Article 28 – ‘A right to an education’Article 29 – ‘A right to be the best that we can be’

Annual Report to Parents

Pontlliw Primary SchoolAnnual Governors Report to Parents

2017 - 2018

Pontlliw Primary SchoolClordir Road

PontlliwSwanseaSA4 9FA

Number of children on roll September 2018: 211

A Word from the Governing Body:The Governors would like to open the report by thanking the staff of the school for all their hard work. They would also like to congratulate everyone for another very busy but successful year.

The Governors are pleased to share with you the Annual report to parents. The report covers the 2017/18 academic year and has been completed in accordance with the Welsh Office Circular 15/01, the school Governors’ Annual report regulations 2011 and Concise Guidance-Regulations about reporting school and pupil information 2011. The Governing Body comprises of elected representatives of parents, appointees of the Local Authority and Community Council, school staff and members of the local community. The Governing Body and the Headteacher share responsibility for the strategic management of the school, acting within the framework set by national legislation and by policies of the Local Authority. The whole Governing Body meets once each half term and the various committees meet as and when required. Parents may contact the Governing Body via the Headteacher, Mrs Norman, or in writing to the Clerk to Governors, Mrs Bawden, at the school. Unfortunately school budgets are continuing to be cut this year. The reduction of school budgets means that resourcing and running the school is getting harder every year. However, at Pontlliw Primary school we try to ensure that we provide the best educational experiences for all children. All stakeholders work constantly to maintain the high standards set and improve our educational environment wherever possible during these financially challenging times, through accessing grants, offers of help and donations. We must thank the PTA of Pontlliw Primary for the immense effort which goes into organising the many fund-raising activities. The children and school greatly benefit from the funds raised and with increased pressure on school budgets the PTA is even more vital to the school. There is a great deal of information describing each primary school available for parents. As Governors, we hope that parents do not view each statistic or grade individually but look at the whole picture when viewing results, categorisation etc. Happy, confident leaners achieve to the best of their potential and this is what we hope for all the children in Pontlliw Primary. Our school motto is: “Plannu hadau dyfu am oes – Planting the seeds for a lifetime of growth”.We are very proud of our school and the achievements of our pupils. We believe that a positive, safe learning environment engenders success but this can only be realised by cooperation and teamwork. The Governors are extremely grateful to the caring, dedicated staff of the school. We recognise the strong support of the parents, and, of course, the efforts of the children. It is only with everyone’s continued support that Pontlliw Primary School – a school that strives for continued success through the “strong sense of teamwork” (as described in Estyn report 2014) that exists between governors, staff, parents and pupils – can hope to maintain its excellent reputation as a Green school (Welsh Government School Categorisation).

Diolch yn fawrThe Governing Body

The Welsh Government has issued revised statutory guidance under section 94(13) of the School Standards and Organisation (Wales) Act 2013 in relation to the Annual Report to Parents Meetings. It is no longer necessary for governing bodies to hold an annual meeting with parents but an annual report must be produced and distributed. If 10% of the parents of registered pupils at the school request a meeting, the school governing body is required to hold a meeting. A school governing body

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can be required to hold up to 3 meetings with parents each academic year provided that the purpose of the meetings is to discuss issues which relate to the school, not individual pupil progress and achievement or grievances against a member of staff or the governing body.There were no parental petitions for the Governing Body to hold a meeting during 2017/2018.No member of the Governing Body received any gifts in their role as school governor during 2017/2018.

GOVERNING BODY

Chair of Governors Cllr Gareth SullivanClerk to Governors Mrs Emma BawdenC/O Pontlliw Primary School, Clordir Road, Pontlliw, Swansea, SA4 9FA

The Governing Body members are –

Chairman: Cllr Gareth Sullivan LEA 31.08.20Vice Chairman: Richard Heath Community 09.04.18LEA: David Mathias 12.05.19

Mrs Melissa Taylor 21.01.20Additional Community: Gerwyn Davies 09.05.21Headteacher: Mrs Alison NormanTeacher Representative: Mrs Leanne Evans 10.10.20Staff Representative: Mrs Rhian Stonham 10.05.19Parent: Gregg Jones 19.01.21

Mrs Shelly Brown 19.01.21Mrs Charlotte Greenslade 19.01.21Mrs Jane Rees 14.07.20

Community: Ian Humphreys 04.04.21Vacancy

The next election for a parent governor will be in July 2020 and in May 2020 nomination forms will be sent to all parents of pupils registered at the school.

School Staff

Teaching Staff

Headteacher – Mrs A NormanDeputy HT – Mrs K Cusack

Mrs L EvansMrs V GriffithsMrs K CusackMrs A Bennett

Mrs L DavisMr A Keegan

School Office Manager

Mrs E Bawden

Administrative Assistant

Mrs J Moore

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Mrs R StonhamMrs J Williams

Teaching Assistants

Mrs R StonhamMrs M Commander

Mrs S BatchelorMs J Havard

Mrs D RichardsonMiss A Mathias

Mrs S JonesMrs D LewisMrs T BurderMrs R ReesMiss A PriceMiss R EvansMrs C BesleyMs N JamesMiss L Miles

Mr J ReynoldsMiss C Rasbridge

Mr N Hedges

Site Supervisor

Mrs B Figgins

Cleaners

Mrs B FigginsMs T Tiderickx

Kitchen Staff

Mrs J MooreMrs J Davies

SCHOOL PERFORMANCE

End of Foundation Phase Outcomes 2017 – School/National

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

Z S G N D W 1 2 3 4 5 6+ 5+

Language, Literacy, and Communication Skills in English (LCE)

School - - - 0 0 0 0 0 11 4 64 21 86

National - - - 0.1 0.4 0.4 0.2 0.5 1.6 8.6 50.038.1

88.1

Language, Literacy, and Communication Skills in Welsh (LCW)

School - - - 0 0 0 0 0 0 0 0 0 0

National - - - - 0.2 0.1 0.1 0.2 0.9 7.7 52.838.1

90.9

Mathematical Development (MDT)

School - - - 0 0 0 0 0 0 18 57 25 82

National - - - 0.1 0.4 0.3 0.2 0.3 1.3 7.2 51.538.7

90.3

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Personal and Social Development, Well-being and Cultural Diversity (PSD)

School 0 0 0 0 0 0 0 0 0 7 39 54 93

National - - - 0.1 0.4 0.3 0.2 0.4 0.9 3.1 33.361.3

94.7

There were 28 pupils in the group.

Foundation Phase Outcome Indicator

School 82

National 87.3

D represents pupils who have been disapplied under sections 113 - 116 of the 2002 Education Act, or pupils for whom teachers were unable to provide an assessment.N represents pupils not awarded an outcome for reasons other than disapplication.W represents pupils who are ‘working towards’ outcome 1, but have not yet achieved the standards needed for outcome 1.The general expectation is that the majority of 7 year olds will attain outcome 5.The Foundation Phase Indicator represents the percentage of pupils achieving outcome 5 or above in PSD, LCE/LCW and MDT in combination.

SCHOOL PERFORMANCE

End of KS2 Levels 2017 – School/National

Summary of National Curriculum Assessment results of pupils in the school (2018) and nationally (2017) at the end of Key Stage 2 as a percentage of those eligible for assessment.

N DNCO

1, 2, & 31 2 3 4 5 6+ 4+

English School 0 14 0 0 0 3 34 48 0 83

National 0.1 0.4 - 0.4 1.4 6.2 46.4 43.0 1.7 91.1

Oracy School 0 14 0 0 0 3 28 55 0 83

National 0.1 0.4 - 0.4 1.1 6.2 45.4 44.0 2.0 91.4

Reading School 0 14 0 0 0 3 31 52 0 83

National 0.1 0.4 - 0.4 1.4 6.8 45.0 43.6 1.9 90.5

Writing School 0 14 0 0 0 3 31 52 0 83

National 0.1 0.4 - 0.5 1.8 10.3 49.9 35.2 1.4 86.6

Cymraeg School 0 0 0 0 0 0 0 0 0 0

National 0.1 0.1 - 0.3 1.1 6.8 50.1 39.7 1.8 91.6

School 0 0 0 0 0 0 0 0 0 0

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Oracy National 0.1 0.1 - 0.3 0.9 6.3 48.7 41.6 2.0 92.3

Reading School 0 0 0 0 0 0 0 0 0 0

National 0.1 0.1 - 0.3 1.1 7.6 48.3 40.6 1.9 90.8

Writing School 0 0 0 0 0 0 0 0 0 0

National 0.1 0.1 - 0.4 1.7 11.0 53.1 32.3 1.3 86.8

Mathematics School 0 14 0 0 0 3 31 41 10 83

National 0.1 0.4 - 0.4 1.2 6.0 44.6 45.3 1.8 91.6

ScienceSchool 0 14 0 0 0 3 41 41 0 83

National 0.1 0.4 - 0.3 1.1 5.5 45.8 46.2 0.2 92.2

Core Subject IndicatorSchool 83

National 89.5

D represents pupils who have been disapplied under sections 113 - 116 of the 2002 Education Act, or pupils for whom teachers were unable to provide an assessment.

N represents pupils not awarded a level for reasons other than disapplication. National Curriculum Outcomes 1, 2 and 3 describe achievements below level 1.

The general expectation is that the majority of 11 year olds will attain level 4.

The Core Subject Indicator represents the percentage of pupils achieving level 4 or above in English or Welsh (first language), mathematics and science in combination.

Attendance Information

Attendance rates for the 2017/18 school year were 95%, which is equal to the local and national average and below 95% which is the minimum expected by the local authority. Please support us in encouraging good attendance and punctuality. Please remember that requests for absence from school must be made to the Headteacher.All concerns regarding punctuality and attendance are brought to the attention of parents/carers at Parents’ Evenings, and persistent offenders are referred to the Education Welfare Officer. If there are reasons why your child is missing school then you can seek support and guidance from school staff.

Penalty NoticesPenalty notices for unauthorised absences from school were introduced in January 2015. The local authority believes that any absence from school, for whatever reason, is detrimental to a child’s long term life opportunities, so should be avoided if at all possible. Reducing absence from school is a key priority, both nationally and locally, because missing school damages a pupil’s attainment levels, disrupts school routines and can leave a pupil vulnerable to anti-social behaviour and youth crime. A penalty notice is an alternative to prosecution with the aim of seeking to secure an improvement in the pupil’s attendance. It has not been necessary for the school to issue any penalty notices for the academic year 2017/2018.Can we remind all Parents/Carers that children should be on the yard before 8.50 a.m. ready for the school bell at that time. The pupil entrances are locked

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promptly at 9:10 a.m. This is done to ensure the safety and security of all children at the school. After this time all latecomers must enter the school via the main entrance and sign in.Attendance percentage of possible sessions for pupils on roll and leavers of compulsory school age only.

Extra-Curricular, Sport Activities and Achievements

Pontlliw School is very fortunate that the staff give of their time freely to promote extra-curricular activities. All staff provide a wide range of activities in the hope that all pupils can experience a variety of sports and creative skills. These activities change on a half termly basis and are offered to all pupils. All pupils are encouraged to participate in sport within school and outside school. The school took part in a joint project with Swansea University looking into cardio respiratory and BMI. It participated in the ‘Daily Mile’ project and due to improved concentration and fitness levels the school, has chosen to continue with the ‘Daily mile’. The Bronze Ambassadors are pupils who promote sport and fitness across the school. The ambassadors are excellent role models and take responsibility for the organisation of equipment and yard games. They have a yearly assessment to see if they have been successful in meeting the criteria required to drive sport within the school forward. The assessor of Dragon Sport said that he would be thrilled to use our school as an exemplar school for sport. All the criteria were met and the credits achieved. The ambassadors are excellent role models and promote fitness across the school. Listed below is a summary of the events attended:-

* Year 5/6 girls football tournament.* Year 5/6 football tournament.* All pupils in the juniors have now received swimming lessons. * Athletics team have competed in indoor athletics event

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* Infants after school club – football and tennis* Junior football club and rugby club* Year 5 and 6 tennis tournament and rugby festival.* Tata Triathlon* Athletics team outdoors competition (2 events) * Beach Tag Rugby Festival* Sports relief - run around the village* Race for life* Sports day* Run a mile a day project.

The school also offers a number of residential visits including Borfa and Llangrannog, whole school visits at Christmas and the Summer, and class trips related to topics which are always very popular with pupils.In the past year, the school has continued with its enterprise curriculum. Year 6 pupils, supervised by a member of staff, ran an after school craft club for foundation phase pupils as a business project. The enterprise pupils made it through to the regional final of the enterprise troopers competition and were able to see what other schools had acheived.We offer a range of after school clubs suitable for both Foundation Phase and KS2 pupils. The mindfulness club, eco club and craft club are extremely popular and Choir and Code club are also very well supported. Seasonal sporting clubs such as football, netball and athletics are well attended by junior pupils.

Financial Statement 2017/2018

Budget Allocation 726,292Net Expenditure 737,364

UNDER / OVER SPEND 2017/18 -11,072

Teaching Costs 433,308Support Staff Costs 355,364Supplies and Services 49,876Premises 26,993Recharges 54,547

GROSS EXPENDITURE 922,744Income 169,377NET EXPENDITURE 737,364

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UNDER / OVER SPEND 2017/18 -11,072Investment @ 01.04.17 82,267Investment @ 01.04.18 71,195

2017-18 PDG & EIG fundingNB: Please refer to the Welsh Government, Pupil Deprivation Grant, Short Guidance for Practitioners, Guidance Document No: 125/2013

http://wales.gov.uk/topics/educationandskills/publications/guidance/school-effectiveness-grant-2013-2015/?lang=en

Continuum Key: C – Collaborative D- Developmental E – Evaluative ST – Strategic SU - Sustainable

All school receive PDG (Pupil Deprivation Grant) funding. The amount of the grant is calculated based on the percentage of pupils entitled to receive free school meals. The PDG for Pontlliw School in 2018/19 is £19,600.

RCSIG (Regional Consortia School Improvement Grant) is given to all school to improve standards. The RCSIG for Pontlliw School in 2018/2019 was £78,779.

Total PDG: £19,600

Activity supported

i.e. collaborative, evaluative anddevelopmental

KeyIntended Outputs

(evidence based)

Intended Outcomes

i.e. ProvisionCost

Intervention Programmes / Rhaglenni Ymyrraeth

D

E

SU

ST

Staff trained and employed to delivercatch up/intervention programmes in Numeracy and LiteracySpeech intervention programmes(Well com/Speech link)Health and well-being programmes

Improvement in reading and maths scores (National tests)

Improved speech assessment scores

Improved well-being evidenced through pupil tracking

£19,600

Total EIG: £78,779

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Source of Funding Purpose Sum

Regional Consortia School Improvement Grant

Ensure each pupil profits from excellent teaching and learning, focusing on

• Improving Literacy• Improving Numeracy• Breaking the link between

disadvantage and educational attainment

• Improving Health and Well-being

£78,779

Community Involvement

The school has excellent links with the local community, both through utilising the community as a teaching and learning resource as well as inviting the community into school. We have active links with many partners including local churches and charities and also our partner primary and secondary schools. We have ‘Open the Book’ assemblies once a week where members of St David’s Church and Carmel Chapel read Bible stories to Foundation Phase pupils and once a week Rev Watkins from Carmel Chapel takes an assembly for the whole school.During the summer term, in conjunction with the Community Council, the school was able to purchase a defibrillator, which is now kept in the main entrance. The school and community then raised enough money to purchase five defibrillators for the village.The school was invited by the community council to help them provide a memorial in the village for all the service men and women who have fought in wars. The children worked with an artist to turn one of their designs into a mosaic which is now on display in the village. The choir attended the village remembrance service along with staff to remember those who have fought for us. The school receives regular visits from PC Hinds, the Police Liaison Officer, who delivers lessons to all classes on topics relevant to each age group such as stranger danger, safe use of the internet, drug and substance misuse, people who help us, right and wrong, anti-social behaviour. The school choir sings in various venues throughout the year including a choir competition organised by Llwchwr Lions, welcoming Santa to the Village Hall with the Community Council and singing for the patients in a service in Morriston Hospital organised by the League of Friends.During PTA events such as the Winter Craft Fair, members of the community, police and fire service run stalls and attractions.

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The local football club and a local company have also provided the school with new rugby and football kits which the children are very proud to wear. The school is also used by the local community council to hold its bi-monthly meetings where any local issues are discussed and people from the community can come and speak to the councillors. The school frequently uses all the amenities that the community has to offer. The Village hall is used for a variety of concerts; the local park is used for sports day and race for life. The village is used in the curriculum, for example looking at types of housing, trees in the park and traffic surveys. Local residents also come to the school to talk to the children about their experiences of the village and assist in a variety of curriculum areas.

Foundation Phase and Key Stage 2 Target Setting Summary

The Governing Body is required to set targets for three years showing the percentage of 11 year olds attaining at least level 4 in the tests at the end of Key Stage 2 in the separate subjects of English, mathematics and science (Core Subject Indicator – percentage of pupils attaining at least level 4 in English, Mathematics and Science in combination.) Targets are also required for the percentage of Foundation Phase pupils achieving the expected outcome (outcome 5) in each of "Language, literacy and communication skills (in English)", "Mathematical development" and "Personal and social development, well-being and cultural diversity" in combination.

Targets set Autumn Term 2017

Key Stage Target 2017/18

2018/19

2019/20

Foundation Foundation Phase Indicator

75.60% 79.80% 77.80%

Key Stage 2

Core Subject Indicator 78.40% 78.30% 77.70%

English L4+ 68.40% 72.10% 77.70%

Welsh First Language L4+

N/A N/A N/A

Mathematics L4+ 81.50% 78.30% 83.60%

Science L4+ 78.40% 78.30% 77.70%

Progress Towards Most Recent TargetsThe end of Key Stage 2 2017-18 results reproduced in the earlier table, show that 83% of the pupils achieved the core subject indicator against a target set of 78% and compared to the national 2017-2018 result of 89.5%.

The end of Foundation Phase 2017-18 results reproduced in the earlier table, show that 82% of the pupils achieved the core subject indicator against a target set of 76% and compared to the national 2017-18 result of 87.3%. In the school,

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results were lower than predicted as during the period between the targets being set and the results assessed, the cohort altered due to pupil moves.

PROGRESS TOWARDS THE SCHOOL DEVELOPMENT PLAN 2017-2018

The School Development Plan (SDP) is an annual document that drives school improvement. Each year, a number of targets are drawn up in consultation between staff, governors, parents and pupils and are worked on throughout the year. Due to sometimes unforeseen circumstances or a change in strategic direction, not all these targets are achieved and are prioritised for the following year. In some instances other aspects of school are targeted instead. During the year following an Estyn Inspection the SDP is the PIAP (Post Inspection Action Plan) and describes how the school will address the recommendations from the inspection.

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School and Governing Body appraisal of the progress with September 2017/2018 priorities

Very Good Progress

Strong Progress

Satisfactory Progress

Limited Progress

Priority 1: Standards and Progress

Appraisal :To improve boys attainment in the Foundation Phase:

New Numicon ‘breaking barriers resources have been purchased to address numeracy and mathematical intervention in the Foundation Phase.

Employment of a teaching assistant to support intervention groups within Year 1 and 2. Jolly phonics intervention group to assist boys with weaker phonic knowledge. MAT boys are stretched in ability guided reading groups. High boy interest topics and themes are followed in the Foundation Phase classes. Rich tasks and periods of prominence are used to engage and motivate boy learners. The building blocks tracking system and foundation phase profiles are analysed to identify areas of

development and to monitor individual pupil’s progress. Parental mathematical support booklets and homework programmes are sent home to support pupils

learning at home. Active learn abacus and numerous apps are used to develop literacy and numeracy skills and build on

and consolidate class work. New hwb resources are being used to engage boys learning.

Target improvements in standards through the areas of learning (see individual development plans for these areas)

See individual areas of learning action plans attached to the SDP. All areas of learning teams to review their action plans and RAG rate their progress on each individual

action point. Headteacher to monitor and review progress with area of learning teams. Release time for area of learning teams to complete learning walks, book scrutinies, interviews with

pupils and areas of learning audits. All areas of learning teams to analyse the blog for evidence of their area of learning. To improve the percentage of level 5 pupils in Science and English. Development of level 5 proforma

to ensure that pupils have the opportunity to achieve level 5 skills Improve pupils awareness of level 5 punctuation and language techniques to ensure they include it in

their writing Purchase of challenging guided reading texts to further develop the level 5 reading opportunities. For

further information and actions see areas of learning action plans.

(Evidence: Tracking system, pupil profile reports, INSET day notes, SLT review, ADDs session minutes, areas of learning action plans, parental mathematics booklet, SDP, school data and self-evaluation)

Priority 2: Well-being and attitudes to learning

Appraisal:Further develop pupil voice and promote independent learning

Redevelop the display boards to ensure that the children have a way of show casing the work that they are doing.

Action plans for pupil voice committees Assemblies to feedback the actions that they have carried out Regular meetings to ensure progress on action plans Presentations to stakeholders to showcase the work that they are doing on school improvement. Gathering of data through pupil questionnaires To look at opportunities for pupils involvement in their learning through a variety of rich tasks. Groups to participate regularly in the parental newsletter. Groups to decide on mascots and motto if required. New eco-committee mascot and motto.

Achievement of the National Healthy Schools award.

Completion of portfolio for health and well-being Completion of mental health portfolio Reviewing PSE scheme of work Meetings with class teachers to discuss topic coverage Presentation in ADDs of what needs to be completed. Assemblies to promote well being and improve knowledge Staff training and participation in health and well being training working in PLC to improve

opportunities for pupils.

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(Evidence: Minutes from school council meetings, ADDs session, training course evaluations, portfolios, schemes of work, lesson plans, area of learning file, blogs/tweets related to health and well-being, pupil feedback, action plan, SDP and data analysis)

Priority 3: To develop teaching and learning experiences

Appraisal:

To improve Science and Technology across the Whole School

The school has liaised with a school in the LA that already uses peer coaching, The Headteacher has agreed to meet with the school’s Headteacher to look at their procedures and

develop her knowledge of peer coaching. Met with Headteacher to see process and discussed purpose with Challenge Advisor Secondary staff visited school to see processes and procedures and do some lesson observations. Staff to visit Secondary school to develop good practice. Good practice shared in ADDs sessions. Exemplar lessons to be provided by lead learner for DCF and Science

To ensure ALN provision is reviewed and monitored to ensure maximum progress Meeting with ALNCO to discuss ways of better recording the progress made on ALN targets. The creation of proformas to ensure that all progress of ALN pupils is recorded well. Training for all teaching assistants to ensure they understand how to fill in the new forms required to

monitor IEP target progress. ALNCO to review progress and records to ensure that all staff are following the procedures. Review when new IEPs are being created to ensure that new procedure is impacting on target

achievement and staffs professional knowledge of individual pupils. Ensure that there is consistency across all classes in the way that progress is recorded. To obtain data that shows value added for all learners including those that make very small steps.

(Evidence : IEP target setting day, review of IEP record sheets, discussion with TAs, review of pupil tracking system to ensure progress, data analysis, % achievement of targets set on IEPs, ALNCO observations and review observations)

Priority 4: Care, Support and Guidance

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Appraisal:To investigate and develop emotion coaching with the staff

Headteacher to attend emotion coaching three day course. Headteacher to feedback to SLT regarding emotion coaching and its implementation in the school. Headteacher to visit other schools to observe the procedures they have in place for peer

observations. SLT with Headteacher to compile proformas for peer observations and provide training for other

members of staff. Training and explanation for all other staff to ensure they understand the new process. ADDs session feedback of emotion coaching and the development of positive thinking.

To develop Level 2 safeguarding training for the Leadership team Headteacher in the role of safeguarding officer to attend Level 2 safeguarding training provided by

County. Headteacher to investigate where to obtain level 2 training and when it is running through the county

safeguarding officer. Deputy Headteacher to also attend level 2 safeguarding training through the Local Authority.

(Evidence : attendance on courses, feedback to staff, implementation of action points, inclusion on ADDs and in staff training)

Priority 5: Leadership and Management

Appraisal: 16

To continue to develop lesson observations through peer coaching to improve teaching Headteacher to attend emotional coaching 3 day training to improve understanding of peer coaching Headteacher to visit schools that already complete peer observations.

To engage governors more in their role within the school through the use of ‘My voice’ questionnaires and school visits.

Obtaining training for the governors on the use of chrome books and hwb. Ensure that governors fill in a questionnaire at the end of every half term meeting. Analyse and develop explanation of answers to the variety of questionnaires. Identify and address issues within the completed questionnaires to improve governors knowledge.

(Evidence: questionnaires, data analysis, governor meetings, minutes from the meetings, governor file, training log, )

Due to IT complications and access to the Hwb questionnaires.

Peer coaching has been completed and good practice shared. However, it is not embedded yet.

New questionnaires being trialled for parents and better access as last year Hwb questionnaires was difficult.

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School Prospectus

The school prospectus has been reviewed and updated for the academic year 2018/19 and meets guidance issued by National Assembly for Wales Circular 14/01. It is reviewed annually. We also feel that it is a good representation of the school. The prospectus is issued to all parents with children beginning full-time education in September, and to parents of children transferring to the school mid-term.

Curriculum

The school strives to keep up to date with an ever changing curriculum. The school is now embedding the DCF (Digital Competency Framework) skills and Numeracy and Literacy across the curriculum. The new curriculum is on the horizon and the school has been working towards beginning to implement the new areas of learning. This has meant that with the ERW leader of learning pupils have been engaging in STEM (Science, Engineering, Mathematics and Technology) activities. All pupils have had the opportunity to use ‘Lego we do’, Microbits and Virtual reality googles. They have also taken part in a Faraday challenge week. The school has introduced mental maths books to help parents understand the skills that pupils now in mathematics. The children and staff are enjoying the challenge that this has provided. The school has also focused on Oracy this year, looking at ways to teach Oracy skills, developing resources and pupil participation. We have all enjoyed the ‘all about me’ presentations. The staff focused on providing a range of learning activities and assessment strategies. Children are taught in the Foundation Phase and KS2 in straight aged classes. Teachers use a range of teaching methods and styles to meet the need of the learner. Children will be taught as a whole class, small group and individually at different times depending on the task and nature of the lesson. (See below for provision for children with Special Educational Needs.)

Language Category

English is the language used to deliver the vast majority of the curriculum.

Welsh Provision

The school encourages the use of everyday incidental Welsh and uses a Welsh drillio session daily. Welsh is taught as a subject throughout the school and its use is celebrated weekly with a ‘Cymraeg cwl’ certificate. Our Eisteddfod and curriculum is a celebration of the language and culture of Wales. The school has regular visits from Welsh advisory staff that support the school with the use of Welsh in the classroom. The school also achieved the Bronze ‘Siarter Iaith’ award and is working towards achieving the Silver award.

Special Educational Needs

The school has a policy for Special Educational Needs, a copy of which is available upon request from the Headteacher. Pupils identified as having

learning difficulties are referred to the SENCO (Special Educational Needs Co-ordinator) for assessment. Individual Educational Plans are prepared and parents/carers are consulted. Records are maintained and reviewed regularly with parents. Where appropriate, assistance is sought from outside agencies. A large number of external agencies support us at Pontlliw Primary School including Speech Therapy, Hearing impairment Support and the Education Psychology Service.

Pupils with Disabilities

Pontlliw Primary School is committed to equal opportunities and inclusion. The school currently does not have any pupils on roll with a disability. As the building is refurbished, adaptations are made (where possible) to incorporate changes, which will be suitable for disabled persons. The Governing Body has considered the implications of the Disability Discrimination Act and, after liaising with the Local Authority, will respond as appropriate as individual circumstances dictate. The school has a Strategic Equality Plan, which is updated regularly.

Toilet Facilities

KS2 pupils have girls’ and boys’ toilets situated centrally in the junior area of the building. There are appropriately sized toilets for Foundation Phase situated next to the Nursery, Reception and Year 1 classrooms. We have 2 toilets suitable for disabled use and showering facilities are available in one of the rooms. All toilets are cleaned daily by staff from the City and County of Swansea’s Catering and Cleaning Services and the school has a contract for washroom services with PHS.

Food and Fitness

The school is involved in the Welsh Government’s ‘Healthy Schools Awards’. We have already achieved all phases of the award, up to and including Phase 5. The ultimate award is the National Award for Healthy Schools and we are currently working towards achieving this.The school’s food and fitness policy describes how pupils are encouraged to make the correct choices for healthy living. The school follows the Welsh Government’s ‘Appetite for Life’ and the City and County of Swansea Catering Services abides by the Government’s guidelines for the provision of the mid-day meal. Only healthy snacks are permitted during morning break and for those children who do not have school meals, we ask parents to give their child a healthy packed lunch. There is a healthy fruit shop during playtime that is run by the Year 6 children. Drinking water is available from the water cooler in the hall. Each pupil has a water bottle which is kept in the class water bottle box. Pupils have access to the box and their bottles at all times during the day.

Education Department/Adran Addysg

School Term & Holiday Dates 2018 / 2019

Mid Term Holidays

Term Term Term Begins Ends Term Begins

Term Ends Total Days per

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Begins Ends Term

Autumn 2018

Monday

3rd

September

Friday

26th

October

Monday

29th

October

Friday

2nd

November

Monday

5th

November

Friday

21st

December

40 35 75

Spring 2019

Monday

7th

January

Friday

22nd

February

Monday

25th

February

Friday

1st

March

Monday

4th

March

Friday

12th

April

35 30 65

Summer 2019

Monday

29th

April

Friday

24th

May

Monday

27th

May

Friday

31st

May

Monday

3rd

June

Monday

22nd

July

19 36 55

TOTAL 195

Bank Holidays

19th April 2019 Good Friday22nd April 2019 Easter Monday6th May 2019 May Day27th May 2019 Spring Bank Holiday

Please note that this calendar is subject to any changes that may arise as a result of Welsh Government issuing a Direction on term dates.

The City & County of Swansea does not accept any liability for any losses incurred in respect of altered holiday arrangements following changes to the timetable in any Direction issued by Welsh Government.

Education Department/Adran Addysg

Consultation - School Terms & Holiday Dates 2019/2020Mid Term Holidays

Term Term

Begins

Term

Ends

Begins Ends Term Begins

Term Ends Total Days per

Term

20

Autumn 2019

Monday

2

September

Friday

25

October

Monday

28

October

Friday

1

November

Monday

4

November

Friday

20

December

40 35 75

Spring 2020

Monday

6

January

Friday

14

February

Monday

17

February

Friday

21

February

Monday

24

February

Thursday

3

April

30 24 60

Summer 2020

Monday

20

April

Friday

22

May

Monday

25

May

Friday

29

May

Monday

1

June

Tuesday

20

July

29 37 60

TOTAL 195

Bank Holidays

10th April 2020 Good Friday13th April 2020 Easter Monday4th May 2020 May Day25th May 2020 Spring Bank Holiday

Please note that this calendar is subject to any changes that may arise as a result of Welsh Government issuing a Direction on term dates.

The City & County of Swansea does not accept any liability for any losses incurred in respect of altered holiday arrangements following changes to the timetable in any Direction issued by Welsh Government.

21