Ysgol Pen-y-bryn Governing Body, Bethesda
Annual Report to Parents/Guardians
This report describes how the governors undertook their duties during the school year 2014-2015.
Chair 2014-2015: Mr. Dylan Davies, Cae Bryn, Braichmelyn, Bethesda, LL57 3RD.
Clerk 2014-2015: Miss Laura Millican, Ysgol Pen-y-bryn, Bethesda, LL57 3BE.
Who were the Governors?
Name Representing Date Term in post ends elected/Appointed Jill Oliver Parents/guardians 09/14 08/18 Dylan Davies Parents/guardians 09/14 08/18 Cari Griffiths Parents/guardians 09/11 08/15 Bet Roberts Parents/guardians 09/11 08/15 Eifion Rowlands Community 11/11 10/15 Marian Arman Community 09/12 08/16 Janet Jones Community 09/14 08/18 Elin Edwards LEA 09/14 08/18 Caren Brown LEA 12/12 11/16 Ann Williams LEA 08/12 07/16 Mary Jones Community Council 06/11 05/15 Llinos Morgan- Teachers 09/14 08/16 Jones Support Staff 09/14 08/16 Caryl Griffiths Head teacher - - Ceren Lloyd
When will the next election to elect a parent-governor be held?
It is likely that an election to elect a parent-governor will be held in September 2018.
When did the Governing Body meet?
(2014) September 25th, December 4th, (2015) March 19th and July 2nd.
What was the situation regarding pupils and staffing?
The school opened in September 2014 with 137 pupils on the school register. At the end of the school year, there were 144 on the school register. There were 5 teachers.
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Terms and sessions
School sessions: 9.00-12.00 and 1.00-3.30.
(Doors open at 8.50am.)
st th Autumn term 2014 - September 1 – December 19 Autumn Half term 2014 - October 27th – October 31st Christmas Holidays 2014 - December 22nd 2013 – January 5th 2015 Spring Term 2015 - January 5th – March 27th Spring Half Term 2015 - February 16th – February 20 Easter Holidays 2015 - March 30th – April 10th Summer Term 2015 - April 13th – July 17th May Day 2015 - May 4th Whitsun Half Term 2015 - May 25th – May 29th Summer holidays 2015 - July 20th – August 31st
In addition to the above, the school was closed to the pupils for five additional days for INSET Training: September 1st, October 24th, January 5th, January 27th and February 13th.
What have been the school ALN developments?
The school implements a policy whereby efforts are made to identify ALN as soon as possible during the pupil’s time at the school - contacting and consulting with the parents/guardians. Once the requirements have been met, a special programme and plan will be drawn up to assist the individual pupil with his/her personal problems. The plans will be reviewed with the parents/guardians and staff each term.
The school’s ALN co-ordinator (The Head teacher) received training provided by the LEA. School delegated funding and reserved funding has been used to employ ALN assistants to target specific requirements throughout the year. Orders were also placed for bilingual reading resources to use with the learners in question.
A designated Governor (Caren Brown) also has responsibility for the field and she visited the school to discuss the school’s procedures and systems. The detailed policy is available at the school for parents/guardians to look at.
What is the school’s language situation?
The school has a Welsh Language and Welsh culture ethos. Every pupil is expected to be wholly bilingual by the end of Key Stage 2; in compliance with the County’s language policy. If any pupil attends the school where they are unable to speak Welsh, they can then attend Ysgol Maesincla Language Unit for a term.
What were the school’s community links?
The school is very aware of its important role in the community and consequently seeks to nurture contacts and contributes to activities at several levels. Here is a summary of last year’s activities:
competed at Eisteddfod Dyffryn Ogwen (homework and stage work); competed at the Urdd Eisteddfod; various Urdd activities;
2 competed at the area sports activities; whole school visit to Neuadd Ogwen to see a pantomime, Patagonia; school choir competes at a Thanksgiving service at Glanogwen Church; Halloween disco for the pupils at the school organized by ‘Friends of the School’; close contact with Ysgol Dyffryn Ogwen (visits etc); year 5 and 6 saw ‘Buddug’ show (told the story of the Roman Age); Urdd disco at Ysgol Tryfan, Bangor; visit from PC Meirion; Christmas service held at Ysgol Dyffryn Ogwen; some year 6 pupils competed in a short story writing competition about Christmas. There was an excellent response and Evan Ward’s story was selected as the winning entry and the story was read on Radio Cymru acted by some actors from the Rownd a Rownd programme; MacMillan coffee morning; visits from the school nurse to raise awareness of medical needs; pupils from Ysgol Dyffryn Ogwen on work experience; visit from a dentist to year 3 as part of the Smile Scheme and visits from Sarah Archer, scheme co- ordinator; Urdd Senior Branch hold weekly meetings at the school; an extremely successful Scholastic Books Fair; close links with Ysgol Abercaseg – an afternoon to meet parents/guardians; Christmassy entrepreuenership weekend with the pupils planning, pricing and creating goods and selling them during an afternoon; a number of visitors to the school, e.g. artists, authors, the police and health authority, Officer from Gwynedd Community Homes; entire staff contributed to the school website so that information about events are shared with parents and guardians; Cŵl Cymru weekend where Wales and it its history were celebrated and Welsh produce was sold that had been designed and created by the pupils; three day visits to Rhyd Ddu (year 5 & 6); weekend visit for year 6 Urdd members to Glanllyn, Llanuwchllyn; Effectiveness Group taught a unit of reasoning numeracy work to every class; Effectiveness Group taught year 2 pupils at Ysgol Abercaseg about Ysgol Pen-y-bryn; the school awarded the Language Charter gold award following the School Council’s work to promote the use of Welsh throughout the school; Dreigiau Doeth (Wise Dragons) introduced playground games which were cascaded throughout the school to promote Welsh; the school’s Green Group planted flowers in front of the school; a curricular evening for parents was held where presentations provided on numeracy, healthy eating, internet safety, expectations of homework and the school’s language work units; a sponsored walk was organised to fund raise towards educational resources and curricular visits, e.g. Mersey Maritime Museum, Yr Ysgwrn, Llanystumdwy, Llanberis Slate Museum.
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What were the school’s main targets for 2014-2015 and how were they met?
PRIORITY 1: LITERACY AND NUMERACY FRAMEWORK – develop the framework cross- curricularly to maintain and raise standards
This was implemented through:
sharing information and resources at staff meetings; the deputy head teacher was a member of a numeracy working group between schools across various counties where reasoning resources were created and the staff then trialled them and create some themselves using the templates; school staff collaborated with Ysgol Bro Lleu, Penygroes to create and share reasoning resources; all staff interpreted National Test results to prepare target groups and plan appropriately; continue to add to the cross-curricular numeracy portfolio; units of whole school entrepreneurship work – Christmas and ‘Cymru’n Cŵl’; numeracy INSET for teachers and assistants; numeracy co-ordinator attended GwE numeracy training; looking at language books and planning to ensure consistency and high standards; adapting medium term plans so that the activities match the Literacy and Numeracy Framework; school staff collaborated with Ysgol Bro Lleu, Penygroes to create and share English medium reading activities using the National Tests format; including various texts in the reading activities so as to develop advanced skills; developed the skills cross-curricularly; focused on target groups providing appropriate support; promoted and encouraged boys’ interest in reading and writing; two members of the Effectiveness Group part of a cross-county working group to develop reading activities and co-ordinators prepared a Level 4 and 5 profile Welsh, English, Mathematics and Science as a resource to ensure that pupils work is placed at correct levels.
The impact was:
learners had a better grasp of the requirements of commencing and maintaining a business and the importance of profit making; learners committed to the entrepreneurship tasks when expressing a view about the best produce, price everything and count profit; results at Level 4+ end of year in Welsh and English remained higher than those for Wales and the LEA; results at Level 4+ end of year Mathematics remained higher than those for Wales and the LEA; 94% of year 6 pupils awarded Level 4 or above in Welsh and English; 9% of year 6 pupils awarded Level 6 in Welsh (percentage of girls higher than that of the boys) and 12% in English (percentage of boys exceeds girls); Springboard intervention groups (mathematics) have made good progress in the lessons and tests and majority of the learners made progress in the National Tests (May 2015).
4 PRIORITY 2: EXTENDED WRITING – raise extended standards of writing and do so cross- curricularly
This was done through:
looking at books and sharing ideas about methods of planning and responding to work; units of language work were carefully planned and done so step by step; following training, staff adopted Geirio Gwych principles (Matthew McAvoy) to raise standards with sentence syntaxes, grammar and vocabulary; staff observed each other’s lessons and provide feedback; entire staff attended training ‘Talk for Writing’ (Pie Corbett principles) and use the beneficial strategies and; target groups collaborated with assistants to model and receive the required support.
The impact was:
learners created extended written compositions to a high standard, with a large number being cross- curricular; an improvement in the learners vocabulary, syntax and punctuation (follow Geirio Gwych principles) and positive feedback received from learners about the activities; results at Level 4+ end of year Welsh and English remained higher than those for Wales and the LEA; results at Level 4+ end of year Mathematics remained higher than those for Wales and the LEA; 94% of year 6 pupils awarded Level 4 or above in Welsh and English and 9% of year 6 pupils awarded Level 6 in Welsh (percentage of girls exceeds boys) and 12% in English (percentage of boys exceeds girls).
PRIORITY 3: TEACHING AND LEARNING – continue to raise teaching and learning standards to be excellent in every class, and regularly
Implemented through:
adjusting medium term plans so that they are current and meet Literacy and Numeracy Framework requirements; assistants raise standards with target groups; the Literacy and Numeracy Framework was made visible in every class; staff used Geirio Gwych principles to raise standards in Welsh and English; observed lessons to ensure that Literacy and Numeracy Framework strands are developed cross- curricularly; teachers observed each other through teaching filming of lessons; the Effectiveness Group created reasoning packs and teach every class using these resources; used Incerts assessments (assessment programme) to track progress and prepare target groups; teachers interpreted National Test results to target specific groups, e.g. More Able and Talented learners, borderline learners etc.
The impact was:
learners understanding the Literacy and Numeracy Framework requirements and able to evaluate units of work based on it; Level 4+ results at end of year in Welsh and English remained higher than those for Wales and the LEA;
5 Level 4+ results in Mathematics remained higher than those for Wales and the LEA. 94% of year 6 learners awarded Level 4 or higher in Welsh and English and 9% of year 6 learners awarded Level 6 in Welsh (percentage of girls exceed boys) and 12% in English (percentage of boys exceeds girls).
PRIORITY 4: ASSESSMENT – further develop assessment processes, tracking and target setting
This was implemented through:
using National Test results and NfER mathematics test to identify learner groups, e.g. More Able and Talented, Additional Learning Needs etc.; using National Tests and NfER mathematics test results to identify numeracy fields requiring further focus; using Incerts (assessment programme) to track the learners progress and identify fields requiring further attention; further develop methods of responding to staff and learners work; having parents/guardians evenings to discuss learners work and targets and conducting termly reviews of the development of Learners who have Additional Learning Needs.
The impact was:
staff having a robust grasp of every leaner’s development and attainment; staff interpreted data and purposefully use the information more confidently; learners part of their personal development and regularly self-evaluate their work and personal targets; target groups made good progress and learners had a better understanding of fields that were previously rather weaker than others.
PRIORITY 5: WELL-BEING – implement schemes, projects, fields and activities that focus on the learners well-being
This was implemented through:
the school working towards Stage 5 in Healthy Schools Scheme, Gwynedd; the school maintaining Language Charter Gold Award requirements; organising a fortnight’s activities to celebrate Wales and at the end of the work, hold an afternoon of selling Welsh products that the learners had created; the school’s PSE plans ensure that the learners acquire a broad range of experiences and work; visitors came and talked with the learners about various subjects to enhance their understanding; learners participation evident in the school’s work – Effectiveness Group, School Council, Sports Council and Green Group and periods had been scheduled so that co-ordinators can lead the various learner groups.
The impact was:
the School Council/Dreigiau Doeth (Wise Dragons) promoted Welsh and learners’ pride towards their language, history and country; target group developed life skills. e.g. cookery, handling money etc..; the Effectiveness Group developed the learners numeracy skills;
6 the Green Group planted flowers in front of the school to improve the appearance of the front of the building and the Sports Council promoted fitness during after school sports sessions.
PRIORITY 6: LEADERSHIP AND MANAGEMENT – continue to develop entire staff’s input and accountability when self-evaluating and implementing broader professional communities
This was implemented through:
the school was part of a cross-county working group to develop the learners numeracy and literacy skills collaborating with Ysgol Bro Lleu to create and share reading and numeracy resources; co-ordinators monitoring their subjects and discuss implementation measures with the rest of the staff; co-ordinators monitoring reports contributed to the school’s self-evaluation report; collaborating with Ysgol Dyffryn Ogwen with bridging work units; collaborating with Ysgol Abercaseg to ensure development and progression and entire staff contributed towards School Development Plan.
The impact was:
new resources were created and used to develop the learners understanding of reasoning and reading work; co-ordinators were aware of the achievements of those learners in the subjects for which they have responsibility; the school continually developed to ensure high standards and learners were confident when transferring from the primary to the secondary;
Year Highlights
‘Cymru Cŵl’ was organized, - a fortnight of activities to celebrate Wales and its history as part of the Language Charter work. Every class was taught about the story of the Urdd, the story of the protests over the language, the story of Tryweryn and the history of some heroes of Wales. The purpose of the entire work was to instil interest and pride in their country and language. In these lessons, the pupils planned, financed and created Welsh goods to sell during a Fun Afternoon. Parents/guardians, people within the community and year 2 learners were invited from Ysgol Abercaseg.
A very successful evening was held during summer term, 2015, with the Effectiveness Group being in charge. This year a questionnaire was disseminated to parents/guardians to express their opinion regarding what information was provided during the evening. Following this, presentations were provided about day to day numeracy, arrangements for school homework, internet safety, language work units and healthy eating. The hall was full and the presentations received a positive feedback.
As usual, there was enthusiastic competition at Eisteddfod Gadeiriol Dyffryn Ogwen in November, 2014. Success was achieved in several competitions, and it was pleasing to once more support the local eisteddfod.
Every pupil competed in the National Reading and Numeracy tests in May, 2015. The tests were held in compliance with the statutory requirements and there was a good response.
What were the school’s end of key stage results?
Here are the school’s results for 2015. The number (percentage) at each level is shown. (B – working outside test levels, A – absent.) 7
WELSH B A 1 2 3 4 5 6
Teacher assessment (%) 0 0 0 0 5.9 32.4 52.9 8.8
MATHEMATICS B A 1 2 3 4 5 6
Teacher Assessment (%) 0 0 0 5.9 0 35.3 55.9 2.9
SCIENCE B A 1 2 3 4 5 6
Teacher Assessment (%) 0 0 0 5.9 0 38.2 52.9 2.9
ENGLISH B A 1 2 3 4 5 6
Teacher Assessment (%) 0 0 0 5.9 0 32.4 50.0 11.8
Wales’ data is unavailable at present, therefore here are Gwynedd’s results for 2015 for comparison. (B – working towards: D – disapplied)
WELSH B D 1 2 3 4 5 6
Teacher Assessment (%) 0 0 0.6 1.7 7.0 49.8 39.7 1.0
MATHEMATICS B D 1 2 3 4 5 6
Teacher Assessment (%) 0 0.1 0.7 1.1 6.3 49.1 41.2 1.1
SCIENCE B D 1 2 3 4 5 6
Teacher Assessment (%) 0 0.1 0.4 1.0 4.8 46.4 46.6 0.4
ENGLISH B D 1 2 3 4 5 6
Teacher Assessment (%) 0 0.1 0.7 1.1 7.6 46.3 42.6 1.2
The percentages achieving level four or above in individual subjects at the school in 2015 were as follows:
Welsh: 94.1% English: 94.1% Mathematics: 94.1% Science: 94.1%.
The school’s Core Subjects Indicator in 2015 – 94.1%. (The percentage achieving level four or above in a language, mathematics and science.)
Core Subjects Indicator girls – 94.7%.
Core Subjects Indicator boys – 93.3%.
What are the school’s targets for 2015-2016? (Level 4 or above)
Targets for 2016:
Welsh: 97.0% English: 97.0% Mathematics: 97.0% Science: 97.0%.
Core Subjects Indicator Target: 97.0%.
8 Targets for 2017:
Welsh: 100% English: 95.0% Mathematics: 95.0% Science: 95.0%.
Core Subjects Indicator Target: 95.0%.
Was the pupil’s attendance good?
We are pleased to say that the pupils’ attendance was very satisfactory. Here is the figure for the past year:
Year average: 95.1%.
The school’s attendance targets:
2015-2016: 96.0% 2016-2017: 96.1% 2017-2018: 96.2%
What are the school’s safety arrangements?
Safety arrangements are followed at the school and are reviewed by the Governors during the year.
Fire: regular fire drills are held. The entire staff have received training and are active in the fire drills and safety process. An outside agency holds an annual fire extinguishers inspection. The emergency lighting are regularly tested.
Entrances: the school’s entrances are protected with a digital lock and internal push bars. Access may be gained by ringing a bell at the main entrance. The main entrance locking system has been designed so that a button has to be pressed to go out through it, instead of turning a handle only. The school premises are protected by fences and gates.
Buildings: a Governors sub-panel annually inspect the school buildings and the Head teacher monitors their day to day safety and informs the authorities of any hazards.
Equipment: an outside agency annually inspects PE equipment. An outside agency annually inspects all electrical equipment.
First Aid: there are two qualified members of staff in giving First Aid.
Toilets: there are toilet facilities for the boys, girls and staff at the school. These are cleaned daily with resources being added as required. A girls' hygiene bin has been added to one of the girls’ toilets.
What are the school’s arrangements for promoting healthy eating?
The school participates in the Healthy Schools Plan and implements Stage 5 in 2014-15. The school has a food and fitness policy and complies with the Government document requirements, ‘Appetite for Life’. The pupils are encouraged to have healthy packed lunches. The pupils are allowed to bring bottles of water to drink during lessons and PE. The handbook contains guidelines about healthy eating.
9 What arrangements are made for disabled pupils?
Measures are taken to facilitate access for disabled pupils to full education. An accessibility action plan is implemented at the school, if required.
What were the school’s sporting achievements?
The school takes pride in having competed and contributed towards the catchment-area sports activities:
‘Dragon Sports’; football tournament; Urdd sports (local and regional); Bangor/Ogwen catchment-area sports; School sports held at Ysgol Dyffryn Ogwen; Kick-it football lessons (74 pupils participated); every class visited Plas Ffrancon for half a term; every pupil received a period of swimming lessons at Bangor swimming pool, lessons on ‘Safety in Water’ for year 6 at Bangor swimming pool; ‘Clwb Dal i Fynd’ activities; Bangor/Ogwen cricket tournament with the school coming third in the final held at Rhos-on-Sea; Urdd 7-a-side Rugby tournament - Eryri shield won by the school’s team and then they competed at the National tournament in Aberystwyth, where they won. This is the first team to win from North Wales since the games started; Catherine Roberts Yr.6 nominated for ‘Primary Girl of the Year’ at the Schools Sports awards organized by ‘Gwynedd ac Ynys Môn active young people teams’. She reached the short list and received a special trophy during the awards ceremony; many successes achieved at the Urdd athletics, with more than usual having attended the North Wales region games held at Eirias Park; some participated in a Sports Survey with the Sports Officer and Urdd swimming gala.
Have changes been made to the school handbook?
No changes have been made to the school handbook, only up-date the information. The handbook is disseminated to every home and is available on the school website.
What measures were taken following the last annual meeting?
No requests were received for a meeting.
What measures were taken to review the school’s policies?
The following policies were reviewed and signed: Policy on Charging, Admissions Policy, Child Protection Policy, New Disclosure and Exclusion Arrangements Policy in Schools, Educational Visits Policy and Technological Safety Policy, School Trips Policy, Policy on Educational Visits, Policy on use of volunteers, Policy on Giving Medication, Policy on holding a Daily Service, Policy on Personal Belongings, Policy on School Closure in unforeseen circumstances, Policy on inappropriate behaviour towards School Staff, Policy on Smoking for staff and school visitors. Policy on Acting in an emergency, Fire Safety Policy, Policy on Work display and information, Policy on Links with the Community, Policy on Use of the Building Outside School Hours, Policy on 10 response procedures to an allegation/instance of bullying, School Uniform Policy, Policy on Taking Photographs, Policy on job share, Policy on Teachers Pay, Policy on Record Keeping, Policy on Provision for able and talented pupils, Policy on Providing for pupils with a Physical Disability, Policy on Providing for pupils who have intensive, complex and/or specific learning requirements, (SEN), Policy on Providing for Gypsies and Travellers, Policy on Provision for children of families who are refugees and asylum seekers, The School’s Financial Budget Policy, Policy on Providing for pupils from ethnic minority groups, Homework Policy, Policy on Registering Attendance and Punctuality, Policy on Provision for Youth Offenders, Policy on providing for pupils who receive care from the LEA, Policy on Providing for pupils who have medical needs. Policy for detention of pupils during play-time, lunch time, Performance Management Policy, Policy on Responding to pupils work, Policy on Controlling Head lice, Policy on Staff Development, Provision Policy for young parents and expectant mothers, Policy for providing for Lesbian, gay, bisexual and heterosexual pupils, Policy on Spiritual, Moral and Social Development, Pastoral Care Policy, Health and Safety Policy, Procedures for handling general complaints, Policy on Charging for activities, Policy on Additional Learning Needs, First Aid Policy, Policy on Additional Educational Needs, Policy on Racial Equality, Equal Opportunities Policy, Food and Nutrition Policy, Policy on Life Education and Relationships, Policy on Providing for pupils who perform or who are employed, Policy on Provision for young carers, Policy on Providing for pupils of families who are in difficult circumstances, Policy on providing for children who have school phobia and those who refuse to go to school, Policy on personal and social education, Policy on Bullying Prevention, Access/Admissions Policy, Language Policy, Freedom of Information Act – Publications scheme, Policy on taking action when there is an illness/accident, Monitoring Policy, Statement Policy on Discipline and Curricular Policy.
What action should I take if I have concerns about an aspect of school life?
Immediately contact the Head teacher. She will hear any concerns at all times. Any governor can also be contacted; he/she can then draw the Head teacher’s attention to the matter.
Finance
The budget was discussed in detail with the governors.
If you wish to receive it, a copy of the budget is available at the school.
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We trust that this report has been of interest and assisted you to appreciate the Governors work.
Appended are details prepared by the County on arrangements regarding parents meetings.
Thank you very much.
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