Introductionto Self-Evaluation Report 2017

Llwydcoed Primary School

Self-evaluation report

2017-18

Introductionto Self-Evaluation Report 2017

Our self-evaluation report is based on the 3 Key Questions of the Common Inspection Framework, and is therefore set out in the following sections:

Key Question 1: How good are outcomes?

· standards

· wellbeing

Key Question 2: How good is provision?

· learning experiences

· teaching

· care, support and guidance

· learning environment

Key Question 3: How good are leadership and management?

· leadership

· improving quality

· partnership working

· resource management

Key Question 1 - How good are outcomes?

• At Key Stage 2 the CSI shows an upward trend.
• The CSI is above the averages for the LA, CSC and Wales, but below the Family average.
• The school performs well when compared to similar schools and is placed in quartile 1 for performance in Mathematics and Science at the expected level.

• Performance has been high in all subjects over the last 3 years.
• These results confirm we are continuing on an upward trend.
• We are above all averages for the Family, LA, CSC and Walesin English and Science
• We are above the averages for the LA, CSC and Wales in Mathematics, but below the Family
• The school performs well when compared to similar schools and is placed in quartile 1 for performance in Science, and in quartile 2 for English and Mathematics at the expected level +1.
• In Science 21.4% of pupils achieved level 6+.

• We have yet again achieved 100% in Oracy, but 1 pupil didn’t achieve level 4 in Reading and Writing.
• We have also sustained our high performance in Mathematics and Science.
• We are joint 1st within in our family in Oracy, Mathematics and Science and above LA, CSC and All Wales averages in these areas.
• There is an upward trend from 2009

• Pupils make very good value added progress from Y2 to Y6, with 100% of pupils making 2+ levels of progress in English and Maths, and 28.6% making 3 levels of progress.

• We exceeded our targets in all subjects.

• Our performance shows that we have improved significantly in theFPOI, and are now above all comparative indicators.
• Only one pupil didn’t achieve the FPOI.
• The school has improved in all areas.
• In LLC, MDT and PSD the school’s performance compares favourably with all other comparative indicators.

• At Outcome 6 we have maintained our high performance in LLC and MDT where there is an upward trend since 2012.
• At Outcome 6 in MDTand LLC the school is above the Family, LA, CSC and All Wales averages,and is in Quartile 1 of the FSM benchmark group
• At Outcome 6 in PSD the school has made good progress, but is still behind comparative data.

• 1 pupil did not achieve Outcome 5 in LLC.
• 1 pupil did not achieve the FPOI.

• Across the school (Years 2-6) we performed well in the Procedural tests in years 3-6, but less well in year 2. Performance was mixed in the Reading and Reasoning tests, with some year groups performing well and others less well. Overall pupils in year 6 performed better than other year groups.
• We performed well in the Reading Tests in Years 4, 5 and 6 in the 85-115 agerange compared to our FSM benchmarking group, but less well in years 2 and 3. We performed less well in the >115 range with all year groups in either quartile 3 or 4.
• In the Procedural Tests performance was strong in all year groups except Year 2 in both the 85-115 range and the >115 range.
• In the Reasoning Tests we performed well in Years 3 and 6 in the 85-115 range, and we performed well in Years 4,5 and 6 in the >115 range.

1. End of Key Stage 2

• No pupils were in receipt of FSM
• More able and talented pupils achieve their potential and met their challenging targets in 2017. Pupils with SEN achieve agreed learning goals.
• In Maths and Science at KS2 there were no gender differences at level 4+ as 100% of pupils achieved the expected level.
• In English the boys outperformed the girls by 20% which compares favourably with all other comparative indicators.
• At Level 5 the boys outperformed the girls in English, Maths and Science which again compares favourably with all other performance indicators.

1. End of Foundation Phase

• In PSD and MDT there were no gender differences at Outcome 5+ as 100% of pupils achieved the expected level
• The girls outperformed the boys in LLC by 33.3%(one pupil)
• The girls also outperformed the boys at Outcome 6 in all areas, but the gap has narrowed compared to 2016
• In LLC pupils in receipt of FSM outperformed pupils not in receipt of FSM.
• 100% of FSM pupils in Y2 achieved the expected level or higher in LLC
• 100% of FSM pupils in Y2 achieved the expected level or higher in MDT
• 100% of FSM pupils achieved the expected level or higher in PSD
• Overall from Reception to Y6, 13.24% of pupils were in receipt of FSM
• Nearly all FSM pupils achieved or exceeded their targets.

1. National Tests

• In Year 2 the girls outperformed the boys in all tests, but we need to take into account that there were only 3 boys in the cohort.
• In Year 3 the girls outperformed the boys in the 85-115 band in all tests, but the boys outperformed the girls in the higher band in all tests.
• In Year 4 the boys performed better than the girls in 85-115 band, but the girls outperformed the boys in the higher band in all tests.
• In Year 5 the girls outperformed the boys in all tests in the 85-115 band, but the boys outperformed the girls in the higher band in the procedural tests. The girls slightly outperformed the boys in the reasoning test in the higher band.
• In Year 6 there was no gender performance gap at all in the reading tests. In the procedural and reasoning tests the girls outperformed the boys in the 85-115 band, but the boys outperformed the girls in the higher band in both tests.
• FSM pupils scored in the 85-115 band for all tests apart from the Reading tests in Y3 and Y5, where they scored in the <85 band.

• MAT pupils achieved their targets.
• FSM pupils that enter the school often arrive with low ability but analysis of data shows that they make good progress as they move through the school.
• No particular groups underachieve significantly. Pupils in receipt of free school meals do at least as well as other pupils.
• Pupils with SEN make good progress
• We have successfully funded an additional practitioner to deliver Literacy support programmes / interventions in order to improve outcomes for disadvantaged pupils.
• Pupils in receipt of Catch Up Numeracy make good progress
• Our SLA with the library service has had an impact on improving the performance of boys in reading

• In lessons, the standards achieved by nearly all pupils is good. Nearly all pupils are making good progress across the curriculum, and acquire new knowledge, understanding and skills well.
• Nearly all pupils achieve their challenging targets and make the progress expected of them at their stage of learning.
• Nearly all pupils reading and writing skills have improved as a result of literacy initiatives.
• The literacy and numeracy skills of nearly allpupils have improved across the curriculum.
• Nearly all pupils confidently apply their knowledge, understanding and skills across the curriculum.
• Across the school, standards of speaking and listening are good. Throughout the Foundation Phase, most pupils listen attentively and many respond appropriately to their teachers and peers when answering questions and discussing their work. However baseline assessments show that a significant minority of pupils in our early years have weak speech and language skills. In key stage 2, most pupils are confident when talking to adults and other pupils. They listen carefully and use a good range of more advanced vocabulary in their conversations.
• By the end of the Foundation Phase, most pupils read with increasing fluency. They use appropriate strategies effectively to read unfamiliar words. They make good use of picture cues to identify everyday words and to read simple books. Many express an opinion about their books and predict what will happen next.
• By the end of key stage 2,nearly all pupils read fluently and use expression well to indicate meaning. They read to a standard that is at least appropriate to their age and ability. They select suitable texts from a variety of sources and share their opinions about favourite books and authors. Most answer more complex questions well about the different styles of texts they read.
• In the Foundation Phase, most pupils experiment with mark making successfully and start to produce short pieces of effective independent writing. They use interesting vocabulary and begin to spell and punctuate accurately appropriate to their age. In key stage 2, most pupils write accurately and develop a good understanding of basic grammar, punctuation and spelling. Standards of writing have improved recently, and pupils are beginning to produce extended writing of consistently good quality. In both the Foundation Phase and key stage 2, many pupils’ handwriting is improving, as is presentation.
• By the end of the Foundation Phase, nearly all pupils add, subtract and order two-digit numbers up to 100. They begin to understand place value and count in twos, fives and tens. They sort different items into categories and use simple fractions. Most pupils know the names and properties of basic shapes and understand about symmetry and right angles. They produce accurate block graphs, tell the time to quarter of an hour and use standard units of measurement appropriately.
• By the end of key stage 2, nearly all pupils read and order large numbers and use addition, subtraction, multiplication and division to solve a range of problems. They calculate using percentages and decimals, as well as proper and improper fractions, and convert between them. Nearly all pupils measure accurately using standard units of length, weight and capacity. They understand the concepts of negative numbers, co-ordinates, probability and ratio and proportion. They collate and interpret data in different forms successfully.
• Good progress is being made in Scientific Enquiry with all of the enquiry types being covered through the 2 year cycle.
• Laptop computers and ipads are used well and in KS2 children research and access programs on a daily basis. Children in all classes can explain how ICT has improved their learning.
• In the FP staff record assessment material which ensures coverage, progression, continuity and achievements throughout the FP.

• Nearly all pupils make good progress in developing a wide range of skills (communication, numeracy, thinking and ICT) in order to access the whole curriculum. Their ability to solve numerical problems mentally is good.
• Pupils are given many opportunities to develop their skills in the wider curriculum, and they do this well.
• Pupils’ literacy and numeracy skills across the curriculum are good.
• Nearly all pupils reading and writing skills have improved as a result of literacy initiatives.
• Nearly all pupils apply their skills without support across a variety of curriculum activities

• Pupils learning is enhanced through well-embedded thinking skills strategies in both phases.
• Interventions are effectively planned to ensure that targeted pupils achieve well.
• Pupils possess a high level of ICT skills.

• Many pupils’ reading skills in Welsh have improved and they confidently use Welsh language patterns throughout the school.
• Pupils’ standards in Welsh across the school are good with excellent features.
• Pupils confidently use Welsh in different contexts and subjects beyond their Welsh lessons. Eg. During registration and assemblies.
• Many pupils across the school develop appropriate oral skills in Welsh and use the language confidently in lessons and around the school, for example in Years 5 and 6 when answering questions in mathematics. Many pupils speak clearly with accurate pronunciation appropriate to their age.
• In the Foundation Phase, the majority of pupils develop appropriate reading and writing skills, and good progress is being made at improving reading and writing skills in key stage 2.
• Standards at the end of KS2 are high. In 2017, 92.9% of pupils achieved level 4+, 35.7% achieved level 5+, and 7.1% achieved level 6+.
• Pupils demonstrate a positive attitude towards Welsh.
• Many children are confident when asking and answering previously consolidated questions / patterns
• Teachers’ positive attitude towards the language is reflected in the pupils’ enthusiasm