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Estyn Report

Last updated : June 2018

Following a highly successful monitoring inspection by Estyn in June 2018, the school was judged to have made sufficient progress in relation to its recommendations. Here are the highlights of the inspection report.

Progress since the last inspection

Developing pupils’ numeracy skills:

  • The school has improved its provision for developing pupils’ numeracy skills across the curriculum, which is having a positive effect on their standards.
  • Nearly all teachers place a worthwhile focus on developing pupils’ data-handling skills and this is having a positive effect on their outcomes.
  • Collaborative activities have developed staff confidence, raised expectations and improved the quality of teaching.
  • Teachers provide meaningful and engaging opportunities for pupils, which have led to improved standards in numeracy.

Raising standards in ICT and Welsh:

  • The school has improved planning and provision for ICT and Welsh, and now involves pupils more meaningfully in their own learning.
  • Teachers have high expectations of pupils in terms of the standards they achieve.  
  • There is now a positive work ethos in the school, with evidence of both Welsh and ICT being highly visible in displays and in the activities that pupils undertake throughout the day.
  • The school has implemented a range of worthwhile procedures that have raised pupils’ and parents’ awareness of the importance of regular attendance.
  • As a result of these new initiatives, pupils’ attendance and punctuality have improved.

Improving Leadership:

  • The newly appointed Executive Headteacher works effectively with the governing body, staff and parents to set a clear strategic direction for the school that focuses effectively on improving outcomes for all pupils.  
  • All staff are highly motivated and work well within a productive environment that recognises their achievements and encourages them to give of their best at all times.
  • Leaders have a strong, shared vision in terms of the direction and work of the school.
  • Leaders have developed a significant and well established culture of collaboration amongst all staff and value each team member’s individual experience, knowledge and capacity to lead improvement.  
  • They embrace new challenges enthusiastically, support each other well to overcome barriers and have high expectations of themselves and the pupils.
  • Performance management arrangements provide very good opportunities for middle leaders to promote and participate in highly effective collaboration with their peers, other schools, parents and the regional consortium.