Appendix E ‘Team ’ Strategy On A Page (SOAP) 2017-2018

Team Schools

Archbishop McGrath Catholic High School Archbishop McGrath St Mary’s Catholic Primary School St Mary’s and St Patrick’s Catholic Primary Cluster Coordinator – John School Tarran St Robert’s Catholic Primary School Link Officer – Sue Roberts Archdeacon John Lewis Church in Primary School

Brynteg School Brynteg Primary School Litchard Primary School Cluster Coordinator – Kathryn Oldcastle Primary School John Penybont Primary School Link Officer – Sue Roberts Tremains Primary School Heronsbridge School

Bryntirion Comprehensive School Bryntirion Cefn Glas Infant School Llangewydd Junior School Cluster Coordinators - Kath Bryntirion Infant School Foster/Sue Henderson Trelales Primary School Link Officer – Sue Roberts Maes yr Haul Primary School Ysgol Bryn Castell

Coleg Cymunedol y Dderwen Abercerdin Primary School Bryncethin Primary School Coleg Cymunedol y Dderwen Nantymoel Primary School (CCYD) Ogmore Vale Primary School Brynmenyn Primary School Cluster Coordinator – Richard Betws Primary School Bailey Tondu Primary School Link Officer – Sue Roberts Blaengarw Primary School Pen-y-fai Primary School Ffaldau Primary School Tynyrheol Primary School The Bridge Alternative Provision

Cynffig Cynffig Comprehensive School Afon-y-Felin Primary School Cluster Coordinator – Neil Cefn Cribwr Primary School Pryce Corneli Primary School Link Officer – Michelle Hatcher Mynydd Cynffig Primary School Pil Primary School YGG Llangynwyd YGG Llangynwyd Ysgol Gymraeg Bro Ogwr Ysgol Gynradd Gymraeg Cwm Garw Cluster Coordinator – Ceri Ysgol Cynwyd Sant Llewellyn Ysgol Y Ferch o’r Sgêr Link Officer – Michelle Hatcher

Maesteg School Maesteg Cwmfelin Primary School Garth Primary School Cluster Coordinator - Julie Llangynwyd Primary School Thomas Nantyffyllon Primary School Link Officer – Michelle Hatcher Caerau Primary School Plasnewydd Primary School

Pencoed Pencoed Comprehensive School Pencoed Primary School Cluster Coordinator – Heather Croesty Primary School Morgan Coety Primary School Link Officer – Sue Roberts Coychurch Primary School

Porthcawl Porthcawl Comprehensive School Porthcawl Primary School Cluster Coordinator – Rachel Nottage Primary School John Newton Primary School Link Officer – Michelle Hatcher West Park Primary School Team Archbishop McGrath 2017-2018

Improvement Area Objective Anticipated Outcome

 To improve standards in numeracy.  An increase in the number of students achieving Standards  Target group MAT above 115 in the national tests

Wellbeing and attitudes to  A consistent approach is adopted to the delivery of  To launch the Archdiocesan Pupil Profile learning the pupil profile

 To develop a common pedagogical  An impact on teaching and learning in maths Teaching and learning approach in the teaching of key through the development of common pedagogy all experiences mathematical concepts (target group = cluster schools Year 4/5)

 Refining transition support for identified  Continued support for students in Year 7 as an Care, support and guidance vulnerable learners extension of the ‘Helping Hands’ Programme.

 All headteachers to contribute to the Leadership and management Catholic Schools Leadership Programme  Building capacity for leadership in church schools as mentors Team Brynteg 2017-2018

Improvement Area Objective Anticipated Outcome  Increase in the number of pupils performing at the higher level at both primary and secondary school  Increase the standards of writing, with a Standards level specific focus on the higher levels  Publication of selected works highlights examples of high quality writing  Sharing events/visits to secondary school further enhance the current transition procedures in place  Increase in pupils’ enjoyment and engagement in  Further improve the transition for primary the writing process Wellbeing and attitudes to school pupils Increased attendance rates during the theme learning   Increase the attendance of pupils week  Use of cluster LSO works collaboratively on learners’ transition through the ‘Helping Hands’ programme  Variety of stimuli used to enthuse and engage learners (eg virtual reality, 4D, Giglets, visits and visitors)  Planning and ‘assessment for learning’ strategies and are effectively shared between the phases, ensuring continuity in approach  Increase the creative teaching and  Team teaching takes place with key stage 3 learning experiences for all pupils to colleagues working and observing in key stage 2 Teaching and learning enhance the quality of writing  Theme week: ‘Incredible Journeys’ to take place experiences  Continue to improve the quality of 11 - 15 June (the written work will be based on teaching and learning through ‘The Arrival’ by Shaun Tan) partnership and the sharing of practice  Sharing event for parents, pupils, governors to be held to celebrate the work undertaken during the theme week  Key stage 4 and post-16 students are used to support in key stage 2 (eg technology, art and drama)  Increase the level 4 to 5 at key stage 3 To develop a common strategy to convey  Effective strategies/interventions used in key Care, support and guidance  the importance of cross-phase working to stage 2 are shared with key stage 3 colleagues all sectors of our community  Team teaching develops understanding of primary practice  Staff have opportunities to trial new approaches  Support the professional learning of key and strategies, take risks and evaluate impact stage 2/3 staff to raise the standards in  More cost effective ways of working are utilised writing Leadership and management through shared insets, training and resources  Ensure resources are efficiently shared  Resources are shared effectively (eg technology between the primary and secondary technicians and classrooms) schools  Expertise in specific fields such as music, art and drama are shared successfully between the phases Team Bryntirion SOAP 2017-2018

Improvement Area Objective Anticipated Outcome Standards  To improve standards for MAT learners  Improved performance in national tests

 Improved strategy and professional dialogue  To develop emotional resilience and to Wellbeing and attitudes to around cluster issues. improve attitudes to learning in MAT learning  ‘Behaviour Champions’ to work effectively and pupils closely as a cluster  A smarter sharing of successful strategies. Teaching and learning  To improve teaching and learning  A sharing of current monitoring strategies to experiences experiences for MAT learners evidence what constitutes good and excellent teaching  To develop common support provision for  Improved care support and guidance offered to Care, support and guidance MAT pupils MAT pupils  Cluster policies updated with support and  To improve leadership and management Leadership and management guidance from NACE (National Association for for MAT pupils at all levels Able Children in Education) Team Coleg Cymunedol y Dderwen (CCYD) SOAP 2017-2018

Improvement area Objective Anticipated outcomes  To raise literacy and numeracy standards for pupils aged 3-16  Track pupils’ progress during the key stage 2 and 3 transition process through primary and secondary staff participating in Year 7 pupil progress reviews  Most pupils to achieve expected GCSE grades Standards  Vulnerable Assessment Profile format to be  Cluster tracking is effective and nearly all pupils make agreed and introduced into primary school to or exceed expected progress support transition from Year 6 to Year 7  To analyse cluster English and mathematics pupil data  Plot a flight path to show required progress for pupils aged from 3 to 16 years old  To have a model cluster attendance policy which is then modified to meet the needs of individual schools  An agreed consistent cluster approach to improve  A triad group to baseline pupils attitudes to attendance Wellbeing and attitudes to learning (research materials/evidence to be  Shared practice on developing pupils’ attitudes to learning used to develop attitudes to learning in the learning classroom)  Pupils’ anxiety is reduced when moving from primary  Primary and secondary key staff to develop to secondary education effective transition for pupils from key stage 2 to key stage 3  To develop a similar approach to pedagogy between key stage 2 and key stage 3  Greater consistency of teaching and learning between To develop a shared understanding and  key stage 2 and key stage 3 strategical plan to meet the requirements of  Good practice is shared and progress is made on the ‘Curriculum for Wales’ Teaching and learning implementing the new ‘Curriculum for Wales’  To develop a primary style of delivering the experiences  A consistent approach to identifying MAT pupils curriculum and pedagogy at key stage 3  Appropriate challenges for MAT pupils built into the  Arrange Year 6 and Year 7 teacher swap curriculum lessons  To become an ITE network  Develop a cluster agreed definition for MAT pupils  To submit a cluster proposal to become an Initial Teach Education (ITE) network

 Vulnerable Assessment Profile format to be  A consistent cluster approach to tracking vulnerable Care, support and guidance agreed and introduced into primary school to pupils is agreed and implemented support transition from Year 6 to Year 7  Peer-to-peer work on developing and  Self-evaluation is effective and is a true reflection of evaluating the effectiveness of self- schools based on available evidence Leadership and management evaluation  Good practice is shared across the cluster. Common  Monthly cluster primary and secondary goals/targets are identified and appropriate action senior leadership cluster meetings plans created Team Cynffig SOAP 2017-2018

Improvement Area Objective Anticipated Outcome  Increase in the number of pupils achieving  Raise standards and the progress of pupils in expected outcomes in writing attainment writing targets (Year 4, 5, 6 and 9)  Embed a cluster approach ensuring Visual  Extended writing opportunities evident Literacy strategies are evident across all year through teacher planning, schemes of work, groups book scrutiny, lesson observations and Standards  Embed the use of Alan Peat’s resources and listening to learners techniques to support writing across the  Cluster extended writing portfolio supports the cluster and across all year groups sharing of good practice  Increase opportunities and outcomes for  Raising standards in writing attainment target specific groups of pupils, including more able (Years 4, 5, 6 and 9) and talented (MAT) pupils  MAT pupils experience a rich and challenging curriculum  Continue to develop attitudes to learning through (eg Growth Mindset and/or Habits of  Pupils are ambitious, confident, capable and Mind approaches) independent learners Wellbeing and attitudes to  Strengthen pupil attitudes to learning through  Improvement in attendance, wellbeing and learning active engagement in decision making and outcomes pupil voice  Raised aspirations  Raise pupil aspiration  Visual literacy techniques support progression  Increase the creative teaching and learning  Planning and assessment for learning experiences for all pupils to enhance the strategies and are effectively shared between quality of writing the phases, ensuring continuity in approach  Continue to improve the quality of teaching  Team teaching takes place with key stage 3 and learning through partnership and the colleagues working and observing in key sharing of practice stage 2 and vice versa Teaching and learning Ensure that learners are encouraged to High aspirations in all learners (eg sustained experiences   stretch themselves and develop resilience in effort and resilience) problem solving while challenging themselves  A wide range of teaching approaches are in their learning used to engage learners and instil a ‘can do’  Development of the effectiveness of peer attitude feedback to motivate and challenge all  Powerful peer feedback (peer feedback has a learners positive effect on motivation and achievement)  Effective strategies/interventions support pupil  Wellbeing interventions support transition (eg Care, support and guidance confidence during the transition process ‘Helping Hands’, Thrive and peer mentors)

 Forum supports the sharing and gaining of  Increase leadership capacity through the expertise introduction of a Deputy Headteachers’  Schools provide continuing professional Forum development (CPD) opportunities for  Develop the leadership capacity of the Leadership and management colleagues Literacy Leads in each school in monitoring  Leadership facilitates raising standards in the impact of visual literacy strategies literacy  Ensure resources are efficiently shared  Resources utilised to maximum capacity in between the primary and secondary schools order to benefit pupils and staff Tîm Llangynwyd Strategaeth ar Dudalen (SOAP) 2017-2018

Maes gwella Amcan Canlyniadau disgwyliedig  Ymestyn cyrhaeddiad dysgwyr MATh o fewn  Cynnydd yn y lefelau uwch gwyddoniaeth Gwyddoniaeth Safonau  Trochi’r Sbaeneg ar draws fel yr ITM newydd i  Ymestyn hyder a chyrhaeddiad dysgwyr o fewn ddysgwyr Sbaeneg

Lles ac agweddau tuag at  Datblygu llais y dysgwr a’u hannibyniaeth wrth  Dysgwyr yn hyderus wrth arwain eu dysgu ac yn ddysgu ddysgu eu gwaith

 Ymateb i’r Siarter Iaith a PCAI, wrth gyflwyno  Twf yn y Gymraeg a’r ddefnydd o’r Gymraeg yn Profiadau addysgu a dysgu seicoleg iaith allgyrsiol  Mireinio a chysoni systemau asesu

 Dysgwyr yn bresennol ac yn ffynnu yn eu haddysg Gofal, cymorth ac arweiniad  Gwella presenoldeb ac ymgysylltu â theuluoedd a’r cartref yn ymgysylltu’n fwy rhagweithiol yn addysg eu plant  Treiddio cymwyseddau digidol ar draws  Safon a dealltwriaeth digidol staff a dysgwyr yn gwricwlwm y clwstwr Arweinyddiaeth a rheolaeth cynyddu a’r safonau yn cynnig gwell arweiniad i  Cynllunio a threiddio’r safonau arweinyddol staff a chodi safonau newydd Team Maesteg SOAP 2017-2018

Improvement Area Objective Anticipated Outcome  Year 6 pupils and teachers develop ‘Best of me’ books.  Year 7 teachers have a holistic knowledge of  Year 6 teachers and key stage 3 subject pupils’ achievement attainment and progress on leads to participate in moderation Standards entry activities  Consistency in teacher assessment at foundation  Year 2 teachers/foundation phase phase, key stage 2 and key stage 3 leaders to participate in ‘development’ days and moderation meetings Wellbeing and attitudes to  Headteachers to review schools’  Attendance policies are consistent and compliant learning attendance policies with local authority policy  Secondary school to share Pioneer work and knowledge about new curriculum with primary schools (eg headteacher cluster meetings and Year 6/Year 7 teachers joint planning days)  Begin to develop an understanding of ‘Successful  Secondary and primary schools to Futures’ in preparation for implementation of the collaborate on enquiry-based project new ‘Curriculum for Wales’ ‘Dragon Hunters’ to be undertaken by  Provide pupils with quality teaching and learning Year 6 and Year 7 pupils in the summer experiences that support the ‘Four Core Values’ term  Provide pupils with rich learning opportunities and  Year 6 and Year 7 pupils to participate in meaningful contexts for learning Teaching and learning STEM (Science, Technology, experiences Engineering and Mathematics) activities linked to the Caerau low carbon project (as part of the cluster ‘Dragon Hunters’ project)  Secondary school teachers to deliver ‘challenge activities’ in the primary schools  Year 6 pupils to visit secondary school to take part in ‘challenges’  Year 5 and Year 6 pupils to take part in music development day at the secondary school  Year 6 pupils to take part in a three-day transition event (July 2018)  Effective transition of pupils from primary to  Secondary school to organise a series of secondary; schools provide pupils (including the ‘social events’/extra-curricular activities to more vulnerable pupils) with the care, support and welcome Year 6 to the school guidance they need on transition  ‘Vulnerable pupils’ participate in Helping  Secondary teachers have a greater understanding Hands’ transition event (‘Helping Hands’ of Year 7 pupils on entry staff to receive additional training from  Schools have a greater understanding of how to the secondary school’s ‘Oasis’ base) support pupils who have experienced trauma Care, support and guidance  Year 7 teachers to meet with Year 6  Schools are meeting their safeguarding teachers to share information relating to obligations and are adopting a tool that enables individual pupils them to manage safeguarding and welfare  Three primary schools participate in ACE concerns of its pupils (Adverse Childhood Experiences) pilot  Schools have a comprehensive record/picture of project and share training/experience their pupils that can be securely transferred to with other cluster schools other schools  Schools to adopt the ‘My Concern’ safeguarding package

 Headteachers to meet half termly to discuss cluster-related ‘issues’/activities Leadership and management  Strengthening school-school working/collaboration  Headteachers to agree future collaboration opportunities Team Pencoed SOAP 2017-2018

Improvement area Objective Anticipated outcomes  Utilise expertise at Pencoed Comprehensive School (which is a literacy Hub school)  Teacher meetings to share expertise across the  Improve achievement in boys’ literacy at cluster Standards expected level +1  Joint writing and sport project to engage boys and increase literacy achievement  Increase percentage of boys with ss110 + in National Reading Test  Agreed strategies for a range of wellbeing issues across all schools and all phases Wellbeing and attitudes to  Pupils make a positive transition as wellbeing support  Wellbeing 3-18 strategy learning and processes are consistent  Higher levels of wellbeing impacts on standards achieved across all phases  Sharing good practice and “what we know from Teaching and learning  To develop shared Growth Mindset research” to enable all schools to develop new experiences strategies across the cluster strategies which impact positively on pupil learning  Agreed strategies for a range of wellbeing issues across all schools and all phases  Pupils make a positive transition as wellbeing support Care, support and guidance  Wellbeing 3-18 strategy and processes are consistent  Higher levels of wellbeing impacts on standards achieved across all phases  Headteachers work together in cluster meetings.  Improving the evidence base for self- Leadership and management Share good practice to improve the quality of self- evaluation reports evaluation Team Porthcawl SOAP

2017-2018

Improvement area Objective Anticipated outcomes  Increased outcomes in terms of national curriculum levels and key stage 4 outcomes in English  Improve the standards of writing with a  Increased outcomes for boys in national curriculum Standards particular focus on boys outcomes levels and key stage 4 outcomes in English  Specific focus upon boys’ outcomes in the writing element of national curriculum assessments  The development of wellbeing tracking Wellbeing and attitudes to  Devise a strategy to track wellbeing and  The development of evaluative outcomes with learning measure the impact of provision reference to wellbeing  Survey outcomes to gauge wellbeing provision impact  The use of a variety of strategies to improve writing (eg visual literacy)  Increase and improve the length of, fluency  Team teaching across the schools to share best and accuracy of writing practice in the teaching of writing Teaching and learning  Improve the quality of teaching/learning  Increased collaboration/team teaching to share best experiences through greater ‘Team’ collaboration, a practice focus upon the pedagogical principles from  Increased collaboration across the ‘Team’ to use ‘Successful Futures’ greater consistency in practice  Sharing of pedagogical best practice to prepare for successful futures  Investigate the variety of e-platforms available, evaluate and select one  Improve and extent the use of e-technique  Increased levels of family engagement to secure better communication and greater  Increased opportunities for L2L to occur Care, support and guidance family engagement.  Development of Hwb to capture L2L in respect of their  Improve the L2L concept to capture learner learning experiences views of their learning experiences  Use of the Hwb L2L material to inform the school self- evaluation report  Improve any aspect of ‘Team’ collaboration  An analysis of where ‘Team’ developments may accrue to secure fiscal benefits a fiscal benefit Leadership and management  Devise a team response to the Additional  Recycle any fiscal benefits to meet the objectives of the Learning Needs (ALN) Reform Bill and the SOAP General Data Protection Regulation  Devise various responses/changes/strategies to ensure (GDPR) the ‘Team’ response to the ALN Reform Bill and GDPR is appropriate