Follow-up Report Estyn

Last modified 02/02/2016 16:06

Report following monitoringLevel of follow-up: Estyn monitoringCadle Primary SchoolMiddle Road Fforestfach Swansea SA5 5DUDate of visit: October 2015byEstyn, Her Majesty’s Inspectorate for Education and Training in Wales© Crown Copyright 2015:

This report may be re-used free of charge in anyformat or medium provided that it is re-used accurately and not used in amisleading context. The material must be acknowledged as Crown copyrightand the title of the report specified.

The monitoring teamMike Maguire Reporting InspectorElizabeth Counsell Team InspectorKerry Thomas Local authority representativeReport of visit – Cadle Primary SchoolOctober 20151Outcome of monitoringCadle Primary School is judged to have made sufficient progress in relation to the recommendations following the core inspection in June 2014.As a result, Her Majesty’s Chief Inspector of Education and Training in Wales is removing the school from any further follow-up activity.

Progress since the last inspection

Recommendation 1: Raise standards in numeracyVery good progress in addressing the recommendationChanges in subject leadership, improved planning, and a more robust analysis of pupils’ performance information have had a very positive impact on standards of numeracy across the school. Teachers now plan work effectively so that it is relevant and challenging for all groups of learners. They have also improved marking and assessment procedures so that pupils are involved more in assessing their own work accurately.In the Foundation Phase, many pupils work with money, order numbers and use number facts accurately to solve problems. By the end of key stage 2, many pupils convert measurements accurately and work with numbers over a million. Most pupils make very good progress in developing their numeracy skills. Many older pupils in key stage 2 achieve a high standard of work.In other subjects across the curriculum, most pupils use their numeracy skills very effectively. For example, in science, Year 6 pupils draw line graphs accurately to present the results of an evaporation experiment.In national numeracy tests, pupils in all year groups now perform in the top 50% of similar schools at the expected and higher-than-expected levels. Similarly, teacher assessments in Year 2 and Year 6 indicate an upward trend over the last three years at the expected and the higher-than-expected levels.

Recommendation 2: Improve the performance of more able pupils, particularly in mathematics across the school and in science at key stage 2Very good progress in addressing the recommendationIn mathematics lessons, teachers plan an extensive range of activities that challenge most more able pupils across the school appropriately. They also provide a very good range of stimulating activities throughout the curriculum that provide pupils with relevant opportunities to apply and consolidate their numeracy skills.As a result, more able pupils now achieve very high standards of mathematics. In Year 2, pupils use place value, money and units of length and time accurately. They work out a timetable correctly, using five minute intervals. In Year 6, pupils solve a range of problems accurately. They gather information in relevant ways and recordReport of visit – Cadle Primary SchoolOctober 20152this in tables and graphs effectively. They compare accurately the cost of running diesel and petrol cars over time.In science, a new subject leader works closely with a senior member of staff to monitor the subject across the school. This is having a positive impact on the quality of teachers’ planning, provision for science and outcomes for pupils. In addition, new skills ladders provide pupils with good opportunities to engage in appropriate self-assessment activities.Pupils carry out a range of scientific investigations competently. They make sensible predictions of what is likely to happen, record results accurately and carry out fair tests. Teachers discuss pupils’ scientific thinking in a range of experiments. For example, during a flying toy experiment in Year 3 and a pulse rate experiment in Year 6, pupils explain their scientific reasoning effectively to explain the outcomes.As a result of these changes, pupils’ performance in science at the higher-than-expected level is now in the top 25% when compared with similar schools.

Recommendation 3: Make sure that the annual governors’ report to parents meets statutory requirementsVery good progress in addressing the recommendationThe annual governors’ report to parents is now of good quality. It contains appropriate information on targets and meets statutory requirements.

Recommendation 4: Improve the quality of self-evaluationStrong progress in addressing the recommendationThe quality of self-evaluation now focuses more closely on improving standards.Senior leaders collect an appropriate range of first-hand evidence regularly. This includes the analysis of data, scrutiny of pupils’ work lesson observations and seeking the views of all stakeholders. As a result of listening to the views of pupils and parents, the school recently introduced a new system to celebrate pupils’ successes and achievements in specific phase assemblies.This wide range of evidence provides senior leaders with a good knowledge of what the school does well and what it needs to do to improve. Leaders use this information effectively, particularly the analysis of pupils’ performance data, to inform the self-evaluation report. This is detailed and evaluative, and areas for improvement link well to the priorities in the school’s strategic plan.All staff contribute appropriately to the self-evaluation process by collecting evidence, engaging in meetings and analysing issues throughout the year. As a result, the school is developing a positive culture of ongoing review and evaluation.However, it is too early to assess whether these improvements are having a sustained, positive enough impact on pupils’ standards.Report of visit – Cadle Primary SchoolOctober 20153

Recommendation 5: Improve the quality of the strategic plan so that it is effective in securing improvementStrong progress in addressing the recommendationThere are good links between the areas for improvement identified in the school’s self-evaluation report and priorities in its strategic plan.The strategic plan contains an appropriate three-year overview of priorities with details of timescales, responsible personnel and resources needed. It identifies actions for improving quality and provision and includes clear references to raising pupils’ standards. Its colour coding shows effectively the progress the school is making over time. The priorities for improvement reflect an appropriate balance of school, local and National objectives.Teams of staff carry out the actions needed to address the school’s priorities successfully. Termly monitoring arrangements ensure that progress is checked regularly. However, it is too soon to evaluate the full impact and success of this improved planning on pupils’ standards of achievement.

Recommendation 6: Improve pupils’ attendanceStrong progress in addressing the recommendationAttendance has improved steadily over the past two years. In 2013/14, the school’s attendance was in the lower 50% when compared with that of similar schools. However, the most recent provisional data indicates considerable improvement, with the number of persistent non-attenders decreasing significantly.The school has developed a good range of strategies to improve attendance. These include first day responses, rigorous monitoring of all absenteeism and effective working with relevant support agencies. A member of the senior leadership team now holds responsibility for improving attendance. This ensures that all teachers follow agreed procedures consistently.The school has extended its reward system for encouraging regular attendance. Rewards include weekly celebration assemblies and annual individual and class prizes. For example, a reward trip to a theme park for Year 6 pupils last year has enthused pupils to achieve better attendance. Discussions with pupils show that they are now clear about the importance of good attendance.Although attendance has improved, the school’s processes have not yet impacted fully on hard-to-reach families.


In order to maintain and improve on this progress, the school should continue to sustain the level of progress it has already made, and continue to address those inspection recommendations where further progress is required.