Newton SER

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					Newton Primary School

Self-evaluation Report
                                                                         KQ1 - Outcomes
Quality Indicator – Standards

                                                  Evaluation                                                          Evidence
1.1.1 results and trends in performance compare d with national averages, similar providers
and prior attainme nt
 Newton i s the 11th most challenged school in a family of 11 schools
 The school CSI shows an upward trend a t Key Stage 2 for the past three years and is above i ts fa mily  All Wales Core Da ta
    of schools, the LA and Wales average for 2010. At Key Stage 1 the school is above i ts fa mily of            Sets
    schools the LA and Wales a verage, but displays a variable trend over a four year period with a 1.5%        School assessment
    fall in 2010 from 2009.                                                                                      records
   On entry to the nursery, pupils are seen to be performing above those for Bridgend and the Four             Baseline da ta
    County Boroughs.                                                                                            More Able and
   Enti tlement to FSM has increa sed slightly over the last year. At 15.3% thi s is 6.1% lower than the        Talented Da ta
    mean for the LA and 4.8% lower than the mean for Wales.                                                     School FSM tracking
   When benchmarking the school‟s performance ac ross Wales in 2010, the core subjec t indicator for            data
    KS1 a t 85.2% places the sc hool in the 3rd quarter of i ts fa mily of schools, 1.3% away from the median  ESIS Da ta Pack
    within i ts fa mily. There have been significant i mprovements in the number of children achieving level 2  School summa ry of
    in each of the core subjects since 2008, when the sc hool was in the fourth quarter.                         data
   There is a downward trend in KS1 which may be a ttributed to our focus on better standardisa tion and  Lesson observa tions
    mod era tion within our cluster of school s and a more secure awareness of levelling within school.         ALN da ta
   At KS1 the school performs below its fa mily of schools and below the LA and Wales in addressing the  Parent/pupil
    performance of boys as opposed to girls in all three subjec ts. On analysis this is mainly due to the        questionnaires
    make-up of the cohort with 11 boys and 16 girls.                                                            i-nfer assessments
   When benchmarking the school‟s CSI performance a t KS2 across Wales, the sc hool is placed in the 3 rd  Classroom moni tor
    quarter, 2.8% away from being a t the median. In English the sc hool ha s moved from the 4th quarter to      tracking
    the 3 rd quarter, 2.6% away from the median and shows a 14.7% i mprovement over two years . Science         Scrutiny of Pupils
    has shown a si milar improvement with a 12.9% i mprovement. Ma thema tics was in the 1 st quarter in         work
    2009 with an exceptional cohort, but has mad e a 9% i mprovement over the pa st two years. These            Spotlight and ca tch-
    improvements have been as a direct resul t of working with our local schools to i mprove standardisa tion    up data
    and modera tion and our focus on writing within the sc hool since September 2008.                           Bec ta Award
   Rolling averages for the CSI over the last four yea rs show a downward trend for KS1, which are now         Basic Skills Policy
    levelling off and an upward trend for KS2.                                                                  ESIS/LEA reports
   Performance in writing is still below tha t of reading and oracy at KS2 and remains a key target for
  improvement for the school.                                                                                    SIP 2010-11
 Reading is also an area identified for improvement in order to sustain improvements in English                 Samples of work
 Provision for MAT pupils to achieve Level 3‟s and 5‟s at the end of each key stage has also been               Portfolios
  priori tised.                                                                                                  Value added tracking
 Our value added da ta demonstra tes tha t the majori ty of pupils, including those with ALN ma ke              Performance
  expected progress through KS1 and KS2.                                                                          management
                                                                                                                 Planning

1.1.2. standards of groups of learners
 The school ha s priori tised developing systems to moni tor achievement and progress of pupils by
  gender, ethnici ty, diversi ty and social factors and is working to meet the needs identified.                 All Wales Core Da ta
 There are 3 LAC pupils in the school at present. Two of these ha ve significant needs and the school           Tracking Systems
  and outside agencies are working hard to support the pupils.                                                   Spotlight Ma ths Da ta
 The achievement of FSM pupils compares favourably with non -FSM pupils in the sc hool.                         Cohort Profiles
 Using FSM benchma rking da ta and the school‟s own tracking system, there is no significant correlation        ALN Regi ster
  between receipt of FSM and underachievement. The majori ty of pupils achieve targets rela tive to              MAT da tabase
  their abili ty.                                                                                                Child Protec tion
 In 2010, 25% of Year 2 and 24% of Year 6 received FSM, the sc hools FSM average of 15.3%.                       Register
 The school is aware of the standard s of achievement and progress of i ts more able and talented pupil s.      IEP‟s
  Staff moni tor their progress and support them in fulfilling their potential.                                  Teachers‟ Record s
 The small number (6) of ethnic minori ty pupils perform a s well as, and at ti mes better than many of         Value added data
  their peers.
 The number of pupils with ALN a t KS2 is 15% compared with 20% for the local authori ty.
 Al though girl s outperform boys a t the end of KS1 & KS2, in both cases i t is down to the make -up of
  the cohort and individual pupil needs. Generally throughout the sc hool the performance of boys
  compa red with girls is in line with local and national averages and show no definitive trend.

1.1.3. Achievement and Progress in Learning                                                                        TLR tea m Moni toring
                                                                                                                   Tracking system
 The ma jori ty of pupils, including those with English as an addi tional language, have the skills in            Pupil Questionnaires
  communication, numeracy and ICT needed to access the whole curriculum and rec eive support where                 ALN records
  needed                                                                                                           Value Added da ta
 Standards are good in all subjects and the majori ty of pupils make expec ted progress.                          NFER resul ts
 Most pupils across the school ha ve posi tive a tti tudes to their learning, and they enjoy thei r lessons.      End of Year
    They are motiva ted and are thoroughly engaged in all aspec ts of their lessons.                                     assessments
   Nearly all pupils respond posi tively to thei r teac hers and listen a ttentively. They concentra te very well      Pupils‟ Books
    and persevere with the ta sks and activi ties they are set.                                                         Lesson Observa tions
   The school sets challenging ta rgets to raise standards of a ttainment.                                             Head teacher
   The school is well informed about and i mplements na tional, LA, cluster and sc hool initia tives.                   Moni toring
   The school ha s a system tha t supports the assessment of progress relati ve to ability. It is                      School Assessment
    establishing and expanding the use of these systems for tracking pupil groups, those with ALN who                    informa tion
    are working below national curriculum levels and to ex tend the ac hievement of those MAT pupils.                   Learning Logs
   Many Pupils make progress in line with expec ta tion from prior levels of ac hievement.                             ICT Mark
   Improvements in wri ting can be attributed to our Big Wri ting Projec t                                             i-nfer da ta
   Most pupils recall prior learning and build upon previously acquired skills and apply their knowledge to
    new situa tions.
   Many Pupils acquire new knowledge and skills. They ha ve a good understanding of what they are doing
    and the progress they make. Most pupils know what they need to do to i mprove.
   Many pupils apply their knowledge, understanding and skills to new si tua tions. Most pupils make the
    expected progress a t their stage of learning.
   Many Pupils are making good progress towards bilingualism as they begin to transf er more and more
    patterns of Welsh from thei r subject lesson into other pa rts of the curriculum.

1.1.4. Skills
 The school achieved the Basic Skills Quali ty Mark in 2007 and is working towards assessment for the                    Quality Mark
  new Quality Standard.                                                                                                    Award
 Many pupils achieve good standard s in ICT and use these skills effec tively throughout the curriculum                  Listening to
  as reported in the school‟s ICT BECTA award.                                                                             Learners
 Many pupils' standard s and progress in the key skills of speaking, listening and reading are good.                     ICT BECTA Award
 Planned stra tegies i mplemented over the last two years to i mprove pupils‟ writing ha s resul ted in                  Key Skills policy
  improvements in a majori ty of pupils‟ writing skills                                                                   Key Skills
 A new handwriting scheme is in place and is starting to i mpac t upon the presenta tional skills of many                 Fra mework
  pupils                                                                                                                  Teachers‟ Planning
 Many pupils apply their skills without support and are encouraged to use and apply their skills                          files
  commensura te to their age and stage.                                                                                   SMT Moni toring
 Most pupils who are involved in catch-up progra mmes suc h as Magical Ma ths and Ca tch-Up Reading                      DCELLS thinking
  achieve well.                                                                                                            skills projec t
 Key skills are identified in the teachers‟ planning and within the delivery of all subjec ts.                           Pupils‟ Work
 Tracking systems and standardised testing allow staff to identify pupils who are not ac hieving their                   Pupil interviews
  full potential and plan learning stra tegies.                                                                  NFER resul ts
 Learners are given the opportuni ty to develop the full range of skills throughout the sc hool. As pa rt of    Portfolios
  our SIP, new processes to ensure continui ty and progression within all aspec ts of the curriculum are         SIP
  being introduced .                                                                                             VCOP
                                                                                                                 Wri ting files
                                                                                                                 Catc h up/Magic
                                                                                                                  ma ths support and
                                                                                                                 Cardiff City
                                                                                                                  Reading Projec t
1.1.5.Welsh Language

 All pupils at New ton come from non-welsh speaking backgrounds. Sc hool is the only envi ronment where           CPD records
  the Wel sh language is heard or spoken consistently.                                                             Teachers‟ Planning
 The last academic year was the first year where Welsh as a second language was formally assessed in              SIP Targets
  Year 6. The pupils achieved between Level 2 and Level 4. The results were on a par with other English            Listening to
  medium pri mary school s in the locality.                                                                         Learners
 Newton works closely with i ts cluster of sc hools to standardise assessments in Wel sh and a modera ted         Moni toring
  portfolio of work is accessible to all staff                                                                     Pupils‟ Books
 Continui ty and progression ha s been a t the forefront when considering the Scheme of Work in Welsh.            Welsh Policy
  The Subject Leader and staff ha ve worked alongside the Athro Bro (Advisory Service) to ensure all               KS2 Da ta
  sentence pa tterns are appropria tely learned and clear progression is shown, throughout the                     Tocyn Iaith
  Foundation Pha se, KS1 and KS2.                                                                                  Displays
 All pupils are given opportuni ties to develop their Welsh language in different si tua tions. Pupils are        Lesson
  given support when needed, ei ther through 1:1 support from the teacher or TA, or through                         Observa tions
  differentia ted acti vi ties, or both. All pupils are expec ted to strive to do the best they can.
 Staff and pupils are now using incidental Welsh with more consistency and confidence and Welsh
  language development i s i mproving year on year.
 Tocyn Iaith is fostering the posi tive Welsh ethos throughout the sc hool as pupils are taking ownership
  of the language and encouraging each other to use the language in a posi tive manner, leading to a
  weekly reward during our Celebration Assembly.
 Many opportuni ties are provided for the pupils to hear and speak the Wel sh Language throughout the
  day, not just during the specified lesson ti me, for exa mple: greetings throughout the day, prayers,
  registra tion and dinner register ti mes, during Collective Worship, Founda tion Phase, Celebra tion
  Assembly and after school clubs.
 Labelling around the school is clear and bilingual.
 Efforts are made from a very early age to develop the notion of bilingualism.
 A review of provision is required to ensure our pupils reach the newly introduced na tional standards

The Way Forward

   Improve use of data to i mprove pupil a ttainment
   Extend more able learners to achieve more Level 3/5 children
   Improve li teracy standards by underta king a reading review and requesting support from the LA to work tow ards the BSQS
   Develop i-nfer challenge and classroom moni tor system to ga ther further evidence on and moni tor performance of learners
   Develop online self assessment portfolio for children with a link to Founda tion subjec ts and skills
   Further training in Welsh for all LSOs within sc hool

Quality Indicator – Wellbeing

                                        Evaluation                                                                   Evidence
1.2.1 Attitudes to keeping healthy and safe

 Pupils personal and educational well-being is a priori ty of all staff                                        Lesson Observa tions
 Most pupils feel and have good a tti tudes to keeping, heal thy and safe                                      Healthy Ea ting
 The responsible a tti tude of the ma jori ty of pupils has a very posi ti ve i mpac t on learning and is a     Initia tives
  feature we are proud of in our school. This is exemplified by the way the playground peacemakers,             All Wales Fa mily of
  prefects and school councils take their roles very seriously.                                                  Schools Da ta
 The ma jori ty of pupils have heal thy a tti tudes towards food, exercise and lifestyle. They enjoy all       Healthy Sc hools
  forms of physical activi ty and support the “Heal thy Sc hools” ini tia tive.                                  Award
 The school promotes heal thy ea ting with pupils and parents, i t seeks to posi tively influence the          SAP
  content of packed lunches and snacks broug ht to sc hool.                                                     Attendance Policy
 Pupils are made aware of school dinner menu choices which are displayed                                       PSE Policy
 Hand washing, particularly before ea ting, and dental heal th are promoted in and out of the school           Anti-Bullying policy
  curriculum.                                                                                                   Lunch menus
 Learners have easy access to free, clean and palatable drinking water.                                         Attendance Record s
 School rules have been crea ted by the children                                                                PESS
 Outside areas are zoned and play equipment is offered to occupy our c hildren produc tively and                Parent
  managed by the children                                                                                         Questionnaires
 A frui t shop is managed by children a t breakti me offering heal thy snacks for staff and children            Child Protec tion
 Our new breakfast club offers healthy food to sta rt the day and ha s a 15% uptake a t present                  Policy
 School policies promote posi tive emotional heal th and wellbeing to help learners to understand and           Catering Services
  express their f eelings, and build thei r confidence and emotional resilience and therefore their               Policy
  capacity to learn.                                                                                             Healthy Sc hools
 The senior leadership tea m have worked with staff and governors to establish and manage a posi ti ve           Award/file
  environment, which secures emotional health and wellbeing in school - including the management of the          Rewards system
  behaviour and rewards policies.                                                                                Pupil of the week
 The school in partnership with ca tering services, ensures heal thier food and drink options are a vailable    Staff interviews
  and promoted a t breakfast club, breaks and lunchti mes a s outlined by Food in Schools guidance.              Pupil
 Nearly all learners in the school form very good construc tive rela tionships with eac h other and the          Questionnaires/
  school is free from bullying, racism and all forms of harassment.                                               interviews
 Most pupils behave posi tively and considerably towards one another and the school is effec tive in            Pupil interviews
  improving relationships. Learners understand the consequences of their ac tions and respond well in            Anti-Bullying
  support.                                                                                                       ECO Flag
 Every member of staff, including lunchti me and supply staff, are well informed and involved in training       Newsletters
  in relation to all aspects of the bullying policy. They work with learners to ensure tha t they                Training Records
  understand bullying and its consequences and the i mportance of maintaining good emotional health.             School and Eco
 Most pupils enjoy life in school as we effectively promote good behaviour and a desire to have self-           Council Minutes
  belief to achieve thei r best.                                                                                 Playground
 Progra mmes of lunchti me supervisor training have been organised to effec ti vely manage purposeful            Peacemakers
  and active play                                                                                                Af ter sc hool clubs
 Attendance is good when compared to our fa mily of schools with a 94% a ttendance ra te. Absence i s           WAG Pilot Projec t
  accounted for with fa mily holidays or genuine sickness                                                         on Wellbeing
 The school manages many af ter school and during sc hool physical activi ties tha t promote an ac tive
  lifestyle and a sense of tea m spiri t.
 The school SAP groups contribute to the well being of around half of the pupils in KS2
 WAG Pilot Cluster Project on Wellbeing has begun thi s year and is assisting us to identify children who
  require addi tional support
1.2.2. Participation and enjoyment in learning
 Attendance is a good fea ture of the school. U sing WAG benc hmark figures, a ttendance ra tes a t
  Newton compare very favourably with the na tional figure and si milar sc hools, placing the school in the         Pupil Interviews
  upper quartile for the past three yea rs.                                                                         Pupil Questionnaires
 Nearly all pupils demonstra te excellent beha viour in lesson s and around the sc hool, and always                Lesson Observa tions
  demonstra te posi tive a tti tudes to their learning also showing respec t and care for others.                   Target Setting Policy
 The school is aware of its sta tutory duties to ensure a learning environment tha t is ba rrier free for all      EWO interview
  stakeholders                                                                                                      Pupils‟ Books
 Most pupils know their ta rgets and wha t they need to do to i mprove thei r learning.                            Moni toring
 All staff and learners work together within a posi ti ve learning environment. The staff respec t and             Teacher‟s Planning
  value the contribution of all learners.                                                                           Parent
 Staff set good role models and the school enables learners to na turally trea t one another and other              Questionnaires
  members of the school communi ty wi th respec t, considera tion and empa thy.                                     SIP targets
 The ma jori ty of the pupils work conscientiously, respond posi tively and show enthusia sm for thei r            Attendance data
  work.                                                                                                             Wellbeing Pilot
 A minori ty of pupils, identified on the special needs regi ster work at a slower pace, someti mes with            projec t and da ta on
  poor concentra tion.                                                                                               well being
 Pupils enjoy achieving and representing the sc hool on visi ts or in competi tions.                               SAP group
 Pupils and staff enjoy promoting the school within the communi ty and providin g entertainment with                informa tion
  performances in concerts and sporting events.                                                                     Moni toring
 In Foundation Phase, children work well with adults in small groups, and the ma jori ty remain on task.
 Competency in understanding and sha ring knowledge of level descriptors in writing has had an
  excellent i mpac t on accura te pupil target setting i mproving many pupils a ttainment in writing
 All pupils have the opportuni ty to direct and plan learning throughout the yea r and choose the way in
  which they lea rn when appropria te

1.2.3 Community Involvement and Decision Making

 Pupils are proud of their communi ty and have a good understanding of neighbourhood, na tional and              School Council
  global issues.                                                                                                   minutes
 The School Council is well established . The pupils are proud of their roles, taking it ve ry seriously and     Pupil Interviews
  offering many suggestions to i mprove the school‟s envi ronment.                                                Head Boy/Girl
 The School Council are successfully involved in the school staff interview processes                            House Captains
 The Meaningful Work Progra mme provides the opportuni ty for all children to make decisions about               Playground
  roles within school.                                                                                             Peacemakers
 School rules have been crea ted and are owned by the c hildren. All pupils abide by the rules.                   Extra-curricular
 Many pupils take pa rt in the ex tensive progra mme of ex tra -curricular ac tivi ties, provided by the staff     provision
  and external providers a t New ton.                                                                              School calendar
 The school meets the requirements to opera te a Home-Sc hool Agreement system, which has been                    Resul ts of chari ty
  drawn up by the governing body in consulta tion with the SMT.                                                     work
 The school ha s a formal procedure for complaints which ha s been approved by governors. Pa rents are            Newsletters
  made aware of the procedures and complaints are deal t with fairly and promptly.                                 School Websi te
 The school informs parents about the arrangements with regard to the homework policy and their role               Photographs
  in helping their child learn. It enables them to join in discussions about the process.                          Visi tor book
 The school ensures tha t all written communications a re provided in a forma t tha t is accessible to all of     Meaningful Work
  its parents.                                                                                                      Progra mme
 All staff understand thei r role in keeping parents fully informed of the learning progress of their             School Rules
  children and the targets they a re being set.
 Parents are encouraged to a ttend consul ta tion meetings and the response is good.
 All pupils take part in fund-raising for chari ties and assi st Tea m New ton with communi ty events

1.2.4. Social and Life Skills

 Nearly all pupils show respect and considera tion for other people and cultures and are encouraged to            Pupil Interviews
  remember tha t „Li ttle things ma tter‟                                                                          Questionnaires
 The school ensures tha t all learners understand and apply the principles tha t help them to distinguish         Beha viour
  right from wrong. There i s a clear moral code tha t provides a sound basis for posi tive behaviour, which        Management Policy
  is promoted consistently through all aspects of sc hool life                                                     Educational visi ts
 Positi ve relationships between all of the school communi ty model the sc hool‟s aims and values. Learners       Beha viour Policy
  are encouraged to respect other people‟s feelings, values and beliefs                                            Pupil Questionnaires
 Many pupils ha ve well developed emotional skills, self-confidence and self-esteem which reflec ts in            Peacemakers
  excellent group work and problem sol ving skills                                                                 Meaningful Work
 Pupil responsibility is given a high profile and pupils are often given direc t management of func tions          Progra mme
  and productions through our Meaningful Work Progra mme                                                           Photographs
 All Peacemakers and responsible posi tions are selec ted with the ability to encourage good                      Planning
  relationships within our communi ty, in mind
 Employers such as JCB, Tesco, Co-op, Barclays, Pri mus and emergency services work in partnership
  with the school to prepare the children for life and work outside of sc hool
 First Aid skills are offered on an annual basis to Year 6
The Way Forward

 To continue to d evelop SAP groups within sc hool
 Extend breakfast club provision and evalua te i ts i mpac t on learning a nd a ttendance
 Further develop NBAR Pupil Wellbeing projec t to i mprove pupils well being
 Expand the school‟s Moodle si te to i mprove learning opportuni ties for parents and pupils
 Further i mprove business and communi ty links to enhance lea rning for all pupils

                                                                  Key Question 2 - Provision
Quality Indicator – Learning Experiences

                                       Evaluation                                                                     Evidence
2.1.1. Meeting the needs of learners, employers and the community

 The school provides a wide range of learning experienc es in all aspec ts of the Curriculum through our       Planning
  cluster led thema tic approach                                                                                Schemes of work
 Learners make good progress rela tive to their capability                                                     Policies
 Teachers plan interesting and challenging ac tivi ties a t appropriate level s for children                   Photographs
 The broad and balanced KS2 curriculum fulfils the sta tutory requirements and builds on the learning          Wi thdrawal
  experiences offered to pupils a t KS1.                                                                         intervention evidence
 The School is piloting a combined FP3 and FP4 learning area which places the learners a t the centre of       Purple Mash and
  planned activi ties and he i mpact will be reviewed during the summer term 2011                                Moodle
 Our planning and tracking systems are developing sui tably to account for rec ent educa tional changes        School Prospec tus
 Joint planning initia tives with our local pri mary and comprehensive sc hool ensure tha t the KS2 / KS3      Cohort Profiles
  progra mme challenges learners appropria tely.                                                                Educational visi ts
 Our systems for grouping pupils, takes account of the need s of the pupils learning and wellbeing             School Calendar
 Setting for English and Ma thema tics where appropria te in upper KS2 has been a successful fea ture of       Pupil interviews
  our school for some years.                                                                                    School Council
 The school works to remove barriers to progress with regard to ethnicity / race, gend er, disability,          minutes
  special needs, social background and other significant fac tors.                                              PSE progra mme
 Pupils undertake educa tional visi ts and the school welcomes guests from the local and wider communi ty  School Websi te
  to support the educa tion of the pupils.                                                                  BECTA ICT Award
 Subject policies have been upda ted to meet the requirements of the Founda tion Phase and Curriculum  LAP & NAP
  2008.                                                                                                      Initia tives
 Personal development i s promoted through a wide range of opportuni ties.
 All learners have opportuni ties to contribute their ideas and take on responsibility.
 The curriculum provides opportuni ti es for all learners, including those with learning difficulties and
  disabilities to progress and develop well.
 Communi ty participa tion is actively encouraged as a part of our curriculum and our out-of -sc hool
  learning and extra -curricular activi ties i mpac t posi ti vely on pupils‟ experiences and learning.

2.1.2. Provision for skills
 The learning activi ties across the curriculum meets pupils‟ needs in gaining and using skills, particularly
  through our TALK project, DCELLS thinking Skills Projec t and our Big Wri ting Projec t.                        TALK/ DCELLS Skills
 The provision for skills is being moni tored and evalua ted to make sure most pupils‟ increasing                 projec t
  development of skills takes place across many area s of the curriculum and any gaps in our provision can        Cluster provision map
  be acted upon                                                                                                   Policy
 The school provides many opportuni ties to develop ICT skills and has been highly praised for i ts work         Planning
  during the ICT Becta Mark assessment process                                                                    Schemes
 Support systems such as Ca tch Up, Magical Ma ths and our DEST projec t, help i mprove the skills of            Bec ta Award
  those who are a t risk of falling behind expec ted levels a t an early sta ge.
 Skill ladders are being developed to enhance our systema tic development of skills within curriculum
  areas across the school.
2.1.3. Welsh Language Provision and the Welsh Dimension
 Our provision for Welsh language development enables many pupils to ac hieve good standard s, when
  taking account of the linguistic background and contex t of the sc hool.                                        Planning
 Our Schemes of Work and individual events contribute well to pupils‟ knowledge and understanding of             Portfolio
  the cul tural, economic, environmental, historical and linguistic aspec ts of Wales.                            KS2 Da ta
 All staff are encouraged to use Wel sh throughout the sc hool day incidentally, to encourage                    Tocyn Iaith
  bilingualism and as part of Welsh second language teac hing.                                                    Displays
 Pupils are encouraged to use their Welsh language in the classroom and around the scho ol to thei r             CPD/Lesson
  peers and with adul ts in the school environment and are rewarded through out Tocyn Iai th system                Observa tions
 Helpwr Y dydd is a regular fea ture throughout the sc hool.                                                     Photographs
                                                                                                                  Eisteddfod
2.1.4. ESDGC

 Newton i s actively involved in ESDGC from Nursery to Year 6, and ha s been awarded the ECO Green             Policy
  Flag Award                                                                                                    ECO commi ttee
 The ESDGC policy has a very posi ti ve i mpac t on how the school approac hes and manages ESDGC               Planning
  including recycling, waste mini mi sa tion and supporting heal thy lif estyles.                               Recycling
 The school‟s Eco Commi ttee provides leadership and a powerful pupil voice.                                   Displays
 Extra-curricular activi ti es including a gardening club and cookery club assist pupils to develop the        Clubs
  knowledge, understanding, skills and values of ESDGC.                                                         Green Flag
 The school ac ts sustainably, for exa mple in using energy, minimi sing waste and recycling.                  Comenius Projec t
 The school contributes to global citizenship through developing an understanding of the wider world           Chari ty work
  with the use of PowerPoint Presenta tions and i ts commi tment to local and intern a tional fund raising
 The school ha s emba rked on an interna tional ci tizenship projec t with Pal ma, Spain, so tha t we may
  understand how wellbeing is catered for in Spain and share our pilot projec t work with them.

The Way Forward

 Review themes and establish use of skills ladders within the cluster to ensure effec tive and progressive delivery of skills based learning
 Complete Comenius funded NBAR Project and develop the fa mily support worker role to lead learning projec ts for parents within our cluster of sc hools

Quality Indicator – Teaching

                                                 Evidence                                                              Evidence
2.2.1. Range and quality of teaching approaches

 The quality of the teaching is a significant strength of the school.                                            Thema tic Cluster
 New planning structures are in thei r second year of development and will be evaluated within the                Planning
  cluster a t the end of Summer 2011.                                                                             Target setting
 The standard of prepa ra tion and planning, the use of innova tive approac hes, the promotion of ac tive        Pupils‟ work
    learning and a suitable level of challenge all provide interesting and rewarding experiences for the           Lesson observa tions
    ma jori ty of pupils.                                                                                          Learning Walls
   Teachers encourage pupils to develop thinking skills and to express their ideas clearly                        VCOP
   Teachers have very good background knowledge of the pupils and use effec tive stra tegies to organise          LSO work
    and focus work.                                                                                                SAP/Counselling
   Staff CPD record s show the commi tment of management and staff to keep up -to-da te with curricular           MAT da tabase
    and pedagogical developments – as a resul t, staff are able to use a wide range of teaching methods and        Planning
    resources to interest, sti mula te and challenge the pupils in their care.                                     INFER resul ts
   Staff have high expecta tions of pupils and this is reflec ted in the good behaviour and wellbeing of the      Baseline
    ma jori ty of pupils.                                                                                            assessments
   The ma jori ty of pupils enjoy their work and make good progress.                                              Pupil interviews
   Teaching is sti mulating and enthusia stic and the majori ty of lessons a re well paced.                       INSET progra mme
   Teachers have a good knowledge of their subjec ts and all areas of the curriculum.                             Staff Meeting
   There are excellent rela tionships evident in the classrooms.                                                    minutes
   Teaching method s are well selected and ti me is used very produc tively for collaborati ve and                Department minutes
    independent work.                                                                                              Staff CPD/
   A wide range of teaching and learning stra tegies are evident throughout the sc hool.                            Qualifications
   Learning support staff are very effectively deployed and have a good level of skill and training and           Pupil questionnaires
    maintain excellent relationships with teachers and pupils.                                                     Beha viour policy
   MAT children are highlighted and afforded extended learning opportuni ti es throughout the year such           Assessment Records
    as Eisteddfods, LA competi tions, sporting events, talent shows and cluster work to showcase thei r            Listening to
    talent and share their work with other like mind ed children.                                                    Learners
   Child Protection and pastoral activi ties ensure tha t vulnerable children are well supported.                 Target Setting
                                                                                                                   Tracking System
                                                                                                                   Beha viour Policy

2.2.2. Assessment of and for learning
                                                                                                                   i-nfer
   Teachers allow pupils to regularly access their learning and share i t wi th their peers. Thi s enables        classroom moni tor
    pupils to understand their progress and contributes to the setting their own learning ta rgets.                school tracking
   Different forms of feedback are effectively used to inform pupils about thei r learning                        neales da ta
   All learners a re working to targets set in partnership with their teacher and the majori ty can describe      ta rget setting
    how well they are doing and the progress tha t they are making.                                                reports
   There is an understanding of the need to increase the pace of learning for MAT pupils in line with             pupils‟ work
    their abili ty.                                                                                              peer assessment of
   Learners with ALN are supported in their learning and lessons are differentia ted to accommoda te             learning logs
    their needs.                                                                                                 learning walls
   Teachers and support staff always ensure tha t assessments are valid and reliable. They are used by          Video/photo evidence
    staff to inform future planning.                                                                             All Wales Core Da ta
   The analysis of assessment findings, including National Curriculum assessments is good, with clear,          planning
    systema tic, manageable and useful digital record s on each pupil.                                           Pupil interviews
   Records a re used effectively to track pupils‟ progress, compare outcomes with benc hma rks and              Parent
    intervene in individual cases if necessary                                                                    Questionnaires
   The cluster have worked closely to share assessment work and agree modera ted sa mples of pupils‟            Examples of End of
    work, accessible via an online portfolio                                                                      Year Reports
   The staff have a clear and shared understanding of what consti tutes each level
   Reports to pa rents are informa ti ve and provide clear informa tion on the level of pupil attainment and
    identify wha t they need to do to i mprove
   Use of video evidence ha s enhanced our assessment of work especially within oracy and PESS
   Generally parents consider they a re well informed about the progress of their child

The Way Forward

 Continue to develop and evaluate planning and assessment/ tracking systems
 Explore further MAT challenge days within the cluster to ex tend and challenge our more able learners
 Review of planning systems and con tent to ensure coverage and progression within our skill based curriculum

Quality Indicator – Care, support and guidance

                                                  Evaluation                                                            Evidence
2.3.1. Provision for health and well being
 The school‟s systems and support network to promote pupils‟ health, behaviour and wellbeing is                 Policies
  effecti ve.                                                                                                    Healthy ea ting
 The views of pupils are considered regularly through informal discussion, circle ti me, questionnaires,         guidance
  school councils and on an individual basis.                                                                    school council
 The school underta kes online surveys to track well being w hich focus planned interventions                  Peacemakers
 The school is integra ting a personal and social education progra mme (SEAL) into i ts work to promote        Pupil/parent
  the social and emotional wellbeing of our pupils.                                                              questionnaires,
 The pupils‟ spiri tual, moral, social and cultural development is good.                                       newsletters,
 The school ha s crea ted an ethos which supports a stable and ordered environment in which values of          Communi ty support
  honesty, fairness and respect are gi ven a high priori ty.                                                    Celebra tion
 Induction into the school is good                                                                              assemblies
 Links between achievement, pupil‟ behaviour and a ttendance are analysed and are part of the                  house points
  moni toring system.                                                                                           100% attendance
 Systema tic and well managed assessment proc edures ensure tha t the teachers track thei r pupils‟             awards
  progress and personal development.                                                                            Eco-file
 Staff have very good rela tionships with pupils.                                                              Vision/ mission
 Through groups such as Playground Peacemakers, House Captains and the School Council, pupils learn             sta tements
  to exercise initia tive and take responsibility for their ac tions.                                           NBAR projec t
 Acts of collective worship reinforce pupil‟s understanding of moral issues.                                   Assembly rota
 The school is an integral part of the communi ty life in the area. As well as welcoming visi tors to the      Attendance data
  school and participa ting in local events, the pupils take part in ex tra -curricular activi ties suc h as    Beha viour Policy
  concerts, sporting and cultural activi ties                                                                   Child Protec tion
 The recently introduced “Breakfast Club” ha s proved successful and improved punc tuality with a               Policy
  number of pupils.                                                                                             Substance Misuse
 Learners show knowledge and understanding of heal th and fi tness. The sc hool consul ts with learners         Policy
  about the physical activi ty opportuni ties offered by the sc hool                                            Sex Education Policy
 Learners enjoy and show commi tment to PESS and show understanding of the i mportant part i t plays           PSE progra mme
  in an active and healthy lifestyle .                                                                          Pupil interviews
                                                                                                                PESS progra mme
2.3.2. Specialist Services, information and guidance

 The school prospectus, website and a range of policies and other informa tion are readily available to        IDP projec t
  parents. A copy of the school prospectus is given to pa rents on ad mission.                                  Police School Liaison
 There are very effective whole school policies rela ting to others, routines, organisa tion, behaviour,        plans
  atti tud es, and all aspects of safeguarding. These set out the sc hool‟s working arrangements and            Beha viour Policy
  philosophies very clearly. In practice, these are consistently ad hered to, to ensure the smooth run ning     Ad missions Policy
  of the school and a safe and secure environment.                                                              School Prospec tus
 Pupils have access to a range of personal and specialised services both internally and to ex ternal           Websi te link
  agencies, i.e. learning and beha viour support, heal th, speec h and language, occupational and               Pupil Questionnaires
    physiotherapists, educational psychologists, EWO and On Track initia tive.                                    Pupil interviews
   There are also excellent links with the Communi ty Police and Liaison officers, Fire Service, cycle           PSE progra mme
    proficiency tea m and more recently the Kerb Craf t Tea m.
   The school is able to respond well to the needs of pupils by using the links tha t exist wi th a number of
    volunta ry and non-voluntary agencies.
   Pupils with more complex needs are referred promptly to ex ternal support agencies.
   Pupils receive consistent advice, guidance and support.
   Any learners a t risk are identified early and effective arrangements are put in place.
   The school ha s well established “Af ter School” clubs providing many rewarding experiences and
    activi ties.
2.3.3. Safeguarding arrangements

   All Wales Child Protection procedures are in place.                                                           Staff CPD record s
   The school ha s appropria te policies and procedures for safeguarding the pupil s in our care.                LAC file
   All pupils are aware of the clear procedures for dealing with bullying.                                       Child Protec tion
   The school provides a wide range of procedures for rewarding good behaviour and employing sanctions.           Procedures
   The ma jori ty of pupils have a strong trust in the sc hool and members of staff.                             Safeguarding Policy
   Arrangements for the safeguarding of pupils are robust and regularly reviewed.                                SAP
   Risk assessments a re carefully attended to.                                                                  Pupil questionnaires
   Good quality care for our pupils is seen in the high level of commi tment of staff and their competence       Pupil interviews
    in promoting the i mportance of health and safety.                                                            Procedures for
   All learners, including those most a t ri sk, are well supported .                                             Inclement Wea ther
   All teaching and support staff have been trained in Child Protec tion procedures.                             Evacua tion
   A member of the GB has assigned responsibility for Child Protec tion.                                          Procedures & Plans
   All new staff are required to undertake CRB clearance and all existing staff adhere to LA policy.             Fire Safety Audit
   The school keeps up to da te records on CRB checks for staff, governors and all other vi si tors/             Health & Safety
    professionals working in the school.                                                                           Policy
   The school works closely with the EWO, Social Services and other c hild support services.
   All staff have had first aid training

2.3.4. Additional Learning Needs

 The provision for identifying and providing for pupils with additional needs i s well established.              IEPs
 The school provides a number of well co-ordinated stra tegies to meet individual needs.                         IEP class record
 Highly effective systems moni tor and support pupils and give them access to a broad and balanced                books
    curriculum.                                                                                                  ALN register
   Pupils with ALN have access to all the appropria te a reas of the curriculum a s teac hing is                Language Support
    differentia ted and the methods and approac hes used enable work to be ma tched to pupils‟ needs,             data
    ability and learning styles.                                                                                 Medical support
   Individual Educational Plans are comprehensive. They set out sui table targets for i mprovement, are          training records
    moni tored regularly with parents and children twice a year or as need ed.
   Our NBAR work promotes half-term cluster ALNCo meetings which are proving useful in standardising
    our procedures and sharing IDP work within this professional communi ty
   A number of mul ti-disciplinary agencies work in partnership with the sc hool to ensure pupils a re
    supported to achieve their potential and support their needs.
   Some staff have had training in ad ministering medicines and supporting children with diabetes

The Way Forward

 Continue to work through the 2 year NBAR projec t with the cluster, Vale of Gla morgan and Spain
 Extend SEAL and early intervention outreach behaviour and counselling work through the deployment of a cluster fa mily w orker

Quality Indica tor – Learning Environment

                                                 Evaluation                                                            Evidence
2.4.1. ethos, equality and diversity
 The school is a fully inclusive communi ty where diversi ty is recogni sed and celebra ted.                    Policies
 Pupils are encouraged to reflect on their own beliefs and values as well as those of others.                   Da ta analysis and
 The school actively promotes equal opportuni ti es and all pupils have equal access to all areas of the         tracking
  curriculum and ex tra-curricular provision.                                                                    DES
 The school offers a safe and welcoming environment for all learners.                                           Assemblies
 Bullying, discrimination and ha rassment a re very ra re in our school and any incidents tha t a rise are      Pupil interview
  dealt with effectively and immediately.                                                                        Anti-Bullying Policy
 The leadership of the school promotes an a tmosphere and ethos, which supports continual                       Cohort Profile
  improvement where learn ers are keen to learn and provided with a environment tha t supports learning .        Tracking system
 Curriculum planning, content and delivery consider equali ty in rela tion to ethnici ty, language, ability,    Pupil Questionnaires
  gender and religion, when appropria te.                                                                        Curriculum Planning
 School uniform is worn by most of our pupils and helps to mini mise any visual concept of social                Staff interviews
  disadvantage.                                                                                                   Staff Handbook
 The school takes all reasonable steps to ensure tha t current and prospec tive pupils with disabilities do      Equal Opportuni ties
  not suffer less favourable trea tment in school or in respec t of ad missions and exclusions and we have         Policy
  a well-understood equality scheme tha t promotes equal opportuni ties and human rights.                         PSE Policy
 Our policies meet sta tutory requirements and together with our ac tion plan ensures d elivery of the           Racial Equality Policy
  disability action plan.
2.4.2. physical environment
 We always endeavour to provide resources tha t are well ma tc hed to our pupils‟ needs                            Finance records
 The school building and grounds are well maintained.                                                              Inventory
 Teachers and support staff are well qualified and suitably trained                                                Garden plans
 Learning is enhanced by the use of support staff tha t help teac hers to plan, deliver and record.                Playground zones
 The school‟s physical infrastructure consists of a well maintained single high speed network with a               Pupil discussion
  server and infrastructure design which provides all curriculum and administra tion fea tures to staf f            LA Health & Safety
  and learners whenever and wherever they require them.                                                              Audi t
 Foundation Pha se areas have been developed and continue to evolve as we ex tend resources, a ttend               GB minutes
  training and increase adult support                                                                               School Accessibility
 The accommoda tion ranges from adequa te to good.                                                                  Plan
 All space is utilised effectively.                                                                                Staff Interviews
 Projects to develop both the internal and external environment have proved successful.                            Risk Assessments
 Many of the toilets a re adequa te however the girls toilets in KS2 are in need of refurbi shment.
 The school ha s knowledge of funding opportuni ties and how they may be accessed to support capital
 Staff and governors are fully aware of the underlying principles of the Sc hool Accessibility Plan.
 The school meets legisla tive support to advise on, and plan maintenance and repairs.
 The school si te is generally secure and systems a re in place for visi tors, however all aspec ts are under
  continuous review.
 There is a constant progra mme of maintenance and development work to ensure the sc hool is safe and
  fit for high quali ty teaching

The Way Forward

 Update DES following whole school review
 To develop grea ter shared use of all resources w ithin FP1 and 2
                                                                  Key Question – 3 Leadership
Quality Indicator - Leadership

                                                 Evaluation                                                            Evidence
3.1.1. Strategic Direction and the impact of leadership
 Leadership has a clear and shared vision with high aspira tions for the school and its communi ty .
 The management tea m work skilfully to communicate the stra tegic vision for the short and long term          PM files
  development of New ton, to other members of the sc hool communi ty.                                           Head teacher PM
 All plans and policies have clear ai ms and stra tegic objec tives tha t are focused on meeting pupils‟        ta rgets
  needs.                                                                                                        Job descriptions
 School Improvement Plans have agreed success cri teria and these are always discussed and agreed              SIP
  with the Governors, Staff, children the communi ty and Local Authori ty.                                      School Prospec tus
 Our school structure is coherent Staff understand and fulfil their roles in direc t rela tion to specific     Meeting minutes
  stra tegic aims, plans and responsibilities.                                                                  School struc ture
 Leaders manage their own ti me effecti vely and priori tise ac ti vi ties responsively. Meetings mainly       ESIS Link Adv
  focus on important issues concerning performance and core business, a nd genera te clea r action points        reports
  which are i mplemented as agreed.                                                                             3 year self evaluation
 There are ex tensive procedures to analyse pupils‟ performance. These help to inform the sc hool‟s             struc ture
  judgements about where there are pa rticular strengths or shortcomings in pupils‟ learning.                   Vision/Mission
 Performance da ta is used to identify trends over ti me, to identify under a ttainment and to plan             sta tements
  focused groups for pupil improvement.                                                                         Parent
 Target setting is a regular fea ture of staff discussions and we have good proc edures to use da ta to         Questionnaires
  moni tor performance rela ted to ta rget setting and elec tronic tracking. Challenging ta rgets are always    Pupil Questionnaires
  set for pupils‟ a ttainment and are always evaluated against results.                                         Staff Questionnaires
 The School negotia tes and co-opera tes well with outside agencies, including the educational                 SMT minutes
  Psychologist, for the wellbeing or provision of our pupils. In c rea ting our school ethos, we always         Pupil interviews
  promote beha viours and values where our pupils and staff feel valued.                                        Moni toring &
 There is an excellent learning cul ture in our school, built upon a sha red understanding and support for      Evaluation Policy
  every member of the tea m.                                                                                    Da ta analysis
 The management style employed by the Head teacher is to ma ke constant and good use of formal and             Previous Estyn
  informal evidence to identify underperformance or coasting performance and to employ differing                 Report
  stra tegies to rectify or i mprove performance.                                                               Self-Evalua tion
 The performance management process i s well struc tured and always supports the i mprovement and               audits
    quality of our teaching and learning, pupil outcomes and management / leadership targets.                     Performance
   Performance management reviews emphasise individual training needs and training requirements of any            Management Policy
    new targets together wi th the need s if the SIP which leads to the management and organisa tion of           Pastoral support-SA
    Continuous Professional Development (CPD). This has proved to be very effec ti ve in securing                 ICT BECTA Award
    improvements in teacher performance.
   CPD opportuni ties mostly focus on the training needs of the school and individuals relating to the
    agreed targets wi thin the School Improvement Plan (SIP). Staff always set targets for i mprovement
    tha t supports the delivery of the stra tegic aims in our Sc hool Improvement and other Ac tion Plans.
   Subject leaders ha ve regular opportuni ties to look a t teachers‟ planning and the quali ty of pupils‟ work
    as it i s now available digitally.
   All staff are encouraged to continue their professional development, to enhance their own careers and
    to i mprove their skills. Thi s ha s lead to i mproved standa rds of learning and teaching
   Language and Play and Numeracy and Play (LAP and NAP) have been established at our sc hool and are
    an essential part of our induction progra mme for our nursery children
   The use of IT to enhance the work of the school has been i mproved over the pa st few years
3.1.2. governors or other supervisory boards
 The governing body is a good representa tion of the communi ty i t serves.                                         GB minutes
 Most governors make i mportant contributions to the life and work of the sc hool.                                  HT reports
 The governing body meets i ts legal duties in full. Governors a re very commi tted to the sc hool; well            Govs Annual Report
  informed about the progress the school is ma king in a range of initia tives and in the raising of                 Instrument of
  standards further. It provides strong support for the school in all aspec ts of i ts work.                          Governance
 The Chair of Governors sets a strong exa mple and endeavours to ensure tha t governors undertake                   Ad missions Policy
  their roles and functions effecti vely.                                                                            Staff Discipline
 They have a thorough apprecia tion of their responsibilities and are very well informed by the sc hool              Policy
  about standards, policies and on-going developments.                                                               Complaints Policy
 There is a strong sense of planning in partnership between the governing body and the senior                       GB minutes
  management, so tha t both elements have a clear shared vi sion and high expec ta tions for the future.             Head teacher‟s
 Through a series of meetings with staff, the governors are kept informed of aspec ts of sc ho ol life               Reports to GB
  and school initia tives, the performance of our sc hool and issues tha t affec t i t. Consequently they ha ve      GB Handbook
  an important influence on school i mprovement, moni tor progress effec tively and hold the leadership              GB Annual Report to
  tea m to account for the standards and quality ac hieved .                                                          Parents
 They provide a sense of direction for the work of our sc hool during their visi ts and a t meetings; they          Link governors‟
  gather or request evidence and, consequently, make frank and useful contributions to the school's                   interview
  stra tegic direction and process of self evaluation.                                                               Register of Business
 They take all reasonable steps to inform pupils, members of staff, parents/carers or any other person               Interests
  of the procedures if they wish to make a complaint or appeal and make sure tha t responses are given
3.1.3. Meeting national and local priorities
 A range of polices to address na tional priori ties and to raise standards further, ha ve been                  CPD records
  implemented to a high standard. These policies effec ti vely i mprove pupils‟ a ttainment and wellbeing.        Cluster records
 Policies and initiatives tha t meet local and national priori ties are i mplemented consistently including      Family of school s
  Child Protection procedures, Every Child Ma tters and the Children‟s and Young Peoples Plan                     Planning
 The School successfully works with the LA to deliver the Bridgend TALK projec t, Thinking Skills,               School Improvement
  T2L/L2L and the NBAR Pilot ini tia tive.                                                                         Plan
 By close collaboration with other school s in our cluster we are able to respond to educa tional                Transi tion Plan
  challenges more effectively.                                                                                    Cluster minutes
 Transi tion arrangements with Porthcawl Comprehensive Sc hool support pupils on a curricular and                PESS
  pastoral basis.                                                                                                 Healthy Sc hools
 We have made ini tial contact with many of our fa mily of schools and have begun to share a spec ts of           Award
  our work.                                                                                                       ECO sc hools
 The organisa tion and management of the Foundation Phase ini tia tive resul ting in the appointment of          BECTA ICT Mark
  high quali ty support staff has already proven to ha ve a significant influence on the learning
  experiences we are able to provide for our younger pupils.

The Way Forward
 Embed the SEF and New Estyn Inspection Fra mework into school stra tegic planning struc tures
 Improve li teracy standards by underta king a reading review and requesting support from the LA to work tow ards the BSQS
 Enhance and i mprove our skills tracking system

Quality Indica tor – Improving quality

                                                 Evaluation                                                             Evidence
3.2.1. self-evaluation, including listening to learners and others

 We have an inclusive approach to Self-evaluation where everybody‟s ideas are sought and welcomed.               MER folder
  Self–evaluation has been a key fea ture of school i mprovement for several years, being a regular pa rt         NBAR da ta folder
  of our school‟s working life embedded and in our stra tegic planning.                                           PM reviews
 Our School Council is a success and helps to provide pupils with a voice to share their views and raise         Reports
  issues and illustra te their commi tment to i mproving their school.                                               School Council File
 Questionnaires are being used to ga ther pupil, parents and staff opinions and the evidence ga thered is           Self-Evalua tion
  then used as a focus for action planning                                                                           Staff & SMT Minutes
 Parents‟ Evenings and the end of year wri tten report give parents the opportuni ty to express opinions.           Pupil interviews
 All staff are considered to be leaders and lead thei r subjec t area s or aspec ts of the curriculum               Questionnaires
  including Self-evaluation and Action Planning. The Self-evaluation proc ess is rigorous and very well
  organised so tha t the view of staff, governors pupils and parents are taken on board .
 All staff have been involved in the process of making judgements.
 The school carries out thorough evalua tion and moni toring of data on standards and the quality of
  education, including consideration of trends and progress over ti me.
 Targets set are ti med and measurable. If there are any significant adjustments to the ta rgets they
  are reported in Head teacher reports to the Governing Body and reasons are gi ven to the Governors.
 All essential informally collected evidence on the quali ty of teaching and learning is used e ffec tively to
  improve teaching standards and learner outcomes a ttainment.
 All first-hand formal observa tions and evalua tions include judgements of performance and outcomes.
 Where appropriate, we draw upon reviews by external agencies for modera tion and evalua tion.
3.2.2. planning and securing improvement
                                                                                                                   SIP
 Self-evalua tion ha s led to the i mplementa tion of a wide range of stra tegies and initia ti ves tha t have    Self-evalua tion
  contributed to significant i mprovements in many areas of the sc hool‟s work.                                     Report
 All staff have a role in setting, implementing and reviewing ta rgets in the SIP. This i s achieved              Photos
  through meetings, discussions and school tea ms                                                                  Parental views
 Improvement targets include a wide range of activi ties to i mprove standard s and move the sc hool              Pupils views
  forward. These are closely moni tored by leaders a t all levels                                                  Performance
 School i mprovement and planning is supported by an effec tive performance management system for all              Management
  staff.                                                                                                           Listening to Learners
 Moni toring and evalua tion is embedded in the sc hool‟s prac tice and has benefi tted from our tea m            Scrutiny of Work
  approach, which ha s enabled staff to work in pairs to revi ew school work                                       Classroom
 The school reviews i ts performance and evaluates systema tically the effec tiveness of teaching,                 Observa tions
  providing feedback and support, and managing performance with commi tment and integri ty.                        Policies
 Processes and procedures are kept under review and policies updated when appropria te                            All Wales Core Da ta
 Our priori ties are always supported by the allocation of resourc es.                                             Sets
                                                                                                                   SMT Minutes
                                                                                                                   Staff Meeting
3.2.3. involvement in networks of professional practice
 Professional learning communi ties ha ve been established within the sc hool, our transi tion cluster and    Big Wri ting projec t
  with other schools for someti me. Our involvement in professional learning communi ties gi ve us access      NBAR Well being
  to emerging knowledge about school leadership, learning, teaching and wellbeing.                              projec t
 Our PLC‟s support the active engagement of all our staff in increasing their professional knowledge,         Cluster assessment
  understanding and skills, to develop innova ti ve approaches to learning and teac hing.                       portfolio and
 Staff have been involved in direct classroom observa tion and the Head teacher ha s underta ken               meetings
  learning walks with other ex ternal colleagues.                                                              Internal partner
 Good practice i s shared with other teachers and adults wi thin and beyond our sc hool through informal       observa tions
  discussion, formal meeting and internal                                                                      Cluster Sc hools
                                                                                                               Head teacher‟s Report
                                                                                                               CPD
                                                                                                               School Improvement
                                                                                                               Transi tion Plan
                                                                                                               School calendar
                                                                                                               INSET days agenda
                                                                                                               Staff minutes
                                                                                                               SMT minutes

The Way Forward

   Embed the SEF and New Estyn Inspection Fra mework into school stra tegic planning struc tures
   Extend the systems for d eveloping the pupil voice in annual school i mprovement planning
   Develop a long term plan for the NBAR Well Being Projec t PLC within the cluster/Vale LA
   Development of learning walks for all stakeholders
Quality Indica tor – Partnership working

                                                Evaluation                                                           Evidence
3.3.1. Strategic Partnerships
 The school actively engages in, and is very commi tted to partnership ac tivi ty to promote learning and     Transi tion
  pupil wellbeing such as the counselling service                                                               questionnaire
 Newton works particularly closely with our Cluster in terms of transi tion. There is a well established      Photos
  progra mme for our lea rners in Y5/Y6/Y7 which has resul ted in good coopera tion between the schools        Policies
  and a successful outcome for the transi tion between Pri mary and Comprehensi ve sc hool for our pupils.     Inset days
 The school is very good a t recognising the i mportance of involving parents in the education of their       Presenta tions
  children. Home/school agreement is discussed prior to applica tion in order to establish the i mportance     Moodle/Wiki/ Websi t
  of the parental role and our recogni tion of it.                                                              e
 Parents are actively involved in thei r children‟s learning throughout thei r ti me in school through        RNLI
  reading activi ties, Fa mily Learning projects suc h as LAP/ NAP, library club and learning logs.            Parent questionnaires
 Before starting the Founda tion class, the parents are invi ted to the sc hool for a presenta tion and       EBP
  introduction and during the autumn term parents are invi ted to spend an evening a t sc hool to find out     WAG Ini tia tives-
  about the year ahead for their child.                                                                         NBAR, Sta tementing
 Newton has a very active PTA called „Team Newton‟ who assist us in making the school the central hub          or something better,
  of our communi ty                                                                                             DCELLS thinking
 The school regularly accepts stud ents f rom colleges and universi ties to support them in their learning     skills projec t
  and have provided writing workshops for a Swansea Universi ty
 The school works closely with local employers to ensure tha t they have input to learning within our
3.3.2. joint planning, resourcing and quality assurance
 The school ha s effective structures and processes which contribute well to joint working prac tices         Cluster Portfolio work
  within our Cluster of schools.                                                                               Cluster minutes
 The school works with partners to plan, manage and assure the quality of provision in the transi tion        Cluster ICT projec t
  between Year 6 and Year 7, pastoral issues and communi ty projec ts.                                         Joint thema tic
 The school collaborates with our pa rtner sc hools to develop continui ty in learning and wellbeing and       planning
  produce effective joint plans and training for transi tion.                                                  Joint INSET
 The school works effecti vely with our partner sc hools to modera te and assure the quali ty of the          School Calendar
  assessments of levels in the core subjects and Welsh.                                                        Transi tion Plan
 PESS mentoring, with specialist teachers supporting, is raising standards in PE and has been ex ternally
  mod era ted for quali ty assurance
 We continuously and effectively work with our Cluster schools to modera te and assure the quali ty of
  the a ssessment of pupils‟ work and have joint INSET courses to ensure cohesive provi sion and
  stra tegic planning.

The Way Forward

  Improve thema tic links from Year 6 to Year 7
 Enhance our communica tion with local employers and organisa tions to i mprove outcomes for our learners
 Development of our Moodle Si te to enhance our pa r tnership work with pa rents and children

Quality Indica tor – Resource management

                                                  Evaluation                                                           Evidence of staff and resources
 The Head teacher and governors ai m to deploy staff in order to make best use of thei r ti me, experti se     Budget Sta tement
  and experience.                                                                                               INSET budget
 The Head teacher and Deputy identify and meet the development needs of all our staff through                  NQT Policy
  effecti ve use of planning, prepara tion and assessment (PPA)                                                 ICT facilities
 The school employ appropria te stra tegies and processes to meet the sta tutory requirements of the           INSET ti metables
  Na tional Agreement on „Raising Standards and Tackling Workload ‟                                             Health & Safety audi t
 Teacher, teaching assistants and non-teaching staff are managed and deployed effec tively                     LEA policy
 The costs of existing progra mmes and acti vi ties are budgeted and kept under revi ew                        Staff struc ture
 Priori ties and area s for development a re identified, and allocate resources appropria tely according to    Staff Absenc e Policy
  clear criteria tha t reflect agreed objectives.
 Systema tic and accura te budgeting a rrangements are in place including appropriate arrangements for
 Our Financial Regulations sta te clearly the balance between the responsibilities underta ken by
  governors and those delega ted to the Head teac her and members of staff.
 Audi t reports establish tha t the school has effec ti ve financial controls. The school respond s to any
  recommenda tions in the report.
3.4.2. value for money
 The school provides good value for money.                                                                         PPA ti metable
 Resources are costed and evaluated for quality, reliability and value for money.                                  SIP
 Effecti ve allocation of support staff enhances the educa tion and experiences of the pupils in our care.         Budget overview
 The school is efficient and inventive in its use of financial resources.                                          CPD records
 Resources are w ell used, including any external services to i mprove learners‟ outcomes and to secure            INSET budget
  good value for money.                                                                                             Annual reports
 Financial planning links to the school i mprovement plan to benefi t learners and best value principles are       Budget plan
  taken into account.                                                                                               GB minutes
 The school is thorough in ensuring tha t expendi ture is well targeted .                                          BSF sta tement
 The school balances i ts expendi ture across key budget areas.                                                    Audi t Report & Ac tion
 Governors receive relevant and accurate financial documenta tion and are involved in the budget                   Plan
  process enabling them to fulfil their sta tutory duties.
 Audi t reports establish tha t the school has effec ti ve financial controls. The school respond s to any
  recommenda tions in the report.

The Way Forward
 Develop a new plan to meet the needs of the school for future IT developments
 Follow up actions highlighted in our recent finance audit

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