Overview of Self Evaluation
Please scroll through this presentation for an overview of the Ysgol Y Faenol's self evaluation and improvement priorities. Below we have outlined our current evaluation against three key areas of school improvement and our improvement priorities for the current academic year.
At Ysgol Y Faenol, we pride ourselves on being reflective and evaluative. This is essential to help us improve and target the appropriate areas for development. Our vision 'Giving Our Best, Creating Our Future' alongside the 4 Purposes from the Curriculum for Wales are at the heart of our school improvement actions.
Leadership
The school continues to provide strong leadership to deliver on it's vision, to meet the challenges of the CfW/ALN code and maintain a positive and inclusive learning and teaching environment. There is a clear curriculum rationale in place, which was implemented in September 2022, following consultation with the school community. Our work in implementing the Curriculum for Wales is strong and the curriculum is thoughtfully designed. Robust self-evaluation informs schools improvement planning. Leaders develop and maintain improvement. The school has been proactive in working as a learning organisation to develop a culture of enquiry and professional development which is a key factor in driving school improvement. The school collaborates very effectively with the cluster and has shared innovative practice on regional, national and international level. The involvement of learners in whole school self-evaluation processes is developing well and they have participated in first hand monitoring with the governing body. Collaborative working is a strong feature of the school. Evaluation is used effectively to determine professional learning opportunities for practitioners. Opportunities provided for teachers to undertake professional research has a positive impact upon practice. Financial constraints for the year 2024/5 and beyond will affect the extent to which some of the current systems can be maintained and developed.
Curriculum, Learning & Teaching
Learning is based upon the requirements of the Curriculum for Wales and a holistic approach to realizing the 4 Purposes is evident. The school has made steady progress in delivering its CfW offer, as set out in the Curriculum Design Statement. Our curriculum development and aspirations have been designed to meet the educational and wellbeing needs of our pupils. It has a strong focus on developing pupils’ skills and places a strong emphasis on nurturing curiosity and a love of learning in all pupils. Learning activities provide ample opportunities for pupils to develop wider skills such as problem-solving, resilience, and emotional intelligence, ensuring that pupils are personally empowered. Skills, knowledge and experiences are incorporated into our learning experiences and are being developed through direct teaching and through exploring and experimenting to deepen and embed skills. Practitioners collaborate very effectively to develop good quality provision based on up-to-date research and professional learning. As a result of quality provision, including targeted interventions, such as Smiling Mind, Wellcomm, Headsprout and MangaHigh, most pupils have made good progress from their relative starting points. As a result of focused interventions, many children use their literacy, numeracy and digital skills confidently and can explain the strategies used to help them improve their work. The school has strategies in place to support those learners who struggle to retain or transfer skills. The school has facilitated a shared understanding of the approach to learning holistically amongst with parents through parental workshops, parental information webpages and through online media platforms. A range of monitoring strategies, focusing upon listening to learners, has identified that pupils are very engaged in all aspects of their work across the curriculum and are increasingly demonstrating the qualities determined in Four Purposes.
Wellbeing, Equity and Inclusion
Most pupils have positive attitudes to keeping safe and healthy. The use of Smiling Minds means there a universal, proactive approach to wellbeing incorporated into the curriculum and accessible at home. Behaviour in school is very good and support is provided for identified pupils. Parent feedback is extremely positive regarding school approaches to pupil wellbeing and the ethos within the school. Practitioners have good relationships with learners based on mutual respect and have a very good awareness of individual need. Leaders and practitioners are proactive and responsive to children’s needs. There are a number of pupil voice groups who meet regularly and learners play an active role in monitoring with the governing body. The role of the Family Link worker is effective in supporting families. Most pupils have a sound understanding of equal opportunities and there is a strong inclusive ethos within the school. The school believe this can be further developed through celebrating the diversity of language and culture within our community and supporting learners to have a deeper understanding of rights. Processes to respond to ALN needs are thorough and engagement with support agencies is effective in supporting learners’ needs. A robust approach to safeguarding means the school is a place where learners feel safe and secure.
In June 2025 we were inspected by Estyn, the Education Inspectorate for Wales. A copy of the report can be found by clicking this link
The Estyn report highlighted many strengths within the school and we are so pleased with the report we have received. A few quotes:
- Ysgol Y Faenol is a caring and friendly community, with a vibrant and exciting learning environment.
- Staff work together well as a team to promote the school’s core values such as resilience, curiosity and creativity.
- The curriculum is thoughtfully designed. It has a strong focus on developing pupils’ skills and places a strong emphasis on nurturing curiosity and a love of learning in all pupils.
- Learning activities provide ample opportunities for pupils to develop wider skills such as problem-solving, resilience, and emotional intelligence, ensuring that pupils are personally empowered.
- By engaging pupils in meaningful, enquiry-led learning experiences, the curriculum fosters independence, critical thinking, and adaptability. This approach equips learners with the tools they need to navigate an ever-changing world and supports their growth as confident, lifelong learners.
- The school promotes well-being effectively and nurtures positive attitudes to learning.
- Pupils demonstrate a strong sense of justice and high levels of care for their school and each other.
There was one recommendation:
Further develop links with the local community
This recommendation has been incorporated into our School Development Plan for 2025/26.
Progress against 2024/25 Priorities
Languages, Literacy and Communication
Professional learning has been used to effectively improve pedagogical knowledge.
Clear and consistent plans are in place for how different genres of writing will build and develop.
Learners write with increasing effectiveness within a range of different genres and for different audiences
There is a structured approach to teaching literacy which supports pupils to develop literacy skills well.
Teachers plan exciting opportunities for pupils use books to stimulate discussions and provide interesting reading materials that inspires pupils to read.
Teachers provide valuable opportunities for pupils to apply their literacy skills in work across the curriculum.
Progression & Assessment
Professional learning opportunities have prompted good quality discussion, a deeper shared understanding of progression and have begun to shape our practise
Nearly all pupils are able to reflect on learning and articulate thoughts on learning more confidently.
Teachers use feedback effectively to support pupils to improve their work during lessons and to prepare them as they move to their next stage of learning.
In nearly all lessons, staff use effective questioning to check for understanding and to encourage pupils to extend their ideas.
Teachers and senior leaders analyse data well and know pupils well. This information is used effectively to identify next steps for learners.
Robust tracking systems are in place to track progress of individual learners.
A ‘listening to typical leaners’ approach for monitoring progress has been devised and has implemented for cross curricular areas of the curriculum.
Strong pastoral systems and wellbeing support is a strength within the school and directly impacts positively upon progress for nearly all learners.
Cynefin and Cultural Diversity
Staff and governors have further developed their knowledge and understanding of equity and diversity.
Curriculum and environment are increasingly reflective of our commitment to equity and diversity.
BSL is starting to be effectively incorporated into the everyday life of the school.
Increased knowledge among learners of the importance of Rights of the Child.
Respectful relationships are a strength within the school.
Pupil voice groups are giving a strong voice to the pupils
2025/26 School Development Priorities
Partnerships: Strengthen the school, the curriculum and the learning through expanding community engagement and local partnership working.
Pedagogical Approaches: Develop deeper pedagogical understanding of process thinking and higher order thinking. Support learners at risk of adverse outcomes to apply process thinking and high order thinking across the curriculum.
Cynefin & Cultural Diversity: Embed the whole school approach to promoting equity, awareness of cultural/linguistic diversity and a sense of cynefin/belonging.
External support the school will access to help it achieve its improvement priorities during the current academic year
Research into good practice
Accessing school based and external sources Professional Learning
Accessing support and advice from Denbighshire's Support Services such as the Welsh Advisory Teacher
Collaborative working with the Emrys ap Iwan and Denbigh Cluster of schools
Credits:
Created with an image by Creativa Images - "collage in magazine style. Contemporary art. Modern design"