. Exemplary attention is paid to physical health and the school has received accreditation for promoting a Healthy School. A Health and Fitness Week is held to develop pupils' awareness of eating and living healthily and the school works very effectively with a number of agencies and partners in this respect. Pupils benefit from keep fit activities in physical education lessons and in extra-curricular activities and are encouraged to walk and cycle to the school.

136 The school's arrangements for ensuring the protection of children are fit for purpose and meet statutory requirements.

137 Provision for pupils with SEN is outstanding and conforms fully to the requirements of the Code of Practice. The school has detailed and effective arrangements for identifying pupils with SEN at an early stage. The SEN coordinator (SENCo) has an outstanding awareness of the educational and medical needs of all pupils, including those who are more able and talented. She keeps a systematic and current record of every pupil's needs, tracking the progress, supporting the teaching and reviewing the provision regularly. Pupils' individual educational plans (IEPs) are very effective; they are discussed and reviewed regularly with the pupils and their parents, and pupils and parents are informed of the targets.

138 Outstanding use is made of volunteers, assistants and SEN specialists at an early stage in order to provide the best support to promote number and language skills in KS1. In the junior section, additional valuable input is provided by two teachers for pupils who are underachieving. An outstanding feature at the school is the training given to all staff, which justifies their status as a dyslexia friendly school. Ensuring intervention has a positive effect on pupils' self confidence, an aspect which the school nurtures successfully.

139 The school has effective procedures for teaching pupils how to behave appropriately. The school tracks pupils who have behavioural problems, and outside agencies and parents are contacted if there is a need, monitoring each case effectively. Various strategies, such as praise and reward, are used to promote good behaviour and to support pupils with SEN. Through using characters created by the pupils, an effective anti-bullying day was arranged by the school council, emphasising the school's inclusive ethos and the need to eliminate any obstacle to this.

140 The school actively promotes equal opportunities and exemplary attitudes towards diversity. Through visits by parents of different backgrounds, respect is nurtured towards people of all cultural backgrounds. Learning experiences in the


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classroom and in extra-curricular activities such as football and dancing are evidence of the school's efforts to eliminate stereotypical attitudes and to promote equality on the basis of race, background and gender.

141 The school acts in a highly effective way to meet the needs of pupils with disabilities and although the building is on two floors, the lift and the other adaptations that have been made, make it accessible for all pupils. There is a very effective accessibility plan in place and all the school's stakeholders are aware of the policy and the plan.


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


142 Though the inspection team awarded a Grade 2 for Key Question 1, they awarded a Grade 1 for Key Question 5 because of the outstanding quality of the provision, self-evaluation and use of resources.

143 The inspection team's findings do not agree with the judgement given by the school in its self-evaluation report, as the team considered that there were many outstanding features in the school's leadership and management.

144 The school has agreed aims and objectives that promote equality for all and are reflected in all aspects of the school's work. Staff, pupils and governors share the same expectations and work together very effectively in order to achieve them.

145 The headteacher has a clear vision for the direction of the school's work and has high expectations of herself, the SMT, all teaching and support staff, the governors and pupils. She provides clear direction to the work of the school and promotes high standards. Her emphasis on developing the whole child and her commitment to ensuring a school community where each individual has the same opportunity to develop individual talents, gives a sound foundation to the school's rich provision. In order to support this, she wants to ensure that the staff also receive all possible opportunities to develop personally and professionally.

146 The deputy headteacher fulfils her whole-school responsibilities conscientiously and with commitment, and works very effectively with the headteacher and all staff at the school.

147 The headteacher is supported by the SMT who also contribute fully to the process of determining priorities for school development. Leadership and management in the school is characterised by high quality teamwork.

148 Other members of staff who have coordinator responsibilities also undertake their work with commitment, and provide very good leadership for their fellow teachers. They have clear knowledge of the standards achieved through regular monitoring of teachers' planning and lessons, of pupils work in their books and in displays, and of subject assessment data.

149 Communication between adults is very effective with everyone contributing to and understanding the policies and procedures. Meetings of the SMT, key stage meetings and staff meetings are held regularly and there is a clear organisation to the life and work of the school. The school day is effective and efficient. Good practice is shared in a variety of contexts.


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150 The school pays due consideration to national, county and internal priorities. Initiative is evident in many initiatives such as Eco-Schools, global citizenship, health education, children's rights, the Learning to Learn project and curricular developments such as the Foundation Phase and the 2008 Curriculum.

151 The SDP is a clear and purposeful document that sets challenging aims and targets. The implementation of the plan together with the effect of the developments on the school, are monitored regularly.

152 The policy and procedures for performance management are very effective. Staff training requirements are identified from analysing questionnaires early in the summer term, and an effort is made to meet continuous professional development needs effectively through providing external courses and internal training. Very good use is made of help from the county advisers, especially in supporting teachers who are taking on new responsibilities. These procedures contribute extensively to the quality of the teaching and the curricular provision. Teachers planning, preparation and assessment (PPA) time is used very effectively to benefit from expertise in music and religious education.

153 The headteacher, deputy and staff analyse the school's performance data thoroughly and in detail, and use it to set targets.

154 Procedures for supporting and monitoring newly qualified teachers are excellent.

155 Members of the governing body fulfil their duties conscientiously and work very effectively with the headteacher to help set a strategic direction for the school through the SDP. They are fully aware of their legal responsibilities which they fulfil completely. They meet regularly either as sub-committees or as a full body. Many have attended training courses which are relevant to their responsibilities.

156 Individual members of the governing body fulfil their responsibility of monitoring the provision and standards in particular subjects and the SEN provision, very conscientiously. Their contribution is made in an atmosphere of support and as critical friends.

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

quality and standards?


157 The school's self-evaluation processes and the planning for improvement are of a very high quality. The findings of the inspection team agree with the school's judgement in its self-evaluation report.

158 The outstanding aspects include the:

headteacher's monitoring role and her significant contribution to the process;

contribution of all stakeholders and the very inclusive nature of the self-evaluation process;

very effective monitoring cycle;

very high quality of the self-evaluation report on subjects and other aspects of school life;

analysis made of quantitative data; and

effectiveness of school improvement planning.


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159 A culture of self-evaluation has been established very well in the school and there are very strong links between the self-evaluation process and the SDP. The headteacher, the governing body and staff are committed to developing the school further and have established procedures which are comprehensive, systematic and based on direct evidence. Procedures are linked very closely with the performance management cycle and the continuous professional development of staff.

160 Judgements about standards in teaching and learning are a prominent element in the self-evaluation process and the planning for improvement. All staff and governors have a key part in the reviewing, planning and monitoring of whole-school developments set out in the SDP. Good use is made of advisory teachers' help, and advisors from the authority and pupils and parents make a valuable contribution in expressing an opinion.

161 A very effective monitoring cycle has been established within the school. The monitoring and evaluating role of the headteacher and the SMT are vital in monitoring the quality of the teaching and learning. Leaders of the different subjects and aspects have a very good knowledge of the strengths and areas for improvement in their individual areas based on monitoring planning, resources, learners' books and the quality of teaching. They show a very sound awareness of national and county developments in their field. They present reports of a very high quality on the current situation in their subjects and aspects, including clear plans for action. New coordinators are given support of a high quality to develop their leadership and management skills.

162 The headteacher and staff offer a very detailed analysis of results of pupils' assessment tests, including results of baseline assessment in the Foundation Phase, and of standardised tests and teachers' assessments in KS1 and KS2. Effective use is made of the information gathered in order to direct teaching and set targets for pupils.

163 Results and the targets of tests and targets are discussed with governors and the governing body has a very good knowledge of pupils' development and how the school benchmarks against similar schools in relation to free school meals, the family of schools and schools locally and nationally.

164 The school assesses its strengths and aspects for development through the clear, detailed SDP. This document identifies the school's needs, responsibilities and financial and time implications clearly. It is a very useful working document with measurable success criteria. The headteacher and governors ensure that resources are excellent in order to achieve the targets. Priorities are monitored carefully.

165 During recent years, the self-evaluation process has led to establishing a wide range of important initiatives, and many of them have already secured obvious improvements. Amongst these are the developments in the Foundation Phase, improving the ICT provision, establishing a programme to support pupils in different areas, ventures and projects and planning improvements to the school's grounds.

166 The self-evaluation report produced by the school prior to the inspection is an outstanding document. It offers a very good range of relevant information and a detailed analysis of all aspects of school life. Priorities and areas for development


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can be found clearly together with strengths, including the numerous excellences that exist. All aspects of the evaluation are based on a very wide range of appropriate and supporting evidence.

167 The inspection team agreed to a great extent with the school's evaluations of its strengths and aspects for development within the context of the seven key questions. The team agreed with five of the grades given by the school to the key questions. The grades for the other two questions were raised from 2 to 1 as the team identified sufficient outstanding features to justify this.

168 The school has responded successfully to the key issues of the previous inspection and has made good progress during the last six years.

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


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

170 There is a very good supply of teaching staff to present the curriculum. Teachers have relevant qualifications and a wide range of expertise that is shared very effectively. Teachers have been deployed appropriately and very effective use is made of the expertise available in subjects such as music and religious education. Planning for the delegating of responsibilities is very good and curricular leaders contribute very effectively to the development of their subjects and areas. The use made of teachers is an outstanding aspect of the provision.

171 Good investment is made in relation to very effective and enthusiastic classroom support staff who work very well with the teachers throughout the school and especially in the Foundation Phase. Their overall contribution is good with outstanding features. They work very effectively with the teachers and make a substantial contribution to extra-curricular activities such as dance, ICT activities and other after-school clubs. The job descriptions which all staff hold give a clear outline of their responsibilities.

172 Teachers have updated their curricular knowledge and their teaching skills by following training programmes organised for them. Effective use is made of the Better School's fund and of grants from the teaching council to fund relevant training. Support staff benefit from various opportunities to follow courses and the development in their skills and their understanding contributes extensively to the school's general provision. All staff work together very effectively as a team to plan, assess and determine priorities together.

173 There are very good procedures to ensure teachers' PPA time and there are excellent arrangements in place to support newly qualified teachers.

174 Overall, the building is in good condition, and fairly recently, an extension was added which provides space for offices, an ICT suite, disabled toilets, a lift and a cloakroom. The classrooms are sufficient in size and the nursery, reception, Y1 and Y2 classrooms have doors which open directly to the outdoor area. There is a small music room, a computer suite and an appropriate library which support the curriculum well. The use of the hall is well-organised and efficient for collective worship sessions, dance, gymnastic and music lessons and for school lunches.


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175 There are very high standard interactive displays throughout the school which celebrate pupils' work and reflect the learning experiences very well.

176 Very creative and imaginative use is made of the school's limited outdoor area in order to provide interesting and stimulating outdoor learning areas. Continuous provision is organised outside the nursery and reception classrooms in an exceptionally imaginative and attractive way so as to make the best of all parts of the area. Extending the Foundation Phase provision to the Y1 and Y2 outdoor area is developing very well. The school has identified the need to renew the outdoor soft surface of the Foundation Phase and to lay a similar new surface for Y1 and Y2. A flower and vegetable garden have been developed at the school allotment linked to some curricular projects. A pond has been created near to the Foundation Phase learning space. The yard is used effectively for physical education lessons and extra-curricular sports, including netball, football and hockey, and this provision is extended efficiently by using nearby fields for rugby. Considering the limitations of the site and its location alongside one of the city's busiest roads, the use made of it by the school is outstanding.

177 The caretaker and cleaners work very effectively to keep the school clean and tidy. The administrative assistants make a substantial contribution to the daily smooth running of the school, and lunchtime assistants contribute very well towards the management and organisation of lunchtime.

178 Effective use is made of the generous financial support of the PTA and the school has been successful in its request for grant monies.

179 The governing body works outstandingly with the headteacher, the SMT and all staff to ensure that the resources match their priorities for development. Regular reviews are undertaken to monitor the sufficiency and suitability of the resources. There is a range of good and very good resources to support the pupils' curriculum and they are appropriate to the needs of the age range. Learning resources in music, art, science and books in both languages are particularly good. Each classroom has an interactive whiteboard and some computers, but pupils can also use the ICT suite and the laptop trolley. Resources are organised purposefully and are accessible to staff and pupils. The use made of them throughout the school, including the Foundation Phase areas, is an outstanding aspect of the provision.

180 The school follows the LEA's best value for money policy, and governors, the headteacher and the authority's finance officer monitor the school's budget carefully. The school's budget for the past two years has been purposefully earmarked to develop the building and the resources, and these decisions have had a positive effect on the quality of the facilities, pupils' learning opportunities and the standards of teaching.

181 Considering the very effective use made of resources, the high quality of the teaching provision, the rich curricular provision, the quality of the care and guidance and its effect on learners' achievement, the school gives very good value for money.


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Standards achieved in subjects and areas of learning Foundation phase for under fives



Good and outstanding features

Nursery

182 Three-year-old children respond enthusiastically to new experiences. They form a very good relationship with other children and adults, and are confident to play and work with others. They understand that a person's name is something special. They understand the need to follow rules within the classroom and to conform during introduction sessions and 'Circle of Friends', but that they can make choices in their activities independently. Their behaviour in outdoor activities is exceptional. They take responsibility for dressing appropriately to go outside and for digging in the garden. They understand the need to care for all living things. They are aware of the importance of keeping safe when going for a walk in the local area. Most have learnt how to share and take their turn. They understand the need to eat healthily and that washing hands is important for personal hygiene, especially before starting activities such as making bread. They develop a sense of belonging to the school community and the wider community, and of their Welsh identity. They understand that Chinese food is different from Welsh food, and that celebrating the Chinese New Year means making colourful paper dragons.

Reception

183 Children in the reception class can concentrate on activities for an extended period of time. They are confident and happy to work individually, in pairs and in their groups. They have opportunities to develop a sense of pride and to appreciate each others' talents. They display outstanding skills in self-control when making choices of activities independently, and when undertaking tasks under supervision. They succeed in registering themselves at the beginning of the morning session. Their behaviour in class and in the outdoor area shows consideration of others as well as of their own needs. They take constant responsibility for tidying and recycling scrap paper. They play together very well in a range of activities such as running a veterinary surgery, a car wash and a police station. They use computers and the interactive whiteboard confidently to play games and to draw pictures. They understand the reason for celebrating a Welsh festival on St David's Day, and know about African musical instruments and material patterns.

Shortcomings

184 There are no important shortcomings.

Language, literacy and communication skills



Nursery

185 Children quickly learn to listen to adults and to each other. They understand and respond correctly to questions, comments and instructions in Welsh. They develop a range of language patterns and constructions, trying out new vocabulary confidently to convey what they are thinking, for example, in


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expressing that they are 'in their element' undertaking an activity. They display good communication skills during role play in the surgery, and when playing with puppets. They understand that listening to a story or a fable from Wales, or from another country, is fun, and that books are things to enjoy. They know how to handle books properly. They can respond to a drama they have seen and take part themselves. They use a variety of writing tools to make marks on paper and outside on the floor. They succeed in forming some letters on the interactive whiteboard and in the sand. They can form their own names with straw and using black felt pens on paper. They develop the ability to register themselves. They understand that a list of ingredients to make bread is a means of communicating and begin to develop legible handwriting.

Reception

186 Children listen very well to introductions and stories, and develop the ability to predict what will happen next. They concentrate well to understand the purpose of activities. They can ask questions and express feelings such as sad and happy. They can name jungle animals, and use descriptive language such as 'large' and 'small'. They know the days of the week, the name of the month and the season. They use books correctly, and develop skills of searching for books in the school library. The majority can name letters correctly, linking symbols to sounds, and naming objects that begin with the same symbol. They succeed in forming a good number of letters well through over-writing and under-writing. Most know their names and write them correctly. A few succeed in writing a sentence independently. They enjoy playing the role of a journalist, taking pictures with a digital camera and 'writing' an article about the week's exciting news, the first chick that has hatched from the eggs in the hatchery.

Shortcomings


Mathematical development



Nursery

188 Three-year-old children can repeat numbers from 1-10 in their correct order. Their understanding of numbers from 1-5 is good. They can name numbers in the correct order and recognise them out of sequence. They succeed in linking a number of objects with a symbol and the name of the number. They write numbers in the sand and a few of them can form numbers up to five using pencil and paper. They sing a variety of number rhymes. Their understanding of 'empty', 'full' and 'half empty' is developing well as they fill water and milk containers, and they understand the concept of 'more' and 'less', the 'biggest' and 'smallest' when measuring footprints. They have a good understanding of 'big', 'average' and 'small'. They understand the purpose of money as they play in the shop and experiment with paying and receiving change. They recognise simple two dimensional shapes such as circles, squares and triangles, and make symmetrical pictures by folding paper. They succeed in sorting different fruits. They use a variety of forms to represent the data gathered, including placing fruits in graph block order on the floor above a picture of them. They record mental calculations informally.


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Reception

189 Four-year-old children use numbers confidently as they count forwards and backwards. They have a sound understanding of how a number of objects match the symbol, and are developing an appropriate understanding of simple ordinals such as first and second. They understand how to arrange eggs according to their size from the smallest to the largest. They can add and subtract two numbers up to 10, counting how many eggs Croc the crocodile has stolen from the 10 eggs in the basket, and how many he has left behind. They succeed in writing a sentence to record their sums, using the correct symbols for adding and subtracting and equal to. They can repeat patterns and create sequences appropriately. They all understand the purpose of money, and use it confidently to buy and give change in the farm shop and the car wash. They have a good understanding of two and three-dimensional shapes, and are familiar with the concept of weighing and measuring. They can gather information from a variety of sources and use different methods to display them, including ICT.

Shortcomings


Knowledge and understanding of the world



Nursery

191 Three-year-old children have a good awareness of the seasons and the changes which come in their wake. They know that leaves change colour and fall in the autumn, that there is a need for warm clothing in the winter, and that the spring is a time for planting potatoes and sowing carrot seeds. They name gardening tools as they dig the earth. They understand there is a need to care for plants through watering them. They know that milk comes from a cow, and learn relevant vocabulary such as udder, milking and squeezing when milking the cow. They have appropriate knowledge of the locality and have visited a local shop and café. They understand the need to mix flour, water and yeast to make bread and the need to knead and shape the dough and leave it to rise before baking it in the oven. They make butter out of cream. They can compare themselves with photographs of themselves as babies. They know that celebrations such as Christmas and St David's Day are an important part of life. The children come to realise that foods such as fruit and vegetables taste differently. They use a variety of construction equipment to make buildings.

Reception

192 Four year old children understand that small chicks are hatched from hens' eggs and that the eggs of different birds vary in size and appearance. They understand that spawn are the eggs of a frog and that the life cycle of some animals has a number of changes from the first step to a fully grown adult. They succeed in placing an egg, caterpillar and a butterfly pupa in their correct order, as well as spawn, tadpoles and a frog. They realise the need to place the spawn in the pool outside in order for it to grow and change. They know that sunflowers grow from seed and that they need light, heat and water to grow. They understand that freezing water produces ice and that it melts on heating. They understand that there are different colours in a rainbow. They can describe their


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own homes, and have a good knowledge of the characteristics of food, textile patterns and animals from the African forests. They know that pandas live in China. They use 'digi-blues' cameras confidently to record their activities.

Shortcomings


Physical development



Nursery

194 The majority can handle a variety of equipment to make marks on paper. They can also handle scissors, tools for cutting shapes and a glue brush. They succeed in using small tools on the tables and in the small world activities. They can roll, squeeze and cut clay to create shapes, and dig in the sand and the earth. The majority show good spatial awareness as they move from one activity to another, and control their bodies well whilst walking, running and jumping, and changing from moving slowly to moving quickly. They can imitate the movements of farm animals such as horses, pigs, cats and ducks confidently and show good balance when steering bikes and large equipment. They succeed in walking on stilts and develop good balancing skills when confidently using the climbing equipment in the outdoor area. They develop good control skills through using the mouse in a range of ICT software.

Reception

195 Children control their physical skills very well. In the farm shop and the veterinary surgery they handle equipment appropriately. They use a range of gardening tools including the wheelbarrow. They understand that walking and running around the yard has an effect on their bodies and their hearts. They control their movements effectively when travelling in different directions and moving together as a train. The majority control a hoop well by rolling it, turning it and using it to skip and jump backwards and forwards. They show the ability to jump in and out of the hoops in different directions and balance small hoops effectively on their heads as they walk around. In the outdoor area, they can travel along large equipment confidently. They can roll, knead and shape dough. They control the mouse in their ICT activities and use a paint brush, roller and sponge effectively to create pictures. They can handle pieces of jig-saw deftly.

Shortcomings


Creative development



Nursery

197 Children sing a selection of language and number rhymes and songs. They sing unaccompanied and with accompaniment, and show appropriate awareness of rhythm. They make body movements that keep the beat. They develop an increasing understanding of shape, line and form in painting from imagination, observational drawing and printing with hands and a range of objects. They learn


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marbling techniques using different media such as shaving foam and special paint to create prints and decorate eggs. They use a variety of media such as crayons, oil pastels, paint, chalk and charcoal confidently. They display very good cutting and gluing skills.

Reception

198 Children phrase clearly and keep the rhythm when singing a good number of rhymes, nursery rhymes and songs relating to language and number activities. They experiment with different ways of producing sounds, including metal saucepans, a trumpet and a harp. They can use a range of untuned instruments to create a simple accompaniment and play rhythmic patterns. They succeed in listening to a variety of music and respond appropriately to it, naming some instruments. They understand that the movements of different animals in the 'Carnival of Animals' are strong, quiet, quick, slow, high and low. They can perform simple movements from Welsh folk dances and dances from other cultures. They succeed in creating an igloo in their class by gluing plastic milk bottles together. They use chalk confidently to make pictures and shapes on a blackboard in the classroom. They make a large mural by shaking large paint brushes and printing with a sponge and hands. They understand that red and yellow make orange, blue and yellow make green and that blue and red make purple. They make good use of ICT skills to make pictures of elephants and snakes.

Shortcomings


Welsh first language

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

Good features

200 Key stage 1 pupils develop into confident Welsh speakers as they work in groups and through talking about their work. They have a good relationship with each other and listen well to stories and instructions. They use an increasing range of constructions and language patterns correctly and practice them appropriately during role play in class. Some can recite pieces of poetry from memory, naming the poet and showing good awareness of rhyme.

201 Pupils in KS1 develop their reading skills well, according to their age and ability, developing a correct pronunciation. They empathise well with characters from a story and many can predict and express an opinion knowledgeably. They use book terminology appropriately such as question and exclamation marks, and understand the use of quotation marks.

202 They develop as independent writers, responding well to the experiences and stimuli such as the old house, listing and labelling types of houses and sending a post card from their grandmother's house. They have fun as they review a story and record the adventures of Harri Parri the dog, using the short form of the verb correctly. The majority are confident in using a capital letter and full stop, arranging words, using adjectives and punctuation correctly. They vary their sentence patterns well.


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203 Key stage 2 pupils make effective progress and achieve good standards in their speaking, reading and writing skills. They can recite stories about Welsh folk legends and their awareness of poetry and poets, which ranges from I D Hooson to T Llew Jones, is an outstanding feature. Through practising language patterns regularly, the majority develop increasing accuracy in their oral and written work. Many read information books, poetry and fiction with expression and maturity and a good understanding of the content.

204 Younger pupils in the key stage are developing the ability to describe characters and locations and include them effectively in stories. They develop the ability to write effective pen-portraits and the 'Wanted' posters prepared by them for Owain Glyndŵr show good use of adjectives, comparisons and idioms. Throughout the school they become very aware of a variety of proverbs.

205 Older pupils are aware of dialect and this is highlighted when writing a dialogue based on the history of Tryweryn. They compare the styles of Gwenno Hughes' novel with T Llew Jones after reading the novel 'Un Noson Dywyll'.

206 They write for a variety of purposes, which includes an interesting contemporary version of the story of Culhwch and Olwen and of their favourite character in Branwen's story. Pupils in Y6 show a good knowledge of current affairs and express an opinion, write chronologically and develop ideas and knowledge in the form of a newspaper report using the appropriate language and skills. They use incisive headlines and quick alliteration effectively, in order to gain the reader's attention and make good use of their table for celebrating talents to show good examples of language modelling.

Shortcomings

207 Errors in mutation are impairing the standard of work of a few of the pupils.

Science


Good features

208 Learners in Y1 compare the characteristics of different objects and understand well that different materials are suitable for different purposes. Some are beginning to develop their awareness of which materials are magnetic. They begin to understand the importance of fair testing as they experiment to discover which materials are best for absorbing water.

209 Many pupils in Y2 show good observational skills and make appropriate comments when investigating to discover the effect of heating and cooling on different materials. They show good awareness of light sources. They experiment well with electrical circuits and understand that they must have a complete circuit before a bulb will light. Their understanding of fair testing is developing well as they investigate the effect of the height of a ramp on the distance a car will travel. They use tables and graphs well to show the effect of the proximity to a sound source on the strength of the sound they hear.

210 Year 3 pupils have a good awareness of the characteristics of different materials and experiment well to find if a shiny material is more effective for stopping ice from melting and if a thick material is more likely to keep water warm. They


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succeed in forming electrical circuits using switches. They are aware of how their shadows form and change in size and shape over time.

211 Year 4 pupils show effective prediction skills and a good understanding of the concept of vibration and how sound travels, through experimenting and using a range of equipment including water. They record their observations carefully. The majority understand the concept of changing materials in their work relating to solids, liquids and gasses and show good investigational skills in finding if some faces reflect light better than others.

212 Pupils in Y5 have a good understanding of the importance of the heart as well as the role of different parts of the body's main organ. They experiment effectively in order to discover the effect of different physical exercises on the heart rate. They make appropriate use of tables and graphs to present and explain their findings. They show good observational skills as they concentrate on the different parts of flowers in their initial work relating to how plants reproduce. They have undertaken good investigations on the friction levels of different shoes.

213 In Y6, pupils develop a good understanding of the nature of materials that can be recycled. They undertake effective research work in finding out what happens to waste that is recycled. Most show good awareness of how light travels and a good understanding of the terms 'opaque', 'translucent' and 'transparent'. They experiment well in order to find which materials create the best blackout and what type of liquid is likely to flow fastest.

214 At appropriate levels throughout KS2, most pupils develop good research skills. Their work shows the consideration they give to ensuring a fair test, including repeating activities when needed. They present their findings in various ways including diagrams, tables and graphs as well as pieces of extended writing. Many evaluate the research process skilfully and come to good conclusions.

Shortcomings


Design and technology


Good features

216 By using a range of materials including cardboard and wood, pupils in Y1 have created roly-poly toys for small children which are of a good standard. They discuss the design process and methods of production skilfully. They understand the purpose of the different parts of the toys, including the wheels and axis and show a good awareness of the importance of meeting the requirements of the task and experimenting with different strategies. They evaluate their product well before decorating it in order to make it more attractive to small children.

217 Pupils in Y2 show good awareness of the importance of previous research work and appropriate planning before creating sandwiches using different ingredients. They show good awareness of the importance of hygiene before handling food. They display good skills in considering how successful their efforts are with regard to smell, taste and texture. Previous work shows that many of the pupils


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have designed, experimented and created different types of houses and furniture successfully using materials that include cardboard, paper and wood.

218 In their initial work on creating slippers, pupils in Y3 experiment well with different materials, measuring, cutting and joining skilfully. The majority create a useful prototype and make good use of cameras to keep a record of the actions taken. They offer ideas and discuss the next steps effectively. Previous work shows detailed designing skills before using a range of recycled equipment to create different types of lamps. They make good use of their knowledge of electrical circuits and switches to light the lamps. They display good skills in evaluating the steps taken and the finished products.

219 Most Y4 pupils display very good designing and experimenting skills as they create an air-controlled mechanism that opens and closes. Working together very effectively they suggest ideas confidently and plan in detail. They understand how to adapt them very effectively after experimenting with different steps in the process. Using different types of wood, they have built bridges of a high standard. They plan very well, identifying clear criteria and evaluating the steps. They experiment very well with different ways of strengthening bridges.

220 Year 5 pupils develop good awareness of health and safety aspects as they prepare ingredients to decorate biscuits. They use appropriate guidelines as they evaluate their choices. Many pupils have worked together and used different types of wood in order to create different types of catapults of a good standard. Their design work and their evaluations show that these aspects of their work are developing well.

221 Pupils in Y6 have used a range of recycled materials to create toys which use cam mechanisms for children under five years of age. They show detailed planning work as they discover how a cam toy works. They identify success criteria skilfully and their work shows detailed measurements and clear instructions. Their final product is of a good standard and they display effective evaluation skills as they consider the process. Work on creating fair rides shows effective skills in offering ideas and good use of diagrams as well as careful measuring as they go through the design process.

Shortcomings


Art and design

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

Outstanding features

223 In Y3, pupils use excellent ICT skills in evaluating their work of creating chairs for Gwyddno. They make detailed pencil sketches of wooden, leather and plastic chairs. They display very good designing skills as they sketch parts of the chair, and overlap shapes, and a good understanding of the elements of pattern, shape and line.

224 Year 4 pupils research the work of David Hockney to consider the techniques used and the effect the artist is trying to achieve. They succeed in making highly creative pictures in the same style by cutting ready images in strips and


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rearranging them in a variety of ways, including weaving two different pictures through each other. They show very good understanding of tone, colour and shape, and succeed in creating a dreamy mood in their work. Some pupils make very good use of ICT to create a 'photo-story', emphasising the same element of a dream landscape.

225 In Y4, pupils use digital cameras to take pictures of each other and recreate them in blocks of striking colour in the style of Picasso's portraits. They show excellent awareness of the effect of a strong primary colour when using oil pastels, and an outstanding understanding of shape and texture.

226 Pupils in Y5 design a wide range of different headdresses, and use mod-roc to create headdresses of outstanding quality, and decorate them with paint, material, ribbons, feathers and various papers. They show outstanding awareness of shape, colour and texture.

227 Pupils in Y6 display excellent understanding of the concept of composition as they arrange objects for a still life picture. They use a wide variety of unusual and every day artefacts to create a composition. Their skills of observation of shape and line are very good as they sketch with a pencil and create dark and light tones to reflect the effect of light. They use information about the work of Jan van Os, Herman van Steenwyk and Picasso as successful motivation.

Good features

228 Pupils in both key stages make good use of their sketchbooks to record and develop their art ideas. Observational work is included as well as designing and printing with a range of objects, and recording patterns.

229 In Y1, pupils create a three-dimensional sculpture in response to the fable 'Girls of the sea'. They display good awareness of form and pattern as they observe shells and real fish to create clay sculptures. They show good understanding of the work of Catrin Howells, 'Cŵn Cantre'r Gwaelod'. They make good use of their skills in weaving and rolling strips of different types of paper to create the purple, red and green hair of king Dylan.

230 Pupils in Y1 show good awareness of shape, colour and line in their self-portraits. They experiment with mixing paint to imitate skin colour and to create the shape and texture of different hair. They succeed in evaluating their work and suggesting improvements effectively.

231 Year 2 pupils practice good observational skills as they discuss the colours, striped patterns, flowers and bright decorations of Indian patchwork. They use the patchwork as stimulation to experiment with joining a wide range of fabrics, including materials, papers, foil and ribbons. They use stitching, gluing, weaving and stapling skills to create a montage of selected shapes, and show good awareness of colour, shape and texture in their work. They are very aware of the pictures of natural images which William Burgess has in his work.

232 Pupils in Y2 display good understanding of shape, colour, texture and pattern as they create a tile mural. They use the stimulus of rubbings of objects and surfaces in the locality to design a combination of pencil sketches which reflect a variety of textures. The tiles are painted dextrously in colours which convey the mood of autumn.


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233 Pupils in Y3 experiment with examples of different textures gathered to make a polystyrene printing block for mono-prints. They display good understanding of repeating various patterns.

234 Year 5 pupils appreciate the work of Lowri Davies and other craftspeople before experimenting with clay and observing the pattern, shape and form. They can compare the methods and techniques they use to create a spiral as a basis for a three-dimensional form. They make suitable changes, noting the results.

235 Based on the sequence of Branwen's fable, Y6 pupils succeed in creating wall hangings which are an interesting montage of images in various materials, including paper, felt, ribbons, canvas, sequins and fabrics.

Shortcomings


Music


Good features

237 Pupils throughout the school sing a range of traditional songs and hymns with enthusiasm and an increasing awareness of pitch. By KS2, they show the ability to control breathing and adapt the dynamics as appropriate when singing a wider range of songs in unison and rounds, extending their vocal repertoire successfully.

238 Key stage 1 pupils develop their thinking skills as they evaluate a range of music relating to various styles, such as conveying feelings when listening to the 'Flight of the Bumble Bee' and the 'Fantasia on Welsh Nursery Tunes' by Grace Williams. Pupils in Y1 respond well to sound sources, such as the 'Sunrise' music, conveying the sound through movements and the use of instruments. They discuss their feelings as they listen to 'Fanfare to the common man' and wedding and funereal marches.

239 When listening to Vivaldi's music about spring, the majority can refer to the mood of the piece, using their creative skills effectively when responding to the music. They show increasing awareness of the names of the orchestral instruments and understand that the piece they heard was a concerto for the violin.

240 Younger pupils in KS2 know that Gustav Holst composed 'The Planets' and the more able pupils can compare the mood in 'Venus' and 'Mars' using the appropriate vocabulary. They use instruments effectively when researching, creating, selecting and arranging sounds in order to convey mood in response to a stimulus such as a piece of poetry about the course of the wind. They are aware of a wide range of music from the 'Danse Macabre' by Saint-Saens to 'Seithennyn' by Big Leaves and they try to differentiate effectively within the musical elements. They note the ostinato in songs from different cultures.

241 The musical experiences of the older pupils are being extended through evaluating their own vocal and instrumental performances and performances from musical tracks, which convey a particular mood in various films. Many pupils offer an opinion about the compositions, communicating confidently as


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they discuss the musical elements. They succeed in developing and refining their ideas by composing various pieces under themes such as excitement, fear and romance, using keyboards and untuned instruments very effectively. In previous lessons, musical experiences are linked very effectively with historical themes such as the Second World War, and pupils' ability to identify with processional music such as the 'Dambusters March' and the songs of Vera Lyn is a good feature in their musical development.

242 Pupils in KS2 who receive instrumental tuition in the school on the harp, guitar, violin, keyboards and brass show much skill in performing pieces in public on those instruments and they contribute well to the development of their peers' skills.

Shortcomings


School's response to the inspection

The staff, governors, pupils and parents of Ysgol Mynydd Bychan are proud that the inspection team has recognised that our school is a good school with outstanding features.

We appreciate the recognition of the outstanding team work, the high quality of the teaching and learning, the Welsh ethos, the outstanding contribution of the governors and parents, pupils' outstanding behaviour and attitudes and the outstanding quality of the care, support and guidance offered to pupils.

We are proud that the inspectors have acknowledged that our emphasis on developing the whole child and our commitment to ensuring a school community where each individual receives the same opportunity to develop individual talents gives a sound foundation to the school's rich provision.

We shall now work together to respond to the recommendations in the report in order to build on our successes and continue with our commitment to ensure the best education for our pupils in a happy and caring environment.


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Appendix 1 Basic information about the school Name of school Ysgol Mynydd Bychan

School type Primary including Foundation Phase

Age-range of pupils 3-11

Address of school

New Zealand Road Cardiff

Postcode CF14 3BR

Telephone number 02920 613417

Headteacher Miss Siân Evans

Date of appointment September 2007

Chair of governors Mr Hywel James

Registered inspector Mrs Rhiannon Harris

Dates of inspection 16-18 March 2010

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

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

Number of pupils 25 30 29 29 30 29 26 29 227

Total number of teachers

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

Number of teachers 8 5 10.5

Staffing information

Pupil: teacher (fte) ratio (excluding nursery and special classes) 29.1

Pupil: adult (fte) ratio in nursery classes 8.1

Pupil: adult (fte) ratio in special classes -

Average class size, excluding nursery and special classes 29

Teacher (fte): class ratio 1.1

Percentage attendance for three complete terms prior to inspection

Term N R Rest of school

Spring 2009 89.8 92.6 93.5

Summer 2009 87.8 94.5 94.9

Autumn 2009 89.5 91.0 93.8

Percentage of pupils entitled to free school meals 13.9

Number of pupils excluded during 12 months prior to inspection 1


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Appendix 3


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Appendix 4

Evidence base of the inspection

A team of four inspectors spent a total of 10 inspector days at the school. A peer assessor was also at the school for three days. The inspection team were helped by the school's nominee. The team met before the commencement of the inspection.

Inspectors visited:

41 lessons or parts of lessons;

registration periods, assemblies and acts of collective worship, and

a range of extra-curricular activities.

Members of the inspection team held meetings with:

staff, governors and parents before the inspection;

teachers and assistants;

groups of pupils from each class;

the school council and the eco committee, and

other interested parties who have links with the school.

The team also considered:

the school's self-evaluation report;

41 responses to the parents' questionnaire, the majority of which were positive;

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

a wide range of pupils' current and previous work, and

examples of pupils' reports.

Following the inspection, the team held meetings with the staff and governors.

Appendix 5

Composition and responsibilities of the inspection team

Team member Responsibilities

Rhiannon Harris Leading on: Context, Summary, Recommendations and Appendices Key Questions 1, 5 and 7 Foundation Phase, art

Gwynoro Jones Contributions to: Key Questions 1, 3, 4 and 7

Audrey Evans Leading on: Key Questions 2 and 4 Welsh, music

Brinley Jones Leading on: Key Questions 3 and 6 Science, design and technology

Hefin Gruffydd Peer Assessor

Siân Evans Nominee

Acknowledgement

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

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

inspection under section 28 of...

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