Governors Annual Report to Parents

Last modified 03/02/2016 15:02

Governors Annual Report to Parents

Autumn Term

2015

 

This is a summary of the Governors Annual Report to Parents (National Assembly for Wales Circular 15/01). A copy of the report can be obtained from the school office at Cadle Primary School.

 

     

 A Word from the Chair of Governors:

 I am very pleased to write to you again with a summary of the school’s many achievements over the past year.

 

The work of the Governing Body operates mainly through the committees. I, as Chair, thank the other Governors for their continued hard work for all the children of Cadle Primary School. I must also thank the Friends of Cadle for the immense effort which goes into organising the many social and fund-raising activities which so greatly benefit all our children. The Friends of Cadle is a small but hard working group- it would be nice to see more parents getting involved for the benefit of ALL pupils at the school.

 

The school continues to thrive in a culture which nurtures the well-being and potential of each child. I want to thank the Headteacher and staff for the energy, enthusiasm and commitment they bring to school each day. Together, this team works tirelessly to provide the best possible environment and experiences for the children in and out of school hours.

 

As a Governing Body, we are aware that pupil’s learning is greatly enhanced by visitors coming into school to share their expertise, and by opportunities to take children out for experiences that the school classroom can never offer. As a Governing Body we are very aware that these activities usually cost money, but we aim to subsidise these events as much as possible while passing on minimal costs to parents/carers. We hope you appreciate the opportunities such activities give for children to learn more about the world around them.

 

We have made every effort to improve the fabric, appearance and safety of the building within the available funds to make the school a more attractive place for young people and accessible to those who have disabilities. We frequently get unsolicited comments about how attractive and welcoming the school is.

 

 On behalf of the school I thank parents and carers for their support of good attendance. If children are not in school, they miss a great deal of learning experiences. Unless your child suffers a significant illness, please aim for at least 95% attendance over the school year.

 Chair of Governors:

 Mr Peter Williams

 

 

This report covers the academic year 2014/2015 and complies with the Welsh Office Circular 15/01

 

Your right to request a meeting with the school’s governing body

 

The Schools Standards and Organisation (Wales) Act 2013 (The Act) removed the requirement for school governing bodies to hold an annual meeting with parents. Instead, new arrangements were introduced to enable parents to request up to 3 meetings in any school year with a governing body on matters which are of concern to them. If parents wish to use their rights under the Act to hold a meeting, 4 conditions will need to be satisfied:

  1. 1.      Parents will need to raise a petition in support of holding a meeting.

 

The parents of at least 10% of the school’s registered pupils/ 30 registered pupils will need to sign the petition. If it is a paper petition, then a written signature must be given as well as the name and class of each child who is a

registered pupil at the school. If the petition is in electronic format, the ‘signature’ required is the typed name of the parent plus the name and class of each child who is a registered pupil at the school and the email address of

each parent who ‘signs’ the electronic petition. There were 378 children registered as pupils with this school at the beginning of this academic year. Exact roll numbers at any time during the year may be obtained from the school office.

 

2. The meeting must be called to discuss matters which affect the School.

 

The meeting cannot be called to discuss such matters as the progress of individual pupils, or to make a complaint against a member of the school’s staff or governing body. The petition should contain brief details of the matter(s) to be discussed, and

the reasons for calling the meeting. This information should be clearly displayed at the top of the petition, with parents’ signatures appearing below.

 

  1. 3.      A maximum of 3 meetings can be held during the school year

 

The law allows parents to use their rights to request up to 3 meetings with a School’s governing body during the school year.

 

  1. 4.      There must be at least 25 days left in the school year. 

The law makes it a condition that at least 25 school days are left in the school year when the petition is received so that the meeting can be held. A “school day” means a day when the school is open to pupils: it does not include weekends, public holidays, school holidays or INSET days. The address for service of a petition requesting a meeting with this school’s governing body is: c/o Mrs D Church, Clerk to Governors, Cadle Primary School, Middle Road, Fforestfach, Swansea. SA5 5DU.

 

 

ELECTION OF PARENT GOVERNOR

 

The next election for parent governor will take place in March 2017.

 

MEETINGS HELD ACADEMIC YEAR 2014/2015

 

Under Section 94 of the School Standards Organisation (Wales) Act 2013, no petitions for meetings with governing body were received and no meetings were held.

 

Cadle Primary School 

Annual Report to Parents 2015

 

Contents

 

Section

Title

Page

1.

Membership of the Governing Body.

4

2

School Contextual Information

 

3.

Staffing Structure

5

4.

School Terms and Holidays for 2014/2015

6

5

Pupil Performance and Target Information

7

6.

Attendance Information

8

7.

Financial Statement

9

8.

Progress on the School Improvement Plan

( Including summary of Post Inspection Plan)

10

9.

Progress with the implementation and review of other school policies and strategies

11

10.

Special Educational Needs

13

11.

Arrangements for pupils with disabilities

13

12.

Partnerships and Community Links

14

13.

Sporting and Cultural Achievements

15

 

 

 

 

 

 

 

 

 

  1. 1.      Membership of the Governing Body

 

 

 

Name

Representing

End Date

Mr P Williams

Community (Chair)

27/4/2017

Mrs J Thomas-Walters

Community (Vice Chair)

17/5/2017

Mrs D Costa

Community

27/2/2016

Miss L Murton

Local Authority

15/03/2018

Vacancy

Local Authority

Vacancy

Mrs S Hooke

Local Authority

14/10/2017

Mrs K Gray

Parent

01/04/2018

Mrs L Hammond

Parent

24/3/2017

Mrs C Manger

Parent

24/3/2017

Mrs R Courtney

Parent

24/3/2017

Mrs E Hopkins

Non-teaching

16/06/2018

Mrs E Tucker

Teacher

16/1/2016

Mrs D Church

Clerk to Governors

 

Mr J Richards

Headteacher

 

 

 

Chair of Governors: Mr P Williams

Clerk to Governors: Mrs D Church

Contact: c/o Cadle Primary School, Middle Road, Fforestfach, Swansea. SA5 5DU.

 

 

 

 

 

  1. 2.      School Contextual Information

 

 

The United Nations Convention on the Rights of the Child (UNCRC) is at the heart of our school’s planning, policies, practices and ethos. Having achieved Level 2 Rights Respecting Schools Award, we not only teach about children’s rights but also model the rights and respct in all relationships. All policies promote various articles from the UNCRC e.g Health and safety and Safeguarding reflect Articles 6,12,24 and 36. Curriculum policies reflect and promote Articles 3,7,12,14,28,29 and 31.

 

Cadle Primary School is situated in Fforestfach on the outskirts of Swansea and serves predominantly the Penderry and Cockett wards. The area is designated by the Local Authority as one of the most deprived areas of Swansea and has 71.4% of its population living in the 30% most deprived areas of Wales (WIMD).

 

Cadle Primary School was a pilot setting for the Welsh Assembly Government’s Foundation Phase and we continue to embed this philosophy throughout our school.

 

 Swansea Local Authority (LA) controls admission to the school. The school caters for children aged three to eleven years. Children are admitted to the nursery immediately following their third birthday and attend on a part-time basis. Pupils transfer to the reception class at the start of the academic year during which they will be five and attend full-time. There are 14 classes in the school, both mixed and single age. There are currently 19 teachers (including the Headteacher) and 26 Teaching Assistants employed at the school.

 

There are currently 388 pupils on roll, including 77 in the Nursery. Numbers have steadily increased since the last inspection when there were 315 on roll.

 

 Pupils represent the full range of academic abilities and social backgrounds. Most children enter Nursery with poor language and mathematical skills, together with social skills, which are well below average. Many have speech and language difficulties. Baseline assessments undertaken during the first term in Reception indicate the ability of the majority of children is well below the LA average.  English is the home language for 87.4% of the pupils. 12.6% of pupils speak English as an additional language (EAL), and the first languages for these pupils include Turkish, Kurdish, Arabic, Bengali, Tigrina, French . No pupils speak Welsh as their first language.  45% of pupils are identified as having special educational needs (SEN survey) and 18 pupils have formal statements of SEN. 10 pupils are 'looked after' by the LA and currently 33% of pupils are entitled to free school meals (3 year average 44.9%), which is significantly above the national and LA averages. Eight pupils with statements of SEN attend the Specialist Teaching Facility, which is based at the school. These pupils have moderate to severe learning difficulties.  The school has achieved many prestigious awards such as the: 

The Green Flag Eco School Award phase four, The National Quality Award for Healthy Schools (the 2nd school in Wales to achieve this award), Rights Respecting Schools Award Level 1 and Level 2.

 

 

 

  1. 3.      Staffing Structure

 

Name

Class

Post/Responsibility

Teaching

Mr J Richards

 

Headteacher

Mrs K Davies

Y3/4

Deputy Headteacher

Mrs C Jones

Y3/4

Assistant Headteacher

Mrs S Williams

Nursery

TLR2B Early Years Leader

Miss N Holmes

Reception

Class Teacher/ESDGC

Mrs A Gurnsey

Reception

Class Teacher/PSE

Mrs A Reeves

Reception

Class Teacher/

Mrs L Smith

Y2

TLR2B Foundation Phase Leader

Mrs C Shoemark

Y2

TLR2a Class Teacher/Mathematics

Miss K Lloyd

Y1

Class Teacher/ICT

Mrs N Smith

Y1

Class Teacher/PE

Mrs R Tancock

Y3/4

Class Teacher/RE

Mr J Davies

Y3/4

Class Teacher/PE

Mrs S Edwards

Y6

TLR2B Upper Juniors Phase Leader

Miss K Hobbs

Y5/6

TLR2a English/Literacy

Mrs K Richards

Y5/6

Welsh

Ms L Irwin

ALN/PPA

Support/PPA Teacher

Mrs R Vickery

ALN/PPA

Support /PPATeacher

Mrs E Tucker

STF/SENco

TLR2a SENCo

 

 

 

 

 

 

 

 

 

 

T Peters

Nursery

A Matthews

Nursery

J Barry

Nursery/STF

J Morris

Nursery

R Courtney

Reception

K Rees

Reception

T Robins

Nurture/STF

T Richards

Year 2

K Shute

Year 2

L Wittering

Year 1

H Kearney

Y3/4

C Mort

Y3/4

E Holding

Y3/4

S King

Y3/4

L Carter

ALN

L Rees

STF

C Christie

STF

K Trotman

Y5/6

R Trick

Y5/6

J Treadwell

Y5/6/ALN

K Gibson

Nurture/Y5/6

J Hughes

ALN

S Willis

ALN

L Webb

ALN/Pastoral

E Hopkins

Well Being

L Jones

ALN/PPA

D Church

Office Manager

D Holmes

Caretaker

S.James

Cook In Charge

M Scott

Asst Cook

C Ball

Key Holder/ Cleaner in Charge

T Richards

Mid-day supervisor

L Hammond

Mid-day supervisor 

S.Trick

Mid-day supervisor 

J Barry

Mid-day supervisor 

L Whittering

Mid-day supervisor 

  1. 4.      School Term Dates  

 

School term and holiday dates 2015/16

Term

Term begins

Term ends

Mid-term holiday

Term begins

Term ends

Total days

Begins

Ends

Autumn 2015

Tuesday

1 September

Friday

23 October

Monday

26 October

Friday

30 October

Monday

2 November

Friday

18 December

 

 

39

 

35

74

Spring 2016

Monday

4 January

Friday

12 February

Monday

15 February

Friday

19 February

Monday

22 February

Thursday

24 March

 

 

30

 

24

54

Summer 2016

Monday

11 April

Friday

27 May

Monday

30 May

Friday

3 June

Monday

6 June

Wednesday

20 July

 

 

34

 

33

67

Total:

195

 

Bank holidays

25 March 2016 - Good Friday

28 March 2016 - Easter Monday

2 May 2016 - May Day

30 May 2016 - Spring Bank Holiday

 

 

 

 

 

 

 

School Session Times

 

 

am

pm

Nursery

8.50 – 11.20 

12.50  – 3.20 

Foundation Phase (Rec-Y2)

8.50  – 12.00 

1.00  – 3.20 

Key Stage 2 (Y3-6)

8.50  – 12.05 

12.55  – 3.20 

Breakfast Club

8.10-8.30

 

After School Club

 

3.30-5.30

 

 

Foundation Phase Teaching Hours – 23 hours and 20 minutes.

Key Stage 2 Teaching Hours - 23 hours and 55minutes.

 

4. Pupil Performance and Target Information

 

Welsh Assembly Government requires all schools to assess and record learners’ achievements at the end of Foundation Phase and Key Stage 2. At the end of Foundation Phase the children are assessed in Language, Literacy and Communication (LLC), Mathematical Development (MD) and Personal and Social Development. At the end of Key Stage 2 the children are assessed in English, Mathematics, Science and Welsh second language.

 

The children are also assessed on their Literacy and Numeracy skills and moderated against schools across Wales.

 

The school has robust systems and procedures in place to support accurate and consistent teacher assessment. These systems and procedures are focused on internal standardisation and moderation as well as cluster standardisation and moderation.

 

A detailed and thorough analysis of data highlights areas of strength and areas to develop. This information is used to identify priorities and targets in the School Improvement Plan.

 

(Please see Appendix 1 for Cadle Primary School comparative data).

 

 

 

Targets

 

Foundation Phase Targets 2015/2016

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FPh

 

2016

 

2017

 

 

 

Current Year 2

 

 

 

 

Current Year 1

 

 

 

 

Boys

Girls

Pupils

 

Boys

Girls

Pupils

 

 

Cohort

Full Cohort

 

 21

24 

45

 

 23

27 

50

 

 

Number of FSM

 

 8

13

 

12

 

 

 

 

 

O5+

O6+

O5+

O6+

O5+

O6+

Target
O5+

Target
O6+

 

O5+

O6+

O5+

O6+

O5+

O6+

Target
O5+

Target
O6+

 

Number achieving expected outcome

LCE (%)

 

 85.7

19 

 84.6

25 

85.15

22

-

-

 

 82.6

21.7 

85.2

25.9 

83.9

23.8

-

-

 

LCW

 

 -

 -

 -

 -

0

0

-

-

 

 -

 -

 -

 -

0

0

-

-

 

MDT(%)

 

 85.7

38 

84.6 

23.8 

85.15

30.9

-

-

 

 82.6

17.4 

85.2 

22.2 

83.9

19.8

-

-

 

PSD(%)

 

 95.2

 57

 100

 58.3

97.6

57.7

-

-

 

 86.9

 47.8

 100

 44.4

93.5

46.1

-

-

 

DCS

 

 

 

 

 

 

 

-

 

 

 

 

 

 

0

 

-

 

 

                                                                             

 

 

KS2

2016 – Current Year 6

2017 – Current Year 5

2018 – Current Year 4

 

 

Boys

Girls

Pupils

 

Boys

Girls

Pupils

 

Boys

Girls

Pupils

 

Cohort

Full

19

19

38

23

22

45

20

25

45

Welsh Medium

N/A

N/A

0

 

 

N/A

N/A

0

 

 

N/A

N/A

0

 

 

 

 

L4+

L5+

L4+

L5+

L4+

L5+

Target L4+

Target

L5+

L4+

L5+

L4+

L5+

L4+

L5+

Target L4+

Target L5+

L4+

L5+

L4+

L5+

L4+

L5+

Target L4+

Target L5+

Number achieving expected level

English (%)

70

25

94.7

42.1

82.1

33.5

-

-

81.8

27.3

95.5

40.9

88.6

34.1

-

-

79

5.26

92

48

86

53

-

-

Welsh

 

 

 

 

0

0

-

-

-

-

-

-

-

0

-

-

-

-

-

-

0

0

-

-

Mathematics(%)

75

45

94.7

26.3

84.6

35.5

-

-

81.8

31.8

95.5

40.9

86.4

36

-

-

79

57.9

88

36

83.5

47

-

-

Science (%)

75

35

94.7

31.6

84.6

33.3

-

-

86.4

36.4

95.5

22.7

90.9

30

-

-

79

42

92

56

85.5

49

-

-

CSI (%)

70

 

94.7

 

82

 

-

 

 

 

 

 

88.6

 

-

 

79

 

88

 

84

 

-

 

 

 

Key Stage 2 Targets

 

National Literacy and Numeracy Tests Benchmarking Data

 

The children have undertaken the Literacy and Numeracy tests in May. We have been very pleased with the outcomes of the tests and the work pupils have produced throughout the year. The test scores have been moderated against Teacher Assessments and book scrutiny and we have observed that there are no significant differences between these. The table below show that Cadle Primary School is performing in the higher quartiles in both Numeracy and Literacy.

 

 

 

2015 Year

85+ standardised score

 

115+ Standardised Score

 

Procedural

Reasoning

 

Procedural

Reasoning

 

2014

2015

2014

2015

 

2014

2015

2014

2015

2

 

1

 

1

 

 

1

 

1

3

1

2

1

2

 

2

1

2

1

4

2

2

1

1

 

2

2

1

2

5

2

1

1

1

 

1

1

1

1

6

2

1

1

1

 

2

1

1

1

 

 5. Attendance Information

 

The attendance over the last 6 academic years is as follows:

 

 

2010

2011

2012

2013

2014

2015

Percentage

90.7

92.3

91.1

91.5

93.4

94.1%

Benchmarking

Quarter

3

2

4

4

1

Benchmarking information now released yet

 

 

 Pupils with attendance under 80% / 85% / 90%: 2010/11 - 2014/15

 

We are delighted to report gain on an improved attendance on the previous year. The governors have set the school a target to improve these figures by 0.9% over the next three years to achieve 95%+.

The target for attendance in 2014/2015 was 94.1%. The school achieved 94.2%. The target for 2015/2016 is 94.2%. We are currently 94.5%.

 

 We employ a wide range of strategies to encourage regular attendance but above all aim to provide an environment and learning experience that ensures all pupils want to come to school every day. We celebrate pupils with 100% attendance at the end of the academic year and also celebrate the top attending classes in the school on a regular basis. Prizes are also awarded to pupils making significant improvements to their attendance.

 

Parents are legally required to ensure their child attends school regularly. Please help the school in raising the level of attendance of all pupils. Children rely on their parents to ensure they attend school every day. Children can only make the expected progress in their learning through attending regularly. This was identified in our recent Estyn report as a recommendation to improve.

 

The school has followed guidance and will be issuing penalty notices where necessary for persistent non-attendance.

 

We as a Governing Body thank you for your continued support in helping us ensure all pupils attend school regularly.

 

 6. Financial Statement

 The most significant spend is always on staffing. Other important financial outgoings during the previous year were:

 

  • Updating ICT equipment ( 4 touchscreen TV’s installed)
  • Continuation of updating Oxford Reading Scheme
  • Building Blocks ( Literacy and Numeracy pack for Cornerstones Scheme)
  • New Roller Shutters installed in Upper Junior Corridor)

 

 7. Progress on the School Improvement Plan.

 

Cadle Primary School 

Commentary on Progress Since Last Inspection

Date of Inspection June 2014

 

Recommendation from last inspection:

DATE: June 2014

Commentary

  1. 1.      Raise standards in Numeracy

 

 

2015 Year

85+ standardised score

 

115+ Standardised Score

 

Procedural

Reasoning

 

Procedural

Reasoning

 

2014

2015

2014

2015

 

2014

2015

2014

2015

2

           

1

 

1

 

 

1

 

1

3

1

2

1

2

 

2

1

2

1

4

2

2

1

1

 

2

2

1

2

5

2

1

1

1

 

1

1

1

1

6

2

1

1

1

 

2

1

1

1

 

v     All year groups are in top quarters when compared to similar schools as a result of highly effective leadership and highly effective teaching and learning strategies.

v     The majority of year groups are performing above national sample in Reasoning and Procedural Tests through highly effective planning, teaching and assessment for learning strategies.

v     As a result of a whole school focus on Numeracy, National Test data indicates that pupils are performing above national sample in both reasoning and procedural tests at end of Foundation Phase and KS2.

v     Robust and very effective book scrutiny indicates that expectations and standards in Numeracy have risen in line with test data.

v     Robust and regular work scrutiny ensures the standard of work produced is good or better.

v     Work scrutiny identifies skills across the curriculum have had a positive effect on outcomes for the majority of pupils.

v     Learning objectives and marking comments are in line with the skills curriculum which has resulted in a strong understanding of next step learning for staff and pupils.

v     Reorganisation of staffing structures incorporating Numeracy has resulted in the school performing in the higher quarters compared to similar schools.

v     Coordinator observations and listening to learners has ensured consistency in approach and standards across the school.

v     Implementation of new scheme of work has resulted in highly effective teaching and learning strategies leading to excellent outcomes.

v     As a direct result of a review of teacher planning the teaching of Numeracy is very effective.

v     Performance management objectives linked to Numeracy has ensured that all staff have a very good understanding and knowledge of standards of numeracy skills.

v     Triangulation of monitoring: Teaching staff- phase leaders/SLT -governors

  1. 2.      Improve the performance of MAT pupils particularly in mathematics and science in KS2

 

 

Foundation Phase

 

Key Stage 2

 

 

2014

2015

2014

2015

MD / Maths

%age

8.9

23.2

18.2

31.4

Quarter

4

3

4

2

 

 

 

Science

%age

 

 

 

9.1

40

Quarter

 

 

4

1

 

v     The impact of highly effective leadership  and organisation has ensured the school is performing in top quartiles for Mathematics and Science (L4+ and L5+)

v     L5+ pupils outperforming family group in Science (AWCDS). L5+ pupils outperforming family group in Mathematics.

v     75% of MAT pupils making better than expected progress. Book scrutiny and lesson observations indicate that performance is improving in Mathematics and Science across the school. Robust and regular work scrutiny ensures the standard of work produced is good or better.

v     Work scrutiny identifying mathematical and science progress has resulted in very good standards of planning, AfL strategies and evaluation of performance.

v     Reorganisation of staffing structures incorporating mathematics and science has had a direct result on standards and outcomes.

v     Coordinator observations and listening to learners has resulted in teachers and pupils having good understanding and knowledge of next steps in learning.

v     Review of teacher planning has impacted on the higly effective teaching in school.

v     Triangulation of monitoring: Teaching staff- phase leaders/SLT -governors

v     Science skills ladder used for planning across school has resulted in greater consistency in the quality of teaching of science at all levels.

  1. 3.      Make sure that the annual governors report to parents meets statutory requirements

v     The Annual Report to Parents has been redrafted to meet statutory requirements.

v     Target setting data included in report.

v     The report complies with Welsh Office Circular 15/01.

 

  1. 4.      Improve the quality of self-evaluation

v     The self-evaluation report has been redrafted in line with ERW exemplar model resulted in effective use of data and information to inform self-evaluation .

v     Highly effective use of data to inform SER has ensured all stakeholders are aware of formative and summative data.

v     All stakeholders contribute and are part of the self-evaluation process.

v     Leadership staff attended training on effective self-evaluation.

v     INSET and ADDS directed to disseminate and discuss self-evaluation processes.

v     Reviewed and remodelled roles and responsibilities Clearly defined roles and responsibilities for all levels of leadership in school

v     Teachers more effective in using data for monitoring and progress

v     More robust systems in place to monitor progress and standards

v     SER ore closely aligned to SDP 

  1. 5.      Improve the quality of the strategic plan so that it is effective in securing improvement

v     The School Development plan has been redrafted in line with ERW exemplar model. Including success criteria, timescales, responsible persons, resources and monitoring, to ensure successful implementation and outcomes.

v     All stakeholders have contributed and are part of the SDP.

v     Robust use of data has been used to inform strategic direction of SDP.

v     Head teacher worked with ERW Challenge Adviser on SDP/SER

v     SER closure day for all staff to review progress.

v     Clearly defined roles and responsibilities for all staff

v     More robust and systematic organisation of monitoring

  1. 6.      Improve pupils’ attendance

 

 

v     Pupil attendance for 2014/2015 has improved to 94.2%. This is above the aspirational target set for school.

v     There is an upward trend in pupil attendance rates which shows year on year improvement.

v     As a result of staff reorganisation the Assistant Head teacher has taken responsibility for attendance.

v     Working with EWO and school welfare officer, the Assistant Headteacher has been effective in raising profile of attendance with all stakeholders.

v     Further development of reward system has ensured all pupils remain highly motivated to maintain very good attendance.

v     A full review of attendance procedures has resulted in highly effective monitoring of attendance and improvement in support for parents.

 

 

The School Development Plan (SDP) is a document, written in consultation with all stakeholders, which details the school’s priorities and actions for the forthcoming year and provides an outline for the next three years. It ensures that the school community works strategically towards meeting its vision and aims.

 

The school evaluates its own progress through a continual process of monitoring and review. This information is used to write the Self Evaluation Report (SER) which links directly to Estyn’s Common Inspection Framework (CIF). This in turn informs the school’s priorities for improvement.

 

The schools’ priorities for improvement for 2015/2016 are:

 

 

Priority 1 : Improve standards across the school in Literacy, Numeracy, Thinking Skills and Welsh Skills and ensure every child reaches their potential in Mathematics, English and Science

 

 

Priority 2 : To improve monitoring and evaluation to impact on standards of all learners ensuring pupils make expected progress or better appropriate to their ability.

 

 

Priority 3 : Develop strategic direction through distribution of leadership, staff development/training and improving stakeholder involvement.

 

 

 

(A detailed copy of the School Development Plan can be obtained from the school office upon request and also on the school website: www.cadle.swansea.sch.uk)

 

 8. Progress with the implementation and review of other school strategies and policies

 

School Prospectus

 

The school prospectus is reviewed annually, and meets guidance issued by the Welsh Government Circular 14/01. We also feel that it is a good representation of the school, and we are very proud of it. The school prospectus contains a great deal of information that prospective parents will find extremely useful.

 

The following updates to the school prospectus have been made:

  • Staff Structure
  • Term Dates
  • Curriculum Organisation ‘Cornerstones’
  • Pupil Performance and Attendance Data
  • Strategic Equality Plan

 

 

Resolutions

 

No resolutions were passed at the last meeting.

 

Strategic Equality Plan

 

To comply with legislation the school has published its Strategic Equality Plan and Accessibility Plan on its website.

 

Our Strategic Equality Objectives are to:

 

  1. Reduce the gaps in attainment and attendance between pupils from protected groups.
  2. Increase opportunities for all pupils to have their voice heard in decisions that affect them.
  3. Review the Strategic Equality Plan through equality monitoring and engagement with stakeholders.

 

Organisation and Policies

 

Whole school and subject policies are updated and reviewed regularly, they will also be updated when any new legislation and statutory guidance is received by the school. A calendar of review of policies is included in the new School Development Plan.

 

Curriculum Developments

 

The Cornerstones Curriculum has successfully been introduced to the school. This is a thematic based approach which engages the learner and is very much skills based. There is a ‘rich task’ at the end of each 7/8 week block which ensures coverage of the Literacy and Numeracy Framework. Further development has seen the school introduce the Building Blocks link with Cornerstones Curriculum which ensures Numeracy and Literacy coverage across the curriculum.

 

English/Literacy Developments

 

Improving standards in literacy remains a high priority for the school. We believe that all pupils must develop the necessary skills in reading, writing and oracy in order to function at throughout their education and beyond. Our National Reading test data indicates that we are making significant progress against local and national comparative information.

 

Percentages

 

Year Group

SAS below 85

SAS 85-115

SAS above 115

 

2

8.7%

82.6%

8.7%

 

3

35.3%

47.1%

17.6%

 

4

25.0%

75.0%

 

 

5

20.0%

80.0%

 

 

6

 

72.7%

27.3%

 

 

 

 

 

 

Total

18.3%

72.0%

9.8%

 

National Sample

16.0%

68.0%

16.0%

 

 

 

 

 

 

 

Mathematics/Numeracy Developments

 

Our School Improvement Plans indicate that standards in the National Numeracy Tests are above the local and national comparative information. .  The new scheme of work for Mathematics purchased last year is having a positive impact on standards.

 

Procedural Tests

 

Percentages

Year Group

SAS below 85

SAS 85-115

SAS above 115

2

12.5%

64.3%

23.2%

3

23.4%

59.6%

17.0%

4

15.6%

71.1%

13.3%

5

12.8%

69.2%

17.9%

6

11.4%

57.1%

31.4%

 

 

 

 

Total

15.3%

64.4%

20.3%

National Sample

16.0%

68.0%

16.0%

 

 Reasoning Tests

 

Percentages

Year Group

SAS below 85

SAS 85-115

SAS above 115

2

3.6%

53.6%

42.9%

3

21.3%

61.7%

17.0%

4

11.1%

75.6%

13.3%

5

7.9%

68.4%

23.7%

6

8.8%

35.3%

55.9%

 

 

 

 

Total

10.5%

59.5%

30.0%

National Sample

16.0%

68.0%

16.0%

 

 

Monitoring and Evaluation (Linked to Standards)

 

A more effective and useful self-evaluation programme is currently being developed in line with the recommendations from the recent Estyn inspection.

The School Development Plan highlights how the monitoring and evaluation linked to standards will be mapped out for the academic year.

 

There is a well-established and embedded Performance Management cycle in place which includes half yearly review of objectives.

 

Effective lesson observations and monitoring of standards are carried out by the Headship Team. This provides an opportunity to observe all staff and obtain a good overview of the strengths and areas for development in teaching and learning and standards within the school.

 

 

Tracking and Target Setting

 

The school has clear systems in place to track pupils and set appropriate targets in line with ability of pupils.

Termly pupil progress review meetings ensure all pupils’ progress is monitored on a regular basis by the Headteacher and all relevant staff. The tables shown under performance tracking and target setting above, indicate the schools’ targets for the forthcoming academic years.

 

 

Staff/Student Handbook

 

All staff and students are provided with a detailed Staff/Student Handbook at the start of the school year. The first INSET (Staff Training) day of the year is used to update staff on school procedures, child protection procedures, safeguarding and professional expectations.

 

School Cluster Working

 

Cadle Primary is officially recognised as a feeder school for Bishop Gore Comprehensive School. However we also work closely with Gowerton Comprehensive and Dylan Thomas Comprehensive to ensure that transition from primary to secondary is as smooth as possible. The appropriate staff work with Bishop Gore Cluster of schools on standardisation and moderation of Mathematics, English, Science and Welsh.

 

At the end of 2015 the destination for school leavers were as follows:

 

Comprehensive School 

Number of pupils

Bishop Gore

5

Gowerton

27

Dylan Thomas

2

Penyrheol

1

 

 

Health and Safety Policy and Procedure

 

Health and Safety policies are updated regularly and are reviewed annually. Copies of all policies relating to health and

safety can be obtained from the main school office or by contacting the Headteacher

 

Toilet facilities within the school are appropriate to the needs of pupils registered at the school. The cleaning staff perform an excellent role in maintaining the cleanliness of these on daily basis.

 

 

Child Protection Policy

 

The school’s Child Protection Policy and procedures have been reviewed and revised and follow guidance from the Local Authority.  All staff received training by the Local Authority. Copies of training attendance records are kept and staff training is updated accordingly.

 

 

Pupils with Disabilities

 

Cadle Primary School is committed to equal opportunities and inclusion. As the school building is refurbished and developed, 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 Accessibility Plan and the Strategic Equality Plan highlight the priorities the school has toward inclusion and equality. A copy of these plans are available from the school office and also on the school website.

  

Additional Learning Needs

 

The school has a policy for Additional Learning Needs, a copy of which is available upon request from the Headteacher.

 

The provision for pupils with Additional Learning Needs has changed significantly in recent times. Reorganisation and altering of funding mechanisms at Local Authority level has changed dramatically over recent years.  Learning Support Assistants support pupils alongside the class teachers in ensuring the Statements of Educational Need are met. Pupils identified as having learning difficulties, are referred to the ALNCo (Additional Learning Needs Co-ordinator) for assessment. Individual Education Plans are prepared and parents/carers are consulted. Records are maintained and reviewed regularly with parents. Where appropriate, further advice and assessments are required from outside agencies for example, Speech Therapists, Educational Psychologist, Behaviour Support Team, Education Welfare Officer, etc.

 

The school has a STF (Special Teaching Facility) for children with moderate to severe learning difficulties. Children from the STF are integrated with mainstream children for many learning experiences and activities. There are currently 8 pupils in the STF class this will shortly increase to 9. (Maximum number of pupils-9)

 

 

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. Regular visitors include PC Maddox, Community Liaison Officer, Ms Genevieve Johnson, French Teacher, the mobile dentist and mobile library. The Community PCSO’s are regular visitors to our school.

The school enjoys excellent links with local businesses such as Tesco, Hobby Craft and the Swansea Community Farm.

 

Cadle Primary School has worked closely with Communities First to provide a range of opportunities for families of children in our school. These include Geocaching, Family Learning Signature, IT training and homework clubs.

 

Sporting and Cultural Achievements

 

The school is recognised as a leading school in the authority for promoting the Rights of the Child. We are a Level 2 accredited Rights Respecting School.

 

We are currently working toward renewing our National Healthy School Award after becoming only the second school in Wales to achieve this award.

 

The Eco-Team are due to renew the Eco Flag Award in 2016/2017.

 

The school football teams have been very fortunate to receive two fantastic new kits through an extremely kind donation from local businessman Mr Phil Lake of Lakeside Security. The teams under the coaching of Mr L Jones have gone from the strength to strength. Girls and boys have been for county trials and have done both themselves and the school proud.

 

The newly opened Peace Mala garden is a fantastic addition to the outdoor provision. The garden is a truly calming and quiet area for reflection in the school grounds. Big thank you to Mrs McCarroll and Mrs Tancock for their hard work in making this project come to life. From the application of grant funding from the Gower Society through to the hard work of actual building the garden.  

 

 Extra-Curricular Timetable 2014/2015

 

Day of Week

Extra-curricular Activity

Monday

Football Club (Aut/Spr), Cricket (Summer)/After School Club

Tuesday

After School Club/Foundation Phase( Spring)

Wednesday

Rugby Club(Aut/Spr), Athletics (Summer)/ After School Club

Thursday

After School Club/Choir/Homework Club

Friday

After School Club

 

Healthy Schools

 

Cadle Primary School is very proud of the fact that it became only the second school in Wales to achieve the National Healthy School Award having already achieved the level 1 to 5 awards. We maintain our approach to keeping healthy through our extra-curricular sporting provision, promoting healthy lunchboxes, our fruit tuck shop and the provision of water bottles for every child in the school. We also ensure that the children brush their teeth after lunch every day throughout the school in collaboration with ‘Design to Smile’