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. This is evolving as the Curriculum for Wales is being embedded. 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. This is, however, still evolving, as curriculum design and strategies to capture learner progress are trialled, reviewed and embedded. Our curriculum development and aspirations have been designed to meet the educational and wellbeing needs of our pupils. 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. Post-Covid many learners presented with delayed skills. 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 and numeracy skills confidently and can explain the strategies used to help them improve their work. The school has identified that writing is an area for further development. 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 from Summer 2024 was 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.
Progress against 2023/24 Priorities
Mathematics
We have introduced and embedded a new teaching sequence as a spine for the direct teaching of concepts.
We have reviewed our planning to look for opportunities for pupils to apply and use mathematical knowledge in authentic and practical contexts.
We are using ‘accelerated’ learning intervention programmes such as Manga High, SAFMEDs and J2Blast to support under-attaining learners to develop procedural fluency.
We have been working on creating a deeper enthusiasm and passion for mathematics and conveying this successfully to pupils, making the subject fun and extending pupils’ self-confidence in the subject to help them avoid having a ‘fear of failure’
Value added assessment data shows that nearly all pupils have made progress.
Writing
Professional learning has been used to effectively improve pedagogical knowledge. This has included building short burst writing skills and using digital tools to support collaborative learning.
We have reviewed our intervention strategies and have improved consistency of our approaches to teaching spelling, grammar and handwriting across the school.
Additional resources have been purchased including resources to support spelling.
Information about Jolly Phonics and spelling has been shared with parents so they can help support learning at home. Spelling workshops have been offered.
Progression & Assessment
Professional learning opportunities have prompted good quality discussion, a deeper shared understanding of progression and have begun to shape our practise
Structured learning intentions and appropriately timed feedback supports teachers and pupils to move learning forward.
Clear and consistent plans are in place for how pupils will receive and use feedback.
We devised and trialled a new on entry assessment process, which identifies next steps to support progress. This provides us with more meaningful and relevant information for new entrants
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.
A deepened shared understanding of progression has been created within school and within the Emrys ap Iwan cluster.
A new peer feedback approach using 5 questions has been developed and is being implemented. It has been adopted by other settings in the cluster.
Welsh
Professional learning has involved all practitioners and has increased awareness and understanding of Denbighshire's language continuum and methodology for teaching Welsh.
A teacher attended a year sabbatical with very positive outcomes in terms of being able to further develop Welsh with our youngest learners and across the school.
Group 'helpwr heddiw' sessions were introduced and have been very effective in maximising speaking and reading opportunities and ensuring systematic progress
Criw Cymraeg (pupil voice group) have been very proactive in terms of planning activities for other learners. They have also been engaged in monitoring activities, which have impacted upon agreeing next steps for improvement.
Feedback in pupil questionnaires shows a positive impact upon areas targeted for development.
2024/25 School Development Priorities
Progression & Assessment: To refine and embed a shared approach to progression and assessment based upon the Principles of Progression/Purposes of Assessment. To focus on progress made by different learner groups, including vulnerable learners.
Writing: To raise standards in writing across the school by developing professional knowledge, improving consistency in approaches and inspiring learners through rich literary experiences.
Diversity: To develop a 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 Professional Learning from external sources such as GwE, Talk for Writing, UNICEF, DARPL, Technocamps
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