Agenda item

To receive the analysis of recent Estyn Inspection Reports.

 

The Challenge Advisor GwE (CA) submitted a report (previously circulated) which provided an analysis of Estyn Inspections Reports published in the Autumn term, in relation to the provision and collective worship, in three schools between November, 2014 and January, 2015. 

 

Inspections had been carried out at Ysgol Gynradd Bro Elwern, Gwyddelwern near Corwen; Ysgol Bryn Collen, Llangollen; Ysgol Clawdd Offa, Prestatyn; Ysgol Llanfair Dyffryn Clwyd; Ysgol Mair Catholic Primary School, Rhyl, and details pertaining to each of the respective schools had been incorporated in the report and were summarised by the CA.

 

The CA provided Members with a brief resume of the findings relating to each school, and the positive comments and outcomes were noted by Members.  The CA explained that the comments received had been brief and he made particular reference to the following:-

 

Positive Comments - Current Performance:-

 

Key Question 1:  How good are outcomes?

 

Standards

 

• Year 6 pupils, for example, used their skills effectively in a science investigation to record their predictions and their findings.  In history, they used the style of a diary to discuss actions taken by the suffragettes and in religious education they record aspects of Pentecost. (Bryn Collen).  The CA commented that it had been a considerable length of time since reference had been made to religious education in an Estyn Report.

 

Wellbeing:-

 

• Many pupils had contributed appropriately to the local community by taking part in assemblies, concerts and activities to celebrate the story of the former Prince of Wales, Owain Glyndŵr. This had raised awareness of their community responsibilities. (Bro Elwern)

 

Key Question 2:       How good is provision?     

 

Learning experiences:-

 

·         The school provided a wide range of interesting learning experiences that gain pupils’ interest well.  It meets the requirements of the Foundation Phase, the National Curriculum and the agreed syllabus for religious education. (Bro Elwern)

·         The curriculum provided suitable opportunities for pupils to learn about global citizenship, there were good links with schools in Lesotho and Nepal, which raised their awareness of the life of children in areas that were very different from Wales. (Bro Elwern)

·         Staff developed pupils’ awareness of global citizenship successfully through work on fair trade, links with schools in Italy and Nepal, and through work during the International Eisteddfod. (Bryn Collen)

·         The school promoted global citizenship successfully through topic work on other countries around the world. (Clawdd Offa)

·         The school provided rich experiences through continuous planning that met the requirements of the Literacy and Numeracy Framework, the National Curriculum, principles of the Foundation Phase and religious education successfully. (Llanfair DC)

·         The school provided a valuable range of experiences for pupils to expand their knowledge and understanding of sustainable development and global citizenship. This included studying countries such as Ethiopia, holding a Chinese week and forest school activities.  As a result, pupils’ understanding of environmental issues and global issues had developed well. (Llanfair DC)

·         Arrangements to develop pupils as global citizens were a strong feature of the school which took every opportunity to celebrate diversity within the school community and wider world successfully, for example through studies of other cultures and links with a school in Ethiopia. (Ysgol Mair)

 

Care, support and guidance:-

 

·         The school promoted pupils’ spiritual, moral and cultural development successfully by providing collective worship services and through wider curriculum activities.  Visitors were invited to lead the worship and there were opportunities for pupils to reflect on contemporary topics, such as caring for the environment and considering children and people who were less fortunate than themselves.  This was reflected in the efforts to raise money for the people of Nepal after the earthquake in 2014. (Bro Elwern)

·         Pupils had many opportunities to develop their understanding of moral and social issues.  The school promoted pupils’ cultural development well through a range of visits and visitors, including work with the Llangollen Fringe.  Learning within the curriculum and acts of collective worship provided beneficial opportunities for pupils to reflect and to develop their spiritual awareness appropriately. (Bryn Collen)

·         Pupils had many worthwhile opportunities to develop their understanding of moral and social issues.  The school promoted pupils’ cultural development well through a range of visits and opportunities to learn about, for example, Chinese New Year. Daily acts of collective worship provided suitable opportunities for pupils to reflect and develop their spiritual awareness appropriately. (Clawdd Offa)

·         The school provided very well for pupils’ spiritual, moral, social and cultural development.  The morning assemblies and opportunities for reflection were prominent in school life and promote pupils’ spiritual development effectively. This included regular visits by the vicar and ‘Open the Book’ assemblies, and, as a result, values such as fairness were fostered well. (Llanfair DC)

·         Learning experiences provided pupils with worthwhile opportunities to develop their spiritual, moral, social and cultural understanding. Collective worship and circle time sessions enable pupils to consider their own values and beliefs as well as the feelings and viewpoints of others.  All pupils visit the local church for celebrations, particularly at Christmas, Easter and leavers’ mass.  The school celebrated its diverse population successfully throughout the year in events such as an international week where pupils learn about other cultures and beliefs. (Ysgol Mair)

 

Learning Environment:-

 

·         The school had policies, plans and procedures to ensure equal opportunities to all pupils and that promote equality successfully. Respect for racial diversity and equality was promoted successfully. (Bro Elwern)

·         The school provided an inclusive, welcoming environment for all pupils.  All staff treated pupils equally and promoted diversity successfully. (Bryn Collen)

·         The school was a warm, welcoming and inclusive community.  The caring ethos encouraged pupils to have respect and tolerance for others. (Clawdd Offa)

·         The school was a caring and supportive environment which valued all pupils equally.  The school’s commitment to celebrating the diversity of all pupils was a prominent feature of its work.  As a result, a culture of mutual care, tolerance and respect permeates the school. (Ysgol Mair)

 

Key Question 3; How good is leadership and management?

 

Leadership:-

 

• The headteacher promoted a caring, inclusive community for the school based on its strong Christian ethos.  He shared this successfully with all pupils, staff, governors and parents.  As a result, all members of the school community had a strong sense of belonging. (Ysgol Mair)

 

Partnership working:-

 

·         Staff make purposeful, extensive links with the local community, including taking part in the local Remembrance Day service and the International Eisteddfod parade, to enhance pupils’ learning opportunities successfully.  These links promoted a strong ethic of community involvement in the life and work of the school. (Bryn Collen)

 

The CA made particular reference to Page 2 of the report and focused on the positive work undertaken in relation to Care, Support and Guidance.  He also highlighted the detail included in the Estyn Report with regard to collective worship and spiritual matters, which he felt had been very positive.

 

The Chair and Members of SACRE extended their congratulations to the work undertaken by the schools involved in the Inspections.

 

RESOLVED – that, subject to the above, the report be received and its contents noted.