AGENDA
EDUCATION, SKILLS AND CULTURE CABINET BOARD
Immediately Following Scrutiny Committee on THURSDAY, 9 NOVEMBER 2017
COUNCIL CHAMBER - PORT TALBOT CIVIC CENTRE
1. To agree the Chairperson for this Meeting
2. To receive any declarations of interests from Members
3. To receive the Minutes of the Education, Skills and Culture Cabinet Board held on the 12 October 2017 (Pages 5 - 8)
4. Forward Work Programme 17 - 18 (Pages 9 - 12)
To receive the Reports of the Head of Transformation
5. Review of the Strategic School Improvement Programme (Pages 13 - 38)
6. Primary Inclusion and Assessment Centre (PIAC) at Coedffranc Primary School (Pages 39 - 108)
7. Strategic School Improvement Programme - Future of Secondary Education in the Upper AFan Valley (Pages 109 - 148)
8. Governance Arrangements for the New 3 - 11 Primary School Replacing Brynhyfryd, Llansawel and Ynysmaerdy Primary Schools (Pages 149 - 154)
9. Local Authority Partnership Agreement Sports Wales (Pages 155 - 160)
10. Margam Business Plan (Pages 161 - 178)
To receive the Report of the Director of Education, Leisure and Lifelong Learning
11. Welsh in Education Strategic Plan (Pages 179 - 238)
12. Any urgent items (whether public or exempt) at the discretion of the Chairperson pursuant to Statutory Instrument 2001 No 2290 (as amended).
13. Access to Meetings To resolve to exclude the public fro the following items pursuant to Regulation 4 (3) and (5) of Statutory Instrument 2001 No.2290 and the relevant exempt paragraph 14 of Part 4 of Schedule 12A to the Local Government Act 1972.
To receive the Private Reports of the Head of Transformation
14. Celtic Leisure Annual Report (Exempt Under Paragraph 14) (Pages 239 - 242)
15. Celtic Leisure Quarter 1 Performance Report (Exempt Under Paragraph 14) (Pages 243 - 246)
S.Phillips Chief Executive
Civic Centre Port Talbot Friday, 3 November 2017
Cabinet Board Members:
Councillors: A.R.Lockyer and P.A.Rees
Notes:
(1) If any Cabinet Board Member is unable to attend, any other Cabinet Member may substitute as a voting Member on the Committee. Members are asked to make these arrangements direct and then to advise the committee Section.
(2) The views of the earlier Scrutiny Committee are to be taken into account in arriving at decisions (pre decision scrutiny process).
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EXECUTIVE DECISION RECORD
CABINET BOARD - 12 OCTOBER 2017
EDUCATION, SKILLS AND CULTURE
Cabinet Board Members:
Councillors: A.R.Lockyer and P.A.Rees (Chairperson)
Officers in Attendance:
C.Millis, A.Thomas and Mrs.J.Woodman-Ralph
1. APPOINTMENT OF CHAIRPERSON
Agreed that Councillor P.A.Rees be appointed Chairperson for the meeting.
2. MINUTES OF THE EDUCATION, SKILLS AND CULTURE CABINET BOARD 14 SEPTEMBER 2017
Noted by the Committee.
3. FORWARD WORK PROGRAMME 17 - 18
Noted by the Committee.
4. CHRISTMAS AND NEW YEAR OPENING TIMES, LIBRARIES, THEATRES, COMMUNITY CENTRES, MARGAM COUNTRY PARK, LEISURE CENTRES AND SWIMMING POOLS 2017 - 2018
Decision:
That approval be granted for the Christmas and New Year opening and closure times for 17 – 18 as detailed in Appendix 1 and Appendix 2 of the circulated report.
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Reason for Decision:
To ensure the Councils facilities are available to the public when there is a demand for them to be open and to enable managers to make appropriate arrangements with front line staff over their annual leave.
Implementation of Decision:
The decision will be implemented after the three day call in period.
5. FINANCING SCHOOLS - REVIEWING THE FUNDING FORMULA TO RAISE STANDARDS
Decision:
That having given due regard to the impact assessments, in particular equality and risk approval be granted in line with the requirements of the School Funding (Wales) Regulations 2010, to undertake consultation on:
1. the three options for funding primary school budgets as contained within the circulated report;
2. the proposal to withhold financial benefits to schools with reserves above the £75k threshold; and
3. the suggested methodology for the redistribution of withheld funds as contained within the circulated report.
Reason for Decision:
To enable the Council to comply with the formal consultation requirements of the School Funding (Wales) Regulations 2010 and to promote high educational standards and to fulfil every child’s potential. In addition, to meet its duty to secure efficient education in its area.
Implementation of Decision:
The decision is urgent for immediate implementation. The Chairman had agreed to this course of action and therefore there would be no call-in of these decisions.
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6. TRANSITION ARRANGEMENTS FROM THE COMMUNITIES FIRST TO THE EMPLOYABILITY PROGRAMME
Decision:
That the report be noted.
CHAIRPERSON
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Education, Skills and Culture – Forward Work Programme (DRAFT)
2017/2018 FORWARD WORK PLAN (DRAFT) EDUCATION, SKILLS AND CULTURE CABINET BOARD Rotation Leisure and Contact Officer/ Head Culture Type (Topical, Scrutiny Sub of Service (Decision, ,Annual, Committee DATE Agenda Items Monitoring or Biannual, Information) Quarterly, Monthly)
Performance Report (Quarter 2) Monitoring Quarterly 23 Jan 18 Carl Glover/ Chris Millis/ Shaun Davies
Inclusion Update Report Information Topical - Haylay Lervy/ Anderw Thomas
Page 9 Page Schools Admission Policy 19/20 Decision Annual Helen Lewis/ (Permission to Consult) - Andrew Thomas
7 Dec Annual Report on Young People who are Monitoring Annual C. Millis not in Education, Employment or Training - (NEET)
C.Millis/
Employability Update, Skills and Training Information Topical - Angeline Spooner/ Agenda Item 4 and NPT Works Report Cleverly
Communities First Update Information Topical - C.Millis/ Angeline Spooner/ Cleverly
Youth Service Update Information Topical - C.Millis/ Angeline Spooner/ Cleverly
Version 11 – 27 October 2017 Officer Responsible: Jayne Woodman-Ralph
Education, Skills and Culture – Forward Work Programme (DRAFT)
Rotation Leisure Contact Officer/ Type (Topical, and Head of Service (Decision, ,Annual, Culture DATE Agenda Items Monitoring Biannual, Scrutiny or Quarterly, Sub Information) Monthly) Committee
Decision Annual A.Evans C.Millis Directorate Development Plan A.Thomas
Education Development Service Delivery Monitoring Annual C.Millis/Mike Daley Plan – Update 12 Jan 2018 Page 10 Page (Special) Financing Schools – Reviewing the Decision Topical Richard Gordon Funding Formula to Raise Standards Andrew Thomas
Strategic School Improvement Programme Decision Topical Richard Gordon – Proposal to Establish Specialist Provision Andrew Thomas for Primary Age Pupils with Social Emotional and Behavioural Difficulties
Version 11 – 27 October 2017 Officer Responsible: Jayne Woodman-Ralph
Education, Skills and Culture – Forward Work Programme (DRAFT)
Rotation Leisure Contact Type (Topical, and Officer/ (Decision, ,Annual, Culture Head of DATE Agenda Items Monitoring or Biannual, Scrutiny Service Information) Quarterly, Sub Monthly) Committee
School Improvement Performance, Information Annual - H.Morgan- Priorities and Capacity Rees
Inclusion Strategy Decision Annual Hayley Lervy/ Andrew Thomas
Celtic Leisure Half Year Performance Monitor 6 Monthly 23 Jan 18 C.Millis/ 25 Jan 18 Review 17/18 Paul Walker
Page 11 Page Welsh Public Libraries Standards Information Annual 23 Jan 18 Wayne John Annual Report
Annual Pupil Performance including Key Monitoring Annual - Carl Glover/ Stage 4 Data C.Millis School Attendance Report for Academic Information Annual - John Burge/ Year to include Penalty Notice Numbers. Andrew Thomas Welsh in Education Strategic Plan Decision Annual (Results of Consultation) (for Commending - Aled Evans to Council)
Version 11 – 27 October 2017 Officer Responsible: Jayne Woodman-Ralph This page is intentionally left blank Agenda Item 5
NEATH PORT TALBOT COUNTY BOROUGH COUNCIL
Education, Skills and Culture Cabinet Board
9th November 2017
REPORT OF HEAD OF TRANSFORMATION ANDREW THOMAS
MATTER FOR INFORMATION
WARDS AFFECTED: All
STRATEGIC SCHOOL IMPROVEMENT PROGRAMME – GATEWAY REVIEW ASSURANCE – PROJECT ASSESSMENT REVIEW
Purpose of report
1. To inform Members of the outcome of an independent assessment of the Council’s Strategic School Improvement Programme.
Executive summary
2. The Council’s Strategic School Improvement Programme (SSIP) has recently been independently assessed for assurance by an external review team.
3. The key finding from the review is that successful delivery of Band A projects to: time, cost and quality, is highly likely and that there are no major outstanding issues that appear to threaten delivery. Delivery confidence is assessed as GREEN - the highest level of confidence.
4. The review team commented that delivery of the new builds is well managed and that there is an excellent team spirit and a common purpose which is very evident both within the SSIP team and across the wider stakeholder delivery interest.
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5. In terms of the operational structure of the Council’s SSIP, the review team noted that there is a ‘core’ team supported by a much wider ‘virtual’ team of subject matter experts from across the Council’s services.
6. Relationships between partners are positive, including those with the trade unions and with the local communities.
7. As a Tier 1 priority for the Council, funding has been ring-fenced to ensure affordability.
8. The review team commended the Council and SSIP team for demonstrating a willingness to learn and adapt to changing circumstances and to adopt suggestions from others where these are felt to be appropriate.
9. The review team were encouraged to see that all those interviewed were focused not just on a new building itself but on the building as a facilitator of the true benefits of school organisation, i.e. improved educational experience and attainment.
10. The review team made two recommendations whose uptake should benefit the SSIP. Both have been accepted by the Senior Responsible Owner (SRO).
Background
11. The Council is responsible for promoting high educational standards and for delivering efficient primary and secondary education. The Council has established a Strategic School Improvement Programme (SSIP) to deliver its school organisation responsibilities which involves reviewing the existing school estate and determining the number and type of schools needed to deliver education effectively and efficiently across the County Borough.
12. Provision is reviewed on the basis of: educational standards the need for places and the accessibility of schools the quality and suitability of school accommodation effective financial management
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13. In delivering parts if its school organisation programme of change the Council has accessed capital grant funding from the Welsh Government’s 21st Century Schools Programme.
14. The Council’s SSIP has recently been independently assessed for assurance via a Gateway Review process. The Welsh Government’s 21st Century Schools Programme expects Council’s benefiting from capital grants to subject their management processes and operational practices to an independent review.
15. The Gateway Review process is used by the Welsh Government to evaluate and monitor progress with regard to delivery of the 21st Century Schools Programme in order to provide assurance that the Welsh Government’s 21st Century Schools strategy is being delivered.
16. Exposing the plans and procedures of the SSIP to the external scrutiny of a Project Assessment Review will, undoubtedly, add value to current and future practice.
17. The external cost of the review will be met by the Welsh Government’s 21st Century Schools Programme.
Review Process
18. The review was undertaken by consultants commissioned by the Welsh Government’s Integrated Assurance Hub and took place over three days between Monday, 9th and Wednesday, 11th October 2017.
19. It was agreed that the focus of the review would be on the progress of two high value, new build projects.
20. The review involved scrutiny of supporting documentation and interviews with stakeholders.
Terms of Reference
21. The review was commissioned by the Director of Education, Leisure and Lifelong Learning as the Senior Responsible Owner (SRO) of the Council’s SSIP and was undertaken in line with agreed terms of reference as set out below.
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22. The purpose of the review was to inform the Council’s practices and procedures in delivering high value school reorganisation projects and to provide assurance of benefits realisation.
23. The review assessed two projects in the Council’s 21st Century Schools Band A programme, projects linked by procurement arrangements and build delivery. The two projects comprised: a new build, ‘all-though’ English-medium school for 1455 pupils age 3-16yrs (Ysgol Newydd Margam); and a new build Welsh-medium school for 650 pupils age 11-16yrs (Ysgol Gymraeg Ystalyfera – Bro Dur: south campus)
24. Both schools are scheduled to be occupied in the autumn term 2018 (note overall the Programme will be opening 4 schools on the same day).
25. The review sought to inform the Council on: Deliverability – The extent to which the projects are likely to deliver the expected benefits, including: Capacity/capability Complexity of approach Resilience Timelines(schedule) Meeting expectations Affordability – The extent to which the level of expenditure presents as an acceptable financial risk Sufficiency of Budget (capital) Value for money – The optimum combination of whole-life cost and quality (or fitness for purpose) Benefits approach Lessons learnt approach
Interviews
26. A range of Council officers and other key stakeholders were interviewed by the review team. In total, 19 people contributed to the interview process, comprising: officers from across the Council’s services, the Cabinet Member for Education, Skills and Culture, the head teachers of the two project assessment schools and a school governor
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27. The selection of the interviewees ensured that the review team heard from a wide range of participants with differing stakeholder interests.
Review findings
28. Delivery confidence is assessed as GREEN, i.e. successful delivery of the project/programme to time, cost and quality appears highly likely and there are no major outstanding issues that at this stage appear to threaten delivery.
29. The review team assessed two current new build projects and commented that the SSIP is managing delivery well for both builds. Whilst resources in the SSIP team are under pressure, there is an excellent team spirit and a common purpose which is very evident both within the SSIP team and across the wider stakeholder delivery interest.
30. Relationships between partners are positive, including those with the trade unions and with the local communities and the contractor for both builds has established a good rapport with local people.
31. The SSIP (including these two builds) has been established as a Tier 1 priority for the Council and funding has been ring-fenced to ensure affordability.
32. The schedule for both builds is tight in terms of when the construction periods are due to complete and the schools are scheduled to commence operation. The SSIP team and the head teachers for both schools are aware of this and are planning contingency activities to manage the situation. In addition, lessons have been learnt from the recent build at Ysgol Bae Baglan and are being actively applied to these two builds. The review team noted that part of the confidence both within the SSIP team/Council and underpinning the outcome of this review is the success of the Ysgol Bae Baglan project.
33. The review team noted and commended the Council and SSIP team for demonstrating a willingness to learn and adapt to changing circumstances and to adopt suggestions from others where these are felt to be appropriate.
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34. The review team were encouraged to see that all those interviewed were focused not just on the new building itself but on the building as a facilitator of the true benefits of school organisation,i.e. improved educational experience and attainment.
35. The review team made two recommendations whose uptake should benefit the Programme. These are:
the SRO should ensure that:
a. the SSIP develops an overarching programme plan for all activities associated with delivery of the 2 projects, establishing the critical path across all activities and identifying dependencies (including with other schools projects); and b. the SSIP develops a benefits management strategy and plan for both Ysgol Newydd Margam and Ysgol Gymraeg Ystalyfera – Bro Dur
SRO response
36. The Director of Education, Leisure and Lifelong Learning in his capacity as Senior Responsible Owner (SRO) has welcomed the outcome of the review and takes considerable solace from the fact that the review team assessed delivery to be at the highest level of confidence.
37. Such a positive outcome allows the Council to continue to plan and deliver major re-organisation projects on behalf of the communities it serves, knowing that this is being done from a position of significant strength.
38. The areas on concern identified by the review team are acknowledged and both recommendations are accepted.
39. Ownership of the report is with the SRO.
Impact on pupils/school staff/governors
40. The outcome of the Project Assessment Review gives assurance that successful delivery of the remaining Band A projects to time, cost and quality is highly likely.
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Financial Impacts
41. The external costs associated with the Project Assessment Review will be met via the Welsh Government’s 21st Century Schools Programme.
Equality Impact Assessment
42. There are no equality impacts directly associated with this report.
Workforce impacts
43. The review highlighted that the SSIP relies heavily on individuals and team spirit.
44. The review team expressed concern at (a) programme reliance on a few key experts – which creates potential “single points of failure” for the SSIP and (b) the risk of over-burdening willing individuals, with the consequential risk of stress and ill health. The review team heard that the SSIP is aware of these issues and that there was some activity around succession planning for key individuals and, in some areas, potential for buying in additional support.
45. The review team appreciated that the resourcing situation generally in the Council is difficult and there is no “magic bullet” to alleviate the situation; commenting that in this instance, the situation is exacerbated by the need to open 4 new schools (including the 2 schools that are the subject of the review), on the same day which limits options to flex staff.
Legal impacts
46. The Council’s school organisation programme is being delivered in accordance with the requirements of the School Standards and Organisation (Wales) Act 2013 and associated School organisation Code.
Risk management
47. Associated risks are addressed in the Project Assessment Review report accompanying this Cabinet Board report (appendix A).
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Welsh Language Impact Assessment
48. There are no Welsh language impact assessment issues directly associated with this report although it is to be noted that one of the projects in the Project Assessment Review was a Welsh-medium school, delivery of which will enhance the provision of Welsh- medium education within the County Borough.
Consultation
49. There is no requirement under the Constitution for external consultation on this item.
Recommendation
50. The report is for information purposes only.
Reasons for proposed decision
51. Not required
Implementation of the decision
52. Not required
Appendices
Appendix A: Project Assessment review report – October 2017
List of background papers a) Cabinet Report: February 2017 https://democracy.npt.gov.uk/documents/s27994/Cabinet%20report.pdf b) Cabinet Report: January 2016 https://democracy.npt.gov.uk/documents/s19456/Cabinet%20report%2013011 6%203.pdf c) Strategic School Improvement Programme Principles Paper: September 2008 https://democracy.npt.gov.uk/Data/Cabinet/20080924/Agenda/$CAB-240908- REP-EL-KN.doc.pdf d) Welsh Government - School Organisation Code: July 2013 http://gov.wales/docs/dcells/publications/130719-school-organisation-codes- en.pdf e) School Standards & Organisation (Wales) Act 2013 http://www.legislation.gov.uk/anaw/2013/1/pdfs/anaw_20130001_en.pdf
Page 20 Official st 21 Century Schools Programme
Project Assessment Review (PAR) Version 1.0 2017
Version number: FINAL
Senior Responsible Owner (SRO) Aled Evans
Date of issue to SRO: 19 October 2017
Programme Title: 21st Century Schools Programme – projects: Ysgol Gymraeg Ystalyfera – Bro Dur Ysgol Newydd Margam Department/Organisation of the Neath Port Talbot County Borough Council – Education and programme Lifelong Learning Directorate Programme Manager Richard Gordon Business Case stage reached: Full Business Case (FBC) - Projects already in implementation Decision/approval point this report None informs: Review dates: 9/10/2017 to 11/10/2017 Review Team Leader: Chris Shoukry Review Team Member(s): Peter Jones Matthew Jenkins Departmental Representative: Not applicable Previous Review: Not applicable
IAH ID number: AH/17/20
Page 21 Official st 21 Century Schools Programme
Contents 1. Executive Summary ...... 3 2. Delivery Confidence Assessment (DCA) ...... 3 3. Summary of report recommendations ...... 5 4. Areas of good practice and lessons learnt ...... 5 5. Areas of concern ...... 6 6. Acknowledgement...... 6 7. Comments from the SRO ...... 7 8. Summary of the Programme/projects ...... 7 9. Scope/Terms of Reference of the Review ...... 10 10. Detailed Review Team findings ...... 11 11. Next assurance review ...... 17 ANNEX A - List of Interviewees ...... 18
About this report
This report is an evidence-based snapshot of the programme’s/project's status at the time of the review. It reflects the views of the independent review team, based on information evaluated over the review period, and is delivered to the SRO immediately at the conclusion of the review.
This assurance review was arranged and managed by:
Welsh Government Integrated Assurance Hub (IAH) Cathays Park 2 Cathays Cardiff CF10 3NQ IAH helpdesk: [email protected]
Page 22 Official st 21 Century Schools Programme
1. Executive Summary See Section 2 Delivery Confidence Assessment
2. Delivery Confidence Assessment (DCA)
Delivery Confidence Assessment: GREEN The Review Team finds that the Programme is managing delivery well for both builds. Whilst resources in the Programme Team are under pressure, there is an excellent team spirit and a common purpose which is very evident both within the Programme Team and across the wider stakeholder delivery interest.
Relationships between partners are positive, including those with the Trades Unions and with the local communities and the contractor for both builds has established a good rapport with local people.
The Programme (including these two builds) has been established as a Tier 1 priority for the Authority and funding has been ring-fenced to ensure affordability.
The schedule for both builds is tight in terms of when the construction periods are due to complete and the schools are scheduled to commence operation. The Programme and the Headteachers for both schools are aware of this and are planning contingency activities to manage the situation. In addition, lessons have been learnt from the recent build at Bae Baglan and are being actively applied to these two builds. We note that part of the confidence both within the Programme Team/Authority and underpinning the outcome of this review is the success of the Bae Baglan. The Review Team notes and commends the Authority and Programme Team for demonstrating a willingness to learn and adapt to changing circumstances and to adopt suggestions from others where these are felt to be appropriate.
The Review Team considers that, at this point in time, there is no reason to suggest that successful delivery of the projects to time, cost and quality is not highly likely and we have found no major outstanding issues that appear to threaten delivery. Page 23 Official st 21 Century Schools Programme
The Delivery Confidence assessment RAG status should use the definitions below: RAG Criteria Description Green Successful delivery of the project/programme to time, cost and quality appears highly likely and there are no major outstanding issues that at this stage appear to threaten delivery. Amber/Green Successful delivery appears probable. However, constant attention will be needed to ensure risks do not materialise into major issues threatening delivery. Amber Successful delivery appears feasible but significant issues already exist requiring management attention. These appear resolvable at this stage and, if addressed promptly, should not present a cost/schedule overrun. Amber/Red Successful delivery of the project/programme is in doubt with major risks or issues apparent in a number of key areas. Urgent action is needed to ensure these are addressed, and establish whether resolution is feasible. Red Successful delivery of the project/programme appears to be unachievable. There are major issues which, at this stage, do not appear to be manageable or resolvable. The project/programme may need re-base lining and/or overall viability re-assessed.
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3. Summary of report recommendations The Review Team makes the following recommendations which are prioritised using the definitions below:
Target date Classification Ref. Urgency Recommendation for No. (C/E/R) completion
1. The SRO should ensure that the R - 3. Programme and Project Programme develops an Recomended Management 3.1 Planning overarching programme plan for all activities associated with delivery of the 2 projects, establishing the critical path across all activities and identifying dependencies (including with other schools projects).
2. The SRO should ensure that the R - 6. Benefits Management & Programme develops a benefits Recomended Realisation management strategy and plan for both Ysgol Newydd Margam and Ysgol Gymraeg Ystalyfera - Bro Dur.
Critical (Do Now) – To increase the likelihood of a successful outcome it is of the greatest importance that the programme should take action immediately Essential (Do By) – To increase the likelihood of a successful outcome the programme should take action in the near future. Recommended – The programme should benefit from the uptake of this recommendation.
4. Areas of good practice and lessons learnt Track record of successful delivery to call on; Contractor and Authority learning lessons from Bae Baglan; Sound procurement strategy – both sites together – economies of scale and bringing learning from Bae Baglan; Funding forward planning; Shared vision of all-through schools; Overcoming market challenges by taking innovative approach to design; Approach to engagement workingPage well 25 for both communities and staff; Official st 21 Century Schools Programme
Programme “Team” and stakeholders all keen and committed – prepared to go the extra mile; Good working relationship with Trades Unions; Confidence in the SRO; Development of a new model of school “caretaker”; Community benefits high on the list of benefits – engaging parents – learning community etc – linked to regeneration – community now bought into projects; Early appointment of new Headteachers/ shadow Governing Bodies Draft documented lessons learnt and actions to be taken from Bae Baglan.
5. Areas of concern Pressure on staff and resources, partly driven by constrained funding period imposing strict deadlines on delivery in Band A; Single points of failure – few key individuals (related to resources) – some succession planning evidence; Lack of certainty of delivery dates – coupled with the pressure on commissioning and transition; Programme management by team dynamics rather than a formal methodology means a heavy reliance on key people ; Lack of a detailed benefits “ownership” model.
6. Acknowledgement The Review Team would like to thank the SRO, the Programme Team and all those interviewed for their support and openness, which contributed to the Review Team’s understanding of the Programme and the outcome of this review. We would also like to thank Richard Gordon for his support in terms of the administration and logistics for the review.
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7. Comments from the SRO
The local authority welcomes the outcome of the PAR and takes considerable solace from the fact that the Review Team assessed our delivery to be at the highest level of confidence. Such a positive outcome allows us to continue to plan and deliver major re- organisation projects on behalf of the communities we serve, knowing that we are doing so from a position of significant strength. The PAR process allowed us to reflect on and articulate our practice, to include the view of stakeholders and to expose our practice to external scrutiny. The quality of this process is to be commended and will, undoubtedly, add value to our current practice. We acknowledge and note the areas on concern identified and accept both recommendations without the need for amendment. In terms of scheduling the next review of the programme, we will be in a better place to comment once the outcome of our Band B funding application is known. My personal thanks to the review team for their professional approach in assessing our project delivery capability, in their feedback to me, as SRO, during that process and in the production of this report. The level of scrutiny they brought to the review process has helped our understanding of our project management processes which, in turn, will inform our strategic planning and operational practices.
8. Summary of the Programme/projects
Background and context: The Authority is responsible for promoting high educational standards and for delivering efficient primary and secondary education. Having the right schools in the right place and ensuring that they are fit for the 21st century learner is the ongoing challenge facing the Authority. Achieving this involves reviewing the number and type of schools the Authority has in its area and assessing whether or not best use is being made of resources and facilities. This will include ensuring suitable provision for those pupils with special educational needs/additional learning needs.
The Authority established a Strategic School Improvement Programme (SSIP) in 2008; a programme that has brought about significant change to the school estate during the ensuing period, including new-build schools supported by Band A of the Welsh Government’s 21st Century Schools programme of capital funding.
The two projects under review – new-builds Ysgol Newydd Margam and Ysgol Gymraeg Ystalyfera - Bro Dur – are part of the Neath Port Talbot County Borough Council Band A projectsPage 27under the Welsh Government 21st Century Schools Programme. This Programme is intended to support Official st 21 Century Schools Programme improvement in educational attainment and aspiration in Wales by replacing ageing schools estates with state of the art schools that enable a 21st century approach to learning and teaching. The Authority is one of the most deprived areas in Wales and has a high density of Welsh speakers with one area having 60% of residents speaking Welsh, predominantly amongst the younger generation.
Aims and objectives: Implementing the proposal will result in a range of teaching/learning and financial benefits, particularly in relation to: replacing existing school buildings with 21st Century schools which provide stimulating teaching and learning environments that impact positively on pupils self-esteem and well-being and improve learning outcomes across the ability range broadening curriculum delivery through increased use of I.T. more fulfilling teaching environments that improve morale delivering more sustainable school buildings (BREEAM standard) providing cost effective solutions to reducing backlog maintenance and repair costs utilising Welsh Government grant funding to support the enhancement of the Council’s school estate educational forward planning through identification of need the effective use of resources and achieving efficiencies through economies of scale enhancing Welsh language development enhancing provision for additional learning needs and inclusion reducing the number of surplus pupil places ensuring that new builds are fully integrated community focussed schools providing additional benefits to the community including community use of school facilities regenerating the local and national economy through community benefits such as the sourcing of labour, works and services, and goods procurement Actively contributing to the Well-being and Future Generations (Wales) Act 2015 Page 28 Key Milestones: Official st 21 Century Schools Programme
Milestone Date (dd/mm/yy) Contracted Construction Completed Ysgol Newydd 26 October Margam 2018 School Opening Ysgol Newydd Margam 1 September 2018 Contracted Construction Completed Ysgol Gymraeg 10 August Ystalyfera - Bro Dur 2018 School Opening Ysgol Gymraeg Ystalyfera – Bro Dur 1 September 2018
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9. Scope/Terms of Reference of the Review This review is commissioned by the Director of Education, Leisure and Lifelong Learning as the Senior Responsible Owner (SRO) of the Council’s Strategic School Improvement Programme including the 21st Century Schools programme of projects. The purpose of the review is to inform the Council’s practices and procedures in delivering high value school reorganisation projects and to provide assurance of benefits realisation. The review will assess two projects in the Council’s 21st Century Schools Band A programme, projects linked by procurement arrangements and build delivery. The two projects comprise: a new build, ‘all-though’ English-medium school for 1455 pupils age 3- 16yrs (Ysgol Newydd Margam); and a new build Welsh-medium school for 650 pupils age 11-16yrs (Ysgol Gymraeg Ystalyfera – Bro Dur: south campus)
Both schools are scheduled to be occupied in the autumn term 2018. (note overall the Programme will be opening 4 schools on the same day) The review will inform the Council on: Deliverability – The extent to which the projects are likely to deliver the expected benefits, including: o Capacity/capability o Complexity of approach o Resilience o Timelines(schedule) o Meeting expectations Affordability – The extent to which the level of expenditure presents as an acceptable financial risk o Sufficiency of Budget (capital) Value for money – The optimum combination of whole-life cost and quality (or fitness for purpose) o Benefits approach o Lessons learnt approach The review will be undertaken in line with an agreed code of conduct and the SRO will be responsible for ensuring that action is taken to address the agreed recommendations
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10. Detailed Review Team findings
10.1 Deliverability 10.1.1. The Review Team finds that the Programme Team is in a good position to deliver both projects on time against the contracted timescales for both schools (26 October 2018 for Ysgol Newydd Margam and 10 August 2018 for Ysgol Gymraeg Ystalyfera- Bro Dur (south). 10.1.2. We note that the target opening for both schools is set for 1 September 2018 and that the contractor for Margam is being encouraged to accelerate completion to meet this date. Much will depend on getting the building watertight and there is an expectation of a review in Jan/Feb 2018 to assess whether an early completion for Margam will be feasible. In this context, the time needed for commissioning each building and for transitioning staff and pupils will be tight in both instances. The Programme Team and all those involved, including Headteachers, are live to the challenges posed and we heard of a number of contingencies being considered, although firm plans are not yet in place. 10.1.3 We found a number of examples of good practice and learning from previous experience that give greater confidence in the Programme’s ability to deliver successfully for both schools: The new Headteachers were in post 12 months prior to school opening – thus enabling them to be fully immersed in essential programme planning as well as their own specific schools planning. There is evidence that their time based within the Authority offices during the planning phase is useful in building valuable relationships for the future between the new schools and the Authority. Early appointment of the Headteachers also means that they have the opportunity to influence key areas by bringing their Vision of how the schools will operate to all aspects and having the opportunity of early engagement with other relevant schools to create a common ethos. Lessons have been learnt from the procurement of Bae Baglan in which the Programme experienced a market failure of interest. The revised procurement approach resulted in a tender field of 4 for these schools which were tendered as a package to encourage economies of scale in both pricing and delivery. As a result, the same contractor, Bouygues, was successful and has brought learning of their own from Bae Baglan. One key lesson adopted by the Programme from a Bouygues suggestion has been to develop the necessary facilities manager role by bringing in a person early in the build to become fully familiar with all aspects of how the new building works and then to offer them employment in the school to support the running of the premises. This then provides both sound Page 31 Official st 21 Century Schools Programme
support in a technically complex environment and gives employment and skills enhancement to the individual concerned.
10.1.4 All those we interviewed, both within the Programme and from a wider field of stakeholders, expressed very positive views of both the Programme Team and the contractor. In particular, the contractor was singled out for positive comments about their willingness to engage with the local communities and their considerate management of build activities, e.g. cleaning up after the day’s work. We also note the contractor’s appointment of “school ambassadors” to support pupils in the early days of school opening by helping them familiarise themselves with the school layout etc.
10.1.5 We note that stakeholders generally were also appreciative of the engagement by the Programme and that there is an excellent relationship with the Trades Unions.
10.1.6 At a strategic level, we heard that this Programme is a Tier 1 priority for the Authority and is well supported by the Executive Team and Elected Members. This gives the Programme and the SRO support where difficult decisions need to be made around prioritisation of resources.
10.1.7 In terms of Programme Team resources, we understand that there is a “core” team of 4 senior staff (including the programme manager), supported by a much wider “virtual” team of subject matter experts from within the Authority. We heard concerns about pressure on these virtual resources where the “day job” has to be done in parallel with programme tasks. All those we spoke to were keen and very committed to doing a good job for the Programme and accepting of the reality of resourcing constraints in a local authority.
10.1.8 We are concerned at (a) Programme reliance on a few key experts – which creates potential “single points of failure” for the Programme and (b) the risk of over-burdening willing individuals, with the consequential risk of stress and ill health. The Programme is aware of these issues and we did hear of some activity around succession planning for key individuals and, in some areas, potential for buying in additional support.
10.1.9 We appreciate that the resourcing situation generally in the Authority is difficult and there is no “magic bullet” to alleviate the situation. In this instance, the situation is exacerbated by the need to open 4 new schools (including the 2 schools that are thePage subject 32 of this review), on the same day which limits options to flex staff. We were assured that the situation is Official st 21 Century Schools Programme manageable, as the other 2 schools are much smaller and less novel, however the position will need to be monitored carefully. The summer leave period is likely to be particularly problematic and some teams are already considering prohibiting leave during the summer period but this can be difficult to enforce.
10.1.10 In terms of Programme management, the Programme utilises a method based more on relationships and team dynamics rather than adhering to a specific formal methodology. This appears to work well but again we note a critical dependency on the personality and attributes of key individuals.
10.1.11 Given the severe constraints on resources as described earlier, we suggest the Authority gives some thought to how adopting some of the more documented project/programme control mechanisms could support delivery and provide a safety net. An example would be a documented overarching “swim lane” programme schedule that brings together all the various activities (not just the build programme) that combine to achieve delivery of the new schools in totality - including operational and curriculum aspects with key milestones. This would assist both the Programme core team and the virtual team members to have visibility of other streams of activity, where relevant, to support co-ordination of activities and scheduling of resource.
RECOMMENDATION 1: The SRO should ensure that the Programme develops an overarching programme plan for all activities associated with delivery of the 2 projects, establishing the critical path across all activities and identifying dependencies (including with other schools projects).
10.1.12. A further contributory factor in our consideration of the deliverability of these projects is the evidence we found that the Authority has a culture of listening and flexing as situations change. In the context of these 2 new schools we heard that, for example, the ICT support function is willing to be responsive to the requirements of the Headteachers. We also heard that communities felt their responses to the consultation processes had been listened to and acted upon.
10.2 Affordability The budgets for the two schools are determined as:
Ysgol Newydd Margam Page£ 3330m (circa) Ysgol Gymraeg Ystalyfera - Bro Dur £19m (circa) Official st 21 Century Schools Programme
10.2.1. We understand that there is also some contingency funding available if required.
10.2.2. The contract form used for both new schools is NEC3 A (fixed price) with Activity Schedule. The design risk is all with the contractor. Thus, unless the Authority requires variations to its original concept brief or there are significant unexpected events, it appears unlikely that the build costs will exceed the contracted amounts.
10.2.3. As noted above, the procurement approach was adapted following the Bae Baglan procurement difficulties and a parallel build specifically chosen to enable economies of scale and thus price. This contributes to affordability.
10.2.4. In addition, most unexpected costs in a build come early in the process during the groundworks phase. This phase is now completed in both cases with the exception of landscaping and therefore we consider the risk of unexpected costs to be relatively low.
10.2.5. The Authority is heavily reliant on prudential borrowing for these monies but has already forward secured all the relevant budget, which we understand is ring-fenced. The monies have been secured at a low borrowing rate, thus protecting against any future rise in interest rates. We commend the Authority for its foresight in this area.
10.2.6 Whilst there are some buildings to be disposed of on the two sites, land values in the area are not high and we understand that disposal proceeds have not been assumed in the affordability assessments of these projects. Again, we commend the Authority for its prudent approach.
10.2.7 Finally, we understand that the Authority has been able to maximise access to Band A funding from Welsh Government and took the opportunity to flex the Programme when the St Joseph project failed to materialise, by reassessing its approach to the two builds we address in this review. Both of these measures have contributed to the affordability of the projects.
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10.3 Value for Money (Benefits)
10.3.1 The monetary aspects of the two builds in terms of maximising output against monies expended have already been covered in the comments on procurement strategy under section 10.2 above. We note that the contract for the 2 builds is fixed price and that the design risk lies with the contractor, which helps to ensure value for money by minimising risk of cost overrun.
10.3.2 A number of the benefits for the two projects are commitments to Welsh Government under the 21st Century Schools Programme. These include community benefits and the creation of apprenticeships and jobs particularly for local people and businesses. The evidence of highlight reports demonstrates that the contractor for both new schools, Bouygues, is making excellent progress against targets set with regard to apprenticeships and employment of local businesses. For example for Ysgol Newydd Margam, the August 2018 Highlight Report shows a SW Wales labour target of 30% and an achievement of 33%.
10.3.3 As noted above, the procurement strategy for the two schools was predicated on sustainability of employment by having two builds in parallel. Additional benefit has come from the same contractor as built Bae Baglan recently being awarded these contracts which has helped to ensure continuity of employment. A further example is the innovative facilities manager approach already described.
10.3.4 The nature of the remaining benefits are a combination of community benefits and learning benefits. It is early days to judge the progress of both these benefits areas. However, we heard that for Ysgol Newydd Margam, community sports and other community organisations are already keen to make full use of the facilities when open. We also note that the Headteacher for Ysgol Newydd Margam is very focused on maximising engagement of the community in all aspects of the new school including the educational aspects.
10.3.5 The Review Team were encouraged to see that all those interviewed were focused not just on the new building itself but on the building as a facilitator of the true benefits for the Programme i.e. improved educational experience and attainment. Page 35 Official st 21 Century Schools Programme
10.3.6 We also heard about longer term ambitions for the Programme to generate more empowered and aspirational people and communities enabled by the new builds and ways of teaching and learning.
10.3.7 With regard to the Ysgol Gymraeg Ystalyfera – Bro Dur, we heard mixed views as to the how potential increased demand for Welsh-medium teaching in the south of the County Borough would be accommodated at primary age. We note that, if the future demand cannot be met by the school capacity, this could have a detrimental impact on the sustainability and optimisation of the investment.
10.3.8 At the time of this review, we were unable to fully establish how the Authority is going to measure and manage the full range of benefits aspired to by the two projects. The educational attainment benefits will be measured as a matter of administrative process through the normal channels – although we note that the experience of Bae Baglan was that the measure of standards for attainment changed shortly before the school began operation which had an adverse effect on initial results. We recommend that the Programme/Authority begins to give some thought as to how it is going to measure and manage the wider benefits, including the community benefits and which individuals will be accountable for doing so. RECOMMENDATION 2: The SRO should ensure that the Programme develops a benefits management strategy and plan for both Ysgol Newydd Margam and Ysgol Gymraeg Ystalyfera – Bro Dur.
10.4 Future Challenges 10.4.1. We have noted earlier that the Programme approach to Programme Management relies heavily on individuals and team spirit. That appears to be working well for the two projects under review. As mentioned, however, we feel that to support scarce resources for future projects, particularly the forthcoming Band B projects in the 21st Century Schools Programme, the Programme should consider tailored use of more formalised PPM (Programme and Project Management) control mechanisms. In particular, where there are a number of projects under build in parallel, the use of an overarching programme schedule to track progress of the totality of “moving parts” – both build and non-build should be considered.
10.4.2. The Authority should consider how educational programmes enabled by the new builds can be protected in the event of additional significant pressures in the area occasioned, for example, by a reduction in major employment opportunities. Page 36 Official st 21 Century Schools Programme
10.4.3. We also heard about the potential gains to be made in the area from a successful Swansea Bay City Deal which could create opportunities for a more highly skilled and qualified workforce such as that, which might be expected as an outcome of the 21st Century Schools Programme including these 2 projects.
11. Next assurance review The Review Team suggests that the most appropriate time for another assurance review would be when the Authority is considering options to bid for Band B funding for 21st Century Schools Programme.
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ANNEX A - List of Interviewees The following stakeholders were interviewed during the review: Name Organisation and role Huw Jones (Chief Accountant, Workshop participants - NPT Finance) Cllr Peter Rees (Cabinet Member, Education, Skills & Culture) Jayne Thomas (Business Consultant ICT) Shirley Freeguard (AMS Operations Manager) Rhiannon Crowhurst (SSIP Team - Teaching/learning) Roger Bowen (SSIP Team - School estate.) Deborah Holder (SSIP Team - Legislation) Shaun Clarke Headteacher, Ysgol Newydd Margam Hywel Jenkins Director of Finance and Corporate Services, NPT Mark Fisher Chair, Joint Trade Unions, NPT Nick Smith Parent governor, Vice Chair Shadow Governing Body Ysgol Newydd Margam John Burge Manager, School Governance, NPT Clive Barnard Architectural Design & Project Management Manager, NPT Simon Brennan Head of Property and Regeneration, NPT Richard Gordon SSIP Programme Manager, NPT Andrew Thomas Head of Transformation, NPT Matthew Evans Headteacher, Ysgol Gymraeg Ystalyfera - Bro Dur Amy Hutchins Manager, Human Resources, NPT Steve John Head of ICT, NPT
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Agenda Item 6
NEATH PORT TALBOT COUNTY BOROUGH COUNCIL
Education, Skills and Culture Cabinet Board
9th November 2017
REPORT OF HEAD OF TRANSFORMATION ANDREW THOMAS
MATTER FOR DECISION
WARDS AFFECTED: All
STRATEGIC SCHOOL IMPROVEMENT PROGRAMME - PROPOSAL TO ESTABLISH SPECIALIST PROVISION FOR PRIMARY AGE PUPILS WITH SOCIAL EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
Purpose of report
1. To obtain approval to publish a proposal to establish specialist provision for primary age pupils with social emotional and behavioural difficulties (SEBD) at Coedffranc Primary School and at Crynallt Primary School.
Executive summary
2. The Council is responsible for ensuring suitable provision is made for pupils with special educational needs
3. There is an increasing demand within the primary age sector for specialist places to support pupils with Autistic Spectrum Disorder (ASD) and SEBD, and for those ‘early years’ pupils with identified additional learning needs which require further assessment.
4. The Education, Skills and Culture Cabinet Board at its meeting of 20th July 2017 approved consultation on a proposal to establish two specialist provisions for primary age pupils (boys and girls)
Page 39 with SEBD, one at Coedffranc Primary School and one at Crynallt Primary School.
5. The outcome of consultation informs this report.
6. The proposed provision at Coedffranc Primary School will provide a period of assessment for pupils with SEBD for up to 12 primary age pupils
7. At Crynallt Primary School it is intended to establish a learning support centre for pupils with SEBD for up to 14 pupils. This provision will be for pupils in receipt of a Statement of SEN and who require longer term provision.
8. The headteachers of both schools have been involved in the development of this proposal and are fully supportive of this initiative. Governing Bodies and staff of both schools have also shown support for the proposal.
9. The proposal seeks to complement the specialist provision and support already available within the County Borough.
10. For Members’ consideration, consultation reports summarising the comments of consultees together with responses to those issues accompany this report as appendices A & B.
Background
11. The Council is responsible for promoting high educational standards and for delivering efficient primary and secondary education. Having the right schools in the right place and ensuring that they are fit for the 21st century learner is the challenge facing the Council. Achieving this will involve reviewing the number and type of schools the Council has in its area and assessing whether or not best use is being made of resources and facilities. This will include ensuring suitable provision and support for those pupils with additional learning needs.
12. Implementing the Strategic School Improvement Programme (SSIP) involves reviewing existing provision and determining the number and type of schools needed to deliver education effectively and efficiently across the County Borough. It will most likely lead to substantial change involving opening new schools, closing
Page 40 existing schools, merging or amalgamating schools, federating schools and promoting new initiatives that support collaborative working between schools. It will also involve re-organising education provision to ensure pupils gain access to and benefit from the specialist support, skills and expertise available within the County Borough.
13. The Council has decided to review its provision on the basis of:
educational standards the need for places and the accessibility of schools the quality and suitability of school accommodation effective financial management
14. The Council provides for the pupils of Neath Port Talbot who require specialist support for their educational needs at two community special schools and at learning support/inclusion centres attached to community primary/secondary schools.
15. Currently there are 11 specialist provisions available in NPT for supporting primary pupils with ALN including those for pupils with Autistic Spectrum Disorder (ASD), Moderate Learning Difficulties (MLD), Speech Language and Communication Difficulties (SPLCD) and Severe and Profound Learning Difficulties (SPLD).
16. NPT also provides specialist support for pupils age 3–5 yrs in Abbey Primary School’s Early Years Assessment centre and for pupils age 3-11yrs at Awel y Môr Pupil Inclusion Centre (PIC) for pupils presenting with SEBD and are in need of further assessment.
17. There is an increasing demand for places in many of these provisions year on year.
18. Recent work on reviewing the number and type of primary planned places and assessment provision across Neath Port Talbot has indicated that there is a need for extra places in the areas of ASD and SEBD, and for those ‘early years’ pupils with identified additional learning needs which require further assessment.
Page 41 19. Work is on-going to determine what is needed to further develop provision in these areas and support for pupils displaying SEBD is considered to be a priority area.
20. Recent work undertaken with secondary schools has shown a need for greater support for pupils displaying SEBD. This has led to the development of a continuum of support with the aim of ensuring that pupils at all stages have their needs assessed and are appropriately supported to make progress. The continuum of support sets out a graduated response to intervention and provision for all pupils, from universal whole school approaches, to meeting the needs of those pupils with more complex needs who may require intensive specialist interventions and/or longer term support. As a result, assessment centres for SEBD at Ysgol Hendrefelin, Theodore Road campus, and Cefn Saeson Comprehensive School Secondary Education Nurture Centre were established.
21. This proposal seeks to develop a similar continuum of support model for primary pupils as that which has been established for secondary, to better address a range of needs for children with SEBD and to ensure best possible outcomes for pupils.
22. Currently for primary age pupils with SEBD who need specialist support or assessment, provision is made at Awel y Môr Pupil Inclusion Centre (12 places) and at Ysgol Hendrefelin Primary learning support centre for SEBD (7 planned places for primary age pupils with a statement of SEN). The high demand for both assessment and planned places is placing pressure on current provisions which are consistently full.
23. The new wellbeing and behaviour continuum will ensure that schools and the Council work in partnership to focus on prevention and early intervention in order to meet the needs of vulnerable children and young people and to ensure the best possible outcomes.
Initial Scoping exercise
24. Approval was sought and obtained from Cabinet on 15th March 2017 to undertake scoping discussions with headteachers and chairs of governors over the establishment of a specialist facility for
Page 42 SEBD for the primary sector and to identify a school to host the provision.
25. Following more detailed work on identifying the need for planned places in the primary sector it was recognised that the pressure to provide support for SEBD primary pupils has increased. At this time work was also on going to further develop a primary continuum of support to mirror that of the secondary sector.
26. Both areas of work highlighted that establishing one provision would not be sufficient to meet the varying needs of pupils who are already in receipt of a statement of Special Educational Needs (SEN) for SEBD, or be sufficient to cater for the numbers of pupils needing support and who are predicted to need support in the future. As a result it was recognised that an extra provision for assessment purposes would be necessary to ensure the continuum of support is effective and that sufficient numbers of pupils can be supported without delay.
27. Following scoping discussions, Coedffranc Primary and Crynallt Primary schools were identified as being suitable for hosting an SEBD provision. The headteachers of both schools have been involved in the development of this proposal and are fully supportive of this initiative. Governing Bodies and staff of both schools have also shown support for the proposal.
Consultation
28. This school organisation proposal is being brought forward under the Council’s Strategic School Improvement Programme. Formal consultation is required in line with the Welsh Government’s School Organisation Code, July 2013, which specifies the procedures to be followed, including the content of a consultation document and those to be consulted.
29. Separate consultations were undertaken on the respective provisions for Coedffranc Primary and Crynallt Primary schools.
30. Education, Skills and Culture Cabinet Board at their meeting of 20th July 2017 approved consultation on this proposal, which commenced on 6th September 2017 with comments invited until 20th October 2017. For Members’ consideration, consultation reports summarising the comments of consultees together with
Page 43 responses to those issues accompany this report as appendices A & B.
31. Members are reminded that comments should be conscientiously considered in an open minded approach, alongside the case put forward for implementation of the proposal. In this respect there is an expectation that Members will have read and given due regard to the proposal as consulted upon and the comments received together with officer comments.
32. Consultation meetings have been held with governors, staff and pupils of Coedffranc Primary and Crynallt Primary schools. The process for gathering pupil views followed the guidance issued by Welsh Government on consultation with children and young people, taking into account the United Nations Convention on the rights of the child (UNCRC) in particular article 12: ‘Your right to say what you think should happen and be listened to’ and Article 13: ‘Your right to have information’.
33. Responses received at the meetings were positive and favourable to the proposal, with respondents raising issues that focussed principally on funding, staffing and the potential impact on mainstream pupils.
34. The range of matters that concerned stakeholders are set out in the consultation reports together with officer responses.
35. Written consultation responses were received regarding the Coedffranc Primary PIAC provision and the LSC at Crynallt Primary. Issues raised are addressed in the consultation reports (appendices A & B).
36. The written consultation responses are available for Member perusal in the Members’ rooms at Port Talbot and Neath Civic Centres.
37. Following consultation and more detailed exploration of the space available for developing the LSC at Crynallt Primary, it is proposed to increase the number of pupils from 12 to 14 at this provision with the full agreement of the Headteacher and senior staff of the school.
Page 44 38. It is the opinion of officers that, given the level of support from the schools for the respective provisions, there are no issues arising from the consultation suggesting that either provision should be reconsidered. Specialist provision for primary age pupils with social emotional and behavioural difficulties (SEBD) at Coedffranc Primary schools and at Crynallt Primary school should be established with both provisions opening on 15th January 2018.
Estyn response
39. It is Estyn’s opinion that the proposal is likely to improve the standard of educational provision for those pupils with SEBD. Fuller commentary is set out in the consultation report for Coedffranc Primary (appendix A) and Crynallt Primary (appendix B).
Impact on pupils
40. The proposed new provisions will increase the opportunity for primary pupils to access support in a specialist setting based within the nurturing environment of a primary school. The provisions will enable pupils to have their needs assessed and to acquire the skills and understanding to manage their individual behaviours and learning requirements.
41. Early intervention for pupils with SEBD should help to prevent more complex and potentially costly support being necessary as a child matures, enabling pupils to return to mainstream earlier and continue their education successfully at a younger age, avoiding developing negative perceptions of school and helping to improve children’s self-esteem and wellbeing.
42. Early intervention for pupils with SEBD should also provide greater opportunities for working with parents and carers as they, generally, have a greater role to play in their child’s education when the child is young, often lessening as the pupil moves into secondary school and becomes more independent. Work with parents and carers at an early stage would have a significant impact on the child’s progress.
43. The proposed specialist provisions will be accessible to primary age pupils from across the County Borough.
Page 45 44. There has been no comment arising from the consultation that suggests that this assessment needs reconsideration.
Impact on travel arrangements
45. Pupils’ travel needs will be assessed in line with the Council’s Home to School Transport policy. Primary age pupils living 2 miles or more from the provision deemed most suitable to address their needs, will be considered for assistance with travel costs.
46. Under the School Travel Plan requirements, all schools, together with the Council’s Road Safety Team, are committed to: improving road safety within the local community raising awareness about travel issues encouraging walking, cycling and public transport for the school journey where applicable encouraging independent travel where applicable
47. Both Coedffranc Primary and Crynallt Primary schools are long- established schools with established walking routes for children.
48. Both schools are relatively centrally located within the County Borough and readily accessible by vehicle.
49. There has been no comment arising from the consultation that suggests that this assessment needs reconsideration.
Impact on governors
50. The governing bodies and the school leadership teams at the host schools will be responsible for the day to day management of the provisions, including the specialist staff who will become part of the school’s staffing complement. The school budget will be funded accordingly.
51. There has been no comment arising from the consultation that suggests that this arrangement needs reconsideration.
Impact on school accommodation capacity
52. Currently, Coedffranc Primary school has 325 full-time pupils on roll. The school has surplus capacity and the PIAC will occupy
Page 46 accommodation surplus to the needs of the school. The capacity of the school will be reduced from 435 to 371 full-time mainstream places. The number of nursery places at the school is unaffected by this proposal.
53. Currently, Crynallt Primary school has 418 full-time pupils on roll. The school has surplus capacity and pupils numbers are projected to fall. The LSC will occupy accommodation surplus to the needs of the school. The capacity of the school will be reduced from 480 to 423 full-time, mainstream places. The number of nursery places at the school is unaffected by this proposal.
Impact on special needs education provision
54. As self-contained provisions, the primary inclusion and assessment centre (PIAC) at Coedffranc Primary and the learning support centre (LSC) at Crynallt Primary will not have a direct impact on the SEN provision of the host schools where pupils with additional learning needs, including children with statements of special educational needs, are supported in a mainstream setting with appropriate funding for this purpose.
55. However, the specialist knowledge and skills-set of the staff employed to work at the provisions will be available to share with mainstream staff at the host schools and, as such, will indirectly benefit SEN provision at the school.
56. It is also envisaged that the two host centres will be able to provide support and training for other mainstream primary schools across Neath Port Talbot, building skills, competencies, expertise and capacity of all staff working with children with SEBD.
57. There has been no comment arising from the consultation that suggests that this assessment needs reconsideration.
Financial Impacts
58. Each host school will receive additional funding to manage the provisions for up to 12 pupils at Coedffranc Primary school and up to 14 pupils at Crynallt Primary school.
59. Meeting the special needs education of pupils in local settings, i.e. within the County Borough, avoids having to secure expensive out-
Page 47 of-county provision. The cost of providing education outside the County Borough for pupils with specialist needs is high, and can amount to c.£80k per pupil per year. This annually presents a significant demand on the Council’s education budget.
60. The provisions will be funded from the delegated schools budget and each school will receive funding for 12 & 14 places respectively which equates to c.£200k per annum for each provision.
61. Each provision will be resourced by specialist teachers and teaching assistants with the appropriate skills set.
62. Self-contained accommodation will be developed in surplus accommodation at both schools. There will be a one-off capital cost for the refurbishment/conversion work for which £300k has been secured from the capital programme.
63. Primary age pupils living 2 miles or more from the identified provision will be considered for assistance with travel costs and as such there is likely to be an increase on transport costs as a result of this proposal. Annual transport costs are difficult to predict as this will depend on the number of children needing to be transported and on the distance they will need to travel to the provision from their home.
64. There are no capital receipts or recurrent costs savings directly related to this proposal other than savings from potential home education/out-of-county placement costs.
65. There will be an indirect saving to each of the host schools accrued as a result of alternative usage of surplus accommodation.
66. There has been no comment arising specifically from the consultation that suggests that this assessment needs reconsideration. However, the revenue costs have been reassessed and increased to reflect need.
Equality Impact Assessment
67. An equality impact assessment has been carried out and found that there is no adverse effect on any particular group and the process has checks and monitoring in place to ensure that any
Page 48 unmet need is identified and any potential adverse effect is fully evaluated and impact mitigated.
68. Establishing the specialist provisions within mainstream primary schools breaks down barriers and aids the elimination of discrimination, harassment and victimisation. Both the primary schools and the two provisions are inclusive for pupils of all backgrounds. The proposal will promote the understanding of the needs of different groups.
69. Having the SEBD provisions attached to mainstream schools allows the pupils attending them to have the same opportunities as their mainstream peers as all pupils will be able to access the same curriculum and facilities.
70. The proposal will have a positive effect on the staffing compliment of both schools as an increase in pupil numbers by the establishment of the provisions will require additional members of staff with specialist skills to support pupils.
71. There has been no comment arising from the consultation that suggests that this assessment needs reconsideration. Estyn notes that the Council’s Equality Impact Assessment indicates that there will be no adverse effect on any particular group of pupils and proposes that the development will promote inclusivity and the needs of different groups.
72. The equality impact assessment accompanies this report as appendix C.
Workforce impacts
73. The position of staff currently employed at both schools will not be adversely affected by this proposal. In fact, the increased number of pupils secures staff employment by creating additional employment opportunities by way of an increased staffing complement.
74. Additional staff posts have been identified for both provisions. These comprise specialist teachers and teaching assistants in each provision. The skills and expertise that these additional staff members will possess will be available to be utilised for the benefit of the wider, mainstream school communities.
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75. The increase in pupil numbers from 12 to 14 at the LSC proposed for Crynallt Primary school will have no direct staffing implications.
Legal impacts
76. The proposal will establish ALN/SEN provision in a mainstream school where the pupils admitted are in addition to the admission number for the school and where the provision is recognised by the Council as reserved for pupils with ALN/SEN. As such, this constitutes a regulated alteration requiring the statutory publication of the proposal. The School Standards & Organisation (Wales) Act 2013 (the Act) provides the legislative framework by which the Council may implement a proposal. The Welsh Government’s School Organisation Code, July 2013, made under Sections 38 and 39 of the Act, imposes on the Council requirements and guidelines on matters relating to school organisation. The Council’s procedures are in line with legislative requirements.
77. Pupil travel arrangements will be in line with the requirements of the Learner Travel (Wales) Measure 2008; the Learner Travel Statutory Provision and Operational Guidance 2014; and the Council’s Home to School Travel Policy, 2017.
78. Revenue funding will be in line with the requirements of the School Standards and Framework Act 1998; the School Funding (Wales) Regulations 2010; and the Council’s approved formula for funding schools.
79. The management of staff affected by the proposal will follow the relevant school policy and procedure requirements.
80. Estyn comments that the legal aspects of the proposal have been considered and operate within the School Standards and Organisation (Wales) Act 2013 and that the plan confirms that proposed procedures are in line with legislative requirements.
Risk management
81. A risk assessment has been carried out under the Council’s Risk Management Policy 2015.
82. Potential risk areas in implementing the proposal include:
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educational outcomes for pupils are not improved integration at a provision is unsuccessful re-integration to base school is unsuccessful negative response from parents of host schools negative response from parents of pupils to be accommodated at the provision discrimination against protected characteristics resulting in a negative impact on one or more protected groups staff with appropriate skills and expertise not available increased home to school travel time for some pupils leading to poor attendance. Welsh language development not supported early intervention does not prevent the need for further support at a later stage
83. Failing to implement the proposal will result in a range of teaching/learning benefits not being fully realised, particularly in relation to:
opportunities for a pupils to access specialist staff and support early intervention for younger pupils, reducing the risk of more costly support at a later stage host schools indirectly benefit from specialist staff on site mainstream schools benefit from increased support and training in order to improve skills and build capacity
84. Given that the proposal builds on the experience, skills and expertise that currently exist at the host schools, the specialist support available at the PIAC and the LSC, and the application of specific ‘entry’ and ‘exit’ criteria, the potential effects of identified risks will be mitigated by implementation of the proposal.
85. There has been no comment arising from the consultation that suggests that this assessment needs reconsideration. The mitigation measures in the assessment have been updated in following consultation. Specifically on the assessment of risk Estyn notes that the Council has undertaken a risk assessment and identified appropriate actions to mitigate the risks and that Council considers all risks in relation to the establishment of both the LRC (Crynallt) and PIAC (Coedffranc) to be low or medium.
Page 51 86. The risk assessment accompanies this report as Appendix D.
Impact on community usage
87. The proposal should have no adverse impact on community usage at either host school as there is no closure or reduction in community facilities involved with this proposal.
88. The provisions will occupy accommodation surplus to the schools’ requirements and will be self-contained provisions within each school having no impact on the school’s operation regarding community usage.
89. There has been no comment arising from the consultation that suggests that this assessment needs reconsideration. Estyn comments that the proposal is likely to have no adverse impact on community usage at either Coedffranc Primary school or Crynallt Primary School. The provision at both schools will occupy accommodation surplus to requirements within self-contained units.
Welsh Language Impact assessment
90. Both Coedffranc Primary and Crynallt Primary schools are categorised as English-medium schools where Welsh is taught as a second language in accordance with the National Curriculum. Provision at the PIAC and the LSC will reflect provision at each school. The Council is satisfied that the provision for Welsh language education at each provision will be sufficient to meet the language requirements of the pupils admitted. Both provisions will accommodate those pupils who speak Welsh as their first language or whose base school is a Welsh-medium school and in each provision pupils will have access to staff who can support them through the medium of Welsh.
91. There has been no comment arising from the consultation that suggests that this assessment needs reconsideration.
92. The Welsh language impact assessment accompanies this report as Appendix E.
Page 52 Publication of proposals
93. Member approval is sought to publish the proposal in line with the requirements of the School Organisation Code. Draft statutory notices in respect of the PIAC at Coedffranc Primary school and the LSC at Crynallt Primary school accompany this report (appendices F & G). It is intended to publish the proposal on 10th November 2017, allowing 28 days for receipt of objections, i.e. until 7th December 2017.
94. The proposed date of implementation to be 15th January 2018.
Recommendation
95. Having given due regard to the impact assessments, in particular the equality, risk and Welsh language assessments, it is recommended that, in line with Section 48 of the School Standards and Organisation (Wales) Act 2013, Members approve: a. the statutory publication of a proposal to establish specialist provision for primary age pupils with social emotional and behavioural difficulties at Coedffranc Primary school and at Crynallt Primary school, as set out in this report; and b. notice of the proposal to be published on 10th November 2017.
Reasons for proposed decision
96. This decision is necessary to comply with the formal publication requirements of the School Organisation Code and associated legislation. Implementation of the proposal will enable the Council to promote high educational standards and the fulfilment of every child’s potential. It will also enable the Council to meet its duty to secure efficient education in its area.
Implementation of the decision
97. The decision is proposed for immediate implementation.
Appendices
Appendix A: Consultation report Coedffranc Primary PIAC Appendix B: Consultation Report Crynallt Primary LSC Appendix C: Equality Impact Assessment Appendix D: Risk Assessment
Page 53 Appendix E: Welsh Language Impact Assessment Appendix F: Draft Statutory Notice – Coedffranc Primary School Appendix G: Draft Statutory Notice – Crynallt Primary School
List of background papers a) Consultation documents https://www.npt.gov.uk/media/7691/consultation-doc-crynallt-lsc.pdf https://www.npt.gov.uk/media/7690/consultation-doc-coedffranc-piac.pdf b) Cabinet Report: March 2017 https://democracy.npt.gov.uk/documents/s28434/Cabinet%20Report%201503 17.pdf c) Education, Skills and Culture Cabinet Board report 2017 https://democracy.npt.gov.uk/documents/s31383/ESC%20CABINET%20BOA RD%20report%20200717.pdf d) Strategic School Improvement Programme Principles Paper: September 2008 https://democracy.npt.gov.uk/Data/Cabinet/20080924/Agenda/$CAB-240908- REP-EL-KN.doc.pdf e) Welsh Government - School Organisation Code: July 2013 http://gov.wales/docs/dcells/publications/130719-school-organisation-codes- en.pdf f) School Standards & Organisation (Wales) Act 2013 http://www.legislation.gov.uk/anaw/2013/1/pdfs/anaw_20130001_en.pdf g) Learner Travel (Wales) Measure: 2008 & the Learner Travel Statutory Provision and Operational Guidance: 2014. http://www.legislation.gov.uk/mwa/2008/2/pdfs/mwa_20080002_en.pdf http://gov.wales/docs/det/publications/140616-ltog-en.pdf h) Home to School Travel Policy: 2017 https://www.npt.gov.uk/pdf/NPT_Home_to_School_Travel_Policy_2017.pdf i) Estyn https://www.estyn.gov.wales/inspection/search
Page 54 Appendix A CONSULTATION REPORT
Responses from formal consultation on the proposal to establish a Primary Inclusion and Assessment Centre (PIAC) for primary aged pupils with Social, Emotional and Behavioural difficulties at Coedffranc Primary School, Stanley Road, Skewen, Neath SA10 6LP
Introduction
The Council has consulted with interested parties on its proposal to establish a Primary Inclusion and Assessment Centre (PIAC) for primary aged pupils with Social Emotional and Behavioural difficulties at Coedffranc Primary School. If implemented, this proposal will take effect on 15th January 2018.
The consultation period ran from 6th September 2017 to 20th October 2017. A list of consultees is included at Appendix 4. The consultation document was e-mailed to all consultees and was also available on the Council’s website.
Legislative Process
The consultation document invited views and opinions to be submitted in respect of the proposal. Under the Welsh Government Statutory Code for School Organisation the Council is required to publish a consultation report summarising any issues raised by consultees, the Council’s response to those issues and Estyn’s view of the overall merit of the proposal.
If approved, the next stage of the process is to publish a statutory notice outlining the proposal. This would need to be published for a period of 28 days and formal written objections would be invited during this time.
If objections are received, an objection report will be published summarising the objections and the Council’s response to those objections. The Council’s Cabinet will need to consider the proposal in light of objections received when making its decision on whether the proposal is to be implemented.
Consultation meetings
During the consultation period, the following consultation meetings were held:
School Staff: 19th September 2017, 3.30pm at Coedffranc Primary School Governors: 19th September 2017, 4.30pm at Coedffranc Primary School Pupils: 19th October 2017, 10.00am at Coedffranc Primary School Page 55 Consultation Responses
Two written responses, one from ESTYN and the other from an individual respondent, were received on or before the closing date for returns for the formal consultation on this proposal. Written responses were also received from pupils during their consultation meeting.
Responses received were in favour of the proposal with queries relating to funding, staffing and training.
Consultation notes from the consultation meetings, including officer responses, are attached as appendices to this document.
Estyn response to the proposal:
The proposal is to establish a Primary Inclusion and Assessment Centre (PIAC) for up to 12 pupils at Coedffranc Primary School and a Learning Resource Centre (LRC) for up to 12 pupils at Crynallt Primary School for pupils with a statement of SEN. All places will be for those pupils identified as having social, emotional and behavioural difficulties (SEBD) and is likely to improve the standard of educational provision for those pupils with SEBD.
Description and benefits
Neath Port Talbot County Borough Council has presented a clear rationale for the proposals to site a PIAC at Coedffranc Primary School and LRC at Crynallt Primary School. The authority has considered provision for pupils who require specialist support for their educational needs and taken appropriate account of educational standards, school places and accessibility, the quality and sustainability of school accommodation and, effective financial management.
The proposals for both specialist centres establish that there has been an increase in demand for primary school places for pupils with ASD and SEBD, including for early years pupils.
The proposals set out clearly that there is a need to extend existing provision and establish, in the primary sector, a similar approach to that already in place in the secondary sector.
The authority has considered a useful set of criteria to guide the location of the proposed specialist provision in Crynallt Primary School and Coedffranc Primary School.
Page2 56 The proposals have considered the impact of the new provision on pupils with SEBD and their parents and concludes that this is not a risk. However, it has not considered any impact on existing pupils at the schools.
The plan has considered appropriately the impact on transport arrangements including the increase of vehicles on the school site. The council proposes that they will address this issue though a consultation on arrangements for traffic management and subject to planning arrangements on the school site. With the exception of the increase of vehicles on site, this proposal will have no impact on current travel arrangements for existing pupils or new pupils with SEBD who will be accessing the specialist provision.
The Equality Impact Assessment indicates that there will be no adverse effect on any particular group of pupils and proposes that the development will promote inclusivity and the needs of different groups.
The proposal will not negatively affect the provision for Welsh for pupils who will access the specialist provision. The proposal takes suitable account of the WESP and confirms that the council is satisfied that provision for those pupils who speak Welsh as a first language will be sufficient. Proposals for the provision at both schools will be at least comparable with existing provision.
The proposal is likely to have no adverse impact on community usage at either Crynallt Primary School or Coedffranc Primary School. The provision at both schools will occupy accommodation surplus to requirements within self-contained units.
The legal aspects of the proposal have been considered and operate within the School Standards and Organisation (Wales) Act 2013. The plan confirms that proposed procedures are in line with legislative requirements.
As part of a wider strategy to improve provision and experiences for pupils with SEBD, the council has considered a series of options for this provision. The preferred options to site the provision at Crynallt Primary (LSC) and Coedffranc Primary (PIAC) best fits the school assessment criteria for specialist accommodation. The proposals note that;
“Coedffranc has been identified a suitable location for the provision of a PIAC for a number of clearly identified reasons including the experience and expertise that can be provided by its staff, the nurturing and supportive ethos within the school and the effective links developed with a wide range of partners.”
Page3 57 “Crynallt Primary has been identified a suitable location for the provision of an LSC for a number of clearly identified reasons including the experience and expertise that can be provided by its staff, the nurturing and supportive ethos within the school and the good record the school has at partnership working with a range of agencies.”
Educational aspects of the proposal
The proposal has considered appropriately outcomes, provision and leadership at Crynallt Primary School and Coedffranc Primary School. It has drawn on a suitable range of evidence to do this.
The proposal recognises that, since the Estyn inspection of Coedffranc Primary School in 2014 when outcomes and prospects for improvement were both judged adequate, the school has improved. The ERW Core Visit Report of 2016 comments that improvement actions are still to have an impact on standards.
Notably, this report comments on a period of instability due to changes in senior leadership (head and deputy). The proposal does not make clear whether the current leadership position has resulted in greater stability. It does state, though, that the school is an improving school and has a suitable nurturing and supportive environment. The school is categorised as Amber in the National School Categorisation System. However, the proposals state that end of stage data 2017 indicates that outcomes are improving, particularly at the end of key Stage 2.
Crynallt Primary School was judged by Estyn (2015) as good for both current performance and prospects for improvement. The school has been consistently categorised as green or yellow. The proposal notes that this is a highly effective school that has secured a good level of learner outcomes in key indicators and that leadership is purposeful and effective. The school already has a well- established nurture group to support pupils with SEBD.
The proposal suggests that the new provision is not likely to impact negatively on the ability of the school to deliver the full curriculum at all key stages and maintain current standards.
NPTCBC response to Estyn’s comment:
There should be a positive impact on pupils in Coedffranc Primary currently as the introduction of the PIAC will ensure that mainstream staff will have access to specialist advice to manage and support all pupils. Additionally, pupils attending Coedffranc Primary Schools have been consulted on the proposal and are enthusiastic about the PIAC being established at their school.
Page4 58 APPENDIX 1
Meeting with staff of Coedffranc Primary School on 19th September 2017
Meeting was attended by Local Authority officers and staff from Coedffranc Primary School.
Questions raised: • If successful what are the timescales for this proposal? • How are pupils placed in the provision? • What is the difference between this provision and the Pupil Inclusion Centre (PIC) in Awel y Mor? • This school has worked hard to improve parental perception and relationships between home and school – will this proposal undermine what has been done, will it cause parents to remove pupils and result in pupil numbers dropping? • Will this create extra work for the school ALNCo and so negatively impact on the mainstream ALN pupils? • How will pupil integration work? • Can Coedffranc Primary pupils access the provision? • How long will pupils remain in the provision? • What extra staff will be required? What about staff cover?
NPTCBC’s Response: • It is anticipated that a decision will be made on whether the proposal is approved on January 11th 2018, with the proposed implementation date to be January 15th 2018. However it is not expected that the provision will open its doors to pupils on that date as there will need to be thorough planning and preparation undertaken before pupils start. It is likely that the provision will be open to pupils by the start of the summer term; however this is dependent on being able to appoint appropriate staff and on the refurbishment works being completed. • Pupils will be placed at this provision via a special admission panel of the Council and specific entry and exit criteria will apply. The school will have representation on that panel and the needs of each individual pupil will be fully discussed before a place is allocated. • This provision is planned as an additional resource within the primary continuum of support for pupils with SEBD. It is expected that pupils placed here will complement current provisions, and that it will provide the opportunity for more in depth assessment and therapeutic support as well as identifying whether the pupil can return to a mainstream setting or will require a more long term provision.
Page5 59 It is anticipated that in general the pupils accessing support at the PIAC are more likely to return to mainstream and may not require such intensive support. • The aim of this proposal is to enhance provision at Coedffranc and it is to be hoped that parents will recognise that this proposal seeks to support the school in further developing its work in improving pupil wellbeing across the school. Where similar provisions have been established elsewhere in Neath Port Talbot pupil numbers have remained stable and fears over negative impacts on mainstream pupils have not materialised. In many schools the establishment of an SEN provision has in fact had a positive effect on the school. • This proposal is not intended to create extra work and bureaucracy for the mainstream ALNco or to detract from the support being provided for mainstream SEN pupils. It is expected that the staff appointed to manage the assessment centre will be sufficiently skilled to undertake the necessary paperwork involved without needing to rely on the mainstream staff. However it would be good practice to ensure that there is good communication between mainstream and the provision and that expertise as well as workload can be shared. This should then result in a positive impact on all pupils. • Integration will take place at the discretion of the school. Where it is felt to be beneficial for the PIAC pupil and the mainstream pupils then it should be facilitated, where it would be detrimental for either or both then it should be avoided. Transition work for a pupil returning to his/her mainstream school will be planned thoroughly with the returning school and should not negatively impact on Coedffranc Primary mainstream pupils. • Coedffranc Primary pupils will be able to formally access the provision in the same way as pupils in other schools via the admission panel, but it is also possible that pupils can informally access some of the PIAC facilities on occasions, depending on how the provision is organised and managed by the school. • The proposed PIAC is intended to provide support for children who will either return to their mainstream school, or who will require a longer term placement at a support centre elsewhere within Neath Port Talbot. As such it is not expected that pupils will remain in the PIAC for longer than 3 terms. These children will not be on roll at Coedffranc Primary and will continue to be registered at their base school during their time at the PIAC. • The proposed provision will be fully funded to ensure that staffing requirements are met to adequately support the pupils who will be placed there. It is planned that these staff would be additional to the staff of the mainstream school although there is nothing to suggest that staff currently at the school would not be able to apply for positions in the centre if they wished to do so. In the event of PIAC staff absence the school would be expected to manage this in the same way as they manage staff absence in mainstream, to best suit the needs of the school as a whole.
Page6 60 APPENDIX 2
Meeting with Governors of Coedffranc Primary School on 19th September 2017
Meeting was attended by Local Authority officers and members of the Governing Body of Coedffranc Primary School.
Questions raised: • Will costs other than those identified for teaching and support staff in the proposed PIAC be considered when arranging funding for this proposal, for example extra work for admin staff may result in additional cost to the school? • Will placing the provision here affect the overall school capacity? • If the proposal is approved will the local authority be able to alter the numbers of pupils attending the provision or the levels of funding the school will receive? If the unit is not full will the LA claw back funding? • Who is responsible for the attendance of the pupils at the provision? • If successful what are the timescales for this proposal and what will be the process for appointing staff? • How will sickness/absence of staff in the PIAC be covered? • What will be the arrangements for on-going training for the PIAC staff? What about mainstream staff – will they be able to access any specialist training also? • Is additional training available for Governors?
NPTCBC’s Response: • The proposed provision will be fully funded to ensure that staffing requirements are met to adequately support the pupils who will be placed there. This proposal is not intended to increase costs or create extra bureaucracy for the mainstream staff and it is unlikely that there would be a significant increase in administration work as a result of this proposal. • The overall capacity of the school will decrease as a result of the PIAC being placed in Coedffranc Primary. • The Local Authority would not be able to increase the number of pupils placed at the provision by more than 10% without further consultation. The agreed level of funding will remain unchanged regardless of whether the provision is full or not and there will be no claw back if the planned numbers of places are not filled. • The day to day responsibility for attendance will lie with Coedffranc Primary and it is expected that the school will ensure that everything is done to make sure the PIAC pupils attend every day. However overall responsibility lies with the
Page7 61 base school where the pupil is on roll and the attendance data for the pupil will not impact on Coedffranc Primary, • It is anticipated that a decision will be made on whether the proposal is approved on January 11th 2018, with the proposed implementation date to be January 15th 2018. However it is not expected that the provision will open its doors to pupils on that date as there will need to be thorough planning and preparation undertaken before pupils start. It is likely that the provision will be open to pupils by the start of the summer term; however this is dependent on being able to appoint appropriate staff and on the refurbishment works being completed. The Governing Body will make the staff appointments but Local Authority support would be available to ensure the highest calibre of staff are appointed with the most appropriate skills. • In the event of PIAC staff absence the school would be expected to manage this in the same way as they manage staff absence in mainstream, to best suit the needs of the school as a whole. • The staff employed to work in the PIAC will be employed by Coedffranc Primary and so will have the same access to on-going training and professional development as other staff within the school. • There are likely to be many opportunities for main stream staff to access any specialist training available for PIAC staff, and it would be considered to be good practice to ensure that expertise is effectively shared across the school. • The Local Authority will ensure training will be made available for the Governors
Page8 62 APPENDIX 3
Notes of a meeting with pupils from Coedffranc Primary School (19th October 2017)
Pupils were wholly supportive of the proposal and were keen to point out that Coedffranc Primary is a ‘Rights Respecting School’ where all children are made to feel welcome and are supported by staff to manage their behaviour and learn self- control. They felt they would be able to welcome pupils from other schools and help them integrate successfully into their classes or activities ready for when they need to return to their own schools.
Issues Discussed: • Where will the pupils be based within the school?
Work will take place to adapt spare classrooms at the school so that they will be suitable for the PIAC pupils.
• Where will they come from and how will they get here?
The pupils who attend the PIAC could come from anywhere in Neath Port Talbot and some may need to come by taxi or minibus. This will need to be managed by the school and Governors, and will be discussed fully if the proposal is approved.
• Will the children who come here be with other children who they don’t get on with because that could be bad for them?
The pupils who attend the PIAC will be chosen by a special panel of the Council and they will take great care to make sure they have the right mix of pupils attending; any difficulties between pupils will be noted and dealt with very quickly
• How long will they stay?
It is not planned that the pupils will stay for ever at the PIAC – they will only stay for a few terms and then move on, either back to their original school or to another school or specialist unit elsewhere.
• I think it is a good idea, the only problem could be that year 3 and 4 might not be ok with it.
The rooms that have been discussed as being suitable for the PIAC should the proposal be approved are situated in the end of the school where year 3 and 4 have traditionally been based, so those year groups may feel concerned that they
Page9 63 might have to move to another part of the building. This is a good point and will need to be discussed with the teachers and Governors of the school in more detail.
Pupils also submitted written responses all of which were supportive of the proposal. Comments received include – • I think it is a good idea because we can help people who need it so they can become better and so they can calm down • I think it is a very good idea because our school supports all children with disabilities or anger problems. I think this should happen • I think it’s a good idea because we can help people with problems, and I think it’s good that it’s small groups and lots of staff to help, and with a calming down room • I think it’s a good idea because it does not affect anyone (already at the school). • I think it is a good idea because it will help children from Coedffranc to work with other people. • I think this is a great idea because some pupils need special support and they will be able to be in their comfort zone while learning and it can be easier for them to learn and be comfortable when there are less children and special teachers who can deal with their behaviour and they can work at their own pace without any stress. • I think it’s a good idea for people who have special needs and problems. I think if loads of people have come from different schools they haven’t had the right calming signs and things like that.
Page10 64 APPENDIX 4
List of Consultees:
Coedffranc Primary School Pupils Parents/Carers/Guardians Prospective nursery/secondary transfer School Staff Governing Body Wider School Community ______All other NPT schools ______Bordering Authority - Swansea / Bridgend / Carmarthenshire / Powys / RCT ______Diocese - Diocese of Menevia, Swansea CIW - Diocesan of Llandaff, Vale of Glamorgan ______Trade Unions - Regional Organisers for: 3 x Non-teaching & 6 x Teaching ______NAASH (Secondary Schools Forum) LLAN (Primary Schools Forum) ______MP (for Aberafan) – Stephen Kinnock MP (for Neath) – Christina Rees ______AM (for Aberafan) – David Rees AM (for Neath) - Jeremy Miles ______Regional AMs (South Wales West) - Suzy Davies/Bethan Jenkins/Caroline Jones/Dai Lloyd ______NPT Elected Members ______Coedffranc Community Council ______WG Schools Management Division ______Estyn ______Regional Education Consortium (ERW) ______NPTC Group
Page11 65 ______NPTCBC Integrated Transport Unit ______Police & Crime Commissioner ______Children & Young Person Partnership (including Early Years Development and Childcare) ______Flying Start and Early Years providers ______Communities First Partnership ______NPTCBC as the maintaining authority - NPT Senior Management (Education) NPT Admissions Officer NPT ERW Officer NPT Education Psychologists NPT ALNST NPT Governor Support NPT Human Resources NPT Legal Services NPT Planning NPT Property Management NPT Gypsy/Traveller Officer (Education) ______
Rh/rvg:19.12.16
Page12 66 Appendix B CONSULTATION REPORT
Responses from formal consultation on the proposal to establish a Learning Support Centre (LSC) for primary aged pupils with Social, Emotional and Behavioural difficulties at Crynallt Primary School, Afan Valley Road, Cimla, Neath SA11 3AZ
Introduction
The Council has consulted with interested parties on its proposal to establish a Learning Support Centre (LSC) for primary aged pupils with Social Emotional and Behavioural difficulties at Crynallt Primary School. If implemented, this proposal will take effect on 15th January 2018.
The consultation period ran from 6th September 2017 to 20th October 2017. A list of consultees is included at Appendix 4. The consultation document was e-mailed to all consultees and was also available on the Council’s website.
Legislative Process
The consultation document invited views and opinions to be submitted in respect of the proposal. Under the Welsh Government Statutory Code for School Organisation the Council is required to publish a consultation report summarising any issues raised by consultees, the Council’s response to those issues and Estyn’s view of the overall merit of the proposal.
If approved, the next stage of the process is to publish a statutory notice outlining the proposal. This would need to be published for a period of 28 days and formal written objections would be invited during this time.
If objections are received, an objection report will be published summarising the objections and the Council’s response to those objections. The Council’s Cabinet will need to consider the proposal in light of objections received when making its decision on whether the proposal is to be implemented.
Consultation meetings
During the consultation period, the following consultation meetings were held: School Staff: 20th September 2017 3.30pm at Crynallt Primary School Governors: 20th September 2017 4.30pm at Crynallt Primary School Pupils: 19th October 2017, 1.00pm at Crynallt Primary School
Page 67 Consultation Responses
Two written responses, one from ESTYN and one from a Governor, were received on or before the closing date for returns for the formal consultation on this proposal. Written responses were also received from pupils during their consultation meeting.
Responses received were wholly in favour of the proposal.
Consultation notes from the consultation meetings, including officer responses, are attached as appendices to this document.
Estyn response to the proposal:
The proposal is to establish a Primary Inclusion and Assessment Centre (PIAC) for up to 12 pupils at Coedffranc Primary School and a Learning Resource Centre (LRC) for up to 12 pupils at Crynallt Primary School for pupils with a statement of SEN. All places will be for those pupils identified as having social, emotional and behavioural difficulties (SEBD) and is likely to improve the standard of educational provision for those pupils with SEBD.
Description and benefits
Neath Port Talbot County Borough Council has presented a clear rationale for the proposals to site a PIAC at Coedffranc Primary School and LRC at Crynallt Primary School. The authority has considered provision for pupils who require specialist support for their educational needs and taken appropriate account of educational standards, school places and accessibility, the quality and sustainability of school accommodation and, effective financial management.
The proposals for both specialist centres establish that there has been an increase in demand for primary school places for pupils with ASD and SEBD, including for early years pupils.
The proposals set out clearly that there is a need to extend existing provision and establish, in the primary sector, a similar approach to that already in place in the secondary sector.
The authority has considered a useful set of criteria to guide the location of the proposed specialist provision in Crynallt Primary School and Coedffranc Primary School.
Page2 68 The proposals have considered the impact of the new provision on pupils with SEBD and their parents and concludes that this is not a risk. However, it has not considered any impact on existing pupils at the schools.
The plan has considered appropriately the impact on transport arrangements including the increase of vehicles on the school site. The council proposes that they will address this issue though a consultation on arrangements for traffic management and subject to planning arrangements on the school site. With the exception of the increase of vehicles on site, this proposal will have no impact on current travel arrangements for existing pupils or new pupils with SEBD who will be accessing the specialist provision.
The Equality Impact Assessment indicates that there will be no adverse effect on any particular group of pupils and proposes that the development will promote inclusivity and the needs of different groups.
The proposal will not negatively affect the provision for Welsh for pupils who will access the specialist provision. The proposal takes suitable account of the WESP and confirms that the council is satisfied that provision for those pupils who speak Welsh as a first language will be sufficient. Proposals for the provision at both schools will be at least comparable with existing provision.
The proposal is likely to have no adverse impact on community usage at either Crynallt Primary School or Coedffranc Primary School. The provision at both schools will occupy accommodation surplus to requirements within self-contained units.
The legal aspects of the proposal have been considered and operate within the School Standards and Organisation (Wales) Act 2013. The plan confirms that proposed procedures are in line with legislative requirements.
As part of a wider strategy to improve provision and experiences for pupils with SEBD, the council has considered a series of options for this provision. The preferred options to site the provision at Crynant Primary (LSC) and Coedffranc Primary (PIAC) best fits the school assessment criteria for specialist accommodation. The proposals note that;
“Coedffranc has been identified a suitable location for the provision of a PIAC for a number of clearly identified reasons including the experience and expertise that can be provided by its staff, the nurturing and supportive ethos within the school and the effective links developed with a wide range of partners.”
Page3 69 “Crynallt Primary has been identified a suitable location for the provision of an LSC for a number of clearly identified reasons including the experience and expertise that can be provided by its staff, the nurturing and supportive ethos within the school and the good record the school has at partnership working with a range of agencies.”
Educational aspects of the proposal
The proposal has considered appropriately outcomes, provision and leadership at Crynallt Primary School and Coedffranc Primary School. It has drawn on a suitable range of evidence to do this.
The proposal recognises that, since the Estyn inspection of Coedffranc Primary School in 2014 when outcomes and prospects for improvement were both judged adequate, the school has improved. The ERW Core Visit Report of 2016 comments that improvement actions are still to have an impact on standards.
Notably, this report comments on a period of instability due to changes in senior leadership (head and deputy). The proposal does not make clear whether the current leadership position has resulted in greater stability. It does state, though, that the school is an improving school and has a suitable nurturing and supportive environment. The school is categorised as Amber in the National School Categorisation System. However, the proposals state that end of stage data 2017 indicates that outcomes are improving, particularly at the end of key Stage 2.
Crynallt Primary School was judged by Estyn (2015) as good for both current performance and prospects for improvement. The school has been consistently categorised as green or yellow. The proposal notes that this is a highly effective school that has secured a good level of learner outcomes in key indicators and that leadership is purposeful and effective. The school already has a well- established nurture group to support pupils with SEBD. The proposal suggests that the new provision is not likely to impact negatively on the ability of the school to deliver the full curriculum at all key stages and maintain current standards.
NPTCBC response to Estyn’s comment:
There should be a positive impact on pupils in Crynallt Primary currently as the introduction of the LSC will ensure that mainstream staff will have access to specialist advice to manage and support all pupils. Additionally pupils attending Crynallt Primary Schools have been consulted on the proposal and have expressed their support for the establishment of the LSC.
Page4 70 APPENDIX 1
Meeting with staff of Crynallt Primary School on 20th September 2017
Meeting was attended by Local Authority officers and staff from Crynallt Primary School.
Questions raised: • Will the mainstream school suffer financially as a result of this proposal? • What are the implications if future budget settlements lead to job losses? • What would the arrangements be for sickness cover in the LSC? • Will mainstream SENCO workload increase because of this proposal? • Will staff currently at this school be able to apply for positions in the LSC?
NPTCBC’s Response: The proposed provision will be fully funded to ensure that there are sufficient resources, including staff, to meet the needs of the pupils placed there. The mainstream school budget will not be affected by the proposal. The LSC is funded separately and so there will be no impact on the provision if the mainstream school experiences budget difficulties. Staff employed at the provision would not be at risk if job losses were identified within the mainstream setting; equally if there was a need to decrease staff in the LSC then mainstream staff would not be at risk. In the event of LSC staff absence the school would be expected to manage this in the same way as they manage staff absence in mainstream, to best suit the needs of the school as a whole. This proposal is not intended to create extra work and bureaucracy for the mainstream SENCO or to detract from the support being provided for mainstream SEN pupils. It is expected that the staff appointed to manage the assessment centre will be sufficiently skilled to undertake the necessary paperwork involved without needing to rely on the mainstream staff. However it would be good practice to ensure that there is good communication between mainstream and the provision and that expertise as well as workload can be shared. This should then result in a positive impact on all pupils. The staff posts will be advertised when the agreed numbers of staff needed for the LSC has been finalised; staff from this school will be welcome to apply if they feel they have the necessary skills and experience.
Page5 71 APPENDIX 2
Meeting with Governors of Crynallt Primary School on 20th September 2017
Meeting was attended by Local Authority officers and Governors from Crynallt Primary School.
Questions raised: • Will the mainstream school suffer financially as a result of this proposal? • Will mainstream pupils be adversely affected by the proposal? • What are the implications if future budget settlements lead to job losses? • What would the arrangements be for sickness cover in the LSC? • What will the arrangements be for integration of pupils from the LSC? • What adaptations are planned to the building? • Will there need to be changes to the school day?
NPTCBC’s Response: • The proposed provision will be fully funded to ensure that there are sufficient resources, including staff, to meet the needs of the pupils placed there. The mainstream school budget will not be affected by the proposal. • The aim of this proposal is to enhance provision at Crynallt primary and it seeks to support the school in further developing its work in improving pupil wellbeing across the school. Where similar provisions have been established elsewhere in Neath Port Talbot pupil numbers have remained stable and fears over negative impacts on mainstream pupils have not materialised. In many schools the establishment of an SEN provision has in fact had a positive effect on the school. • The LSC is funded separately and so there will be no impact on the provision if the mainstream school experiences budget difficulties. Staff employed at the provision would not be at risk if job losses were identified within the mainstream setting; equally if there was a need to decrease staff in the LSC then mainstream staff would not be at risk. • In the event of LSC staff absence, the school would be expected to manage this in the same way as they manage staff absence in mainstream, to best suit the needs of the school as a whole. • Integration will take place at the discretion of the school. Where it is felt to be beneficial for the LSC pupil and the mainstream pupils then it should be facilitated, where it would be detrimental for either or both then it should be avoided. • It is planned that the LSC will be situated in a self-contained part of the school with a separate entrance, toilets and outdoor play facilities. It will consist of
Page6 72 two large classroom spaces and other smaller rooms if possible for nurture/intervention work. • It is not anticipated that there will need to be any changes to the school day for mainstream pupils as a result of this proposal. It is possible that LSC pupils may need to arrive and leave at slightly different times to mainstream pupils due to the need to manage potential extra traffic on site and to ensure a calm start and finish to the day.
Page7 73 APPENDIX 3
Notes of a meeting with pupils from Crynallt Primary School (19th October 2017)
Pupils were wholly supportive of the proposal and felt that children who were having difficulty in other schools would benefit from being at Crynallt Primary. They discussed how they would make the children feel welcome and how they would support them to settle in.
Issues Discussed: • Where will the pupils be based within the school?
Work will take place to adapt spare classrooms and outdoor areas at the school so that they will be suitable for the LSC pupils, helping to ensure that they have good spaces indoors and outdoors to play and learn.
• Where will they come from and how will they get here?
The pupils who attend the LSC could come from anywhere in Neath Port Talbot and some may need to come by taxi or minibus. This will need to be managed by the school and Governors, and will be discussed fully if the proposal is approved.
• How long will they stay?
The children who attend the LSC are likely to stay and will become Crynallt Primary pupils. Some children may return to the schools they came from if this is thought to be suitable for them.
• I think it will be hard for the children to move here away from their friends – they (their friends) could come and visit them here?
That could be an idea that we could discuss with others if the proposal is approved.
Pupils also submitted written responses all of which were supportive of the proposal. Comments received include –
• I think it is a good idea because it could help them with their behaviour and their work • I think it is a good idea because they can spend a lot of their time with the teachers and change the way they are; they can also spend time with us.
Page8 74 • I think this is good idea because if they are in a small room with some more teachers they might concentrate better. • I think it is a good idea because the children from other schools will come here and be less naughty than in their school and be more ‘learny’ at this school and be happy for the rest of their life. • I think this is a good idea because the people (staff) are highly trained and will 100% do a good job.
Page9 75 APPENDIX 4
List of Consultees:
Crynallt Primary School Pupils Parents/Carers/Guardians Prospective nursery/secondary transfer School Staff Governing Body Wider School Community ______All other NPT schools ______Bordering Authority - Swansea / Bridgend / Carmarthenshire / Powys / RCT ______Diocese - Diocese of Menevia, Swansea CIW - Diocesan of Llandaff, Vale of Glamorgan ______Trade Unions - Regional Organisers for: 3 x Non-teaching & 6 x Teaching ______NAASH (Secondary Schools Forum) LLAN (Primary Schools Forum) ______MP (for Aberafan) – Stephen Kinnock MP (for Neath) – Christina Rees ______AM (for Aberafan) – David Rees AM (for Neath) - Jeremy Miles ______Regional AMs (South Wales West) - Suzy Davies/Bethan Jenkins/Caroline Jones/Dai Lloyd ______NPT Elected Members ______Pelenna Community Council ______WG Schools Management Division ______Estyn ______Regional Education Consortium (ERW) ______NPTC Group
Page10 76 ______NPTCBC Integrated Transport Unit ______Police & Crime Commissioner ______Children & Young Person Partnership (including Early Years Development and Childcare) ______Flying Start and Early Years providers ______Communities First Partnership ______NPTCBC as the maintaining authority - NPT Senior Management (Education) NPT Admissions Officer NPT ERW Officer NPT Education Psychologists NPT ALNST NPT Governor Support NPT Human Resources NPT Legal Services NPT Planning NPT Property Management NPT Gypsy/Traveller Officer (Education) ______
Rh/rvg:19.12.16
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Appendix C
Equality Impact Assessment (EIA) Report Form
Where do you work? Service Area: Strategic School Improvement Programme (SSIP) Directorate: Education, Leisure and Lifelong Learning (ELLL)
(a) This EIA is being completed for a…
Service/ Policy/ Function Procedure Project Strategy Plan Proposal x
(b) Please name and describe below… A proposal to establish two Primary Education Nurture Centres to provide specialist support for primary age pupils who externalise their behaviours.
It is proposed that one centre is located at Crynallt Primary School, Afan Valley Road, Cimla, Neath and the other at Coedffranc Primary School, Stanley Road, Skewen, Neath.
A need for additional primary age places for pupils with Social, Emotional and Behavioural Difficulties (SEBD) has been identified and following a scoping exercise of primary schools across Neath Port Talbot, Crynallt Primary School and Coedffranc Primary School have been identified as suitable schools for this provision.
It is proposed that the centre at Coedffranc Primary School will have 12 assessment places and the centre at Crynallt Primary School will have12 places for pupils with a statement of SEN. All places will be for those pupils identified as having Social, Emotional and Behavioural Difficulties (SEBD).
(c) It was initially screened for relevance to Equality and Diversity on 28.04.2017
(d) It was found to be relevant to… Age ...... x Race ...... x Disability ...... x Religion or belief ...... x Gender reassignment ...... Sex ...... x Marriage & civil partnership ...... Sexual orientation ...... Pregnancy and maternity ...... Welsh language ...... x
(e) Lead Officer (f) Approved by Head of Service
Name: Debora Holder-Phillips Name: Andrew Thomas
Strategic School Improvement Programme Date: 12.07.2017
Date: 12.07.2017 Page 79
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Section 1 – Aims:
Briefly describe the aims of the function, service, policy, procedure, strategy, plan, proposal or project What are the aims? To establish two specialist provisions for primary aged pupils (boys and girls) with SEBD, one at Crynallt Primary School and one at Coedffranc Primary School. It is proposed that one centre will be established at Crynallt Primary School and the second at Coedffranc Primary School. The proposal comes under the School Standards and Organisation (Wales) Act 2013. Under this legislation, the process for change requires a full statutory consultation programme to receive comments on the proposal followed by a statutory notice period for receiving objections on the proposal.
Who has responsibility? Director of Education Leisure and Lifelong Learning, Head of Transformation and Strategic School Improvement Programme
Who are the stakeholders? The main stakeholders are pupils and their parents/carers/ school staff/ governors and the wider school community. There are other key stakeholders listed under The Welsh Government School Organisation Statutory Code document no 006/2013 who must be consulted as part of this process.
Section 2 - Information (a) Service Users
Please tick what information you know about your service users and provide details / evidence
of how this information is collected. Age ...... x Race ...... x Disability ...... x Religion or belief ...... x Gender reassignment ...... Sex ...... x Marriage & civil partnership ...... x Sexual orientation ...... Pregnancy and maternity ...... x Welsh language ...... x
What information do you know about your service users and how is this information collected?
The proposal is in its formative stage; accordingly the pupils who will attend the proposed provisions are as yet unidentified but will be drawn from across the County Borough.
Centre Staff – Staffing arrangements are yet to be determined. Specialist staff will be needed.
PLASC 2017 data shows that there are 789 pupils across all schools in Neath Port Talbot with SEBD as their main diagnosis. Pupil numbers include nursery children. This total is split by 364 pupils under School Action, 368 under School Action Plus and 57 with statements. Page 80 These pupils are both male and female, 580 are male and 209 are female. 2
Out of the 789 pupils identified, 96% describe their ethnicity as White British. 74% of these pupils are male. Numbers in all other ethnic group do not reach 1% of the total number of pupils.
From the total of 789 pupils with a main diagnosis of SEBD, there are 426 (54%) primary aged pupils, including nursery children. Out of these pupils, 78% are male and in terms of ethnicity, again 96% describe their ethnicity as White British and numbers in all other ethnic group do not reach 1% of the total number of pupils.
Data relating to the existing schools -
Crynallt Primary School PLASC 2017 data shows that there are 507 pupils on roll. Pupil numbers at the school are forecasted to fall over the next four years, increasing the school’s surplus accommodation. Even after setting aside rooms and facilities for the specialist provision there is sufficient room available to accommodate the proposed provision.
Coedffranc Primary School PLASC 2017 data shows that there are 385 pupils on roll. Pupil numbers at the school are forecasted to fall over the next four years, increasing the school’s surplus accommodation. Even after setting aside rooms and facilities for the specialist provision there is sufficient room available to accommodate the Primary Educational Nurture Centre.
Age - Pupils - The proposal relates to two maintained primary schools for pupils aged 3-11. Only those of primary school age would be able to access the provisions if the proposal goes ahead. However, there is already specialist provision for older pupils.
Staff – Currently there are 53 members of staff at Crynallt Primary School aged between 21 and 60. Coedffranc has 58 members of staff aged between 25 and 63. Staffing arrangements for the two centres are yet to be determined but specialist staff will be needed.
Disability – Pupils – Both Crynallt and Coedffranc Primary Schools are mainstream schools but provide for pupils with additional learning needs in a mainstream setting.
Currently Crynallt has 7 pupils who have statements of special educational needs. There are also 45 pupils on School Action Plus and 50 pupils on School Action.
Coedffranc has 5 pupils who have statements of special educational needs. There are also 31 pupils on School Action Plus and 63 pupils on School Action.
All of these pupils have their additional learning needs catered for by the schools.
If the proposal goes ahead and specialist provision is established at Crynallt Primary School and at Coedffranc Primary School, these centres will provide for the assessment of those pupils who are displaying externalised behavioural needs and who are finding difficulty in maintaining their mainstream school placement.
Admission to Coedffranc inclusion and assessment centre will not require the pupil to have a Statement of Special Educational Needs, while admission to Crynallt learning support centre will require pupils to have a statement of SEN for SEBD. Although both provisions are in a mainstream school the pupils who are admitted to the centre are in addition to admission number of the school. Admission will be viaPage a SEN 81 admission panel of the Council.
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To provide for pupils with specific special educational needs, NPTCBC currently has 2 special schools and a number of Learning Support Centres placed in schools across the County Borough. In addition to the specialist schools and centres each mainstream school has the capability to provide for pupils with special educational needs within a mainstream setting.
Any pupil with a disability is assessed on an individual basis and relevant modifications, adaptation or reasonable adjustments made where applicable, this is the case for all types of disabilities. Assessment on an individual basis includes application for home to school transport.
Staff – HR records show that there are no members of staff at either school who have declared that they have a disability.
Race – Pupils- Both Crynallt and Ceodffranc Primary Schools are inclusive for pupils of all ethnic groups. Ethnicity is not a criterion under the Council’s Admissions Policy for this school. Admission to the proposed two centres will be via a SEN admission panel of the Council, ethnicity will not be criteria for admission to the centres.
PLASC 2017 data shows that there are 20 BME pupils at Crynallt Primary School. These pupils represent 4% of the total pupil cohort. The 20 BME pupils include those who have described themselves as Arab, Bangladeshi, Filipino, Indian, Sri Lankan Tamil, White + Asian, White + Black Caribbean and White + any other ethnic group. There is a fairly equal split of the number of pupils in each of these ethnicity groups.
The same data shows that there are 27 BME pupils at Coedffranc Primary School. These pupils represent 7% of the total pupil cohort. The 27 BME pupils include those who have described themselves as Arab, Bangladeshi, Latin/Central America, Polish, Slovakian, other Asian, Other Chinese, Other Mixed Background, White + Asian, White + Black Caribbean, White + Chinese, White + any other ethnic group. The largest number or pupils from this group have described themselves as Bangladeshi (37%).
Staff – HR records show that staff at Crynallt Primary School have declared their nationality as 34 British/ 11 Welsh/ 1 English/ 1 Scottish/ and 6 prefer not to say.
HR records show that staff at Coedffranc Primary School have declared their nationality as 33 British/ 21 Welsh/ 1 English/ 1 Irish/ and 2 prefer not to say.
Religion or belief – Pupils – Neither Crynallt Primary or Coedffranc Primary are faith schools. Religion or belief is not a criterion under the Council’s Admissions Policy for this school. If the proposal goes ahead the centres will be fully inclusive for pupils of all religions or beliefs.
Pupil records for Crynallt Primary School show that there are 90 pupils who have declared a religion or belief out of these pupils have declared the following religion/belief - 5 Muslim / 2 Hindu / 72 Christian / 11 Other. All other pupils left the religion option blank and 91 declared no religion.
Staff - Data held is according to what individuals have chosen to disclose. No data is held for any of the staff of Crynallt Primary School.
Pupil records for Coedffranc Primary School show that there are 56 pupils who have declared a religion or belief out of these pupils have declared the following religion/belief - 13 Muslim / 3 Buddhist/ 2 Catholic/ 1 Baptist/ 9 ChristianPage /1 Methodist/ 82 2 Jehovah Witness/ 2 Other. All other
4 pupils left the religion option blank and 23 declared no religion.
Staff - Data held is according to what individuals have chosen to disclose. No data is held for any of the staff of Coedffranc Primary School.
Sex – Pupils – Crynallt Primary School admits both boys and girls. PLASC 2017 data shows that pupils are split by gender with 54% of the pupil cohort being male and 46% are female.
Coedffranc Primary School admits both boys and girls. The same data shows that pupils are split by gender with 49% of the pupil cohort being male and 51% are female.
If the proposal goes ahead, placements at both centres will be available for both male and female pupils.
Staff – Both schools employ both male and female staff members. There are 6 male and 47 female members of staff and Crynallt Primary School. At Coedffranc Primary School there are 6 male and 52 female members of staff.
Pregnancy and maternity – Pupils – At the time of this assessment the Council is not aware of any pupil being pregnant at either school. The Council and the school will liaise to ensue any pupil who is pregnant can continue with their education.
Staff – The Council has policies in place to cover those members of staff who are pregnant or on maternity leave/paternity leave.
Gender reassignment - Data held is according to what individuals have chosen to disclose. No data is held for any of the pupils or school staff at either primary school.
Marriage and civil partnership - Pupils – this characteristic is not applicable due to the age of the pupils.
Staff – HR records show that at Crynallt Primary School members have declared their marital status as 32 Married/ 17 Single and 3 Divorced.
HR records show that at Coedffranc Primary School members have declared their marital status as 26 Married/ 15 Single/ 10 Divorced/ 6 Partnered / 1 Widowed.
Sexual Orientation – Data held is according to what individuals have chosen to disclose. No data is held for any of the pupils or school staff at either primary school. ______Information is collected by NPTCBC in respect of pupil and school data through various means such as Data Unit, School Admissions, School and Family Support, Additional Learning Needs Support Team, Strategic School Improvement Programme etc. Estyn Inspection reports are also considered.
Data used for completing Section 2 includes: PLASC data as at January 2017 NPTCBC HR records School pupil and staff records Page 83
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Any Actions Required? Continue to check and monitor data against the protected characteristics for any impact the proposal may have on any group.
(b) General What information do you know and how is this information collected?
This proposal relates to additional SEBD provision for primary aged pupils ordinarily living within the Neath Port Talbot County Borough area. The Council collects PLASC data for all pupils annually and this data has been utilised when undertaking this EIA. Each school hold individual pupil files and the Council’s HR Section holds information on staff members. This data has also been scrutinised for this EIA.
The proposal does not intend to make any change to the school category as a mainstream English-medium primary school.
If the proposal goes ahead there may be a positive effect on the staffing compliment of the school as an increase in pupil numbers by the establishment of the centres may require additional members of staff.
Any Actions Required? Continue to check and monitor data against the protected characteristics for any impact the proposal may have on any group.
Section 3 – Impact
(a) Impact on Protected Characteristics Please consider the possible impact on people with different protected characteristics. This could be based on service user information, data, consultation and research or professional experience (e.g. comments and complaints).
Positive Negative Neutral Needs further investigation Age x Disability x Gender reassignment x Marriage & civil partnership x Pregnancy and maternity x Race x Religion or belief x Sex x Sexual orientation x Welsh language x
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Thinking about your answers above, please explain (in detail) why this is the case. Include details of any consultation (and/or other information) which has been undertaken to support your view.
See response to Section 2 (b) General. In addition, the proposal is in its formative stage therefore it will be subject to full consultation with stakeholders. The consultation process will further inform decisions and identify any necessary actions.
(b) Impact on the Welsh Language
What is the likely impact of the policy on: Opportunities for people to use Welsh The equal treatment of the Welsh and English languages Please give details
Welsh language – Pupils – Both Crynallt and Coedffranc Primary Schools are English-medium schools therefore pupils are taught through the medium of English although Welsh is taught as a second language in line with the National Curriculum. Welsh language education will be provided at each provision. NPTCBC has developed a Welsh in Education Strategic Plan and action plans produced as part of this strategy will be applied to Welsh-medium education and Welsh as a second language. The plan is due to be reviewed in 2018.
The two centres will provide for both English and Welsh speaking pupils and where necessary they will be able to accommodate those pupils who speak Welsh as their first language as there will be access to Welsh speaking members of staff.
Staff – HR records show that staff at Crynallt Primary School have declared their ability of the Welsh Language as 33 Little or No knowledge / 10 Learners/ 3 Fairly Fluent and 1 Fluent. 6 have opted to declare ‘Prefer not to say’.
HR records show that staff at Coedffranc Primary School have declared their ability of the Welsh Language as 45 Little or No knowledge / 7 Learners/ 2 Fairly Fluent and 2 Fluent. 2 have opted to declare ‘Prefer not to say’.
Could the policy be developed to improve positive impacts or lessen negative impacts? Please give details
The proposal is in its formative stage and is subject to full consultation with stakeholders. The consultation process will inform policy development on this proposal.
Actions (to increase positive/mitigate adverse impact).
Through the staff appointment process, ensure access as appropriate to Welsh speaking staff for pupils at each provision. Close dialogue and liaison with respective school where a pupil has been admitted from the Welsh-medium sector.
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Section 4 - Other Impacts: Please consider how the initiative might address the following issues. You could base this on service user information, data, consultation and research or professional experience (e.g. comments and complaints).
(a) Equalities Public Sector Equality Duty (PSED to eliminate discrimination, harassment and victimisation; to advance equality of opportunity between different groups; and to foster good relations between different groups
Please explain any possible impact on meeting the Public Sector Equality Duty
Establishing the specialist centres within mainstream primary schools breaks down barriers and aids the elimination of discrimination, harassment and victimisation. Both the primary schools and the two centres are inclusive for pupils of all backgrounds. The proposal will promote the understanding of the needs of different groups.
Having the centres attached to mainstream schools allows the pupils attending the centres to have the opportunities to have the same opportunities as their mainstream peers as the centre pupils will be able to access the same curriculum and facilities.
The proposal is likely to have a positive impact and there is no evidence to indicate that the proposal may result in less favourable treatment for particular groups, may give rise to indirect discrimination or more likely to assist or impede in making reasonable adjustments.
The proposal will help to remove or minimise any disadvantage, meet the needs of different groups, and encourage increased participation of particular groups.
What work have you already done to improve the above?
The Council provides for the pupils of Neath Port Talbot who require specialist support for their educational needs at two community special schools and at learning support/ inclusion centres attached to community primary/secondary schools.
Currently there are 11 specialist provisions available in NPT for supporting primary pupils with ALN including those for pupils with Autistic Spectrum Disorder (ASD), Moderate Learning Difficulties (MLD), Speech Language and Communication Difficulties (SPLCD) and Severe and Profound Learning Difficulties (SPLD).
NPT also provides specialist support for pupils aged 3 -5 in Abbey Primary School’s Early Years Assessment centre and for pupils 3-11 at Awel Y Môr Pupil Inclusion Centre (PIC) for pupils who present with SEBD and are in need of further assessment.
NPTCBC aspires to deliver an inclusive education service. All schools have policies in place to prevent discrimination, harassment and victimisation both for the benefit of pupils and school staff.
Actions (to mitigate adverse impact or to address identified gaps in knowledge). The new wellbeing and behaviour continuum ensures that schools and the Council work in partnership to focus on prevention and early intervention in order to meet the needs of vulnerable children and young people and to ensure the best possible outcomes. Page 86
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(b) Reduce Social Exclusion and Poverty Please explain any possible impact
The establishment of additional provision for primary aged pupils with SEBD will allow pupils to access the specialist teaching they require which allows each pupil to reach their full potential.
NPTCBC aspires to deliver an inclusive education service. All schools have policies in place to prevent discrimination, harassment and victimisation both for the benefit of pupils and school staff.
NPTCBC tackles poverty and social exclusion through various initiatives including breakfast clubs, free school meals, nurture groups, family learning, Flying Start, Communities First Projects, Catch-up (funded through Pupil Deprivation Grant).
What work have you already done to improve the above?
NPTCBC tackles poverty and social exclusion through various initiatives including breakfast clubs, free school meals, nurture groups, family learning, Flying Start, Communities First Projects, Catch-up (funded through Pupil Deprivation Grant).
Actions (to mitigate adverse impact or to address identified gaps in knowledge).
(c) Community Cohesion
Is the initiative likely to have an impact on Community Cohesion?
The establishment of additional specialist provision for primary aged pupils with SEBD will allow pupils to reach their full potential and provide pupils with the confidence to play an active role in the wider school community and the community where they live.
Actions (to mitigate adverse impact or to address identified gaps in knowledge).
Section 5 Consultation
What consultation and engagement has been undertaken (e.g. with the public and/or members of protected groups) to support the views in section 3 and 4?
The proposal is in its formative stage therefore it will be subject to full consultation with stakeholders.
Any actions required (to mitigate adverse impact or to address identified gaps in knowledge)
The consultation process will identify if any actions are necessary. Page 87
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Section 6 – Post Consultation What was the outcome of the consultation?
The proposal is in its formative stage therefore it will be subject to full consultation with stakeholders. Outcomes will be reported to the Council’s Education, Skills and Culture Cabinet Board so that Members may make a decision on whether to progress with the proposal. At this stage the views of all stakeholders will be considered.
Section 7 - Monitoring arrangements: Please explain the arrangements in place (or those which will be put in place) to monitor the impact of this function, service, policy, procedure, strategy, plan or project: Monitoring arrangements:
By the Council via data received from each school together with reports from School Improvement Officer Core Visits and Estyn Inspection reports. Monitoring will be undertaken by the Headteacher and Governing Body.
Monitoring will also take place via the formal consultation process to be conducted.
Actions:
Section 8 – Outcomes: Having completed sections 1-5, please indicate which of the outcomes listed below applies to your initiative (refer to guidance for further information on this section).
Outcome 1: Continue the initiative… X Outcome 2: Adjust the initiative… Outcome 3: Justify the initiative… Outcome 4: Stop and remove the initiative…
For outcome 3, detail the justification for proceeding here
Section 9 - Publication arrangements:
Any proposal relating to school reorganisation requires an EIA, the findings will be used to inform the formal consultation process. Findings will be considered when compiling the consultation document and where necessary, other documents required for the statutory processes.
Responses received from stakeholders during the consultation process will be considered in any decision making process including any comment in relation to this EIA and any identified impact on any protected group. Page 88
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Action Plan:
Objective - What are we Who will be When will it be done Outcome - How will Progress going to do and why? responsible for by? we know we have seeing it is done? achieved our objective? Consult on the proposal to Director of ELLL, Head 2017/18 academic year Decision to implement On-going until hear the views of key of Transformation and the proposal at the implementation stakeholders SSIP conclusion of the or abandonment legislation process of the proposal Monitor additional data to Director of ELLL, Head 2017/18 academic year Actions to mitigate any On-going until check for any impact on the of Transformation and adverse effect implementation protected characteristics SSIP or abandonment of the proposal Monitor findings from the Director of ELLL, Head 2017/18 academic year Actions to mitigate any On-going until
Page 89 Page consultation process of Transformation and adverse effect implementation SSIP or abandonment of the proposal
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Appendix D Risk Assessment
PROPOSAL TO ESTABLISH SPECIALIST PROVISION FOR PRIMARY AGED PUPILS WITH SOCIAL EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
Context
1. This risk assessment1 has been carried out in line with the Council’s Risk Management Policy 2015.
2. Implementing the proposal will result in the establishment of provisions recognised by the council as reserved for pupils with ALN and pupils admitted to the provisions would be in addition to the admission number of each school. Admission to the provisions would be via a special admission panel of the council and all placement decisions will be predicated on the expectation that schools have exhausted their own resources in meeting the needs of these pupils.
The reasons for the proposal
3. The establishment of two provisions for primary aged pupils who experience Social and Emotional Behavioural Difficulties (SEBD) has been identified as an essential provision within a new delivery model of a continuum of support for pupils with SEBD.
4. It is proposed to establish a learning support centre at Crynallt Primary school and a primary inclusion and assessment centre at Coedffranc Primary school.
5. The Council has identified, as a priority, the need to establish a consistent approach in all schools to improve provision for aspects of wellbeing and behaviour, in order to reduce the number and length of exclusions and reliance on home tuition. The new wellbeing and behaviour continuum will ensure that schools and the Council work in partnership to focus on prevention and early intervention in order to
1 First iteration: 120717; Second iteration: 050917; Third iteration: 241017
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meet the needs of vulnerable children and young people and to ensure the best possible outcomes.
6. In March 2017, Cabinet approved scoping discussions with head teachers and chairs of governors over the establishment of a specialist provision for primary age pupils with SEBD.
7. Following a positive response to the discussions and the identification of host schools, a proposal is being presented to the Education, Skills and Culture Cabinet Board for Members’ consideration and approval.
8. The proposed provision at Coedffranc Primary School will provide a period of assessment for pupils with SEBD for up to 12 primary aged pupils. Specialist staff will develop and implement support packages for pupils with the aim of reintegrating children into mainstream school.
9. At Crynallt Primary School it is intended to establish a learning support centre for pupils with SEBD for up to 12 pupils. This provision will be for pupils in receipt of a Statement of SEN and who require longer term provision.
10. Both facilities will be managed by the schools and be under the schools’ governance.
11. Pupils at the proposed provisions will benefit from being taught by specialist staff, experienced in working with pupils with more complex SEBD needs. Mainstream schools will further develop capacity to plan and provide for pupils presenting with these needs.
12. The provisions will alleviate the current pressure to address demand for places for pupils with more complex needs, avoiding potential costly out of county placements and allowing opportunities for children to access learning within their local community.
13. The proposal seeks to complement the specialist provision and support already available within the County Borough.
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Risks associated with the proposal
14. The potential risks associated with the proposal comprise the Council’s reputation, educational standards, and service delivery.
15. Potential risk areas in implementing the proposal include:
educational outcomes for pupils are not improved integration at a provision is unsuccessful re-integration to base school is unsuccessful negative response from parents of host schools discrimination against protected characteristics resulting in a negative impact on one or more protected groups staff with appropriate skills and expertise not available increased governance and staff responsibilities increased home to school travel time for some pupil leading to poor attendance. Welsh language development not supported early intervention does not prevent the need for further support at a later stage
16. Failing to implement the proposal will result in a range of teaching/learning and financial benefits not being fully realised, particularly in relation to:
opportunities for a pupils to access specialist staff and support early intervention for younger pupils, reducing the risk of more costly support at a later stage host schools indirectly benefit from specialist staff on site mainstream schools benefit from increased support and training in order to improve skills and build capacity
Estyn’s response to consultation
17. Specifically on the assessment of risk Estyn notes that the Council has undertaken a risk assessment and identified appropriate actions to mitigate the risks and that Council considers all risks in relation to the establishment of both the LRC (Crynallt) and PIAC (Coedffranc) to be low or medium.
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Risk assessment
18. The proposal is supported by the inclusive approach to education at both schools and the goodwill towards hosting an SEN facility. Combined with the specialist skills and expertise of the staff to be appointed to work at the provisions and the targeted planned actions, identified risks can be suitably mitigated.
19. The consultation with stakeholders has delivered positive responses to the proposal. In light of this, the risk of a negative response from the school communities has been reassessed as low risk/green.
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Risk register No Risk description L’hood Impact Overall Prox’ty Planned action to Target Owner Update Trend score score Risk * mitigate Date - Up - Down - No change 1 Outcomes for pupils 1 5 Low risk 4 Implementation of proposal Spring - SSIP team are not improved combined with appropriate 2018 - EDIS support and challenge to onwards - School leadership ensure entitlements are met and provision delivered - Support for Inclusion
2 Integration at 2 5 Medium 2 Provision staffed with Spring - SSIP team provision is risk experienced and skilful staff 2018 - School leadership able to provide for individual unsuccessful onwards - Support for pupil needs, combined with Inclusion appropriate support from
Page 95 Page inclusion team 3 Re-integration to 2 5 Medium 2 Expertise shared with Spring - School leadership base school is Risk mainstream schools, support 2018 - PIAC/LSC staff from staff at PIAC/LSC and unsuccessful onwards - Leadership of inclusion teams for mainstream base mainstream school staff to school ease re integration; planned implementation programme - Support for for reintegration specific to Inclusion individual pupils; 4 Negative response 1 4 Low risk 1 Consultation meetings. Autumn - School leadership Positive from parents of Effective communication with 2017 - SSIP response parents from Up host schools - Support for schools Inclusion 5 Discrimination 2 4 Medium 2 EIA mitigation. Spring - School leadership against protected risk Inclusive ethos and 2018 - Support for characteristics practices. onwards inclusion resulting in a Appropriate support and challenge - ELLLS negative impact on - PIAC/LSC staff one or more protected groups
6 Staff with 2 5 Medium 1 Identification, appointment Spring - School leadership appropriate skills risk and training of staff 2018 - Support for and expertise not inclusion available - ELLLS 7 Increased home to 2 4 Medium 4 Inclusive ethos and Spring - School leadership school travel time Risk practices. 2018 - Support for for some pupil Safe travel routes to school onwards inclusion supported by school travel leading to poor - ELLLS attendance. plans and the Council’s school transport policy. - PIAC/LSC staff Schools are relatively centrally located within NPT CBC
Page 96 Page 8 Welsh language 1 3 Low risk 4 Welsh will be taught in Spring - School leadership development not line with the national 2018 - Support for supported curriculum guidelines for onwards inclusion an English-medium school. Suitable support - ELLLS to be made available for - staff Welsh first language - School staff pupils.
9 Increased 1 3 Low risk 4 Although a specialist Spring - School leadership governance and staff provision at the school 2018 - Support for responsibilities will mean additional onwards inclusion responsibilities, the availability of a wider pool - ELLLS of staff expertise will - PIAC/LSC staff benefit the school (pupils and staff) as a whole with specialist skills and knowledge more readily accessible.
10 Early intervention 2 4 Medium 4 Provision staffed with Spring - School leadership does not prevent risk experienced and skilful 2018 - Support for the need for further staff and expertise shared onwards inclusion support at a later with mainstream schools to build capacity - ELLLS stage - PIAC/LSC staff
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Appendix E
Welsh Language Impact Assessment
Proposal to establish a specialist provision supporting primary age pupils with social, emotional and behavioural difficulties (SEBD) at Coedffranc Primary and at Crynallt Primary schools
Context
1. This Welsh language impact assessment1 has been carried out in line with the requirements of the Welsh Government’s School Organisation Code.
2. Implementing the proposal will result in the establishment of a provision recognised by the Council as reserved for pupils with ALN/SEN and although it is based in two mainstream schools the pupils who are admitted are in addition to the admission numbers of the schools. Admission to the specialist provisions will be via a special admission panel of the Council and all placement decisions will be predicated on the expectation of pupils securing a successful return to their base school or another appropriate establishment.
The reasons for the proposal
3. The establishment of specialist provision has been identified as an essential within a new delivery model of a continuum of support for pupils with Social and Emotional Behavioural Difficulties, (SEBD).
4. The Council has identified, as a priority, the need to establish a consistent approach in all schools to improve provision for aspects of wellbeing and behaviour.
5. The new wellbeing and behaviour continuum will ensure that schools and the Council work in partnership to focus on prevention and early intervention in order to meet the needs of vulnerable children and young people and to ensure the best possible outcomes.
6. In March 2017, the Council’s Cabinet approved scoping
1 First iteration: 200717; Second iteration 241017 1 Page 99
discussions with head teachers and chairs of governors over the establishment of a specialist provision for primary age pupils who externalise their needs and who are finding difficulty in maintaining their mainstream school placements.
7. Following a positive response to the discussions and the identification of host schools, a proposal is being presented to the Education, Skills and Culture Cabinet Board for Members’ consideration and approval.
8. The specialist provisions will provide a period of assessment for pupils at the primary phase of education to identify barriers to learning, create bespoke packages of support and plan for successful reintegration back into mainstream school. Pupils will benefit from being taught by specialist staff, highly experienced in working with pupils with social, emotional and behavioural difficulties, whilst mainstream schools will also gain further capacity to plan and provide for pupils presenting with these needs.
9. The provision will alleviate the current pressure to address demand for places for pupils externalising their needs, avoiding potential costly out of county placements and allowing opportunities for young people to access learning within their local community.
10. Agreed protocols will ensure that pupils remain on roll and retain contact with their base school. However, it is likely to be the case that a small number of children may require transition to another specialist provision within the LA. The assessment period will ensure appropriate placement where needs can be best met.
11. The proposal seeks to complement the type of specialist provision and support already available at Ysgol Hendrefelin’s assessment facility for secondary age pupils. It will also enhance the range specialist provision available to primary age pupils. Provision is currently available only at Awel y Môr Primary School and Ysgol Hendrefelin.
Welsh language impacts associated with the proposal
12. The Council recognises that language and culture are essential parts of an individual’s identity and is committed to
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promoting and celebrating the Welsh language and culture in a pro-active and inclusive way. The Council’s Welsh in Education Strategic Plan (WESP) details how it intends to support and further develop Welsh language education in schools.
13. The current profile of the Welsh language within Neath Port Talbot presents a sound foundation for future growth and development. Nearly 90% of the County Borough’s population was born in Wales, 15.3% of whom can speak Welsh. This compares with 19% of the total population of Wales and is the 9th highest percentage among local authorities in Wales. The percentage of Welsh speakers remains high (50%+) in communities of Lower Brynaman, Gwaun Cae Gurwen and Cymllynfell.
14. Coedffranc Primary and Crynallt Primary schools are categorised as an English-medium schools where Welsh is taught as a second language in accordance with the National Curriculum. Provision at each of the specialist units will reflect provision at each school. The Council is satisfied that the Welsh language education at each of the specialist provisions will be sufficient to meet the language requirements of the pupils admitted. Both provisions will accommodate those pupils who speak Welsh as their first language or whose base school is a Welsh-medium school as each will have access to staff who can support pupils through the medium of Welsh.
Welsh language provision at Coedffranc Primary and at Crynallt Primary schools
15. Coedffranc Primary and Crynallt Primary schools are categorised as an English-medium schools where Welsh is taught as a second language in accordance with the National Curriculum.
16. In relation to the schools, Estyn reports that:
a. Throughout the school, standards in Welsh second language at Crynallt Primary school are impressive and that almost all pupils speak and read with confidence and enjoyment, using good pronunciation. By the end of key stage 2, they respond well to complex instructions in Welsh and the more able can sustain a conversation using
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vocabulary beyond simple patterns. Furthermore, Estyn reports that Welsh language provision is a strength of the school. Teachers are successful in engaging pupils to use the language confidently and effectively in all their lessons.
Almost all pupils show motivation, enthusiasm and enjoyment in their Welsh language learning. The school promotes the culture of Wales particularly well, for example in the detailed work undertaken to compare Wales with Bangladesh.
Although not Welsh first language speakers, almost all staff promote the Welsh language particularly well so that there is an easy transition between the use of Welsh and English in day-to-day activities with the pupils. This supports good standards in pupils’ use of Welsh throughout the school. b. At Coedffranc Primary school, nearly all Foundation Phase pupils make good progress in developing their Welsh language skills. They speak, read and write with developing accuracy, appropriate to their age and ability.
By the end of key stage 2, standards in Welsh are sound. Many older pupils write simple sentences correctly and respond well orally to questions and instructions, using familiar phrases and patterns. Many older pupils read in Welsh at an appropriate level. However, most pupils do not write sufficiently at length in Welsh, or use their Welsh language skills extensively outside of Welsh lessons.
Provision for developing Welsh language skills throughout the school helps pupils to make steady progress. However, opportunities to write in Welsh in key stage 2 are limited.
The school promotes the Welsh culture and heritage successfully with an annual eisteddfod and a suitable range of educational visits to support pupils’ understanding of local history and heritage.
Staff records show that Crynallt Primary school has 3 staff who have declared themselves as fairly fluent in Welsh and 1 who is fluent, whilst at Coedffranc Primary school 2
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members of staff are fairly fluent and 2 have declared themselves as fluent.
Estyn’s consultation response
17. Specifically on the proposal Estyn comments that proposal will not negatively affect the provision for Welsh for pupils who will access the specialist provision. The proposal takes suitable account of the WESP and confirms that the council is satisfied that provision for those pupils who speak Welsh as a first language will be sufficient. Proposals for the provision at both schools will be at least comparable with existing provision.
Welsh language impact assessment
18. In light of the findings above and the fact that both school have staff who are fluent and fairly fluent in Welsh, the Council is satisfied that both schools are well placed to support provision for Welsh language and Welsh culture and at the respective specialist units which will be at least comparable with existing provision at the schools and that implementing the proposal should result in a positive impact on Welsh language development.
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Appendix F
Draft This Statutory Notice is published by Neath Port Talbot County Borough Council, Civic Centre, Port Talbot SA13 1PJ
NOTICE is given in accordance with Section 42 of the School Standards and Organisation Act (Wales) 2013 and the School Organisation Code that Neath Port Talbot County Borough Council having consulted such persons as required, propose to: make an alteration to Coedffranc Primary School, Stanley Road, Skewen, Neath SA10 6LP to provide specialist provision for primary age pupils with social emotional and behavioural difficulties
A Primary Inclusion and Assessment Centre will provide for the assessment of up to 12 boys and girls, age 3-11 years with social, emotional and behavioural difficulties who require support in a specialist setting. Admission will be via a special admission panel of Neath Port Talbot County Borough Council. Pupils admitted to the Primary Inclusion and Assessment Centre will be in addition to the admission number for the relevant age group at the school. Coedffranc Primary is an English-medium, community school for boys and girls, age 3-11years, maintained by Neath Port Talbot County Borough Council. Currently, the school has 325 full-time pupils on roll. The capacity of the school is 435 full-time, mainstream pupil places and the proposed capacity will be 371 full-time, mainstream pupil places. The admission number for pupils aged 4 years at the school in the first year in which the proposal has been implemented will be 53. There will be 58 nursery places.
Neath Port Talbot County Borough Council undertook a period of consultation before deciding to publish this proposal. A consultation report containing a summary of the issues raised by consultees, the Council’s response to these queries and the views of Estyn are available at: https://www.npt.gov.uk/1891
It is proposed to implement the proposal on 15th January 2018. Transport arrangements will be in line with Neath Port Talbot County Borough Council’s Home to School Travel Policy.
Within a period of 28 days after the date of publication of this proposal, that is to say by the 7th December 2017, any person may object to the proposal. Objections should be sent to the Director of Education, Leisure and Lifelong Learning (for attention of Debora Holder) at Civic Centre Port Talbot. SA13 1PJ or e-mailed to [email protected]
Signed:
Aled Evans, Director of Education, Leisure & Lifelong Learning Dated: 10th November 2017 Page 105
Explanatory Notes: (This note does not form part of the Notice but is intended to explain its general meaning)
(i) It is intended to establish a Primary Inclusion and Assessment Centre (PIAC) at Coedffranc Primary school to provide for the assessment for pupils with social, emotional and behavioural difficulties. (ii) The PIAC will provide for the assessment of up to 12 primary age pupils. Specialist staff will develop and implement support packages for pupils with the aim of reintegrating children into mainstream school. It will also provide the opportunity for more detailed assessment to better understand their needs with a view to either reintegration into a mainstream school or to support pupils going through the statutory assessment process. The provision will be accessible to primary age pupils from across the County Borough. (iii) The PIAC will be in self-contained facility managed by Coedffranc Primary school and be under the school’s governance. However, it will be a provision recognised by the Council as reserved for pupils with additional learning needs and although it is in a mainstream school the pupils who are admitted to the PIAC will be in addition to the admission number of the school. (iv) Admission to the PIAC will be via a special admission panel of the Council. (v) The PIAC will occupy accommodation surplus to the needs of the school. The capacity of the school will be reduced from 435 to 371 full-time mainstream places with the admission number being reduced from 62 to 53. The number of nursery places at the school is unaffected by this proposal. The school has surplus capacity and, as such, accommodating the PIAC will not adversely impact on school admissions. (vi) It is intended that the PIAC will open on 15th January 2018. (vii) The reasons for the proposal are set out in the consultation document which is available on the SSIP webpage on the Council’s website: https://www.npt.gov.uk/1891 (viii) The Authority’s School Transport policy is available from the Council’s website: https://www.npt.gov.uk/media/4231/npt_home_to_school_travel_policy_2017. pdf (ix) Hard copies or alternative versions of all documentation may be obtained upon request from the Strategic School Improvement Team, Education Department, 2nd Floor, Port Talbot Civic Centre, Port Talbot.
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Appendix G
Draft This Statutory Notice is published by Neath Port Talbot County Borough Council, Civic Centre, Port Talbot. SA13 1PJ
NOTICE is given in accordance with Section 42 of the School Standards and Organisation Act (Wales) 2013 and the School Organisation Code that Neath Port Talbot County Borough Council having consulted such persons as required, propose to: make an alteration to Crynallt Primary School, Afan Valley Road, Cimla, Neath SA11 3AZ to provide specialist provision for primary age pupils with social emotional and behavioural difficulties
A Learning Support Centre will provide for up to 14 boys and girls, age 3-11 years in receipt of a statement of special educational needs and who require support in a specialist setting. Admission will be via a special admission panel of Neath Port Talbot County Borough Council. Pupils admitted to the Learning Support Centre will be in addition to the admission number for the relevant age group at the school. Crynallt Primary is a community school for boys and girls, age 3-11 years, maintained by Neath Port Talbot County Borough Council. Currently, the school has 418 full-time pupils on roll. The capacity of the school is 480 full-time, mainstream pupil places and the proposed capacity will be 423 full-time, mainstream pupil places. The admission number for pupils aged 4 years at the school in the first year in which the proposal has been implemented will be 60. There will be 55 nursery places.
Neath Port Talbot County Borough Council undertook a period of consultation before deciding to publish this proposal. A consultation report containing a summary of the issues raised by consultees, the Council’s response to these queries and the views of Estyn are available at: https://www.npt.gov.uk/1891
It is proposed to implement the proposal on 15th January 2018.
Transport arrangements will be in line with Neath Port Talbot County Borough Council’s Home to School Travel Policy.
Within a period of 28 days after the date of publication of this proposal, that is to say by the 7th December 2017, any person may object to the proposal. Objections should be sent to the Director of Education, Leisure and Lifelong Learning (for attention of Debora Holder) at Civic Centre Port Talbot. SA13 1PJ or e-mailed to [email protected]
Signed:
Aled Evans, Director of Education, Leisure & Lifelong Learning Dated: 10th November 2017 Page 107
Explanatory Notes: (This note does not form part of the Notice but is intended to explain its general meaning)
(i) It is intended to establish a Learning Support Centre (LSC) at Crynallt Primary school for the assessment of pupils who externalise their needs and whose mainstream school placement is proving problematic. (ii) The LSC will provide for the assessment of up to 16 secondary age pupils. Specialist staff will identify barriers to learning, create bespoke packages of support and plan for successful reintegration into mainstream school settings. (iii) The LSC will be in self-contained facility managed by Crynallt Primary school and be under the school’s governance. However, it will be a provision recognised by the Council as reserved for pupils with a statement of special educational needs and although it is in a mainstream school the pupils who are admitted to the LSC will be in addition to the admission number of the school. Pupils at the LSC will benefit from being taught by specialist staff, experienced in working with pupils with more complex SEBD needs. The specialist provision will be accessible to primary age pupils from across the County Borough. (iv) The LSC will occupy accommodation surplus to the needs of the school. The capacity of the school will be reduced from 480 to 423 full-time, mainstream places with the admission number being reduced from 68 to 60. The number of nursery places at the school is unaffected by this proposal. The school has surplus capacity and pupils numbers are projected to fall. As such, accommodating the LSC will not adversely impact on school admissions. (v) It is intended that the LSC will open on 15th January 2018. (vi) The reasons for the proposal are set out in the consultation document which is available on the SSIP webpage on the Council’s website: https://www.npt.gov.uk/1891 (vii) The Authority’s School Transport policy is available from the Council’s website: https://www.npt.gov.uk/media/4231/npt_home_to_school_travel_policy_2017. pdf (viii) Hard copies or alternative versions of all documentation may be obtained upon request from the Strategic School Improvement Team, Education Department, 2nd Floor, Port Talbot Civic Centre, Port Talbot.
Page 108 Agenda Item 7
NEATH PORT TALBOT COUNTY BOROUGH COUNCIL
Education, Skills and Culture Cabinet Board
9th November 2017
REPORT OF HEAD OF TRANSFORMATION ANDREW THOMAS
MATTER FOR DECISION
WARDS AFFECTED: Cymmer, Glyncorrwg, Gwynfi, Margam, Taibach, Port Talbot, Bryn & Cwmafan, Pelenna
STRATEGIC SCHOOL IMPROVEMENT PROGRAMME – FUTURE OF SECONDARY EDUCATION IN THE UPPER AFAN VALLEY
Purpose of report
1. To obtain Cabinet Board approval to consult on the future of secondary education in the upper Afan Valley.
Executive summary
2. The Council is responsible for promoting high educational standards and for delivering efficient primary and secondary education. This will involve reviewing the number and type of schools the Council has in its area and assessing whether or not best use is being made of resources and facilities in order to ensure future provision is sustainable.
3. Secondary education in the upper Afan Valley is provided at Cymer Afan Comprehensive school as part of a federation of five schools, four primary and one secondary.
4. Cymer Afan Comprehensive is a small secondary school. A school with 600 pupils1 or fewer is generally regarded as a small secondary school. Currently, Cymer Afan Comprehensive school has 226
1 Estyn 2013: ‘School Size and Education Effectiveness’
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pupils on roll. Pupil numbers are not forecasted to increase sufficiently to change its small secondary school status.
5. Cymer Afan Comprehensive school building has significant surplus places. It has capacity for approx. 640 pupils but with 226 pupils on roll it is carrying nearly 65% surplus capacity.
6. At £7,1112, ‘per pupil’ funding at Cymer Afan Comprehensive school is significantly higher (60%) than the average for the Council’s schools; equal to c.£2,600 for each pupil or an additional c.£595k allocated to the schools budget share. The average for secondary sector school in Neath Port Talbot is £4,476 whilst the lowest is £3,910.
7. Cymer Afan Comprehensive school has backlog maintenance and accessibility costs amounting to c.£3m. The site is assessed as overall condition C, with many of the building and mechanical elements are nearing the end of their life span and will require replacing within the next 2-4 years.
8. There is suitable, alternative English-medium provision available within the County Borough at Ysgol Newydd Margam, which offers a new build 21st Century school, and at Cefn Saeson Comprehensive school. There is also suitable English-medium provision at Maesteg Comprehensive school.
9. The Council is proposing to make arrangements for pupils from the upper Afan Valley to receive their secondary education at Ysgol Newydd Margam, a £30m investment by the Council in a new build school with 21st century school facilities.
10. Teaching and learning opportunities are increased in new build, state of the art facilities and an evaluation of a new, 21st century school build in Neath Port Talbot has shown high levels of satisfaction and support from the pupils, their parents and stakeholders.
Background
11. The Council is responsible for promoting high educational standards and for delivering efficient primary and secondary education.
2 School budget share allocation 2017/2018
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Having the right schools in the right place and ensuring that they are fit for the 21st century learner is the challenge facing the Council. Achieving this will involve reviewing the number and type of schools the Council has in its area and assessing whether or not best use is being made of resources and facilities.
12. Implementing the Council’s Strategic School Improvement Programme (SSIP) involves reviewing existing provision and determining the number and type of schools needed to deliver education effectively and efficiently across the County Borough. It will most likely lead to substantial change involving opening new schools, closing existing schools, merging or amalgamating schools, federating schools and promoting new initiatives that support collaborative working between schools.
13. The Council has determined to review its provision on the basis of: educational standards the need for places and the accessibility of schools the quality and suitability of school accommodation effective financial management
14. In 2013, the five schools of the upper Afan Valley, namely: Cymer Afan Primary, Croeserw Primary, Glyncorrwg Primary, Pen Afan Primary and Cymer Afan Comprehensive (secondary), formed a federation in order to address falling school roles and the consequent reduction in revenue funding.
The Proposal
15. Consultation on the future of secondary education in the upper Afan Valley is being brought forward under a proposal to make arrangements for pupils who would otherwise attend Cymer Afan Comprehensive School, School Road, Cymmer, Port Talbot SA13 3EL to receive their secondary education at Ysgol Newydd Margam, Bertha Road, Margam, Port Talbot, SA13 2AN and to discontinue Cymer Afan Comprehensive School.
16. If approved the proposal will take effect on the 1st September 2019 with Cymer Afan Comprehensive School closing on 31st August 2019.
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17. Ysgol Newydd Margam is a new 3-16 ‘all-through’, middle school, opening on 1st September 2018 in a new build facility in Margam, Port Talbot. (Ysgol Newydd Margam is a working name for the school, the official name has yet to be determined.) Ysgol Newydd Margam replaces Dyffryn School and Groes Primary School which are both due to close on 31st August 2018.
Information about Cymer Afan Comprehensive School
18. Cymer Afan Comprehensive School is an English-medium community school for boys and girls aged 11-16 years. Since September 2013 it has been part of a five school federation in the upper Afan Valley.
19. Cymer Afan Comprehensive school is a small school. It is one of only five established mainstream secondary schools in Wales with fewer than 300 pupils, one of which is set to close in 2018.
Pupil Numbers
20. As at October 2017, there were 226 pupils on roll. There has been a 36% (127) fall in pupil numbers over the past ten years with a 2016 low of 210. Pupil numbers for this period are shown in table 1 below.
Table 1 Cymer Afan Comp. January annual census October
Year 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2017
Pupil numbers 353 343 351 326 302 288 266 244 216 210 213 226
21. Forecasts based on January annual census returns suggest a potential increase of 54 pupils by 2021 (table 2). However, Cymer Afan Comprehensive will still be a small secondary school with numbers returning only to 2013 equivalent levels. Pupil numbers are projected to fall slightly in 2022/23.
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Table 2 Cymer Afan Comp. Annual census January forecasts January Year 2017 2018 2019 2020 2021 2022 2023 Pupil numbers 213 221 220 241 267 259 260
22. With the physical capacity to accommodate 641 pupils (table 3) the school has a significant surplus capacity of 65% (415 places). Even at the forecasted high in 2021 there will still be 58% surplus capacity at the school, leaving the school notionally over half empty. This level of surplus capacity has revenue and capital costs associated with maintaining the school.
Table 3 Cymer Afan Comp. Jan 2017 Jan 2023 School October 2017 Surplus Projected capacity Pupil Nos. places Pupil Numbers Pupil numbers 641 226 415 260
Funding: school budget share
23. Revenue costs associated with maintaining a small secondary school are significantly higher than for those schools with greater pupil numbers. This is reflected in the high ‘per pupil’ funding at Cymer Afan Comprehensive school which is significantly higher than the average for the Council’s schools (table 4). This cost has increased annually and since 2015/16 ‘per pupil’ funding at Cymer Afan Comprehensive School has exceeded the average for the Council’s schools by nearly 60%.
Table 4 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 Cymer Afan £5,613 £6,054 £6,325 £6,344 £6,861 £7,156 £7,156 £7,111 Comp. Local Authority £4,179 £4,240 £4,384 £4,441 £4,438 £4,480 £4,476 £4,476 Average
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Federation in the upper Afan Valley
24. The five school federation in the upper Afan Valley comprises four primary schools and one secondary school, i.e. Cymer Afan Comprehensive.
25. Pupil numbers attending the local schools had been falling, putting pressure on the schools to deliver teaching and learning in the context of reduced budget allocations. As such, the governors of the upper Afan Valley schools, supported by officers of the Council, moved to a federated arrangement as, at that time, it offered the best way forward for supporting the pupils and the schools.
26. Federation is the process whereby a group of schools decide to work in formal partnership under a single governing body. Schools within a federation maintain their own delegated budgets and identity but are able to explore the advantages of sharing resources such as facilities, IT, staff, school buildings, etc.
27. Removal of a school from the federation will, undoubtedly, change the current federated structure and operational arrangements but should not diminish the benefits that can be realised from a formal collaborative working arrangement.
Information about Ysgol Newydd Margam (the proposed receiving school)
28. The new, 21st century build, 3-16, ‘all-through’ middle school will provide for 1200 secondary age pupils. (It will also provide for 210 full-time primary age pupils, 45 nursery age pupils specifically from the catchment area currently served by Groes Primary school.)
29. A new build school provides the opportunity to deliver a stimulating teaching and learning environment in state of the art, 21st century facilities that will impact positively on the self-esteem and well-being of pupils and will aim to improve the learning outcomes for all children across the ability range.
30. With a new school comes more choices and improved opportunities because of better facilities. Estyn3, report that the attainment and achievement of pupils improves significantly when they move into
3Estyn 2007: ‘An evaluation of performance of schools before and after moving into new buildings or significantly refurbished premises’
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new or significantly refurbished buildings, particularly when schools are in areas with high levels of social and economic deprivation.
31. Ysgol Newydd Margam will provide adaptable ICT facilities suitable for learning in the 21st century. Mobile technology will be integrated with a sound pedagogical base to provide pupils with enhanced learning experiences, equipping them with the key skills and motivation needed to raise standards.
32. The new build school will be an exciting place for pupils and staff both internally and externally. It will have spacious, light and airy classrooms, with access to a range of high quality and appropriate spaces for social interaction. The 2015 report, ‘Clever Classrooms’, found that well designed schools can significantly boost children’s academic performance in reading, writing and maths. The school will allow for the delivery of a pupil centred, inclusive and skills based curriculum that extends to social and sporting activities. It will aim to promote equality and inclusion by providing facilities, sporting and cultural.
33. Following the first year of operation, an evaluation of the transfer to a new, 21st century school build in Neath Port Talbot has shown high levels of satisfaction and support from the pupils, their parents and stakeholders.
Table 5 Secondary age pupil forecasts Annual census January forecasts January Year 2017 2018 2019 2020 2021 2022 2023 Ysgol Newydd N/A 787 826 848 843 847 855 Margam Cymer Afan 213 221 220 241 267 259 260 Comp. Total: N/A N/A 1046 1089 1110 1106 1115
34. Ysgol Newydd Margam has been built to accommodate 1200 secondary age pupils. In September 2018, when the school opens it is anticipated that 787 pupils will transfer from Dyffryn School. Assuming all pupils from Cymer Afan Comprehensive school transfer to Ysgol Newydd Margam in September 2019 the total number of secondary age pupils on roll is forecast to be 1046
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increasing to 1115 in 2023. As such there is sufficient accommodation for the total combined forecasted pupil numbers (table 5 above).
Quality of Teaching and Learning
Outcomes
35. Cymer Afan has 38% of pupils entitled to free school meals and 45% with identified additional learning needs. This places the school in benchmarking group 5. The school was inspected in April 2015 and both the current performance and the prospects for improvement were judged to be adequate. Estyn monitored the school and in November 2016 the school was judged to have made good progress in respect of the key issues for action.
36. Estyn (2015) report that standards are ‘adequate’ and note that ‘When compared with their attainment in previous key stages, pupils make sound progress’.
37. In 2016/2017 the school was judged to be in the yellow support category of the National Categorisation system, which indicates it is an effective school with many aspects of performance which are self-improving.
38. Estyn report that wellbeing is ‘good’ at Cymer Afan Comprehensive School and that pupils are generally polite and well behaved. Estyn also report that ‘many pupils enjoy their lessons and most have positive attitudes to learning’.
39. In 2015/2016 attendance improved to 92.3% from 91.5%, resulting in the school performing in the top 50% when compared to similar schools.
40. In the first year of operation the secondary pupil cohort at Ysgol Newydd Margam will comprise pupils who would otherwise have attended Dyffryn School. In this regard, whereas Ysgol Newydd Margam has yet to open, the current performance at Dyffryn School serves as a helpful comparator, as the new school would wish to build on the strengths of existing provision.
41. Dyffryn School has 20% of pupils entitled to free school meals and 24% with identified additional learning needs. The school is placed
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in benchmarking group 3. The school was inspected in April 2014 and both the current performance and the prospects for improvement were judged to be good. The school’s performance at key stage 4 in the indicators that include English and Mathematics place the school consistently in the top 50% of similar schools, with a drop to quartile 3 in 2015.
42. Dyffryn School is currently in the yellow support category (2016/2017). Estyn report that pupil wellbeing is good and that pupils treat each other with respect, listen to each other’s views and co-operate very well when working together. They enjoy coming to school, and behave very well in lessons and around the school. Attendance data indicates the school is consistently above similar schools and is currently almost 94% (2016-2017 data).
43. Estyn4 also state that ‘large primary and secondary schools tend to perform better than small and medium size schools’. 71% of secondary schools with less than 600 pupils require follow up activity after an Estyn inspection, compared to 46% of schools with more than 1,100 pupils. 21% of the smaller schools will be placed in a statutory category (significant improvement or special measures) while just 4% of larger schools will require the same level of support. In the same report, Estyn also state that the performance of pupils in key stage 3 and key stage 4 is generally better in large secondary schools, and note that large secondary schools can provide more appropriate levels of challenge and support.
End of Key Stage 3 Data
44. Performance indicators for Key Stage 3 place Cymer Afan Comprehensive School consistently in 3rd or 4th quartile for core subjects at level 5+ and at level 6+. In 2016 57% of pupils attained the expected level 5 or above in the core subjects of English, Maths and Science compared to 71% of pupils in similar schools, 78% in Neath Port Talbot and 86% across Wales.
45. In 2015 and 2016 Dyffryn School Key Stage 3 data also places the school in quartile 3 and 4 for core subjects at level 5+ and at level 6+. Pupils are performing above the local authority average and just below similar schools and schools across Wales in all core subjects.
4 Estyn 2013: ‘School Size and Education Effectiveness’
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Key Stage 4 46. Results at Key Stage 4 at Cymer Afan Comprehensive School have shown a steady improvement over three years in all key indicators with a significant rise in 2016.
Table 8 Cymer Afan 2014 2015 2016 Level 2 Inc. E/W & M 31 33 59 Level 2 85 93 96 Level 1 97 98 100 CSI 31 33 49
47. Results for level 2 (5A*-C grades) show the school is performing better than similar schools, schools in Neath Port Talbot and schools across Wales as a whole, and since 2014 the school has been placed consistently in quartile1. In 2016 59% of pupil attained 5 A* - C GCSEs including English and maths, a 26% increase from 2015.
Table 9 Cymer Afan Family LA Wales Level 2 Inc. E/W & M 59 42 61 60 Level 2 96 78 89 84 Level 1 100 91 95 95
CSI 49 36 57 58
48. At Dyffryn School results for level 2 also indicate that the school is consistently in quartile 1 when compared to similar schools, and also performs well against schools in Neath Port Talbot and across Wales.
Table 10 Dyffryn 2014 2015 2016 Level 2 Inc. E/M 51 48 75 Level 2 98 94 96 Level 1 99 97 100 CSI 51 47 73
49. 75% of pupils attained 5 GCSEs at A*-C grades including English and maths in 2016, an increase of 27%. The school is performing well in every key indicator when compared to the family of similar schools, other schools across Neath Port Talbot and schools across the whole of Wales.
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Table 11 Dyffryn Family LA Wales Level 2 Inc. E/W & M 75 62 61 60 Level 2 96 86 89 84 Level 1 100 98 95 95 CSI 73 59 57 58
Provision
50. Estyn report that ‘Cymer Afan Comprehensive ‘has a warm, happy and friendly ethos that respects the United Nations’ Rights of the Child,’ and learning experiences are judged to be good. The school supports pupils well and works with a wide range of agencies to promote health and wellbeing. This has a positive impact on improving pupils’ behaviour, engagement and attitudes to learning
51. At Dyffryn School Estyn report that learning experiences are good with an extensive range of extra-curricular activities, which include sport and music. Teaching is also judged to be good and pupils demonstrate motivation and engagement in learning. Pupils benefit from strong care, support and guidance and safeguarding arrangements are good.
52. Estyn report in ‘School Size and Education Effectiveness’ (December 2013) that ‘curriculum provision tends to be broader and more balanced in large secondary schools’. Cymer Afan Comprehensive is a small secondary school with 226 pupils on roll. Delivering the range and breadth of the curriculum can be more challenging in a small school, placing increased burdens on a small number of staff.
53. Dyffryn School has been subject to school reorganisation and will become part of the new 3-16 school in Margam from September 2018. The school will occupy new build premises providing the opportunity to deliver a stimulating teaching and learning environment in state of the art, 21st Century facilities that will aim to improve the learning outcomes for all children across the ability range. With a new school comes more choices and improved opportunities because there is more space and better facilities.
54. Cymer Afan Comprehensive School is dependent on the support of 14-19 partnerships and works well with other providers to ensure that pupils have the opportunity to study a broad mixture of
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academic and vocational courses. In larger schools there is more autonomy and less dependency on partnership and a wider range of options can be made available due to economies of scale.
55. Dyffryn School was judged by Estyn to have excellent partnership working, and ‘has established highly effective partnerships that have had a significant impact on sustaining high standards of pupil attainment and wellbeing’.
56. Estyn report that in larger schools teaching is good or better in 63% of lessons, while just under 50% of teaching is good or better in smaller schools. Sharing good practice across departments is easier in a larger school with more staff, and gives teachers opportunities to better develop curriculum planning and delivery through closer working with colleagues.
Leadership and Management
57. Estyn report in 2015 that leadership and management at Cymer Afan Comprehensive was adequate. They noted that ‘The warm, and caring ethos developed by leaders has resulted in improvements in pupils’ behaviour, engagement and attitudes to learning’. However, they also report that leadership has not had enough impact in ensuring good progress in indicators that include English and Maths.
58. The school has experienced some instability in recent years with a number of changes in key leadership roles. Recruitment of a permanent Headteacher has proved difficult and currently the school has an acting Headteacher seconded from another secondary school in Neath Port Talbot. The post has recently been advertised nationally on a number of occasions but the school has failed to appoint a permanent head teacher.
59. Leadership and management at Dyffryn School are judged to be good and the school has been successful in sustaining high outcomes for pupils.
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Quality of accommodation
60. Cymer Afan Comprehensive School site has received some investment over recent years, including replacement of the main boiler and controls.
61. The site is categorised as overall condition C, i.e. poor, elements are exhibiting major defects and/or not operating as intended. Many of the building and mechanical elements are nearing the end of their life span and will require replacing within the next 2-4 years. Backlog maintenance and accessibility costs amount to c.£3m.
62. Ysgol Newydd Margam is a c.£30m investment in a new build 21st century school which will be an exciting place for pupils and staff both internally and externally. It will have spacious, light and airy classrooms, with access to a range of high quality and appropriate spaces for social interaction.
63. New build facilities offer improved teaching and learning opportunities and can have significant impact on the attainment and achievement of pupils.
Options that have been considered
64. The Council has the responsibility for ensuring that it is making the very best use of resources and facilities in order to deliver high quality educational experiences and opportunities for children and young people.
Option 1 – Status quo: maintain the existing five school federation in the upper Afan Valley.
65. The high cost of maintaining a small secondary school is not efficient use of Council resources.
66. The benefits of a new, 21st century school environment will not be realised by maintaining the status quo, and so opportunities for improved teaching and learning experiences would be lost.
67. Implementing the proposal to close Cymer Afan Comprehensive School would effectively remove backlog maintenance and accessibility costs of c.£3m. Maintaining the secondary school at
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the existing site would require significant investment and is not considered to be the best use of resources.
68. Cymer Afan Comprehensive School is operating with 65% surplus places; this is not sustainable in the long term. For a secondary school of less than 300 pupils it is unlikely that a business case could be developed to secure grant funding for a new 21st century school build or a replacement facility.
69. For the purpose of consultation, this is not the preferred option of officers.
Option 2 – Federate with another secondary school
70. In a federation schools are managed by a single governing body which takes decisions about matters such as staffing structures and expenditure. Under single leadership and governance there are potential teaching and learning benefits, staff development opportunities and efficiencies that can arise from a federated arrangement. A single governing body will be able to pool resources, maximise staff expertise and share facilities. A federation also presents the opportunity to co-ordinate curriculum provision and employ whole school teaching/learning strategies that will improve school performance and enhance educational experiences.
71. Although a federated arrangement with another secondary school would retain secondary education in the upper Afan Valley and avoid an increase in annual transport costs, it does not address the high costs of maintaining a small secondary school. Neither will it deal with the significant surplus places at Cymer Afan Comprehensive school and ongoing cost of building maintenance and repair. Importantly, it does not enable the pupils of the upper Afan Valley to benefit from education in a 21st Century school environment.
72. For the purpose of consultation, this is not the preferred option of officers.
Option 3 – Build a new ‘all-through’ middle school to replace the existing secondary and four primary schools.
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73. The benefits of a 21st century school teaching and learning environment would be realised and significant backlog maintenance and repair liabilities would be removed together with significant surplus places. However, delivering secondary phase education would still be a challenge given the small number of secondary age pupils.
74. For the purpose of consultation, this is not the preferred option of officers.
Option 4 – Make arrangements for the pupils to receive their secondary education at Ysgol Newydd Margam and close Cymer Afan Comprehensive School.
75. A new build school provides the opportunity to deliver a stimulating teaching and learning environment in state of the art, 21st century facilities that will impact positively on the self-esteem and well-being of pupils and will aim to improve the learning outcomes for all children across the ability range. With a new school come more choices and improved opportunities because of better facilities.
76. An evaluation of a new, 21st century school build in Neath Port Talbot has shown high levels of satisfaction and support from the pupils, their parents and stakeholders.
77. Cymer Afan Comprehensive School has backlog maintenance and accessibility costs amounting to c.£3m. The site is assessed as overall condition C, i.e. poor, elements are exhibiting major defects and/or not operating as intended. This option would remove these financial liabilities. There are school budget share revenue savings to be made from educating the pupils of the upper Afan Valley at Ysgol Newydd Margam, savings that will be reinvested into the education budget.
78. Delivering the range and breadth of the curriculum can be more challenging in a small school, placing increased burdens on a small number of staff. A larger school is better placed to offer a wider range of options due to economies of scale and, in general, curriculum provision is broader and more balanced.
79. Ysgol Newydd Margam is within reasonable travel distance for pupils living in the upper Afan Valley.
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80. For the purpose of consultation, this is the preferred option of officers.
Option 5 – Make arrangements for the pupils to receive their secondary education at a secondary school other than Ysgol Newydd Margam and close Cymer Afan Comprehensive School.
81. There are two other secondary schools that are near to the upper Afan Valley. They are Cefn Saeson Comprehensive School, Cimla, Neath and Maesteg Comprehensive School, Maesteg.
82. Cefn Saeson Comprehensive School has surplus capacity. However, at present it cannot offer the 21st century new build facilities that will be available at Ysgol Newydd Margam. Cefn Saeson Comprehensive School is some 9 miles for the furthest communities of the upper Afan Valley.
83. Maesteg Comprehensive is a school under the control of Bridgend County Borough Council. As such, its admission arrangements are outside the control of Neath Port Talbot. Security of admission for pupils from the upper Afan Valley could not be guaranteed at this juncture. A formal agreement with the neighbouring Authority would need to be put in place. Bridgend County Borough Council would be a consultee in the consultation process. Information indicates that nearly 50 pupils from Neath Port Talbot attend Maesteg Comprehensive school, nearly 30 of which are in year 7 and year 8. Maesteg Comprehensive School is the nearest secondary school to the upper Afan Valley, some 7 miles for the furthest community.
84. For the purpose of consultation, this is not the preferred option of officers.
Impact on pupils and parents
85. Transfer to Ysgol Newydd Margam will provide greater opportunities for pupils to access a wider range of specialist staff and facilities and increase opportunities for learning.
86. The pupils directly affected by this proposal will be current year 7, year 8 and year 9 at Cymer Afan Comprehensive School and future transfers from the primary sector schools. A new intake in 2019 will also impact on the pupils at Ysgol Newydd Margam.
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87. Transfer to Ysgol Newydd Margam will involve a daily travel journey of approx. 13 miles from the furthest communities.
88. Whereas this proposal for consultation is based on making provision for pupils from the upper Afan Valley to receive their education at Ysgol Newydd Margam, in respect of a school they wish their child to attend parents are entitled to express a preference for admission at an alternative school, which will be granted subject to the availability of places. For community schools in Neath Port Talbot, the Council’s admission policy will apply.
Impact on travel arrangements
89. Support with home to school travel will be made available in line with the Council’s Home to School Transport policy. Secondary age pupils living 3 miles or more from their nearest suitable school are entitled to assistance with travel. As the designated receiving school, the Council will consider Ysgol Newydd Margam to qualify as a nearest suitable school.
90. The distance between the upper Afan Valley and Ysgol Newydd Margam is more than 3 miles, therefore assistance with travel will be provided to eligible pupils. Support with home to school travel will be made available in line with the Council’s Home to School Transport policy. The Council is also obliged to provide transport to the nearest suitable school including schools in another Authority’s area.
91. Annual cost of home to school transport is estimated to be in the region of c.£130k. Ysgol Newydd Margam has been designed to accommodate school transport generated by an increased pupil intake.
Impact on governors
92. The five schools in the upper Afan Valley are managed by a federated governing body. The federation should continue following the closure of Cymer Afan Comprehensive School, albeit with a revised structure and purpose.
93. Cymer Afan Comprehensive School will continue to exist and be managed by the federated governing body until it is closure.
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Impact on special needs education provision
94. There is no specialist unit for pupils with statements of special educational needs at Cymer Afan Comprehensive School. Pupils with additional learning needs, including children with statements of special educational needs, are supported in a mainstream setting with appropriate funding for this purpose. The same arrangements will apply at Ysgol Newydd Margam.
Financial impact
95. The cost of the £30m new build investment at Ysgol Newydd Margam is not dependent on this proposal.
96. Revenue funding for schools is distributed on an annual basis by means of an approved formula. This ensures school budget shares are allocated on a simple, objective and measurable basis, and that recurring revenue costs are both predictable and clearly expressed. The funding formulas for the primary and secondary sectors were last revised in 2011. Consultation is currently underway on a proposed revision to the primary sector formula.
97. Ysgol Newydd Margam will be funded according to the Council agreed formula for allocating school budget shares which will reflect the number of pupils on roll including additional pupils as a result of this proposal.
98. Revenue savings for reinvestment into the education budget will be as a result of efficiencies in terms of cost of delivery through economies of scale; Ysgol Newydd Margam will be a large school. In this regard, the proposal supports the Council’s effective management of its education budget and promotes the more equitable distribution of funding across local secondary sector schools.
99. However, there will be an additional recurring revenue cost as a because of the additional transport required, estimated at c.£130k annually.
100. Prior to consultation, officers will be assessing the potential cost of redundancy associated with this proposal.
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101. As part of the consultation process consideration will be given to alternative use of the vacated site, including its resale and/or its demolition; estimated values and costs of which have yet to be calculated.
Equality impact assessment
102. An Equality Impact Assessment (EIA) will be required to fully progress this proposal. This will be completed prior to consultation. Some information required to undertake a full EIA will need to be obtained direct from the school. A full EIA will inform the consultation document and the subsequent consultation report presented to Members’ for consideration.
103. Both Cymer Afan Comprehensive school and Ysgol Newydd Margam (when open) are inclusive for pupils of all ethnic groups and ethnicity is not a criterion under the Council’s School Admissions Policy.
Workforce impacts
School staff
104. There are 23.6 full-time teaching staff and 39 support staff with contracts attached to Cymer Afan Comprehensive school. Pupil teacher ratio is higher than the average for the Council’s secondary sector schools (table 12) but this needs to be interpreted in the context of the arrangements across the federation.
105. Should a decision be taken to close school, staff with contracts attached to Cymer Afan Comprehensive school will be declared redundant. Employees identified at risk of redundancy will be supported by the Council’s policies and HR staff.
106. Employment for some may continue within the federation whilst there is also the potential for employment opportunities at the receiving school because of increased numbers.
107. The governing bodies of schools in Neath Port Talbot have pledged to employ redundant staff where possible.
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Table 12 2017 School 9.0 Local Authority 16.6 Wales 16.5
Centrally employed staff
108. Centrally employed staff will be managed via the Council’s staff employment processes.
Staff support
109. As part of the process all school based staff will be supported by the relevant school policies and procedures which will include full consultation. Previous experience has shown that as a result of school reorganisation some staff take the opportunity to undertake new challenges elsewhere. Employees identified at risk of redundancy will be given access to the Council’s prior consideration register. The Council is committed to supporting staff at risk of compulsory redundancy and has secured the support and goodwill of the teacher associations/trade unions and governing bodies across the Council, via an employers’ pledge. The Council has a proven track record for supporting staff in such situations.
Legal impacts
110. The proposal requires the discontinuation of a school. The School Standards & Organisation (Wales) Act 2013 (the Act) provides the legislative framework by which the Council may implement the proposal. The Welsh Government’s School Organisation Code imposes on the Council requirements and guidelines on matters relating to school organisation, including consultation.
111. Pupil travel arrangements will be in line with the requirements of the Learner Travel (Wales) Measure 2008; the Learner Travel Statutory Provision and Operational Guidance 2014; and the Council’s Home to School Travel Policy 2017.
112. Revenue funding will be in line with the requirements of the School Standards and Framework Act 1998; the School Funding (Wales) Regulations 2010; and the Council’s approved formula for funding schools.
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113. The management of staff affected by the proposal will follow the relevant school policy and procedure requirements.
114. The legislation referred to above is available using the electronic links in the section on background papers, below.
Risk management
115. A risk assessment has been carried out under the Council’s Risk Management Policy 2015.
116. The potential risks associated with the proposal comprise the Council’s reputation, educational standards, financial management, staff employment and service delivery.
117. Potential risk areas in implementing the proposal include:
resistance to change leading to lack of pupil, parent and staff support educational standards not maintained loss of community facilities increased home to school travel time impacting on attendance and performance staff anxiety about job security negative impact on existing federation
118. Failing to implement the proposal will result in the following teaching/learning and financial benefits not being fully realised, particularly in relation to:
providing a stimulating and innovative teaching and learning environment that will impact positively on the self-esteem and well-being of all pupils and staff access to a wider range of staff expertise opportunities for wider peer group interaction a more efficient and effective use of resources, and savings from economies of scale greater protection against the impact of a schools funding formula review reduction in the number of surplus pupil places
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119. The benefits of implementing the proposal will mitigate the effects of identified risks. A new school provides greater prospects for improving educational attainment for pupils.
120. The full risk assessment is attached to this report as appendix A.
Community usage impact assessment
121. A Community Impact Assessment (CIA) will be required to fully progress this proposal which will be completed prior to consultation. Some information required to undertake a full CIA on community usage at the school will need to be obtained direct from the school.
122. Whereas the need to understand and mitigate the impact of a school reorganisation proposal on a community is a right and proper consideration, the deciding factor in determining school organisation proposals should be one of securing the best educational offer for pupils.
123. Co-locating services and making full use of school premises are strategies that can assist in driving down the cost of delivering a public service, such as education, as well as providing much needed service benefits for a local community.
124. However, the main purpose of a school is the delivery of high quality educational experiences for children and young people in order to raise standards. In this regard, school organisation proposals should be guided by a school improvement agenda and this should be applied to schools of whatever size, character or location.
125. A full CIA will inform the consultation document and the subsequent consultation report presented to Members’ for consideration.
Welsh Language impact assessment
126. Officers are satisfied that provision for Welsh language will be at least comparable with the provision currently offered at Cymer Afan Comprehensive School and that implementing the proposal should result in a positive impact on Welsh language development.
127. At Cymer Afan Comprehensive school the Welsh dimension is strongly supported. There are many valuable opportunities provided to develop pupils’ knowledge and understanding of the history,
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culture and industry of Wales. All pupils follow an appropriate course in Welsh in key stage 4, and a majority of pupils gain a qualification in Welsh at GCSE.
128. Whereas Ysgol Newydd Margam has yet to open, the experience at Dyffryn School serves as a helpful benchmark as the new school would wish to build on the strengths of existing provision. At Dyffryn School almost all Year 10 pupils follow the full GCSE course in Welsh second language, with many pupils following the course at the higher level. This was reported by Estyn to be strength of the school, who also noted that the school has been effective in promoting positive attitudes to the learning of Welsh.
129. The school is working towards improving pupils’ Welsh language skills beyond formal Welsh lessons, and to encourage greater pupil self-confidence when using the language.
130. The full Welsh language assessment is attached to this report as appendix B.
Consultation period
131. This school organisation proposal is being brought forward under the Council’s Strategic School Improvement Programme. Formal consultation is required in line with the Welsh Government’s School Organisation Code, July 2013, which specifies the procedures to be followed, including the content of the consultation document and those to be consulted.
132. Subject to approval, it is intended to consult on this proposal between: Monday, 11th Dec. 2017 and Friday, 26th Jan.2018.
133. Responses to the consultation for consideration by Members will be reported to Education, Skills and Cabinet Board on Thursday 15th February 2018.
134. If, following consideration of the responses, Members decide to progress the proposal then a 28 day period will follow for the submission of objections.
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Publication of consultation Mon. 11th December 2017 document
Mon. 11th Dec. 2017 – Sun. 28th Period for submitting responses Jan.2018
Consultation report published Thurs. 15th February 2018
Consideration of consultation Thurs. 15th February 2018 responses by ESC Cab. Board
Proposed implementation date September 2019
Recommendation
135. Having given due regard to the impact assessments accompanying this report, it is recommended that, in line with Section 48 of the School Standards and Organisation (Wales) Act 2013, Members approve: consultation on the future of secondary education in the upper Afan Valley to be brought forward under a proposal to make arrangements for pupils who would otherwise attend Cymer Afan Comprehensive school to receive their secondary education at Ysgol Newydd Margam and to close Cymer Afan Comprehensive school; and as from 1st September 2019.
Reasons for proposed decision
136. This decision is necessary to comply with the formal consultation required of the Council by the School Organisation Code. Subject to the outcome of consultation, implementation of the proposal will enable the Council to promote high educational standards and the fulfilment of every child’s potential. It will also enable the Council to meet its duty to secure efficient education in its area.
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Implementation of the decision
The decision is proposed for implementation after the 3-day call-in period.
Appendices Appendix A: Risk assessment Appendix B: Welsh language impact assessment
List of background papers a. Children, Young People and Education Cabinet Board – February 2013 https://democracy.npt.gov.uk/Data/Children,%20Young%20People%20an d%20Education%20Cabinet%20Board/20130207/Agenda/$CYPEB- 0702013-REP-EL-AT.doc.pdf a) Strategic School Improvement Programme Principles Paper: September 2008 https://democracy.npt.gov.uk/Data/Cabinet/20080924/Agenda/$CAB- 240908-REP-EL-KN.doc.pdf b) Welsh Government - School Organisation Code: July 2013 http://gov.wales/docs/dcells/publications/130719-school-organisation- codes-en.pdf c) School Standards & Organisation (Wales) Act 2013 http://www.legislation.gov.uk/anaw/2013/1/pdfs/anaw_20130001_en.pdf d) Learner Travel (Wales) Measure: 2008 & the Learner Travel Statutory Provision and Operational Guidance: 2014. http://www.legislation.gov.uk/mwa/2008/2/pdfs/mwa_20080002_en.pdf http://gov.wales/docs/det/publications/140616-ltog-en.pdf e) Home to School Travel Policy: 2017 https://www.npt.gov.uk/pdf/NPT_Home_to_School_Travel_Policy_2017.pd f f) Neath Port Talbot Council school admission policy https://www.npt.gov.uk/media/7870/nptcbc-community-school-admission- arrangements-2018-2019-determined.pdf g) Federation process of maintained schools in Wales http://gov.wales/docs/dcells/publications/140522-guidance-on-federation- of-schools-en.pdf h) School Standards & Framework Act 1998 http://www.legislation.gov.uk/ukpga/1998/31/contents i) School Funding (Wales) Regulations 2010 http://www.legislation.gov.uk/wsi/2010/824/contents/made j) Estyn https://www.estyn.gov.wales/inspection/search
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Officer Contact Mr Andrew Thomas Head of Transformation tel 01639 763314 e-mail [email protected]
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Appendix A Risk Assessment
Strategic School Improvement Programme – future of secondary education in the upper Afan Valley
Context
1. This risk assessment1 has been carried out in line with the Council’s Risk Management Policy 2015.
2. Implementing the proposal will result in the closure of Cymer Afan Comprehensive School with educational provision being made for the pupils at Ysgol Newydd Margam which will subsequently serve the catchment of the upper Afan Valley.
The reasons for the proposal
3. The Council is responsible for promoting high educational standards and for delivering efficient primary and secondary education. This will involve reviewing the number and type of schools the Council has in its area and assessing whether or not best use is being made of resources and facilities in order to ensure future provision is sustainable.
4. Secondary education in the upper Afan Valley is provided at Cymer Afan Comprehensive School as part of a federation of five schools, four primary and one secondary.
5. Cymer Afan Comprehensive is by any measure a small secondary school. A school with 600 pupils or fewer is generally regarded as a small secondary school. Currently, Cymer Afan Comprehensive School has 226 pupils on roll.
6. Pupil numbers are not forecasted to increase sufficiently to change its small secondary school status.
7. Cymer Afan Comprehensive school building has significant surplus places. It has capacity for approx. 640 pupils but with 226 pupils on roll it is carrying nearly 65% surplus capacity.
1 First iteration: 311017 (rvg) /
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8. At £7,111, ‘per pupil’ funding at Cymer Afan Comprehensive school is significantly higher (60%) than the average for the Council’s schools; equal to c.£2,600 for each pupil or an additional c.£595k allocated to the schools budget share. The average for secondary sector school in Neath Port Talbot is £4,476 whilst the lowest is £3,910.
9. Cymer Afan Comprehensive school has backlog maintenance and accessibility costs amounting to c.£3m. The site is assessed as overall condition C, with many of the building and mechanical elements are nearing the end of their life span and will require replacing within the next 2-4 years.
10. There is suitable, alternative English-medium provision available within the County Borough at Ysgol Newydd Margam, which offers a new build 21st Century school, and at Cefn Saeson Comprehensive school. There is also suitable English-medium provision at Maesteg Comprehensive School.
11. The Council is proposing to make arrangements for pupils from the upper Afan Valley to receive their secondary education at Ysgol Newydd Margam, a £30m investment by the Council in a new build school with 21st century school facilities.
12. Teaching and learning opportunities are increased in new build state of the art facilities and an evaluation of a new, 21st century school build in Neath Port Talbot has shown high levels of satisfaction and support from the pupils, their parents and stakeholders.
Risks associated with the proposal
13. The potential risks associated with the proposal comprise the Council’s reputation, educational standards, financial management, staff employment and service delivery.
14. Potential risk areas in implementing the proposal include:
resistance to change leading to lack of pupil, parent and staff support educational standards not maintained
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loss of community facilities increased home to school travel time impacting on attendance and performance staff anxiety about job security negative impact on existing federation budget allocation insufficient to meet needs Welsh language not developed further
15. Failing to implement the proposal will result in the following teaching/learning and financial benefits not being fully realised, particularly in relation to:
providing a stimulating and innovative teaching and learning environment that will impact positively on the self- esteem and well-being of all pupils and staff access to a wider range of staff expertise opportunities for wider peer group interaction a more efficient and effective use of resources, and savings from economies of scale greater protection against the impact of a schools funding formula review reduction in the number of surplus pupil places and improving the school building environment
Risk assessment
16. The benefits of reorganisation, as set out above, together with the planned action measures in the table below will mitigate the effects of identified risks. A new school provides greater prospects for improving educational attainment for pupils. Estyn (Jan 2007) reported on the performance of schools before and after moving into new buildings, stating that ageing school buildings which are in a poor state of repair cannot meet modern teaching and learning needs. The report also states that inadequate buildings make improvements in standards more challenging and that in nearly all schools with new or refurbished buildings, pupils attainment and achievement have improved and in some cases the improvement has been significant.
17. To address staff anxiety about their employment situation all school based staff will be supported by the relevant school
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policies and procedures which will include full consultation. Previous experience has shown that some staff will take the opportunity to take on new challenges elsewhere. Employees identified at risk of redundancy will be given access to the Council’s prior consideration register. The Council is committed to supporting staff at risk of compulsory redundancy and has secured the support and goodwill of the teacher associations/trade unions and governing bodies across the Council, via an employers’ pledge. The Council has a good track record for supporting staff in such situations.
18. The distance between the upper Afan Valley and Ysgol Newydd Margam is more than 3 miles, therefore assistance with travel will be provided to eligible pupils. Support with home to school travel will be made available in line with the Council’s Home to School Transport policy. The Council is also obliged to provide transport to the nearest suitable school including schools Authority’s area.
19. A Community Impact Assessment (CIA) will be required to fully progress this proposal which will be completed prior to consultation.
20. Whereas the need to understand and mitigate the impact of a school reorganisation proposal on a community is a right and proper consideration, the deciding factor in determining school organisation proposals should be one of securing the best educational offer for pupils.
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Risk register No Risk L’hood Impact Overall Prox’ty Planned action to Target Date Owner Update Trend description score score Risk * mitigate - Up (LxI) - Down - No change 1 Resistance to 5 4 High 1 Consultation Spring/ - SSIP team change risk meetings. summer terms - Governing bodies leading to lack Effective 2018 and head of pupil, communication with teachers (Cymer parent and pupils, parents and Afan staff support staff. Comprehensive Thorough transition and YNM)
planning
2 Educational 1 5 Low 4 Implementation of Sept 2019 on - SSIP team Page 139 Page standards not risk proposal, and going - ELLLS maintained appropriate support - Temp Governing and challenge to Body (YNM) ensure entitlements - Head Teacher are met and (YNM) provision delivered - Support for inclusion/school governance team - Inclusion support team
3 Loss of 2 4 Medium 1 Full committee Spring 2018 SSIP team community risk usage impact facilities assessment to be undertaken as part of the consultation. Outcome will inform decision making
4 Increased 2 4 Medium 2 Support available Autumn term Road Safety home to risk through 2019 Team school travel Council’s Home EWO service time impacting to School SSIP team Page 140 Page on attendance transport policy. and EWO support for performance pupils and families
5 Staff anxiety 5 4 High 1 Support made Summer/ HR about job Risk available for staff autumn terms SSIP team security through relevant 2018 school and county policies
6 Negative 2 3 Medium 3 Planning and Spring/ SSIP team impact on risk support provided for summer terms ELLLS existing potential 2019 EDS federation reorganisation of Governing Body federation (federation)
7 Budget 2 5 Medium 3 Implementation of 2018/2019 ELLLS allocation risk proposal together SSIP team insufficient to with a formula meet needs funding review
8 Welsh 1 3 Low risk 4 Welsh will be taught Ongoing: ELLLS language in line with the 2019 Temp Governing development national curriculum Body not guidelines for an Head Teacher developed English-medium further school. A larger school presents greater opportunity for language diversity and Page 141 Page development with potentially more Welsh speakers available on the staff complement.
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Appendix B
Welsh Language Impact Assessment
Strategic School Improvement Programme – future of secondary education in the upper Afan Valley
Context
1. This Welsh language impact assessment1 has been carried out in line with the requirements of the Welsh Government’s School Organisation Code.
2. Implementing the proposal will result in the closure of Cymer Afan Comprehensive School with educational provision being made for the pupils at Ysgol Newydd Margam which will subsequently provide secondary education for the catchment of the upper Afan Valley.
3. Ysgol Newydd Margam is set to open in the autumn term 2018 and will provide secondary education for the area currently served by Dyffryn School. It is intended that pupils who would otherwise attend Cymer Afan Comprehensive School will transfer on closure in September 2019 to Ysgol Newydd Margam.
4. Both Cymer Afan Comprehensive School and Ysgol Newydd Margam are English-medium schools, as is Dyffryn School.
5. Neither the upper Afan Valley nor the area served by Ysgol Newydd Margam is an area designated by the Council in its local development plan, as Welsh language sensitive.
The reasons for the proposal
6. The Council is responsible for promoting high educational standards and for delivering efficient primary and secondary education. This will involve reviewing the number and type of schools the Council has in its area and assessing whether or not best use is being made of resources and facilities in order to ensure future provision is sustainable.
1 First iteration: 31.10.17/rc/rvg 1 Page 143
7. Secondary education in the upper Afan Valley is provided at Cymer Afan Comprehensive school as part of a federation of five schools, four primary and one secondary.
8. Cymer Afan Comprehensive is by any measure a small secondary school. A school with 600 pupils or fewer is generally regarded as a small secondary school. Currently, Cymer Afan Comprehensive School has 226 pupils on roll.
9. Pupil numbers are not forecasted to increase sufficiently to change its small secondary school status.
10. Cymer Afan Comprehensive school building has significant surplus places. It has capacity for approx. 640 pupils but with 226 pupils on roll it is carrying nearly 65% surplus capacity.
11. At £7,111, ‘per pupil’ funding at Cymer Afan Comprehensive School is significantly higher (60%) than the average for the Council’s schools; equal to c. £2,600 for each pupil or an additional c. £595k allocated to the schools budget share. The average for secondary sector school in Neath Port Talbot is £4,476 whilst the lowest is £3,910.
12. Cymer Afan Comprehensive School has backlog maintenance and accessibility costs amounting to c. £3m. The site is assessed as overall condition C, with many of the building and mechanical elements are nearing the end of their life span and will require replacing within the next 2-4 years.
13. There is suitable, alternative English-medium provision available within the County Borough at Ysgol Newydd Margam, which offers a new build 21st Century school, and at Cefn Saeson Comprehensive School. There is also suitable English-medium provision at Maesteg Comprehensive School.
14. The Council is proposing to make arrangements for pupils from the upper Afan Valley to receive their secondary education at Ysgol Newydd Margam, a £30m investment by the Council in a new build school with 21st century school facilities.
15. Teaching and learning opportunities are increased in new build state of the art facilities and an evaluation of a new, 21st century school build in Neath Port Talbot has shown high
2 Page 144
levels of satisfaction and support from the pupils, their parents and stakeholders.
Welsh language impacts associated with the proposal
16. The Council recognises that language and culture are essential parts of an individual’s identity and is committed to promoting and celebrating the Welsh language and culture in a pro-active and inclusive way. The Council’s Welsh in Education Strategic Plan (WESP) details how it intends to support and further develop Welsh language education in schools.
17. For children from non-Welsh-speaking backgrounds whose initial and main contact with Welsh is through school, exposure to education through Welsh language provision improves understanding and fluency.
18. Primary education through the medium of Welsh is available at Ysgol Gynradd Gymraeg Rhosafan, the Welsh-medium school serving the catchment area of the upper Afan Valley. Secondary Welsh-medium education will be available at Ysgol Gymraeg Ystalyfera –Bro Dur (Bro Dur campus) which opens in September 2018.
19. The commitment to the Welsh–medium schools is strong and the proposal should not impact upon the numbers seeking to be educated through the medium of Welsh.
Welsh language provision at Cymer Afan Comprehensive School
20. At Cymer Afan Comprehensive School the Welsh dimension is strongly supported. There are many valuable opportunities provided to develop pupils’ knowledge and understanding of the history, culture and industry of Wales.
21. Estyn report that ‘Extra-curricular activities such as an exchange visit to a neighbouring Welsh-medium school and the introduction of the ‘Dreigiau’ group are positive features in developing pupils’ use of Welsh outside of the Welsh classroom.’
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22. In Welsh at key stage 3, performance has improved steadily over recent years and compares favourably with that in similar schools.
23. All pupils follow an appropriate course in Welsh in key stage 4, and a majority of pupils gain a qualification in Welsh at GCSE.
24. In a few lessons, other than Welsh, pupils use the language well to ask basic questions.
25. Estyn report that teachers have received valuable support in using Welsh during their lessons and around the school.
26. Ysgol Newydd Margam is set to open in the autumn term 2018 and will provide secondary English-medium education for the area served by Dyffryn School which will close in 2018. In this regard, although Ysgol Newydd Margam will be a new school it will serve an established pupil base and will build on the strengths of the school it is replacing, Dyffryn School.
27. Current provision for the Welsh language at Dyffryn School sees almost all Year 10 pupils follow the full GCSE course in Welsh second language, with many pupils following the course at the higher level. This was reported by Estyn to be strength of the school, who also noted that the school has been effective in promoting positive attitudes to the learning of Welsh.
28. Estyn also report the following - At Dyffryn School pupils’ performance in Welsh second language at key stage 3 was better than that in similar schools (2013). At key stage 4 a majority of pupils followed the full-course GCSE Welsh second language and achieved a level 2 qualification (2013). This is well above the national average. Performance in the short course was close to the national average.
- From 2013, almost all Year 10 pupils follow the full GCSE course in Welsh second language, with many pupils following the course at the higher level. This is a significant strength. With the help of Year 9 pupil ‘Welsh ambassadors’, the school has been effective in promoting positive attitudes to the learning of Welsh.
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29. The school is working towards improving pupils’ Welsh language skills beyond formal Welsh lessons, and to encourage greater pupil self-confidence when using the language.
Welsh language impact assessment
30. Against this background and combined with the advantages of a larger pupil cohort where there will be more opportunities to develop Welsh language skills, transfer to Ysgol Newydd Margam should result in a positive impact on Welsh language development.
31. As such, the Council is satisfied that provision for Welsh language will be at least comparable with the provision currently offered at Cymer Afan Comprehensive School.
5 Page 147 This page is intentionally left blank Agenda Item 8
NEATH PORT TALBOT COUNTY BOROUGH COUNCIL
Education, Skills and Culture Cabinet Board
9TH NOVEMBER, 2017
Report of the Head of Transformation – Andrew Thomas
Matter for Decision
GOVERNANCE ARRANGEMENTS FOR THE NEW 3-11 PRIMARY SCHOOL REPLACING BRYNHYFRYD, LLANSAWEL AND YNYSMAERDY PRIMARY SCHOOLS.
Wards Affected:
Briton Ferry East and Briton Ferry West
Purpose of the Report
1. To comply with Regulations surrounding the opening of a new school, Members are asked to formally agree:
i) The creation of an Instrument of Government which will establish a permanent Governing Body;
ii) To approve a permanent name for the new 3-11 school.
Background
2. Members will be aware that from 1st September, 2018 a new build 3-11 primary school will come into existence replacing Brynhyfryd, Llansawel and Ynysmaerdy Primary Schools. The new school is
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currently under construction and located on the site which was previously Cwrt Sart Comprehensive School.
3. Prior to the new school becoming operational Cabinet Members agreed on 1st December, 2016, to the creation of a temporary Governing Body to oversee the business of the new school.
4. Regulations state that a permanent Governing Body must be established and in place on a date agreed by the Local Authority, known as the “incorporation date”. This incorporation date is contained within the Instrument of Government and cannot be effected any later than the last day of the first term.
5. To allow time for the process of elections and appointment of governors during the early part of the autumn term, it is proposed the incorporation date will be 1st November, 2018. Until this date, the temporary governing body will continue in its current form when their role and function will then come to an end.
6. It is a legal requirement that every school must have in place an Instrument of Government. In addition to recording the incorporation date, this document also formally records the name of the school and the constitution of its governing body. The Instrument of Government must be formally created by the Local Authority.
7. Governors of the temporary Governing Body have proposed to the Authority that the name of the new school be “Ysgol Cerrig Hir”. Pupils from the current three schools have been fully involved with the creation of the proposed name where a selection of shortlisted names was voted for amongst pupils. Consultation regarding the name has taken place with the Head of Planning and Senior Management Team of the Education Directorate where there have been no objections from either.
Financial Impact
8. There is no financial impact associated with this proposal.
Equality Impact Assessment
9. Having considered the Council's screening assessment guidance produced to assist the Council in discharging its Public Sector Equality Duty under the Equality Act 2010 it has been determined
Page 150
that the proposal within this report does not require an equalities impact assessment.
Workforce Impacts
10. There are no workforce or staffing issues directly associated with this proposal although the permanent governing body will have responsibility for the employment of staff at the school.
Legal Impacts
11. The recommendations contained within this report are in accordance with the Councils obligations set out in The New Maintained Schools (Wales) Regulations 2005.
Risk Management
12. Should the recommendation to create the permanent governing body not be approved then the Council will be in breach of its statutory obligation. Should the recommendation to name the school not be approved then an alternative name will be sought and reported back to Members at a future meeting.
Consultation
13. There is no requirement under the Constitution for external consultation on either of the recommendations within this report, however, a substantial consultation exercise has taken place with all the pupils that will attend the new school regarding its name. Likewise, internal consultation has taken place with the Head of Planning and Education Senior Management Team.
Recommendations
14. i) That the Instrument of Government (attached as Appendix A) be approved with the incorporation date of 1st November, 2018, creating a permanent Governing Body;
ii) The name of the school will be Ysgol Cerrig Hir.
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Reasons for Proposed Decision
15. To comply with legislative requirements for the establishment of a new school.
Implementation of Decision
16. The decision is proposed for implementation after the three day call in period.
Appendices
17. Instrument of Government at Appendix A.
List of Background Papers
18. Cabinet Report 1st December, 2016:
CYPE 1st December 2016
The New Maintained Schools (Wales) Regulations 2005:
http://www.legislation.gov.uk/wsi/2005/2912/contents/made
Officer Contact
19. Kathryn Gilbert, Principal Schools Governance Officer
Tel: 763598
Email: [email protected]
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Appendix A
INSTRUMENT OF GOVERNMENT - COMMUNITY SCHOOLS
1. The name of the school is:
Ysgol Cerrig Hir
2. The school is a community school.
3. The name of the governing body is:
Ysgol Cerrig Hir
4. The governing body shall consist of:
(a) Four parent governors;
(b) Three local authority governors;
(c) One teacher governors;
(d) One staff governor;
(e) Three community governors;
(f) Headteacher (except at any time when he/she has given written notice to the clerk to the governing body that he/she chooses not to be a governor).
5. Total number of governors: Thirteen (except at any time when the Headteacher has given notice as above that he/she chooses not to be a governor, when the total number of governors will be twelve.
6. This instrument of government comes into effect on 1st November, 2018.
7. This instrument was made by order of Neath Port Talbot Local Authority on 9th November, 2017.
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NEATH PORT TALBOT COUNTY BOROUGH COUNCIL
EDUCATION, SKILLS AND CULTURE CABINET BOARD
9 November 2017 Report of Mr Andrew Thomas Head of Transformation Education, Leisure and Lifelong Learning
Matter for Information
Wards Affected: "All wards" LOCAL AUTHORITY PARTNERSHIP AGREEMENT PERFORMANCE REVIEW 2016-2017
Purpose of the Report
1. To update Members on the outcomes from the Local Authority Partnership Agreement 2016 -17 (LAPA). This document is the authority's annual Strategic funding agreement with Sport Wales. In 2016-17 the total Sport Wales Grant was £556,452
Background
Whilst Local Authority Partnership Agreement (LAPA) is the strategic agreement for core funded programmes such as the Active Young People programme (A.Y.P.), it also allows for additional programmes to be delivered that meet the specific needs of Neath Port Talbot.
The Physical Activity & Sport Service (P.A.S.S), delivers the LAPA, and is committed to developing and promoting a better life for the population of Neath Port Talbot through active living. The bespoke programmes delivered in 2016-17 via the LAPA, were provided after consultation with Schools, Celtic Leisure and local clubs via the District Sports Council and Governing Bodies of Sport, the priority programmes identified to increase participation in Physical Activity were:-
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Multi Skills:
In partnership with local community organisations and Celtic leisure a range of multi skills / play 2 learn sessions have been established and supported, at The Aberavon leisure and Fitness Centre, Bulldogs and Pontardawe Leisure sessions. The feedback from these sessions has been positive as the emphasis of the session is on improving confidence along with the physical skills of the children. To date 3 clubs have been established, delivering 30 sessions with 42 regular attendees, resulting in 654 participations
Community Netball Clubs:
Netball has once again been a real success with more teams and age groups than ever attending the new Swansea Bay netball league. The league was developed via LAPA funding; it operates on a Friday evening at 3 venues across the County Borough with in excess of 400 girls participating.
Community Badminton Clubs and Table Tennis:
Badminton and table tennis clubs have been established across the County Borough, the development of these clubs has proved to be more challenging. We are looking to continue to progress and develop these sports this academic year. To date 4 clubs have been established delivering 55 sessions with 45 regular attendees, resulting in 523 participations
Inclusive Sports Clubs:
Disability Sport Wales provide a 100% grant of £21,000 to fund a part time officer. A priority for the LAPA in 2016-17 academic year was to develop new opportunities for children with disabilities. At first attendance was slow, but through positive feedback between parents, the clubs have grown.
The festival of sport club that links to the annual summer festival has a regular attendance of 7-12 participants. A disability football club has been set up with regular attendance of 7-10 participants. Working with the local special needs education centre, there is now a weekly special needs multiskills activity club with an average of 11 participants.
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This year's annual weeklong festival of sport held at Margam Park which is supported by Admiral Insurance attracted 211 children per day. The festival offers children with disabilities the opportunity to participate in variety of sports during the week.
Community Basketball Clubs:
4 new basketball clubs have been developed, and are located at Pontardawe, Neath, Port Talbot and the Afan Valley. It has been a challenging project trying to engage with 14+ boys as a target. It has taken time but all clubs are now attended well enough to play competitively in festivals. There is a demand from girls to play and this is something we plan to develop this academic year. To date 62 sessions have been delivered with 36 regular attendees, resulting in 496 participations
Active Young People Programme:
The Active Young People Section (A.Y.P.) is 100% funded by Sport Wales. Whilst officers are attached to a Comprehensive School, this academic year the focus has been based on the 3 outcomes identified by Sport Wales to deliver their new Regional Sport Approach which are:-
Tackling inequalities - creating sporting pathways - hooked on sport.
The AYP officers have each developed and executed an operational plan, the team has changed approach this year to focus more time on the development of community activities, by delivering taster sessions in schools, and linking directly with community clubs.
We now have 33 community sport clubs that are being supported weekly by the team, 31 of these clubs are new clubs, which the team have set up via the LAPA. From January to April 3rd we have had over 3500 attendances at these community clubs.
A new link has been forged with a national organisation "Street Games" The link with street games has provided the team with the opportunity to deliver new programmes targeting girls in Years 9 and above. The "US Girls" programme has delivered a variety of different sessions, such as girls football sessions in Fairfield in Port Talbot, sports sessions in Seven Sisters. To date 6 clubs have been established, 73 sessions delivered resulting in 584 participations.
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At Croeserw community enterprise centre a new weekly multi sports club and dodgeball session have been introduced, these sessions are run in partnership with Neath Port Talbot Group, with an average of 45 attendances per session per week.
School Holiday Sports Camps:
The team this year have delivered new week long school holiday sports camps. The Easter Camp at Ysgol Bae Baglan attracted 35 children per day. The summer camp at Ysgol Bae Baglan attracted 115 children per day, and a summer camp held at Margam Country Park attracted 65
Park Lives:
ParkLives delivers supervised instructed sessions for children and adults from multiskills and general sports, too nature and bush craft .In excess of 15 parks in the local authority have hosted a total of 347 sessions, and the programme has attracted 5,262 participants in total to date..
Sport Wales National School Sports Survey.
In 2015 Sport Wales carried out the second all Wales school sport survey; it is pleasing to report that Neath Port Talbot retained its position of number 1 out of 22 Local Authorities for children’s participation in physical activity. 55% of children participate in extracurricular sport 3 or more occasions in a week, the average for Wales is 48%.
National Exercise Referral Scheme:
The P.A.S.S. team also deliver the National Exercise Referral Scheme (N.E.R.S) which is a Welsh Assembly Government initiative to promote physical activity in those people who are currently inactive or who have certain medical conditions. Programmes and exercise classes are delivered for clients with pre and post cancer, back injuries, trips and falls, stroke, diabetes, phase 4 cardio rehabilitation and weight management. The programme is 100%, grant funded. An additional grant of £34,000 has also been secured from A.B.M.U.to deliver a chronic obstructive pulmonary disease (C.O.P.D.) programme on their behalf.
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Financial Impact
2. Total Grant Funding received from Sport Wales 2016-17 £556k
Total Grant Funding received from Disability Sport Wales 2016-17 £21k
Total grant funding for NERS via public health Wales £121k
Funding for COPD programme from ABMU £34k
Equality Impact Assessment
3. There are no equality impacts associated with this report, the report is for information only
Workforce Impacts
4. There are no workforce impacts associated with this report.
Legal Impacts
5. There are no legal impacts associated with this report.
Risk Management
6. There are no risk management issues associated with this report.
Consultation
7. There is no requirement under the Constitution for external consultation on this item.
Appendices
None.
List of Background Papers
8. Copies of the 2016-17 and the 2017-18 Local Authority Partnership Agreements are Available from the Operations Coordinator.
Page 159
Officer Contact
9. Paul Walker,
Operations Coordinator
01639 861107
Page 160 Agenda Item 10
NEATH PORT TALBOT COUNTY BOROUGH COUNCIL
EDUCATION, SKILLS AND CULTURE CABINET BOARD LEISURE AND CULTURE SCRUTINY COMMITTEE
17th October 2017
REPORT OF HEAD OF TRANSFORMATION ANDREW THOMAS
MATTER FOR DECISION
WARDS AFFECTED: Margam
MARGAM COUNTRY PARK BUSINESS PLAN
Purpose of the Report To seek Member approval for the implementation of a new Business Plan for Margam Country Park.
Executive Summary A new business plan (appendix 1) for Margam Country Park is presented to Members for consideration and approval.
The plan seeks to explore commercial opportunities to generate income that will contribute towards the upkeep and maintenance of the Country Park.
In order to implement the plan delegated authority is sought for officers to oversee the appointment of external service providers who will contribute to the desired income generation.
Background Margam Country Park is a Grade 1 listed park of approximately 900 acres which includes several scheduled ancient monuments as well as a number of Grade 1 and Grade 2 listed buildings and structures. It is a visitor attraction which provides a range of leisure opportunities for a large number of local people as well as tourists and others wishing to use its facilities.
To maintain the Country Park a significant subsidy is provided by the Council.
Page 161 In recent years the Country Park has attracted significant grant funding towards the restoration of some of the listed buildings and to restore the gardens. Funding has also been obtained to develop a volunteering programme within the gardens, and the Country Park now has a core team of enthusiastic volunteers who work alongside the gardening team. The new business plan (appendix 1) sets out proposed actions aimed at increasing income that will contribute towards a more sustainable business model for the Country Park. Some of the proposed actions require the procurement of external service providers for which delegated officer authority is sought to oversee the procurement process and the awarding of contracts.
Financial Impact The business plan seeks to reduce the current level of subsidy that the Country Park receives and to support a more sustainable business model for the Council.
Equality Impact Assessment There are no equality impacts associated with this report.
Workforce Impacts Implementation of the business plan may have workforce impacts. Where this is the case, it will be reported in subsequent reports to Members.
Legal Impacts All actions within the business plan will be delivered in line with the Council’s financial guidelines and regulations.
Risk Management There are no risk management issues associated with this report. As the business plan is developed, identified risks with be reported to Members
Consultation There is no requirement under the Constitution for external consultation on this item.
Page 162 Recommendation It is recommended that Members approve: a. the new business plan for Margam Country Park appended to this report; and b. b) Delegated authority be granted to the Head of Transformation and Head of Property and Regeneration (in consultation with the Head of Legal Services and Head of ICT and Procurement) to embark on tender exercises for the appointment of external providers or to negotiate with any external providers to the extent permitted to fulfil any obligations in the Action Plan incorporated in the Margam Country Park Business Plan
Reasons for Proposed Decision To enable the Council to explore commercial opportunities to generate income that will support a more sustainable business model for the Country Park and reduce reliance on Council subsidies.
Implementation of Decision The decision is proposed for implementation after the three day call in period.
Appendices Appendix 1: Margam Country Park Business Plan
List of Background Papers None
Officer Contact Paul Walker, Operations Coordinator 01639 861107 [email protected]
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Margam Country Park Business Plan
Page 165 Page
1
Index:
1. Vision
2. Key Principles
3. Background
4. SWOT Analysis
5. Financial Performance
Page 166 Page 6. Visitor Data
7. Action Plan:
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1. Vision:
To create both a commercial and sustainable facility that celebrates the synergy between heritage and the natural environment in a stimulating fusion of education and entertainment, in a unique, inspiring, historic setting, establishing Margam as an environmental education centre and a high quality cultural and leisure destination of national status and significance.
2. Key Actions: Margam Country Park will exploit all appropriate commercial activities and opportunities to reduce the current subsidy and in the medium to long term aim for full cost recovery. Detailed proposed actions aimed at increasing income and securing a sustainable financial model for the Park are outlined in the action plan on page 10.
A review of the current assets of the park could result in an asset disposal strategy to release much needed investment in income generating opportunities. ( Examples shown in the action plan)
A market testing exercise will be undertaken on all catering outlets within the Park, including The Orangery, to decide on business Page 167 Page efficiencies and the most financially advantageous delivery model.
To operate more commercially Margam Country Park will undertake a thorough assessment and evaluation of internal access, circulation, vehicle management and wet weather car parking facilities.
All options, including partnerships with private sector operators will be explored in terms of providing quality commercial, retail, and wet weather offer. This includes the potential expansion of the Park’s adventurous experiences’ offer. ( Examples shown in the action plan)
At Margam Country Park and Margam Orangery there is scope to increase income. In order to exploit the income generating opportunities, increased capacity is required, as all staff currently employed are focussed on service delivery. Additional human resources are required, specifically a professional marketing officer. This officer will operate 50% of the time developing the artistic offer and marketing at the Princess Royal Theatre and 50% promoting the programme and facilities at Margam Country Park/ Orangery. The current Council subsidy for the list of venues mentioned above (17/18 budget) is in excess of £400k. This is a ‘spend to save’ opportunity that should generate significant year on year increased income for these venues. It is anticipated that the increased costs associated with employing a marketing officer will be recovered in full, over a 3 year period.
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3. Background: a. Margam Country Park:
3.1.1 Margam Country Park is a Grade 1 listed park of approximately 900 acres which includes several Scheduled Ancient Monuments as well as a number of Grade 1 and Grade 2 listed buildings and structures. It is a visitor attraction which provides a range of leisure opportunities for a large number of local people as well as tourists.
3.1.2 Two significant delivery partners are also based in the park; Go Ape, which is one of the UK’s leading operators of high ropes courses and the Field Studies Council who lease the Margam Discovery Centre, a 132 bed residential, environmental education centre. The park receives a rental income from Go Ape.
3.1.3 In recent years the park has attracted significant grant funding in order to restore some of the most important listed buildings and to restore the gardens. Funding was also obtained in order to develop a volunteering programme within the gardens and the park now has a core team of enthusiastic volunteers who work alongside the gardening team. The park has also had funding to construct a new
Page 168 Page mountain bike events course. To increase capacity for events parking, the park is continuing to seek out further grant opportunities.
3.1.4 In 2011, Margam featured for the first time in Visit Wales’s list of the top ten most visited; free to enter attractions in Wales, and the only one outside a city centre.
3.1.5 The single most important factor that influences visitor numbers at Margam is undoubtedly the weather, however visitor numbers have been encouraging in the last few years. Income has steadily increased, and efficiency savings made resulting in a significant reduction in the net revenue cost to the Council overtime.
3.1.6 Following the restoration of Ivy Cottage, as part of the Heritage Lottery grant funded project, this has now been converted into a successful holiday cottage which has added a new income stream.
3.17 Expressions of interest have been sort for a new tenant for Twyn yr Hydd, some interest has been shown, and it is recommended that a further market testing exercise be carried out to include Margam Orangery, as a joint offer. It is also recommended that catering at Charlotte’s Pantry is delivered by the same contractor, realising economies of scale.
3.1.8 Plans are in place for a 90 pitch caravan and camping site at the East lodge end of the park. However it is thought that this development would compromise existing income generating opportunities such as film and television filming. Therefore it is not recommended to pursue this development.
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3.1.9 During the past 5 years Margam Park has been a popular location for filming, and this has generated significant additional income of circa £272,000. The film and television industry is thriving in South Wales and park management will continue to develop and maintain relationships with production companies and location managers in order to maximise revenue from filming.
3.2 Margam Orangery:
3.2.1 Whilst the Orangery is a renowned prestigious wedding venue, it also attracts commercial and private functions, e.g. product launches, conferences, antique fairs etc. During the financial year 2016/17 a total of 122 functions were held. The venue attracts international, national and local customers.
3.2.2 2016-17 has seen major brands such Audi, Mercedes and Land Rover host their new model launches at the venue. The venue is the preferred choice for South Wales Police and ABMU health board to host their conferences, awards, presentations and gala events, it also hosted a national charity dinner for 350 guest supported by HRH Prince Harry called the Pan Am challenge. In 2017-18 the Orangery has secured the Champions League hospitality for a Swedish company.
3.2.3 To further increase the wedding trade, it is planned to hold two wedding showcases in 2017-18. In 2016-17 one showcase was held
Page 169 Page which resulted in a total of 15 new wedding bookings. This is an opportunity the venue plans to further exploit during 2017-22 (subject to decisions regarding catering). The wedding showcase is also an opportunity to meet with all current customers to continue building a relationship in preparation for their upcoming weddings at the venue.
3.2.4 Bar income has increased during the financial year 2016-17. All branding has been changed, and all products moved to premium product to match the venues market demographic. A price and quality analysis has been carried out, and the venue currently purchases from one major supplier, and best value is obtained via the all Wales purchasing consortia.
3.2.5 The management of Charlotte’s Pantry was transferred to the park in October 2015. Following the transfer a complete review of the service has been carried out and this included the installation of a new computerised till system to analyse income via product, date and sales times. The review of the service has also resulted in considerable savings in VAT on take away sales.
3.2.6 To enhance the catering offer and improve profitability, during the summer of 2016 a mobile catering outlet was placed in the children’s village selling ice-cream, hot and cold drinks. The mobile catering unit was sourced at no cost to the Park from a current supplier. It was open on weekends and NPTCBC school holiday, weather permitting. The outlet secured £16,500 income, with a 70% profit margin secured for the Park. It is proposed to source a second unit in 2017-18 and site in the Park adjacent to the children’s play area at the eastern side of the Park.
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4. SWOT Analysis Strengths Weaknesses Opportunities Threats Dedicated Experienced Growth in market for heritage Reduction in financial and knowledgeable staff. Distance from residential areas interest attractions resource support restricts casual Within 30 minutes of two major visits/pedestrians Growing interest in gardening Growth in alternative interests cities as a major leisure pastime as leisure pastime Lack of investment to expand
Target population of 1.6m Growth in activity tourism as a Unsuccessful grant bids Extensive within 60 mins drive leisure pastime refurbishment/restoration Development of other required in some areas Recognised historical interest Corporate functions/weddings attractions
Shortage of professionally Good Links with filming and TV Tender concessions Competition for production companies trained horticultural staff weddings/corporate functions 170 Page Private sector partnerships Venue for hosting events Difficulties involving physical access Lack of succession planning Strong and broadly based Concession Rental
Friends Group Lack of a wet weather Natural epidemics such as Foot attraction Leasing opportunities and Mouth and Avian Flu
Established partner and Filming educational use Poor broadband speeds and lack of wifi Dry Weather Car Parking Welsh Gov Major Events Lack of winter/wet weather car Free entry parking facilities Bus Tours
Volunteers Small marketing budget Cruise Liners docking at Swansea and Cardiff Diversity of activities available Lack of Marketing professional.
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5. Financial Performance:
5.1. The 2016/17 financial year has been difficult largely due to a challenging income target. Visitor numbers have held up well despite some poor weather at times, during school holiday periods, which is when the park is traditionally busy. It is likely that income from car parking fees will exceed the original estimate.
5.1.1 This is the first financial year in six years Margam Park did not achieve its budget forecast. 2016-17, it is also the first year in five years the park did not benefit from any large filming projects.
5.1.2 Margam Park Operation Net Revenue Cost. (Does not include The Orangery and Charlotte’s Pantry)
Financial Year Subsidy 2011/12 £604,795 2012/13 £578,050 2013/14 £355,533 Page 171 Page 2014/15 £521,566 * This figure includes one off funding contribution to the H.L.F. Capital Project of circa £67k plus £75k contribution to the mountain bike trail 2015/16 £329,034 2016/17 £430,438 Estimate 2017/18 £362,536
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5.1.3 Out Turn Figures Financial Year 2016-17
Gross Expenditure Income Net Expenditure £ £ £ Charlottes Pantry 140,803 -155,963 -15,160 Orangery Bar 46,942 -85,231 -38,289 Orangery Catering 109,348 -225,032 -115,684 Orangery Operation 292,257 -73,825 218,432 Ivy Cottage, Margam 10,984 -15,891 -4,907 Margam Park 833,930 -437,843 396,087 Margam Park Shop 47,780 -80,577 -32,797 Margam Historic Core 103,423 -80,668 22,755
Page 172 Page Combined 1,585,468 -1,155,030 430,438
6. Visitor Data:
6.1. Visitor Survey:
6.1.1 An extensive visitor survey was carried out in 2012; 65% of the survey respondents lived in Neath Port Talbot and 70% of them visited the Park more than 3 times a year; the top 5 reasons given for visiting Margam Country Park were as follows: 1. Fresh air 2. Visit play area 3. Family Outing 4. Visit farm trail 5. Birds/wildlife
6.1.2 It is planned to carry out another user survey in 2017 in partnership with NPT Destination Management Group and Visit Wales. This will be further enhanced with the development of an online customer retention and engagement software tool.
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6.1.3 Social media has become a very important platform for the Country Park and the Orangery. This media platform will continue to expand.
The Country Park and Orangery both have a web site presence which can transport visitors between sites; the Country Park website is presently being updated. Using social media an App is available which gives visitors an insight into the Park, including identifying locations which have appeared in movies and popular television programmes. The Country Park Facebook site has 20,000 followers, and has received an average score of 4.6 positive responses. (Star rating – maximum score is 5) from visitors. Use of social media allows direct communication with visitors, which includes visitor Comments and requests for information, which can be quickly responded to. The Orangery has its own twitter and Facebook accounts with the majority of communications carried out via Facebook, which presently has 1,900 followers, made up of 86% women and 14% men and has received an average score of 4.7 positive responses. All the Park organised events along with public events arranged by third parties are advertised and promoted via social media, Both Facebook pages are used where appropriate for boost advertising, this form of advertising can reach an average of 50,000 potential customers.
Page 173 Page 6.2 Visitor Numbers:
Financial Year Visitor Numbers 2011/12 213,485 2012-13 180,954 2013-14 220,963 2014-15 179,036 2015-16 229,098 2016-17 244, 901
6.2.1 Analysis of visitor figures 2016-2017
Public via Season Fishing Special Caravan Paranormal School Orangery Margam Total Car Park Tickets Events and Nights Residency Functions Activity Visitors (1) (2) camping Centre 184,075 13,920 563 11,578 745 945 16,460 16,215 400 244,901
9
(1) This figure is calculated by the number of cars paying to park x 2.75 average visitors per vehicle. Mini bus x 8 average visitors per vehicle and coach x 52 average visitors per vehicle. (2) This figure is calculated by the number of season ticket holders parking per visit x 2.5 average visitors per vehicle.
7. Action Plan:
Priorities
Priority Actions to deliver priority Officer Responsible Timescale
A detailed catering review A market testing exercise to be undertaken, where Park Management 2018 2020 will be undertaken to an in-house offer will also be submitted. Procurement decide on business efficiencies 174 Page and best delivery model.
Review of Entrance Fees / Price comparison analysis and customer Park Management 2017 2019 Car parking to be perception research to be undertaken undertaken.
Increase the online sales Introduce online payments via the websites. Park Management 2017 2019 opportunities to increase ICT Section revenue streams..
Seek Grant/investment Wet weather and winter season event car parking Park Management 2017-2020 Funding for Infrastructure Environment Directorate improvements
Wet Weather offer Seek expressions of interest for a wet weather Park Management Environment 2017 – 2020 attraction within the Country Park Directorate Estates and Procurement
10
Adventurous Experiences Seek expressions of interest to provide Park Management Environment 2017 – 2020 adventurous experience attractions within the Directorate Estates and Country Park. Procurement Zip Wire Laser Tag Quad biking Rock Climbing Dry Slope Skiing Segway Winter Ice rink Jeep Safaris
Large scale Family Seek expressions of interest for a summer Park Management Environment 2017 – 2020 Attraction attraction, such as a water feature play facility Directorate Estates and within the country park Procurement
New 175 Page Marketing Post Create a marketing and promotion team. Shared Park Management 2017-2022 cost with Princess Royal Theatre
Margam Castle Market test to seek a long term sustainable Environment Directorate 2018-2022 investment partner for the castle Park management, Estates and Procurement Review the current assets Training Rooms, Environment Directorate 2017 – 2019 of the Park. Develop an Twyn yr Hydd Park Management asset disposal strategy. Margam Orangery Estates and Procurement Audit Charlottes Pantry Gift Shop The train. Land Disposal
11
Tender seasonal Road train. Park Management Environment 2018 – 2020 concession. Pop up Shops Directorate Children’s Activities Estates and Procurement Foot Golf Crazy Golf Chip and Putt Pony Trekking Glamping
Identify new income Staff & volunteer annual engagement event. Park Management 2017 - 2022 generating opportunities, Friends of Margam Park Work with the NPT Destination group and which will include visit Wales and Cruise Wales expanding appropriate NPT Destination group special/ major events & Welsh Government Major Event’s unit. Visit Wales Page 176 Page develop existing income Visit Wales Cruise Wales streams within the Country Park Management Park
Promote Margam Park as a Maintain existing, and develop new links with Park Management 2017-2022 filming venue. major film/TV production companies Estates Department
Friends of Margam Work with Friends group to increase volunteering. Park Management 2017-22 Work with the Friends to increase the awareness Friends of Margam. of the history of the park, to include an interpretation display. To improve the visitor experience thus increasing visitor numbers
Margam Abbey Work with the Abbey to improve the visitor Park Management 2017 -2018 -2019 experience thus increasing visitor numbers. Margam Abbey
12
Local Historical Societies Work with Local Historical Societies to increase the Park Management 2017 -2018 -2019 awareness of the history of the park. To improve Local Historical Societies the visitor experience thus increasing visitor numbers
Farm Shop Work with Cywain to seek partner to open Farm Park Management 2017 - 2018
Shop
Increase other Functions in Further promote the venue as a conference, Orangery 2017 -2022 the Orangery function venue, and increase in house promoted Princess Royal Theatre functions
Increase Weddings in the Hold two Annual Wedding Showcases. Orangery 2017 -2018 -2019 Orangery (dependant on decisions Promote the Orangery as a multi-cultural on catering at Orangery) wedding venue.
Page 177 Page Increased marketing
Achieve a minimum of 50 additional weddings
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This page is intentionally left blank Agenda Item 11
NEATH PORT TALBOT COUNTY BOROUGH COUNCIL Education, Skills and Culture Cabinet Board
WELSH IN EDUCATION STRATEGIC PLAN (WESP) 2017-2020
9th November 2017
Report of the Head of Participation – Chris Millis
Matter for Decision
Wards Affected: All wards
Welsh in Education Strategic Plan (Permission to Re- consult)
Purpose of the Report
1. The purpose of this report is to seek permission to re-consult on NPT’s Welsh in Education Strategic Plan (WESP) 2017-2020 (See Appendix 1
Executive Summary
2. Members have previously agreed (see Council minutes 15th March 2017) that the Welsh in Education Strategic Plan (WESP) 2017-2020, following consultation, is submitted to Alun Davies, Minister for Lifelong Learning and the Welsh Language for approval. Following submission of the WESP, Welsh Government announced that former AM for the North
Page 179
Wales region, Aled Roberts, would review all Welsh in Education Strategic Plans.
On 4th August, the Minister responded to NPT’s submission advising the authority that it needed to consider a number of issues, some for clarification (see Appendix 2). The authority has addressed these issues and following discussion at the WESP Forum, it is proposed that members approve the plan for consultation on the amendments from the previous submitted plan (see highlighted text).
It is proposed that the consultation period will last from 10th November to 7th December giving consultees four weeks to respond. The revised document will be placed on the local authority’s consultation portal and consultation hyperlinks will be sent specifically to the following groups, in accordance with The School Standards and Organisation (Wales) Act 2013 -
(a) neighbouring local authorities; (b) the head teacher of each school maintained by it; (c) the governing body of each school maintained by it; (d) each institution within the further education sector in its area; (e) in relation to any foundation or voluntary school in its area—
(i) the person who appoints the foundation governors, and (ii) if the school has a religious character, the appropriate religious body;
(f) other prescribed persons (members of the WESP Forum).
Background
3. The draft Welsh in Education Strategic Plan (WESP) details how the authority plans to contribute towards the Welsh Government’s aim of achieving one million Welsh speakers by 2050.
It forms part of the Council's broad strategy for the Welsh language and contains an action plan for the development of Welsh education in NPT
The first WESP was published in 2012: this document describes progress to implement the initial plan and actions for the future.
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Financial Impact
4. The resources required to deliver the Council's obligations under the new Welsh in Education Strategic Plan are included in current revenue budgets.
The Welsh in Education Grant awarded annually will contribute towards supporting the resources required to deliver the targets and outcomes of the new Welsh in Education Strategic Plan
Equality Impact Assessment
5. Equality Impact Assessment (EIA) screening report has been undertaken and an EIA assessment is required. The assessment will be updated following the completion of the consultation.
Workforce Impacts
6. There are no workforce impacts associated with this report.
Legal Impacts
7. There are no legal impacts associated with this report.
Risk Management
8. There are no risk management issues associated with this report.
Consultation
9. Report is seeking permission to consult
Recommendations
10. That approval be granted to undertake further consultation on the amendments highlighted in Appendix 1 from the previously submitted plan for a period of 4 weeks from the 10 November 2017 until the 7 December 2017.
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Reasons for Proposed Decision
11. To enable the authority to undertake its statutory requirements to re- consult on the WESP 2017-2020.
Implementation of Decision
12. The decision is proposed for immediate implementation.
Appendices
13. Draft NPT Welsh in Education Strategic Plan 2017-2020 - Appendix 1
List of Background Papers
14. Rewriting the Future - http://gov.wales/topics/educationandskills/schoolshome/deprivation/rewriti ng-the-future-schools/?lang=en;
15. Successful Futures - http://gov.wales/topics/educationandskills/schoolshome/curriculum-for- wales-curriculum-for-life/why-we-are-changing/successful- futures/?lang=en;
16. Future Generations – http://gov.wales/topics/people-and- communities/people/future-generations-act/?lang=en;
Officer Contact
17. C.Millis, Head of Participation, email [email protected] contact telephone number: 01639 763226.
M.Daley, Lead Challenge Adviser & Education Service coordinator, email: [email protected] contact telephone: 01639 763972
Page 182 Revised Draft NPT WESP 2017-2020
WESP 2017 - 20
Page 183 Neath Port Talbot County Borough Council Welsh in Education Strategic Plan 2017-2020
Section 1.
Please state your local authority’s vision, goal and objectives for Welsh-medium education over the next three years
Welsh-medium education is an integral and essential part of the learning offer in Neath Port Talbot. We believe that all children should benefit from the opportunity to learn, appreciate and understand their lives through the medium of Welsh. The authority underpins this principle by ensuring universal access to this provision. Neath Port Talbot County Borough Council recognises that language and culture are critical parts of an individual's identity and is committed to promoting and celebrating Welsh language learning across all phases and sectors. Our Welsh in Education Strategic Plan (WESP) 2017-2020 details how we plan to support and further develop Welsh language education in schools and in the wider communities and how we plan for future growth. The WESP details how we will secure further development within the period January 2017 – December 2020 and aligns itself to national policy and guidance in order to contribute to the Welsh Government’s aim of achieving a million Welsh speakers by 2050.
Objectives:
To set out a clear strategy for promoting the use of Welsh language in NPT schools including increasing access to Welsh-medium education.To develop the partnership between the local authority and pre-school providers in order to ensure a greater focus on Welsh language learning, to increase Welsh-medium provision and increase the transfer rates between pre-school and Welsh medium school based provision. In order to progress this key aspect, it is proposed that the local authority develops an action plan by the end of January 2018 in conjunction with providers such as Mudiad Ysgolion Meithrin and schools. To ensure that the NPT WESP contributes to the key Welsh Government priorities in relation to Welsh medium education. To ensure a successful continuum from Welsh-medium primary schools to Welsh-medium secondary schools by ensuring a greater rate of transfer from KS2 to KS3. To ensure that second language provision across all schools provides pupils with the skills and ability to become confident and sustained speakers of Welsh and that the provision develops a meaningful relationship between the language and the learner. . Ensure that the post 16 curriculum offered or facilitated through the medium of Welsh is broad and meets the aspirations of all students leading to an increase in the number of students following post-16 courses through the medium of Welsh. Page 184 To maintain appropriate arrangements for the availability of transport in line with the approved council travel policy in order to promote access to Welsh-medium provision. To ensure that all schools are supported to teach Welsh effectively and that pupils are provided for in accordance with National Curriculum requirements and that all pupils in English-medium schools are given the opportunity to sit an accredited examination in Welsh at the end of Key Stage 4. Ensure that children and young people with ALN receive linguistic equality of opportunity in terms of Welsh-medium education and support. Ensure that access, locally or regionally, to professional training to support the development of effective Welsh teaching and learning responds to the identified needs of those working in both the English and Welsh-medium sectors. To recognise Welsh as being desirable in person specifications when recruiting staff. To ensure that the WESP Forum has clear objectives to enable it to deliver the outcomes effectively.
Statement:
The NPT WESP Forum meets termly to monitor progress. It comprises Headteacher representatives from Welsh-medium and English-medium primary and secondary schools, officers of the local authority and other stakeholders from our community. The WESP forms part of the Challenge Advisers Service Report Card, which in turn contributes to the Education Development Service (EDS) Plan within the Education Directorate. The priorities also contribute to the over-arching Directorate planning document.
Local authorities have a statutory duty under Section 10 of the Learner Travel Measure (Wales) 2008 to promote access to education and training through the medium of Welsh. Please provide a statement regarding the accessibility of Welsh-medium provision in your local authority in relation to home to school transport. Please highlight any challenges and/or areas of good practice through collaboration.
Access to Welsh-medium education is met through existing primary and secondary school provision, mainly within the local authority and in a small number of cases in neighbouring authorities.
We also facilitate access to secondary phase Welsh-medium education for out of county pupils, mainly from Powys, at Ysgol Gymraeg Ystalyfera – Bro Dur. Recognising parental demand for more readily accessible secondary phase Welsh medium education, the local authority is establishing a second 11-16 campus in the south of the County Borough. Transport will be provided in accordance with the authority’s Home to School Travel Policy 2017 when this facility opens in September 2018 a policy the supports access to Welsh-medium education.
Page 185 The Local Authority fully complies with the statutory duties of the Learner Travel Measure (Wales) 2008 and currently the Council’s policy is to provide free transport to Welsh medium provision under discretionary powers, subject to specified distance criteria. Where the nearest suitable Welsh-medium school is deemed to be out of authority, transport is provided in accordance with the Council’s policy.
There is no requirement to provide school or college transport free of charge to any learner who is above compulsory school age and currently charges are levied for transport to post-16 provision.
In order that a broader curriculum offer is secured at post-16, Ysgol Gymraeg Ystalyfera – Bro Dur co-operates with neighbouring schools to enhance provision.
All provision of discretionary transport is under review.
Outcome 1: More seven-year-old children being taught through the medium of Welsh
Please provide your current position relating to the number of seven year olds taught through the medium of Welsh and your targets for the next three years.
Current 2017/2018 2018/2019 2019/2020 Position 18.3% 18.6% 21% 22% (282 out of 1542)
List your four main objectives to achieving this outcome;
To undertake a parental survey into the demand for WM provision during late Autumn 2017 and early Spring 2018 to provide information on demand in specific areas that will enable evidenced based decisions on new provision. It is anticipated that the outcomes of the survey will be available by late Spring, early Summer 2018. Monitor demand and identify trends for Welsh-medium education and use this information to plan for future provision. st Ensure that proposals for 21 Century Schools include full consideration of Welsh-medium education. To increase the capacity of Welsh-medium pre-school provision and to provide information for parents/carers that promotes the benefits of a bilingual education, seeking advice of best practice in other authorities. We will work with Mudiad Meithrin to ensure expansion of pre-school provision and support the sector to recruit suitably skilled Welsh language care workers. Currently only 5 pre-school settings registered with Mudiad Ysgolion Meithrin deliver Welsh medium provision with 4 other settings delivering bilingual provision. (see appendix 1). Page 186 To improve the support for parents/pupils and schools to move along the linguistic continuum. The authority is opening a second WM secondary campus in the south- east in September 2018 with a capacity for 650 11-16 pupils. It is expected, based on parental responses, that this will stimulate interest and growth in WM primary provision in the areas of Port Talbot, Neath, Llandarcy, Briton Ferry and the Afan Valley in subsequent years. It is reasonable, based on known current capacity, to assume a minimum 2% growth in numbers accessing WM provision.
Supporting Statement:
To review the demand for provision for Welsh-medium education on an annual basis. To analyse the results of our parental surveys and draft appropriate action plans to address unmet demand by July2018.
In terms of Welsh language pre-school provision there are 28 registered places and 24 children attending, the providers report they are operating at maximum capacity. There are 97 registered sessional day care places for parents seeking bilingual childcare and 159 children attending.
In Neath Port Talbot there are 10 Welsh-medium schools, 9 out of 55 primary schools and 1 middle school providing for ages 3 -18yrs, the second middle school established in NPT; the other is an English-medium school for ages 3 – 16yrs. There are also 7 English-medium secondary schools and 2 English- medium Special Schools.
Currently only 2 Welsh medium schools, Ysgol Gymraeg Castell-nedd and Ysgol Gymraeg Rhosafan, have surplus capacities less than 10% (see appendix 1a). Under the capital element of Reducing Infant Class Sizes And Raising Standards - Welsh Government Grant Funding, it is proposed to develop business cases to increase capacity/provision at both Ysgol Gymraeg Castell-nedd and Ysgol Gymraeg Rhosafan.
Band A of the Council’s 21st Century Schools Capital Funding Programme comprises 7 schemes, 2 of these relate to improving Welsh-medium education by providing for new build premises on the Ysgol Gymraeg Ystalyfera – Bro Dur north campus site that transform secondary phase education and establish primary phase education in an ‘all-through’ Welsh-medium provision for pupils aged 3 -18. This scheme secures secondary phase Welsh-medium education in the north of the County Borough, including provision for pupils from a neighbouring authority, Powys. The north campus development is complemented by a further new build that establishes secondary phase education (11-16) in the south of the County Borough. This development addresses significant concerns of parents over long travel times to Ystalyfera, concerns that influence parental decisions when considering opting for primary phase Welsh-medium provision.
Page 187 The establishment of a new Welsh-medium school, Ysgol Gymraeg Ystalyfera – Bro Dur, replacing YG Ystalyfera and YGG Y Wern, will provide Welsh-medium education for pupils aged 3 -18 in the north of the County Borough and will see the establishment of secondary phase (11-16) Welsh-medium education in the south of the County Borough. This has been supported by a 21st Century Schools Capital Funding Programme investment within Band A comprising c.£17.5m at the north campus and c. £17m at the south campus. Further investment is needed at the north campus to build on the progress made during Band A in removing and replacing poor condition buildings with a 21st Century teaching and learning environment. The Council’s outline submission for 21st Century Schools Programme Band B capital funding seeks to secure a further £6m investment in replacement accommodation at the north campus to continue the improvement in the quality yof accommodation at the site. This further investment submission, building on previous secured investment, is a tangible demonstration of the Council’s commitment and support for Welsh-medium education within the authority.
In addition, over the past 4 years there has been significant capital funding for major refurbishment projects in eight existing Welsh-medium schools. The investment, which secures the future of these schools, ranges from boundary wall and toilet/changing facility refurbishment schemes to a new build kitchen block, boiler replacement and re-roofing.
Section 106 agreements relating to education provision are language category neutral. Identified need for a development with particular linguistic character will determine the nature of the scheme to be supported by section 106 agreement and resultant developer contribution. The Directorate will engage specifically with the residents and developers of Coed D’Arcy to measure and assess the demand for WM provision within the new urban village and make recommendations accordingly to Council.
The Council has a strategic programme for managing the organisation of its schools; a programme driven by four key principles, namely: educational standards the need for places and the accessibility of schools the quality and suitability of school accommodation effective financial management.
All the Council’s schools are regularly reviewed against this criteria, and the need for sufficient places at Welsh-medium schools features in the reviewing process, the outcomes of which have included rationalisation of Welsh-medium schools, where appropriate, to maximise the available accommodation and improve teaching and learning opportunities. Similarly, a new secondary Welsh-medium provision is being developed in the south of the County Borough to meet existing and anticipated demand for places. The need for Welsh-medium schools is addressed by a strategic approach to service planning and delivery.
Page 188 The most recent completed childcare sufficiency assessment was conducted in 2013/14. The assessment findings and recommendation informed the development and delivery of a three year child care action plan. A revised assessment is currently being undertaken.
A survey of parental demand for Welsh-medium education was carried out 2013. The survey format reflected the information gathering requirements of the Welsh Government.
No significant survey collaboration has been conducted with other LAs.
There are no Welsh-medium federations in Neath Port Talbot at this time.
“Cymraeg for Kids” is a new Welsh Government project. Mudiad Meithrin: the Welsh Early Years Specialists’ manage the project on behalf of the Welsh Government. “Cymraeg for kids” is a key part of Mudiad Meithrin’s core service in providing local Welsh medium education and childcare provision from birth right through to school.
Cymraeg for kids’ main aim is to increase the number of nursery age children that are able to speak Welsh. This will be achieved through sharing information and giving advice and support to parents on the benefits of Welsh medium education/childcare, the benefits of being bilingual and the importance of introducing Welsh to children as early as possible.
Cymraeg for Kids will therefore contribute towards the Welsh Government’s target of achieving a million Welsh speakers by 2050.
Neath PortTalbot Family Information Service provides information to children, families and professionals who work with families on types of childcare provision and services available. Information regarding Welsh-medium provision, at all stages, is to be included in a bilingual ‘Information to Parents’ booklet/video which will be made available on the Council’s website. Information and promotions encouraging parents to send their children to Welsh-medium schools will be promoted online (Websites, Facebook, Twitter and Youtube).
The Authority recognises the need to work with organisations such as Academi Hywel Teifi to provide learning opportunities for non-Welsh speaking parents / carers and grandparents or those who are hesitant in the language in order to raise their confidence assist with their children's education.
Following consultation with Welsh-medium schools, there is currently no provision within the Authority for children and young people who are latecomers to Welsh- medium education to access a Welsh language immersion centre, learners’ needs are catered for within individual schools. This agreement will be reviewed with WM headteachers and the quality of current provision within individual schools and the demand for latecomer provision assessed.Page 189
Outcome 2: More learners continuing to improve their language skills on transfer from primary to secondary school.
Please provide your current position and targets for the next three years relating to the number of year nine learners who are assessed in Welsh (First Language)
Current 2017/2018 2018/2019 2019/2020 Position
13% (192 pupils in 11.1% 13.6% 13.8% Ystalyfera out of 1454 in NPT)
List your four main objectives to achieving this outcome
To increase the number of pupils transferring from Welsh-medium primary to Welsh-medium secondary by ensuring that pupils and parents / carers realise the benefits of continuing within the sector; also by seeking advice from best practice across Wales. To plan effective bridging and transition programmes to ensure that pupils continue secondary Welsh-medium provision, including cross sector ‘Ystalyfera’n Cyfri’ programme. Ensure promotion of the new Ysgol Gymraeg Ystalyfera – Bro Dur south campus. Ensure development of the Welsh Charter ‘Tanio’r Ddraig’ targets in the secondary sector.
Supporting Statement:
There is currently 1 Welsh-medium school in the Authority providing secondary education; Ysgol Gymraeg Ystalyfera – Bro Dur, a middle school for pupils aged 3 – 18yrs. andthere are 9 Welsh-medium primary schools. There is approximately a -20% difference between the number of children assessed in Welsh as a first language in year 6 and then in year 9. The reason for this is mostly due to parental choice with regard to the geographical proximity of the nearest Welsh-medium secondary school, with a minority of parents choosing to send their child to a nearer English-medium school.
Firstly the development of the Ysgol Gymraeg Ystalyfera – Bro Dur south campus will go some way to addressing issues of travelling distance in the south of the county. Whilst it is not anticipated that the opening of the second WM secondary campus on the former site of Sandfields Comprehensive schoolin September 2018 will have an immediate effect on the numbers transferring from primary to secondary provision, it is expected that it will have a positive impact on transfer rates over a 6 year period and beyond. Page 190 Secondly Ysgol Gymraeg Ystalyfera – Bro Dur works closely on a range of initiatives with all Welsh-medium primary schools to attract and promote pupils to remain in the Welsh-medium sector. Primary school pupils have recently experienced a wide range of extra-curricular activities at the former Ysgol Gyfun Ystalyfera as part of their transition programme. Having transferred to secondary Welsh-medium education at Ystalyfera nearly all pupils remain until year 11.
Transfer rates between Welsh medium schools located in the south east of the County Borough to Ysgol Gymraeg-Ystalyfera – Bro Dur are very high. Transfer rates between Welsh medium schools located in the north west of the County Borough, traditionally viewed as the Welsh speaking heartland of the authority to Ysgol Gymraeg-Ystalyfera – Bro Dur are variable and are often low (see Appendix 1c). The Welsh medium sector continue to work as a cluster to promote higher transfer rates and the local authority will commission a report to analyse the lower and inconsistent transfer rates from areas such as Pontardawe, Trebannws and Gwaun Cae Gurwen.
The detail of the cluster’s current transition arrangements is included below
School Council work Setting annual Targets Planning Activities Language Charter Validation visits / sharing good practice Awarding Silver Award Annual conferences · · Cluster Rugby Team / Girls Cluster Netball Team Training sessions / trials Cluster Shirts Accommodation / Travel / Hire of buses Evaluation and celebration
Radio Workshops · Radio Training Workshops · Program Resources · Ordering resources to share programs / good practice (audacity) · Pupils trained how to produce programs
Primary Secondary Links Program · Annual cross sector teaching provision · KS2 / KS3 teacher CPD · Literacy / Number Skills between Year 6> Year 7
· Question Time Page 191 · Opportunities for primary pupils to meet and question former school pupils at YG Ystalyfera · How they enjoy the secondary / what is different between secondary and primary / and what advice they would offer them.
Year 4 & 5 3 day skills day Year 4 & 5 attend YG Ystalyfera (now YG Ystalyfera – Bro Dur) for three days Developing skills across the curriculum Parents are invited to an awards evening
Year 6 Challenge Days Every Y6 within cluster invited to YG Ystalyfera Entrepreneurship day
Cluster Sports All Primary schools in cluster invited to a sports day at Ystalyfera YG.
Tanio’r Ddraig Gig Marketing Resources Collaborate with Parents for Welsh Medium to produce marketing resources Cluster Activities
Musicals (e.g. Chicago) Invitation to primary pupils to experience former pupils’ performances in the shows Musicians from every Ystalyfera feeder school rehearsing for a day at YGY Proms held in the evening for parents and stakeholders
Cluster Choir Cluster schools rehearse list of songs. Afternoon rehearsals at YG Ystalyfera Whole choir travels to the Liberty Stadium to sing in the Cluster Choir during the Ospreys Games.
Mathletics Numbers challenges and competitions for all cluster primaries
Pentan Conference Joint INSET days Page 192 Reinforcing teaching skills across the primary and secondary sectors. Outcome 3: More learners aged 14-16 studying for qualifications through the medium of Welsh and
Outcome 4: More learners aged 16-19 studying subjects through the medium of Welsh
Please provide your current position and targets relating to the percentage of learners entered for GCSE Welsh (first language) entered for at least two further Level 1 or Level 2 qualifications through the medium of Welsh.
GCSE 2017-2018 2018-2019 2019-2020 Current Position 97% 99% 99% 99%
Currently in Ysgol Gymraeg Ystalyfera – Bro Dur the Key Stage 3 curriculum is delivered through the medium of Welsh. At Key Stage 4 the main language of teaching and learning in all subjects is Welsh, with the exception of Science. This department caters for separate English/Welsh-medium teaching groups at both Y10 and Y 11. At key Stage 5 the main language of teaching and learning in all subjects is Welsh, with the exception of Science, Psychology and Computing.
The Welsh Government’s target of 84% of learners entered for GCSE Welsh (first language) and entered for at least 2 further Level 2 qualifications through the medium of Welsh by 2015 is already being met. The percentage of learners entered for GCSE Welsh [first language] and also entered for at least five further Level 1/2 qualifications through the medium of Welsh is at least 99% and exceeds the Welsh Government’s targets of 62% by 2015 and 68% by 2020
Page 193 Outcome 5: More students with advanced skills in Welsh
Current Position % of pupils expected level at Foundation Phase in 92% Welsh first language % of pupils expected level at Key Stage 2 in Welsh 93% first language
% of pupils expected level at Key Stage 2 in Welsh 74% second language % of pupils expected level at Key Stage 3 in Welsh 92% first language % of pupils expected level at Key Stage 3 in Welsh 77% second language % of pupils Achieving A*-C at GCSE in Welsh first 68% language % of pupils Achieving A*-C at GCSE in Welsh 35% second language
% of pupils Achieving A*-C at AS level in Welsh 60% (3/5)
% of pupils Achieving A*-C at A2 level in Welsh 67% (6/9)
List your four main objectives to achieving this outcome (please list your objectives in bullet point format and refer to annex 1 for the data you need to include for this outcome).
Increase L2 attainment levels of Welsh First Language at end of KS4 (current 97/142 = 68%). Increase L2 attainment levels of Welsh Second Language at end of KS4 (current 409/1479 = 28%). Significantly lower than NPT L2+ threshold performance. Analyse percentage of pupils in English-medium schools taking short course rather than full course Welsh. Increase the % of pupils studying full course Welsh Second Language. Increase opportunities for learners of all ages to practise their Welsh outside the classroom at both Welsh medium and English medium facilities. From September 2017, Year 10 pupils will study the new Welsh Second Language course and there will be one course for all pupils. This should in turn improve take-up of the full course. The local authority will ensure that the ERW school improvement service will support this development and ensure that the regional Welsh in Education Officer provides support according to the need identified. Increase AS and A2 attainment levels of Welsh First Language at KS5.
Page 194 Supporting Statement:
Welsh literacy standards will be improved by employing a part-time Advisory Teacher for Welsh First language to provide support and training for all Welsh- medium primary schools and to develop transition with Ysgol Gymraeg Ystalyfera – Bro Dur.
Performance targets will continue to be agreed annually with ERW officers (via the regional Menu of Support) and a structured programme of support for Welsh literacy is agreed with PENTAN – the NPT association of Welsh-medium head teachers.
All Welsh-medium schools will continue to attend an annual residential Welsh course at Llangrannog. The Teacher Development Officer will continue to produce an annual report on this activity. Many pupils continue to attend residential courses at Tanybwlch, Margam and the Millenium Centre, Cardiff. In-house opportunities to use Welsh language skills will be provided in all Welsh-medium primary schools by providing a range of clubs. Menter Iaith and Ty’r Gwrhyd will be used as a very effective resource to promote extra-curricular Welsh medium activities. Current good practice initiatives include ‘Stafell Stwnsh’ based at Ysgol Gymraeg Ystalyfera – Bro Dur and the PLC’s based on Dyfal Donc’ and ‘Cynllun Clebran’ will be maintained.
Every Welsh-medium primary school is going to follow the silver award targets for the Welsh Charter. 2 English-medium pilot schools are currently engaged in the Welsh Charter scheme at the moment. Athrawon Bro to inform more English Medium schools about the ‘Cymraeg Campus’ Welsh Charter scheme and encourage more schools/clusters to get involved.
The local authority will work with schools to secure a language learning continuum between current key stages that will secure better and more ambitious language learning for pupils. It is also proposed to work with curriculum leaders to promote a more meaningful relationship between the learner and the Welsh language that goes beyond the academic focus promoted by Welsh Government. We will work with Menter Iaith, yr Urdd and other key agencies to ensure that informal opportunities to use Welsh are facilitated and promoted.
Page 195 Outcome 6: Welsh-medium provision for learners with additional learning needs (ALN)
A review of ALN in the WM sector will be undertaken during Autumn 2017 to assess demand for further support and provision for WM pupils’ needs. Further improve early identification and effective intervention for Welsh medium pupils with ALN to ensure needs are addressed at the earliest opportunity in order to secure best possible outcomes. Further develop capacity building with Welsh medium schools to ensure a sustainable model for providing for pupils with ALN Develop closer working relationship between teams within the Inclusion Service and the TDO and TA for Welsh first language, in order to develop greater capacity for providing a training programme through the medium of Welsh. To introduce an ‘ALN Planning Tool’, working with Welsh medium head- teachers and ALNCos to develop a robust planning system across all areas of ALN.
Via its Inclusion Strategy, the authority is committed to securing greater cluster based capacity to address the needs of pupils with ALN. In keeping with this principle, collaborative work between Ysgol Gymraeg Ystalyfera – Bro Dur and its partner primary schools on Rocket Phonics and early assessment of pupils has already been completed and embedded. The ALN department has developed the MIST (Middle Infant Screening Test) to provide diagnostic assessments and training in the primary sector through the medium of Welsh. All schools were provided with assessment packs, resources and training. Welsh- medium professional support is provided for staff and all Special Education Needs Coordinators (SENCos) across all areas of need. Whole school training regarding ALN issues has been provided for all Ysgol Gymraeg Ystalyfera – Bro Dur staff. This has resulted in a more informed and confident staff – impacting on retention of current Welsh speaking staff. Current assessment of need does not lead us to believe that there is sufficient demand for a specialist provision such as a dedicated Learning Support Centre and that pupils’ needs can be catered for within mainstream.
Some specialist assessment through the medium of Welsh is available in the Educational Psychologist Service, the Support for Learning Service and from EDS (Education Development Service).
Centrally based Welsh speaking specialist teachers provide assessment and support in the areas of:
Learning Difficulty (Specific and General) Speech and language and communication Hearing Impairment Vision Impairment Autistic Spectrum Disorder (ASD) Wellbeing and Behaviour Page 196
Outcome 7: Workforce planning and continuing professional development.
Objectives:
To ensure that schools continue to plan strategically for staff development and produce robust spending plans based on systematic analysis of need. To support a systematic take-up of the Welsh Government’s Welsh-language Sabbatical Scheme courses (all levels). To develop the leadership of middle leaders and aspiring head teachers in Welsh-medium schools. Contribute to the regional consortium’s wider role in improving educational standards and ensure that regional focus is placed on professional development aimed at improving teachers’ abilities to become confident and effective teachers of Welsh. To undertake a capacity survey of Welsh language staff needed across all sectors to support the WESP’s aspiration.
Supporting Statement: All schools in Neath Port Talbot have access the regional professional development menu provided by ERW, this ensures that there is wider offer of Welsh medium support and development.
The local authority has also employed a Teacher Development Officer to support Welsh language learning and is continuing to redesign the role of Athrawon Bro to ensure that they focus on the development of effective and consistent classroom practice in language learning.
All Governing Bodies have a contact person from the LA who liaises with Human Resources and other relevant personnel re all recruitment and retention of staff matters. A linguistic skills audit of all primary Welsh second language staff is carried out every 2 years. This data gives us a detailed overview of each school’s capacity to deliver the statutory requirements of the National Curriculum for Welsh and inform our future CPD programmes. The audit also forms the basis for Welsh 2nd language differentiated support programme for all schools.
Welsh in Education Grant funds are delegated to all clusters to cover costs of Welsh Second language training and development. Training needs for the Welsh first language sector are identified by PENTAN in tandem with the advisory Teacher for Welsh. Information re all training and development are available across ERW. All training and development is evaluated – with an emphasis on the impact of the training on classroom practice and improved pupil outcomes - in particular, pupils’ standards in communication and literacy.
Page 197 Teaching assistants’ attendance at the authority’s Welsh-language courses is voluntary. ERW has produced resources for teaching assistants supporting Welsh Second Language. All teaching Assistants in the Welsh-medium sector (100+) receive 1 day Inset per year.
Signed: ………………………………Date: ………………………………
(This needs to be signed by the Chief Education Officer within a local authority)
Page 198 Appendix 1 (Pupils at Plasc with YGG Trebannws LSC pupils excluded)
Year 2 Cohorts Plasc Actuals Proj (Jan) - based on Jan 14 No. School 2011 2012 2013 2014 2015 2016 2017 2018 2213 YGG Y Wern 19 16 15 11 28 19 23 24 2202 YGG Blaendulais 19 13 11 12 12 14 12 13 2168 YGG Castell-nedd 36 46 34 47 55 49 43 50 2205 YGG Cwm Nedd 24 31 26 38 16 24 23 21 2149 YGG Gwaun Cae Gurwen 9 23 17 15 13 21 18 18 2218 YGG Pontardawe 37 36 47 44 59 41 35 45
2158 YGG Rhosafan 41 46 55 50 41 47 42 45
2231 YGG Tyle'r Ynn 25 29 29 34 25 20 33 27 2125 YGG Cwmgors 8 6 6 5 9 7 6 7 2128 YGG Cwmllynfell 8 18 10 13 14 18 14 16 2198 YGG Rhiwfawr 2 2208 YGG Trebannws 12 17 16 9 10 16 17 16 2139 YGG Y Glyn 5 Total - Welsh Primary 245 281 266 278 282 276 266 282 Total - Primary 1425 1576 1508 1477 1542 1529 1501 1516 % - Welsh Primary 17.2% 17.8% 17.6% 18.8% 18.3% 18.1% 17.7% 18.6%
Appendix 1 a WM primary school places with less than 10% capacity
Page 199 Appendix 1 b Transfer rates from WM pre-school settings
The following providers also transfer children to WM nursery provision, but are not registered with MYM;
Aberavon ICC Tiddlywinks Ystalyfera Cylch Y Waun (GCG) Lots of Tots Tairgwaith
Appendix 1c
Pupils Transferring from a NPT Y6 Welsh School to YG Ystalyfera (Dates used: May census & 1st Oct each year) 2014 2015 2016 2017 Y6 Y6 Y6 Y6 Pup Pup Pup Pup ils - Ystalyf ils - Ystalyf ils - Ystalyf ils - Ystalyf Ma era - Ma era - Ma era - Ma era - y Yes on % y Yes on % y Yes on % y Yes on % 201 1/10/1 Transfer 201 1/10/1 Transfer 201 1/10/1 Transfer 201 1/10/1 Transfer 4 4 ring 5 5 ring 6 6 ring 7 7 ring YGG Blaendulais 12 11 91.7% 20 18 90.0% 13 13 100.0% 10 10 100.0% YGG Castell-nedd 35 35 100.0% 28 26 92.9% 41 39 95.1% 31 31 100.0% YGG Cwm Nedd 18 17 94.4% 18 13 72.2% 25 20 80.0% 18 13 72.2% YGG Cwmgors 9 2 22.2% 4 1 25.0% YGG Cwmllynfell 12 4 33.3% 10 6 60.0% 16 13 81.3% 6 5 83.3% YGG Gwaun Cae Gurwen 15 0.0% 12 4 33.3% 25 9 36.0% 19 2 10.5% YGG Pontardawe 29 19 65.5% 33 23 69.7% 30 17 56.7% 46 31 67.4% YGG Rhosafan 26 21 80.8% 32 28 87.5% 39 34 87.2% 49 48 98.0% YGG Trebannws 17 1 5.9% 8 1 12.5% 23 2 8.7% 17 3 17.6% YGG Tyle'r Ynn 20 17 85.0% 23 21 91.3% 27 25 92.6% 28 27 96.4% YGG Y Wern 16 11 68.8% 14 14 100.0% 13 4 30.8% 16 15 93.8% Grand Total 209 138 66.0% 202 155 76.7% 252 176 69.8% 240 185 77.1%
Page 200 APPENDIX 2
Year 9 Cohorts Plasc Actuals Proj (Jan) - based on Jan 14 No. School 2011 2012 2013 2014 2015 2015 2016 2017 2018 4064 Cefn Saeson 181 158 137 120 134 135 137 109 136 4065 Cwmtawe 248 275 271 263 214 213 257 248 222 4068 Cwrt Sart 98 112 87 97 86 85 76 75 80 4047 Cymer Afan 69 60 48 50 39 39 49 33 31 4067 Dwr-y-Felin 242 202 245 170 229 222 213 224 215 4059 Dyffryn 153 172 149 151 172 177 134 156 179 4052 Glanafan 92 88 78 72 53 61 60 68 76 4066 Llangatwg 140 148 141 153 153 149 126 121 134 4056 Sandfields 110 139 123 128 109 111 108 105 130 4601 St Joseph's 112 121 91 117 104 94 94 105 84 4060 Ystalyfera 158 176 158 151 175 178 195 166 202 Total - Welsh Secondary 158 176 158 151 175 178 195 166 202 Total - Secondary 1603 1651 1528 1472 1468 1464 1449 1410 1489 % - Welsh Secondary 9.9% 10.7% 10.3% 10.3% 11.9% 12.2% 13.5% 11.8% 13.6%
Appendix 3: Number and percentage of pupils attending funded non- maintained Welsh-medium settings which provide the Foundation Phase and who transfer to Welsh-medium/bilingual schools (please note if information is unobtainable)
2011-12 2012-13 Number % Number % transferred to Transferred to Welsh Transferred to Transferred to Welsh Language Language Education Welsh Language Welsh Language County Name of Cylch Education Education Education Notes NPT ABERAVON 5 71% Cylch re-established as a nursery session in a day nursery NPT SEVEN SISTERS 18 100% No information available. This will be available for 2013-14 NPT NEATH 17 100% 11 92% NPT CWM-NEDD 23 96% 23 100% NPT PONTARDAWE 21 81% 13 100% NPT TIDDLYWINKS 24 73% No longer operating as a cylch meithrin. Provision has changed to day nursery NPT TREBANOS 10 67% No longer operating as a Cylch Meithrin, Welsh language progression is low NPT WAUNCEIRCH 6 75% 22 67% NPT Y WAUN 19 83% 16 94%
The table above (appendix 3) shows transfer percentages and indicates that the picture for progression is uncertain. There is a clear need to work in partnership with headteachers, parents, Mudiad Meithrin officers and Cylch Meithrin leaders to promote progression into Welsh medium settings, especially where the progression % falls below 100%. Additionally, the table indicates the need to explore possibilities around re-opening/starting Cylchoedd Meithrin across the LA.
Page 201 Appendix 4: Number and percentage of pupils in Welsh-medium and bilingual primary schools transferring to Welsh-medium secondary schools
Number of pupils in Welsh- Number of pupils transferring Percentage of pupils transferring to Welsh-medium or bilingual medium and bilingual primary to Welsh-medium/bilingual secondary schools schools secondary schools 238 (Year 6 cohort May 8th 2012) 179 (Year 7 cohort Nov 20th 2012) 75.20% 229 (Year 6 cohort May 7th 2013) 180 (Year 7 cohort Oct 14th 2013) 78.6% (168 Ystalyfera, 10 Ysgol Dyffryn Aman, 1 Bryntawe, 1 Maesydderwen) 204 (Year 6 cohort May 13th 2014) 156 (Year 7 cohort Oct 14th 2014) 76.5% (138 Ystalyfera, 15 Ysgol Dyffryn Aman, 3 Bryntawe) 202 (Year 6 cohort May 12th 2015) 163 (Year 7 cohort Nov 2nd 2015) 80.7% (156 Ystalyfera, 5 YG Rhydywaun, 1 Bryntawe, 1 Ysgol Maesydderwen) 253 (Year 6 May 2016 - Yr 6 3-11-15) Not transferred yet Target at least 85% 251 (Year 6 May 2017 - Yr 5 3-11-15) Not transferred yet Target at least 90% 271 (Year 6 May 2018 - Yr 4 3-11-15) Not transferred yet ?
Appendix 5: Attainment and performance in Welsh Second Language (This information should be provided at LA level)
Key Stage 2
Number of Percentage Percentage pupils of pupils achieving Level 4 Teacher assessment in 1196 (May 83.4% 71.2% Welsh Second Language at 2012) 83.2% 75.7% the end of Key Stage 2 1134 (May 85.0% 73.6% 2013) 81.9% 74.1% 1156 (May 2014) 1173 (May 2015)
Key Stage 3
Number of Percentage Percentage pupils of pupils achieving Level 5 Teacher assessment in Welsh 1507 (May 89.7% 70.6% Second Language at the end 2012) 89.7% 72.6% of Key Stage 3 1389 (May 90.0% 75.5% 2013) 88.4% 76.7% 1350 (May 2014) 1318 (May 2015)
Page 202
Page 203 Appendix 6
School: Neath Port Talbot National Test: Cym RDG All Pupils Cohort >84 (%) >115 (%) >84 (Quartile) >115 (Quartile) 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 School 1674 1733 1799 81% 85% 87% 13% 15% 15% NPT 1674 1733 1799 81% 85% 87% 13% 15% 15% Wales 50815 51763 53187 84% 84% 85% 18% 17% 17%
NCY Cohort >84 (%) >115 (%) >84 (Quartile) >115 (Quartile) 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 School NCY 2 261 279 285 75% 86% 85% 17% 15% 17% School NCY 3 274 257 274 77% 81% 86% 14% 21% 18% School NCY 4 220 262 256 78% 81% 86% 14% 13% 14% School NCY 5 207 210 250 82% 83% 90% 10% 21% 17% School NCY 6 223 204 202 81% 87% 88% 11% 13% 14% School NCY 7 178 194 166 90% 90% 89% 15% 12% 13% School NCY 8 152 177 193 88% 87% 87% 6% 11% 11% School NCY 9 159 150 173 83% 87% 87% 12% 10% 16% NPT NCY 2 261 279 285 75% 86% 85% 17% 15% 17% NPT NCY 3 274 257 274 77% 81% 86% 14% 21% 18% NPT NCY 4 220 262 256 78% 81% 86% 14% 13% 14% NPT NCY 5 207 210 250 82% 83% 90% 10% 21% 17% NPT NCY 6 223 204 202 81% 87% 88% 11% 13% 14% NPT NCY 7 178 194 166 90% 90% 89% 15% 12% 13% NPT NCY 8 152 177 193 88% 87% 87% 6% 11% 11% NPT NCY 9 159 150 173 83% 87% 87% 12% 10% 16% Wales NCY 2 7447 7589 7941 84% 85% 84% 19% 17% 17% Wales NCY 3 7073 7312 7486 84% 84% 85% 19% 19% 18% Wales NCY 4 6730 6964 7213 84% 83% 85% 17% 16% 17% Wales NCY 5 6465 6585 6846 84% 85% 85% 17% 20% 18% Wales NCY 6 6148 6394 6526 85% 85% 85% 17% 17% 17% Wales NCY 7 5731 5655 5914 84% 84% 84% 17% 17% 16% Wales NCY 8 5586 5733 5621 85% 84% 85% 16% 16% 16% Wales NCY 9 5635 5531 5640 84% 85% 85% 18% 17% 18%
Gender Cohort >84 (%) >115 (%) >84 (Quartile) >115 (Quartile) 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 School Male 807 857 886 77% 82% 84% 11% 11% 9% NPT Male 807 857 886 77% 82% 84% 11% 11% 9% Wales Male 25315 25729 26291 80% 81% 81% 14% 14% 13% School Female 867 876 913 85% 88% 90% 14% 19% 21% NPT Female 867 876 913 85% 88% 90% 14% 19% 21% Wales Female 25500 26034 26896 88% 88% 88% 21% 21% 21%
FSMs Cohort >84 (%) >115 (%) >84 (Quartile) >115 (Quartile) 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 School FSM 253 225 224 68% 68% 76% 4% 5% 7% NPT FSM 253 225 224 68% 68% 76% 4% 5% 7% Wales FSM School NFSM 1414 1506 1575 83% 87% 89% 14% 16% 16% NPT NFSM 1414 1506 1575 83% 87% 89% 14% 16% 16% Wales NFSM
Page 204 2013 2014 2015 2013 2014 2015 Cym RDG Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Yr 2 73% 0% 9% 18% 18% 27% 36% 18% 0% 45% 45% 9% 9% 27% 18% 45% 9% 18% 36% 36% 36% 9% 45% 9% Yr 3 18% 0% 55% 27% 0% 36% 18% 45% 9% 45% 36% 9% 18% 18% 27% 36% 9% 27% 36% 27% 27% 18% 55% 0% Yr 4 36% 0% 27% 36% 0% 36% 36% 27% 27% 27% 27% 18% 9% 27% 36% 27% 0% 45% 27% 27% 9% 55% 27% 9% Yr 5 18% 0% 55% 27% 0% 36% 36% 27% 27% 45% 18% 9% 0% 36% 45% 18% 36% 18% 36% 9% 18% 36% 36% 9% Yr 6 9% 36% 18% 36% 0% 55% 27% 18% 18% 36% 27% 18% 18% 18% 45% 18% 9% 27% 36% 27% 9% 36% 55% 0% Yr 7 0% 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% Yr 8 0% 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% Yr 9 0% 0% 100% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 100% 0% 0% 0% 0% 100% 0% 100% 0% 0% All 29% 10% 33% 28% 3% 41% 29% 26% 16% 43% 29% 12% 10% 24% 38% 28% 12% 26% 36% 26% 19% 31% 45% 5%
2013 2014 2015 Benchmark Quartiles Benchmark Quartiles Benchmark Quartiles % Scoring 85+ Literacy - Cymraeg Literacy - Cymraeg Literacy - Cymraeg No. School Y2 Y3 Y4 Y5 Y6 Y2 Y3 Y4 Y5 Y6 Y2 Y3 Y4 Y5 Y6 2125 YGG Cwmgors 1 3 1 3 1 1 4 2 3 2 2 1 2 1 1 2128 YGG Cwmllynfell 4 3 1 4 4 4 4 4 4 4 3 3 4 3 4 2149 YGG GCG 1 1 4 3 3 2 3 3 3 3 3 4 4 1 2 2158 YGG Rhosafan 3 3 4 3 2 2 2 2 3 2 2 2 1 1 2 2168 YGG Castell Nedd 1 4 3 3 2 2 2 2 4 2 2 2 3 2 2 2202 YGG Blaendulais 1 4 3 1 4 1 4 3 3 4 2 2 1 3 4 2205 YGG Cwmnedd 1 3 4 3 4 3 2 3 2 2 4 2 2 2 1 2208 YGG Trebannws 4 3 4 4 4 3 3 2 2 3 3 3 1 2 3 2213 YGG Y Wern 1 4 3 4 2 4 4 4 4 2 3 3 2 4 3 2218 YGG Pontardawe 1 1 1 3 3 3 2 4 2 3 3 3 3 2 3 2231 YGG Tyle'r Ynn 1 3 1 1 2 3 4 3 2 2 2 2 3 2 2 No. School Y7 Y8 Y9 Y7 Y8 Y9 Y7 Y8 Y9 4060 Ystalyfera 2 2 3 2 2 2 2 2 2 Benchmark Quartiles Benchmark Quartiles Benchmark Quartiles % Scoring over 115 Literacy - Cymraeg Literacy - Cymraeg Literacy - Cymraeg No. School Y2 Y3 Y4 Y5 Y6 Y2 Y3 Y4 Y5 Y6 Y2 Y3 Y4 Y5 Y6 2125 YGG Cwmgors 3 1 2 2 1 4 4 4 1 2 2 2 2 1 2 2128 YGG Cwmllynfell 4 2 3 3 3 4 4 3 3 3 4 3 4 3 3 2149 YGG GCG 4 3 2 3 3 3 3 2 3 3 3 3 2 1 3 2158 YGG Rhosafan 2 3 2 2 3 1 1 2 4 3 1 1 1 2 2 2168 YGG Castell Nedd 3 2 3 2 2 2 2 3 2 2 1 1 2 2 2 2202 YGG Blaendulais 1 3 3 4 4 4 2 3 1 4 1 3 2 4 3 2205 YGG Cwmnedd 4 4 4 3 3 3 2 2 3 4 3 3 2 2 2 2208 YGG Trebannws 4 4 4 4 4 4 3 4 1 1 1 3 3 3 1 2213 YGG Y Wern 2 4 4 3 3 2 4 4 1 4 3 3 3 3 3 2218 YGG Pontardawe 2 1 1 2 2 3 3 2 2 3 3 1 3 2 3 2231 YGG Tyle'r Ynn 4 4 3 3 1 3 3 2 3 2 3 2 2 3 3 No. School Y7 Y8 Y9 Y7 Y8 Y9 Y7 Y8 Y9 4060 Ystalyfera 3 3 3 3 3 4 3 3 2
Page 205
CSGA 2017-20
Page 206 Cyngor Bwrdeistref Sirol Castell-nedd Port Talbot Cynllun Strategol y Gymraeg mewn Addysg 2017-2020
Adran 1. Nodwch weledigaeth, nod ac amcanion eich awdurdod lleol ar gyfer addysg Gymraeg dros y tair blynedd nesaf. Mae addysg Gymraeg yn rhan annatod a hanfodol o'r ddarpariaeth addysg yng Nghastell-nedd Port Talbot. Credwn y dylai pob plentyn elwa o'r cyfle i ddysgu, gwerthfawrogi a deall eu bywydau drwy gyfrwng y Gymraeg. Mae'r awdurdod yn ategu'r egwyddor hon drwy sicrhau mynediad cyffredinol i'r ddarpariaeth hon. Mae Cyngor Bwrdeistref Sirol Castell-nedd Port Talbot yn cydnabod bod iaith a diwylliant yn rhannau hollbwysig o hunaniaeth unigolyn ac mae'n ymrwymedig i hyrwyddo a dathlu dysgu'r Gymraeg ym mhob cyfnod a sector. Mae ein Cynllun Strategol y Gymraeg mewn Addysg (CSGA) 2017-2020 yn manylu ar sut rydym yn bwriadu cefnogi a datblygu addysg Gymraeg ymhellach mewn ysgolion a'r gymuned ehangach a sut rydym yn cynllunio ar gyfer twf yn y dyfodol. Mae'r CSGA yn manylu ar sut byddwn yn sicrhau datblygiad pellach yn ystod y cyfnod o fis Ionawr 2017 i fis Rhagfyr 2020, gan lynu wrth bolisi ac arweiniad cenedlaethol er mwyn cyfrannu at nod Llywodraeth Cymru o gyrraedd miliwn o siaradwyr Cymraeg erbyn 2050.
Amcanion:
Pennu strategaeth glir er mwyn hyrwyddo’r defnydd o’r Gymraeg yn ysgolion CNPT gan gynnwys cynyddu mynediad i addysg Gymraeg. Datblygu’r bartneriaeth rhwng yr awdurdod lleol a darparwyr cyn-ysgol er mwyn sicrhau mwy o ffocws ar ddysgu trwy gyfrwng y Gymraeg, cynyddu’r ddarpariaeth Gymraeg, a chynyddu’r cyfraddau trosglwyddo rhwng darpariaeth cyn-ysgol a’r ddarpariaeth mewn ysgolion Cymraeg. Er mwyn datblygu’r agwedd allweddol hon, cynigir bod yr awdurdod lleol yn datblygu cynllun gweithredu erbyn diwedd mis Ionawr 2018 ar y cyd â darparwyr fel Mudiad Ysgolion Meithrin ac ysgolion. Sicrhau bod CSGA CNPT yn cyfrannu at flaenoriaethau allweddol Llywodraeth Cymru o ran addysg Gymraeg. Sicrhau dilyniant llwyddiannus o ysgolion cynradd Cymraeg i ysgolion uwchradd cyfrwng Cymraeg drwy sicrhau cyfradd drosglwyddo uwch o CA2 i CA3. Sicrhau bod darpariaeth Cymraeg Ail iaith yn yr holl ysgolion yn darparu’r sgiliau a’r gallu i ddisgyblion fod yn siaradwyr Cymraeg hyderus a chyson a bod y ddarpariaeth yn datblygu perthynas ystyrlon rhwng yr iaith a’r dysgwr. . Sicrhau bod y cwricwlwm ôl-16 a gynigir neu a hwylusir drwy gyfrwng y Gymraeg yn eang ac yn bodloni dyheadau’r holl fyfyrwyr, gan arwain at gynnydd yn nifer y myfyrwyr sy’n dilyn cyrsiau ôl-16 drwy gyfrwng y Gymraeg. Cynnal trefniadau priodol ar gyfer argaeledd cludiant yn unol â pholisi cludiant cymeradwy’r cyngor er mwyn hyrwyddo mynediad i ddarpariaeth Gymraeg. Sicrhau bod yr holl ysgolion yn derbyn cefnogaeth i addysgu'r Gymraeg yn effeithiol ac yn unol â gofynion y Cwricwlwm Cenedlaethol, a bod yr holl ddisgyblion mewn ysgolion Saesneg yn cael y cyfle i sefyll arholiad achrededig yn y Gymraeg ar ddiwedd Cyfnod PageAllweddol 207 4. Sicrhau bod cydraddoldeb o ran cyfleoedd ieithyddol i blant a phobl ifanc ag ADY o fewn addysg Gymraeg, a bod y gefnogaeth y mae ei hangen arnynt ar gael. Sicrhau bod mynediad i hyfforddiant proffesiynol, yn lleol neu'n rhanbarthol, i gefnogi datblygu dysgu ac addysgu Cymraeg effeithiol sy'n ymateb i anghenion y rheiny sy'n gweithio yn y sectorau Cymraeg a Saesneg. Cydnabod bod y Gymraeg yn ddymunol mewn manylebau person wrth recriwtio staff. Sicrhau bod gan Fforwm CSGA amcanion clir i'w alluogi i gyflwyno'i ganlyniadau'n effeithlon.
Datganiad:
Mae CSGA CNPT yn cwrdd yn dymhorol at ddiben monitro cynnydd. Mae'n cynnwys cynrychiolwyr penaethiaid ysgolion cynradd ac uwchradd Cymraeg a Saesneg, swyddogion addysg yr awdurdod lleol a rhanddeiliaid eraill o'r gymuned. Mae'r CSGA yn rhan o Gerdyn Adroddiad Gwasanaeth yr Ymgynghorydd Herio sydd, yn ei dro, yn cyfrannu at Gynllun y Gwasanaeth Datblygu Addysg (GDA) yn y Gyfarwyddiaeth Addysg. Mae'r blaenoriaethau hefyd yn cyfrannu at ddogfen gynllunio drosgynnol y Gyfarwyddiaeth, sef 'Y Cynllun'. Mae tîm Rhaglen Strategol Gwella Ysgolion (RhSGY) yr awdurdod a'r ddarpariaeth cyn-ysgol, gan gynnwys 'Dechrau'n Deg', yn cyfrannu at y cynllun a'r fforwm. Mae’r Rheolwr Dechrau’n Deg yn aelod gweithgar o’r grŵp CSGA yn CNPT, ac mae’n cydnabod, er mwyn cyrraedd targed ‘Cymraeg 2050’ LlC i gyrraedd miliwn o siaradwyr Cymraeg erbyn 2050, mae angen newid ar y lefel cyn-ysgol i greu galw am leoedd gofal plant Cymraeg yn hytrach nag ymateb i geisiadau uniongyrchol amdanynt. Hyd yma, mae’r holl geisiadau am ddarpariaeth gofal plant trwy gyfrwng y Gymraeg mewn ardaloedd Dechrau’n Deg cymwys wedi’u bodloni. Cafodd 43 o blant leoedd wedi’u hariannu mewn lleoliadau Dechrau’n Deg cyfrwng Cymraeg yn ystod 2016/17 yr oedd un ohonynt yn drefniant trawsffiniol i gefnogi’r cais am leoliad cyfrwng Cymraeg Mae 46 o leoedd gofal plant cyfrwng Cymraeg wedi’u hariannu ar hyn o bryd (Hydref 2017) gan Ddechrau’n Deg CNPT mewn 5 lleoliad cyfrwng Cymraeg yn CNPT, ynghyd â 28 o leoedd gofal plant ychwanegol mewn dau leoliad dwyieithog. Mae holl staff Iechyd presennol Dechrau’n Deg, gan gynnwys ymwelwyr iechyd, nyrsys meithrin cymunedol a bydwragedd wedi’u hyfforddi ym muddion dwyieithrwydd i blant (Dewis Da), ac mae hyn yn caniatáu i neges glir gael ei hanfon i deuluoedd sef y dylid ystyried lleoedd cyn-ysgol ac addysg Gymraeg fel opsiwn cadarnhaol i’w plant. Mae rheolwr Dechrau’n deg yn gweithio’n agos gyda thîm RhSGY CNPT i nodi cyfleoedd i ddarparu mwy o leoedd gofal plant cyfrwng Cymraeg mewn ysgolion Cymraeg a allai ateb dau ddiben sef darparu lleoedd gofal plant Dechrau’n Deg ynghyd â lleoedd y cynllun gofal plant 30 awr pan gaiff y cynnig ei gyflwyno yn CNPT. Page 208 Yng Nghastell-nedd Port Talbot, rydym yn cydweithio â Llywodraeth Cymru er mwyn sicrhau bod ein blaenoriaethau’n cyd-fynd â pholisïau allweddol fel y gallwn gyflawni ein nodau a'u gwreiddio ym mhopeth rydym yn ei wneud. Er mwyn cyflawni heriau'r adolygiad 'Dyfodol Llwyddiannus' (2015) a Deddf Cenedlaethau'r Dyfodol (2015), mae angen cryfhau presenoldeb y Gymraeg yn y cwricwlwm. Adlewyrchir y pwys a roddir ar y Gymraeg yng nghynigion y polisi y dylai holl blant a phobl ifanc barhau i ddysgu'r Gymraeg hyd at 16 oed. Rydym yn cynnig canolbwyntio'n fwy ar allu plant a phobl ifanc i gyfathrebu'n hyderus mewn amgylchiadau bob dydd yn y Gymraeg, gyda phwyslais ar gynyddu ei rôl mewn gweithleoedd. Rydym yn cynnig cefnogi'r holl athrawon yn y sector cynradd i fod yn athrawon Cymraeg effeithiol, gan ddibynnu ar gyd-destun ac anghenion eu disgyblion, a chefnogi nifer cynyddol o athrawon yn y sector uwchradd i hyrwyddo amgylchedd iaith Gymraeg. Rydym hefyd yn awyddus i weithio gydag Academi Hywel Teifi, sy'n cyflwyno Cymraeg i Oedolion ledled yr awdurdod, i archwilio'r posibilrwydd o gynnig dysgu Cymraeg yn benodol i staff ysgolion ar sail clwstwr. Er mwyn cyflawni'r heriau a amlinellir yn nogfen 'Ailysgrifennu'r Dyfodol' (2015) Llywodraeth Cymru, rydym yn bwriadu lliniaru effaith cefndir difreintiedig yn y blynyddoedd cynnar fel y gall dysgwyr fod yn 'barod ar gyfer yr ysgol' a meddu ar sgiliau iaith cynnar datblygedig. Byddwn yn parhau i alluogi gweithlu ysgolion i ddeall yr heriau sy'n wynebu dysgwyr o gefndiroedd difreintiedig yn well a'u goresgyn. Ar draws yr awdurdod lleol, byddwn yn meithrin dyheadau uchel ymhlith dysgwyr o gefndiroedd difreintiedig ac yn codi disgwyliadau ar gyfer dysgwyr o gefndiroedd difreintiedig a sicrhau eu bod yn bodloni'r disgwyliadau hynny. Prif amcanion ein fforwm CSGA yw rhoi cyngor ac arweiniad o ran datblygu CSGA CNPT. Dylanwadu ar weithrediad CSGA a monitro a gwerthuso'r canlyniadau. Yn olaf, derbyn adroddiadau a chyngor yn ôl yr angen, cyn cwrdd â swyddogion Llywodraeth Cymru.
O dan Adran 10 Mesur Teithio gan Ddysgwyr (Cymru) 2008, mae gan awdurdodau lleol ddyletswydd statudol i hyrwyddo mynediad i addysg a hyfforddiant drwy gyfrwng y Gymraeg. Rhowch ddatganiad ynghylch hygyrchedd darpariaeth cyfrwng Cymraeg yn eich awdurdod lleol mewn perthynas â chludiant o'r cartref i'r ysgol. Amlygwch unrhyw heriau a/neu feysydd o arfer da drwy gydweithio.
Bodlonir mynediad i addysg Gymraeg drwy ddarpariaeth bresennol ysgolion cynradd ac uwchradd yn yr awdurdod lleol yn bennaf, er mewn nifer bach o achosion defnyddir darpariaeth mewn awdurdodau cyfagos
Rydym hefyd yn hwyluso mynediad i addysg Gymraeg yn y sector uwchradd i ddisgyblion a ddaw o'r tu allan i'r sir, yn bennaf o Bowys, yn Ysgol Gymraeg Ystalyfera – Bro Dur. O ystyried galw rhieni am addysg Gymraeg mwy hygyrch yn y sector uwchradd, mae'r awdurdod lleol yn sefydlu ail gampws 11-16 oed yn ne'r fwrdeistref sirol. Darperir cludiant yn unol â Pholisi Teithio o'r Cartref i'r Ysgol 2017 yr awdurdod pan fydd y cyfleuster hwn yn agor ym mis Medi 2018, polisi sy'n cefnogi mynediad i addysg Gymraeg Page 209 · Mae'r awdurdod lleol yn cydymffurfio'n llawn â dyletswyddau statudol Mesur Teithio gan Ddysgwyr (Cymru) 2008 ac, ar hyn o bryd, polisi'r cyngor yw darparu cludiant am ddim ar gyfer darpariaeth Gymraeg dan ei bwerau dewisol, yn amodol ar feini prawf pellter penodol. Lle ystyrir bod yr ysgol Gymraeg fwyaf addas y tu allan i'r awdurdod, darperir cludiant yn unol â pholisi'r cyngor. · Nid oes gofyniad i ddarparu cludiant i'r ysgol neu'r coleg am ddim i unrhyw ddysgwr sy'n hŷn na'r oedran ysgol gorfodol ac, ar hyn o bryd, codir tâl am gludiant ar gyfer darpariaeth ôl-16. · Er mwyn sicrhau cwricwlwm ôl-16 ehangach, mae Ysgol Gymraeg Ystalyfera – Bro Dur yn cydweithio ag ysgolion cyfagos i gyfoethogi'r ddarpariaeth.
Canlyniad 1: Mwy o blant saith oed yn cael eu haddysgu trwy gyfrwng y Gymraeg
Rhowch eich sefyllfa bresennol o ran nifer y plant saith oed sy'n cael eu haddysgu drwy gyfrwng y Gymraeg a'ch amcanion ar gyfer y tair blynedd nesaf:
Y Sefyllfa 2017/2018 2018/2019 2019/2020 Bresennol 18.3% 18.6% 21% 22% (282 o 1542)
Rhestrwch eich pedwar prif amcan er mwyn cyflawni'r canlyniad hwn.
Cynnal arolwg rhieni ar y galw am ddarpariaeth Gymraeg ar ddiwedd hydref 2017 a dechrau'r gwanwyn 2018 i ddarparu gwybodaeth am y galw mewn ardaloedd penodol a fydd yn galluogi penderfyniadau ar ddarpariaeth newydd sy'n seiliedig ar dystiolaeth. Rhagwelir y bydd canlyniadau'r arolwg ar gael erbyn diwedd y gwanwyn, dechrau haf 2018. Monitro galw a nodi tueddiadau mewn addysg Gymraeg a defnyddio'r wybodaeth hon i gynllunio darpariaeth y dyfodol. Sicrhau bod cynigion ar gyfer Ysgolion yr 21ain Ganrif yn ystyried addysg Gymraeg yn llawn. Cynyddu'r lleoedd sydd ar gael mewn darpariaeth cyfrwng Cymraeg cyn-ysgol a rhoi gwybodaeth i rieni a gofalwyr sy'n hyrwyddo manteision addysg ddwyieithog, gan chwilio am gyngor ar arferion da gan awdurdodau eraill. Byddwn yn gweithio gyda Mudiad Meithrin i sicrhau y caiff darpariaeth cyn- ysgol ei ehangu a chefnogi'r sector i recriwtio gweithwyr gofal â'r sgiliau priodol sy'n siarad Cymraeg. Ar hyn o bryd, 5 lleoliad cyn-ysgol yn unig sydd wedi'u cofrestru gyda Mudiad Ysgolion Meithrin i gyflwyno darpariaeth Gymraeg, a 4 lleoliad arall yn cyflwyno darpariaeth ddwyieithog. (gweler Atodiad 1). Gwella'r gefnogaeth sydd ar gael i rieni/disgyblion, ac ysgolion er mwyn iddynt symud ar hyd y continwwm ieithyddol. Mae'r awdurdod yn agor ail gampws uwchradd Cymraeg yn y de-ddwyrain ym mis Medi 2018, gyda lle i 650 o ddisgyblion rhwng 11 ac 16 oed. Yn seiliedig ar ymatebion rhieni, disgwylir i hynPage ysgogi 210 diddordeb a thwf yn y ddarpariaeth gynradd Gymraeg yn ardaloedd Port Talbot, Castell-nedd, Llandarcy, Llansawel a Chwm Afan yn y blynyddoedd i ddod. Mae'n rhesymol, yn seiliedig ar y lleoedd cyfredol hysbys, i ni dybio isafswm twf o 5% yn y niferoedd sy'n defnyddio darpariaeth Gymraeg.
Datganiad Cefnogol:
Adolygu'r galw am ddarpariaeth addysg Gymraeg yn flynyddol. Dadansoddi canlyniadau ein holiaduron i rieni a llunio cynlluniau gweithredu priodol i fynd i'r afael â galw nad yw'n cael ei fodloni erbyn mis Gorffennaf 2018.
O ran darpariaeth cyn-ysgol Gymraeg, mae 28 o leoedd cofrestredig ar gael ac mae 24 o blant yn eu llenwi, ac mae'r darparwyr yn dweud eu bod yn llawn. Mae 97 o leoedd gofal dydd sesiynol cofrestredig i rieni sydd am gael gofal plant dwyieithog a 159 o blant yn mynychu'r lleoliadau hyn.
Yng Nghastell-nedd Port Talbot, mae 10 ysgol gynradd Gymraeg, y mae 9 o 55 ysgol gynradd ac 1 ysgol ganol yn darparu ar gyfer plant 3 i 16 oed, yr ail ysgol ganol a sefydlwyd yn CNPT. Mae'r llall yn ysgol Saesneg i blant 3 i 18 oed. Mae 7 ysgol uwchradd Saesneg a 2 Ysgol Arbennig Saesneg hefyd.
Ar hyn o bryd, 2 ysgol Gymraeg yn unig sydd â lleoedd dros ben o lai na 10%, sef Ysgol Gymraeg Castell-nedd ac Ysgol Gymraeg Rhosafan, (gweler atodiad 1a).
Dan yr elfen gyfalaf o Leihau Maint Dosbarthiadau Babanod a Chodi Safonau - Arian Grant Llywodraeth Cymru, bwriedir datblygu achos busnes i gynyddu lleoedd/darpariaeth yn Ysgol Gymraeg Castell-nedd ac Ysgol Gymraeg Rhosafan.
Mae Band A Rhaglen Cyllido Cyfalaf Ysgolion yr 21ain Ganrif y cyngor yn cynnwys saith cynllun gyda dau o'r rheiny yn ymwneud â gwella addysg Gymraeg drwy gynnig lleoliadau ar gyfer adeiladau newydd ar safle campws y gogledd Ysgol Gymraeg Ystalyfera – Bro Dur a fydd yn trawsnewid addysg uwchradd ac yn sefydlu addysg gynradd mewn darpariaeth Gymraeg 'pob oed' i ddisgyblion 3 i 18 oed. Mae'r cynllun hwn yn sicrhau addysg Gymraeg uwchradd yng ngogledd y fwrdeistref sirol, gan gynnwys darpariaeth i ddisgyblion o awdurdod cyfagos, sef Powys. Ychwanegir at werth datblygiad campws y gogledd gan adeilad newydd ychwanegol sy'n sefydlu addysg uwchradd (11-16) yn ne'r fwrdeistref sirol. Mae'r datblygiad hwn yn mynd i'r afael â phryderon sylweddol rhieni ynghylch teithiau hir i YG Ystalyfera; pryderon sy'n dylanwadu ar benderfyniadau rhieni wrth iddynt ystyried dewis ysgol gynradd Gymraeg neu beidio.
Bydd sefydlu ysgol Gymraeg newydd, Ysgol Gymraeg Ystalyfera – Bro Dur, yn lle YG Ystalyfera ac YGG y Wern, yn darparu addysg Gymraeg i ddisgyblion 3 - 18 oed yng ngogledd y fwrdeistref sirol a bydd yn arwain at sefydlu ysgol uwchradd Gymraeg (11-16 oed) yn ne'r fwrdeistref sirol. Cefnogwyd hyn gan fuddsoddiad gwerth tua £17.5m o fewn Band A i gampws y gogledd a thua £17m i gampws y de drwy'r Rhaglen CyllidoPage Cyfalaf 211 Ysgolion yr 21ain Ganrif. Mae angen sicrhau buddsoddiad pellach yng nghampws y gogledd er mwyn adeiladu ar y cynnydd a gyflawnwyd yn ystod cyfnod Band A o ran gwaredu adeiladau mewn cyflwr gwael ac adeiladu rhai newydd yn eu lle gan sefydlu amgylchedd dysgu yn gydnaws â disgwyliadau’r 21g. Mae cyflwyniad amlinellol y Cyngor ar gyfer cyllid cyfalaf Band B o dan y Rhaglen Ysgolion yr 21g yn ceisio sicrhau buddsoddiad pellach o £6m er mwyn adnewyddu’r adeiladau yng nghampws y gogledd a pharhau i wella’u hansawdd. Y mae’r cyflwyniad hwn, yn ychwanegol at fuddsoddiadau blaenorol, yn dangos ymroddiad eglur y Cyngor at gefnogi a hyrwyddo addysg gyfrwng Cymraeg o fewn y awdurdod
Ar ben hynny, dros y pedair blynedd diweddaf bu cyllido cyfalaf sylweddol ar gyfer prosiectau adnewyddu mawr mewn 8 ysgol Gymraeg bresennol. Mae'r buddsoddiad, sy'n sicrhau dyfodol yr ysgolion hyn, yn amrywio o waliau ffin i gynlluniau adnewyddu cyfleusterau toiled/newid, i flociau cegin newydd sbon, ailosod boeleri ac ailosod toeon.
Mae cytundebau Adran 106 sy'n ymwneud â darpariaeth addysg yn rhai niwtral o ran eu categori iaith. Bydd nodi'r angen am ddatblygiad â chymeriad ieithyddol penodol iddo yn pennu natur y cynllun a gefnogir gan gytundeb Adran 106 a chyfraniad gan ddatblygwr o ganlyniad. Bydd y gyfarwyddiaeth yn cysylltu'n benodol â phreswylwyr a datblygwyr Coed D’Arcy i fesur ac asesu'r galw am ddarpariaeth Gymraeg yn y pentref trefol newydd hwn, ac yn gwneud argymhellion i'r cyngor yn unol â hyn.
Mae gan y cyngor raglen strategol ar gyfer rheoli trefniadaeth ei ysgolion wedi'i harwain gan bedair egwyddor graidd, sef: safonau addysgol, y galw am leoedd a hygyrchedd ysgolion, ansawdd ac addasrwydd adeiladau ysgolion, a rheolaeth ariannol effeithiol.
Adolygir pob un o ysgolion y cyngor yn rheolaidd yn erbyn y meini prawf hyn, a nodir y galw am leoedd digonol mewn ysgolion Cymraeg fel rhan o'r broses adolygu. O ganlyniad i hyn, mae ysgolion Cymraeg wedi'u had-drefnu, lle bo'n briodol, er mwyn gwneud y defnydd gorau o'r lle sydd ar gael a gwella cyfleoedd dysgu ac addysgu. Yn yr un modd, mae ysgol uwchradd Gymraeg newydd yn cael ei datblygu yn ne'r fwrdeistref sirol er mwyn bodloni galw presennol a disgwyliedig am leoedd. Aethpwyd i'r afael â'r angen am ysgolion Cymraeg drwy ymagwedd strategol at gynllunio gwasanaethau a'u cyflwyno.
Cwblhawyd yr Asesiad diweddaraf o Ddigonolrwydd Gofal Plant yn 2013/14. Llywiodd canlyniadau ac argymhellion yr asesiad ddatblygiad, cyflwyniad a chynllun gweithredu gofal plant tair blynedd. Mae asesiad diwygiedig yn cael ei gwblhau ar hyn o bryd.
Cynhaliwyd arolwg o alw gan rieni am addysg Gymraeg yn 2013. Adlewyrchodd ffurf yr arolwg ofynion casglu gwybodaeth Llywodraeth Cymru. Nid oes unrhyw gydweithio sylweddol ar arolwg wedi digwydd ar y cyd ag awdurdodau lleol eraill. Page 212 Nid oes unrhyw ffederasiynau Cymraeg yng Nghastell-nedd Port Talbot ar yr adeg hon.
Prosiect newydd gan Lywodraeth Cymru yw 'Cymraeg i Blant'. 'Mudiad Meithrin: yr Arbenigwyr Blynyddoedd Cynnar’ sy'n rheoli'r prosiect ar ran Llywodraeth Cymru. Mae 'Cymraeg i Blant' yn rhan allweddol o wasanaeth sylfaenol y Mudiad Meithrin i ddarparu addysg Gymraeg a darpariaeth gofal plant o enedigaeth hyd at oedran ysgol.
Prif amcan 'Cymraeg i Blant' yw cynyddu nifer y plant o oed meithrin sy'n gallu siarad Cymraeg. Er mwyn cyflawni hyn, mae angen rhannu gwybodaeth â rhieni a rhoi cyngor a chefnogaeth iddynt ar fanteision addysg/gofal plant cyfrwng Cymraeg, manteision dwyieithrwydd a phwysigrwydd cyflwyno plant i'r Gymraeg mor gynnar â phosib.
O ganlyniad, bydd 'Cymraeg i Blant' yn cyfrannu tuag at darged Llywodraeth Cymru i gael miliwn o siaradwyr Cymraeg erbyn 2050.
Mae Gwasanaeth Gwybodaeth i Deuluoedd Castell-nedd Port Talbot yn darparu gwybodaeth i blant, teuluoedd a gweithwyr proffesiynol sy'n gweithio gyda theuluoedd ar fathau o ddarpariaeth gofal plant a'r gwasanaethau sydd ar gael. Caiff gwybodaeth am ddarpariaeth Gymraeg ym mhob cyfnod ei chynnwys mewn llyfryn/fideo dwyieithog 'Gwybodaeth i Rieni' a fydd ar gael ar wefan y cyngor . Hyrwyddir gwybodaeth ac ymgyrchoedd i annog rhieni i anfon eu plant i ysgolion Cymraeg ar-lein (gwefannau, Facebook, Twitter a Youtube).
Mae’r Awdurdod yn adnabod yr angen i weithio gyda sefydliadau megis Academi Hywel Teifi i ddarparu cyfleoedd dysgu i rieni / gofalwyr a thad-cu / mam-gu nad ydynt yn medru’r Gymraeg neu sydd yn ansicr o ran y Gymraeg er mwyn codi’u hyder i gynorthwyo gydag addysg eu plant.
Yn dilyn ymgynghoriad ag ysgolion Cymraeg, nid oes unrhyw ddarpariaeth yn yr awdurdod ar hyn o bryd i blant a phobl ifanc sy'n hwyrddyfodiaid i addysg Gymraeg gael mynediad i ganolfan trochi iaith, yn hytrach fe ddarperir ar gyfer eu hanghenion o fewn ysgolion unigol.
Caiff y cytundeb hwn ei adolygu gyda phenaethiaid ysgolion Cymraeg, ac adolygir ansawdd y ddarpariaeth bresennol mewn ysgolion unigol. Hefyd, asesir y galw am y ddarpariaeth i hwyrddyfodiaid.
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Canlyniad 2: Mwy o ddysgwyr yn parhau i wella'u sgiliau iaith wrth drosglwyddo o'r ysgol gynradd i'r ysgol uwchradd
Rhowch eich sefyllfa bresennol a'ch amcanion am y tair blynedd nesaf o ran nifer y dysgwyr ym mlwyddyn 9 sy'n cael eu hasesu yn Gymraeg (fel iaith gyntaf).
Y Sefyllfa 2017/2018 2018/2019 2019/2020 Bresennol
13%
(192 o ddisgyblion 11.1% 13.6% 13.8% yn Ystalyfera o 1454 yn CNPT)
Rhestrwch eich pedwar prif amcan er mwyn cyflawni'r canlyniad hwn.
Cynyddu nifer y disgyblion sy'n trosglwyddo o ysgol gynradd Gymraeg i ysgol uwchradd Gymraeg drwy sicrhau bod disgyblion a rhieni/gofalwyr yn sylweddoli manteision parhau o fewn y sector ac, yn ogystal, drwy ofyn am gyngor ar arfer gorau ledled Cymru. Cynllunio rhaglenni pontio a throsglwyddo effeithiol i sicrhau bod disgyblion yn parhau gyda darpariaeth Gymraeg uwchradd, gan gynnwys rhaglen draws-sector ‘Ystalyfera’n Cyfri’. Hyrwyddo campws newydd y de Ysgol Gymraeg Ystalyfera – Bro Dur. Datblygu'r Siarter Gymraeg 'Tanio'r Ddraig' a'i thargedau yn y sector uwchradd.
Datganiad Cefnogol:
Ar hyn o bryd mae 1 ysgol Gymraeg yn yr awdurdod yn darparu addysg uwchradd; Ysgol Gymraeg Ystalyfera – Bro Dur, ysgol ganol i ddisgyblion rhwng 3 ac 18 oed. Ac mae 9 ysgol gynradd Gymraeg. Mae oddeutu gwahaniaeth o 20% rhwng nifer y plant sy'n cael eu hasesu yn y Gymraeg fel iaith gyntaf ym mlwyddyn 6 ac yna ym mlwyddyn 9. Yn bennaf, penderfyniadau rhieni ynghylch agosrwydd daearyddol yr ysgol uwchradd Gymraeg agosaf yw'r rheswm dros hyn, gyda lleiafrif o rieni yn dewis anfon eu plant i ysgol Saesneg sy'n agosach.
Page 214 Yn gyntaf, bydd datblygu campws y de Ysgol Gymraeg Ystalyfera – Bro Dur yn mynd i'r afael â phroblemau pellterau teithio i raddau yn ne'r sir. Er na ragwelir y bydd agor yr ail gampws uwchradd Cymraeg ar hen safle Ysgol Gyfun Sandfields ym mis Medi 2018 yn cael effaith yn syth ar y niferoedd sy'n trosglwyddo o ddarpariaeth gynradd i uwchradd, disgwylir y bydd yn cael effaith gadarnhaol ar gyfraddau trosglwyddo dros gyfnod 6 blynedd ac wedi hynny. Yn ail, mae Ysgol Gymraeg Ystalyfera - Bro Dur yn gweithio'n agos ar amrywiaeth o fentrau gyda phob ysgol gynradd Gymraeg er mwyn denu a hybu disgyblion i aros yn y sector Cymraeg. Mae disgyblion ysgolion cynradd wedi profi amrywiaeth helaeth o weithgareddau allgyrsiol yn ddiweddar yn Ysgol Gyfun Ystalyfera gynt fel rhan o'u rhaglen bontio. Ar ôl trosglwyddo i addysg Gymraeg uwchradd yn Ystalyfera, mae bron pob disgybl yn aros tan flwyddyn 11.
Mae cyfraddau trosglwyddo rhwng ysgolion Cymraeg yn ne-ddwyrain y fwrdeistref sirol i Ysgol Gymraeg-Ystalyfera – Bro Dur yn uchel. Mae cyfraddau trosglwyddo rhwng ysgolion Cymraeg yng ngogledd-orllewin y fwrdeistref sirol, a ystyrir yn draddodiadol fel cadarnle'r Gymraeg yn yr awdurdod, ag Ysgol Gymraeg-Ystalyfera – Bro Dur yn amrywiol ac yn aml yn isel (gweler Atodiad 1c). Mae'r sector Cymraeg yn parhau i weithio fel clwstwr i hyrwyddo cyfraddau trosglwyddo uwch, a bydd yr awdurdod lleol yn comisiynu adroddiad i ddadansoddi'r cyfraddau trosglwyddo is ac anghyson o ardaloedd fel Pontardawe, Trebannws a Gwauncaegurwen.
Ceir manylion trefniadau pontio presennol y clwstwr isod.
Gwaith y Cynghorau Ysgol Pennu targedau blynyddol Cynllunio gweithgareddau Ymweliadau dilysu'r Siarter Iaith/rhannu arfer da Dyfarnu'r Wobr Arian Cynadleddau blynyddol · Tîm Rygbi'r Clwstwr/Tîm Pêl-rwyd y Clwstwr Sesiynau hyfforddi/treialon Crysau clwstwr Llety/Teithio/Llogi bysus Gwerthuso a dathlu
Gweithdai radio · Gweithdai hyfforddiant radio · Adnoddau rhaglenni · Archebu adnoddau i rannu rhaglenni/arfer da (beiddgarwch) · Disgyblion yn cael eu hyfforddi i lunio rhaglenni · Rhaglen Cysylltiadau Cynradd Uwchradd Darpariaeth addysgu traws-sectorPage flynyddol 215 DPP athrawon CA2/CA3 Sgiliau Llythrennedd/Rhifedd rhwng blwyddyn 6 a blwyddyn 7 · Amser Cwestiynau Cyfleoedd i ddisgyblion cynradd gwrdd â chyn-ddisgyblion YG Ystalyfera, a'u holi Sut maent yn mwynhau'r uwchradd/beth sy'n wahanol rhwng y cynradd a'r uwchradd/a pha gyngor byddent yn ei roi iddynt.
Tri diwrnod sgiliau i Flwyddyn 4 a 5 Blwyddyn 4 a 5 yn mynd i YG Ystalyfera (YG Ystalyfera – Bro Dur bellach) am dridiau Datblygu sgiliau ar draws y cwricwlwm Gwahoddir rhieni i noson wobrwyo · · Diwrnodau Her Blwyddyn 6 · Pob Blwyddyn 6 yn y clwstwr yn cael ei wahodd i ddiwrnod Entrepreneuriaeth Ystalyfera · · Chwaraeon clwstwr · Pob ysgol gynradd yn y clwstwr yn cael ei gwahodd i ddiwrnod chwaraeon yn YG · Ystalyfera · · Cyngerdd Tanio’r Ddraig Adnoddau marchnata Cydweithio â rhieni ysgolion Cymraeg i lunio adnoddau marchnata Gweithgareddau clwstwr
Sioeau cerdd (e.e. Chicago) · Gwahoddiad i ddisgyblion cynradd brofi perfformiadau cyn-ddisgyblion yn y sioeau.
· Cerddorion o bob ysgol sy'n bwydo YG Ystalyfera yn ymarfer am ddiwrnod yn YG Y
· Cynnal Proms gyda'r hwyr i rieni a rhanddeiliaid.
Page 216 Côr y Clwstwr Ysgolion clwstwr yn ymarfer rhestr o ganeuon
Ymarferion prynhawn yn YG Ystalyfera Côr cyfan yn teithio i Stadiwm Liberty i ganu yng Nghôr y Clwstwr yn ystod gemau'r Gweilch
Mathletau
Heriau rhif a chystadlaethau i holl ysgolion cynradd y clwstwr
Cynhadledd Pentan Diwrnodau mewn swydd ar y cyd Atgyfnerthu sgiliau addysgu ar draws y sectorau cynradd ac uwchradd
Canlyniad 3: Mwy o ddysgwyr 14-16 oed yn astudio am gymwysterau trwy gyfrwng y Gymraeg a
Chanlynid 4: Mwy o ddysgwyr 16-19 oed yn astudio pynciau trwy gyfrwng y Gymraeg
Rhowch eich sefyllfa bresennol a'ch amcanion o ran canran y dysgwyr a gofrestrwyd ar gyfer TGAU Cymraeg (iaith gyntaf) ac yna a gofrestrwyd am o leiaf ddau gymhwyster lefel 1 neu lefel 2 drwy gyfrwng y Gymraeg.
Y 2017-2018 2018-2019 2019-2020 Sefyllfa Bresennol 97% 99% 99% 99%
Ar hyn o bryd, cyflwynir cwricwlwm CA3 yn Ysgol Gymraeg Ystalyfera – Bro Dur drwy gyfrwng y Gymraeg. Yn CA4, prif iaith dysgu ac addysgu ym mhob pwnc yw'r Gymraeg, ac eithrio Gwyddoniaeth. Mae'r adran hon yn darparu i grwpiau addysgu Cymraeg a Saesneg ar wahân. Yn CA5, prif iaith dysgu ac addysgu ym mhob pwnc yw'r Gymraeg, ac eithrio Gwyddoniaeth, Seicoleg a Chyrifiadura. Mae targed Llywodraeth Cymru, sef 84% o ddysgwyr yn cael eu cofrestru ar gyfer TGAU Cymraeg (iaith gyntaf) ac yna ar gyfer o leiaf ddau gymhwyster pellach ar lefel 2 drwy gyfrwng y Gymraeg, eisoes yn cael ei gyflawni. Mae canran y dysgwyr a gofrestrir ar gyfer TGAU Cymraeg (iaith gyntaf) ac yna ar gyfer o leiaf bum cymhwyster pellach ar lefel 1/2 drwy gyfrwng y Gymraeg oddeutu 99% ac yn rhagori ar darged 62% Llywodraeth Cymru erbyn 2015 a 68% erbyn 2020.
Page 217
Canlyniad 5: Mwy o ddysgwyr gyda sgiliau uwch yn Gymraeg
Y Sefyllfa Bresennol % y disgyblion sy'n cyflawni'r lefel ddisgwyliedig yn 92% y Cyfnod Sylfaen Cymraeg Iaith Gyntaf % y disgyblion sy'n cyflawni'r lefel ddisgwyliedig yn 93% CA2 Cymraeg Iaith Gyntaf % y disgyblion sy'n cyflawni'r lefel ddisgwyliedig yn 74% CA2 Cymraeg Ail Iaith % y disgyblion sy'n cyflawni'r lefel ddisgwyliedig yn 92% CA3 Cymraeg Iaith Gyntaf % y disgyblion sy'n cyflawni'r lefel ddisgwyliedig yn 77% CA3 Cymraeg Ail Iaith % y disgyblion sy'n cyflawni A*-C yn TGAU mewn 68% Cymraeg Iaith Gyntaf % y disgyblion sy'n cyflawni A*-C yn TGAU mewn 35% Cymraeg Ail Iaith % y disgyblion sy'n cyflawni A*-C ar lefel UG 60% (3/5) mewn Cymraeg % y disgyblion sy'n cyflawni A*-C ar lefel U2 mewn 67% (6/9) Cymraeg
Rhestrwch eich pedwar prif amcan er mwyn cyflawni'r canlyniad hwn (rhestrwch eich amcanion ar ffurf pwyntiau bwled a chyfeiriwch at atodiad 1 ar gyfer y data y mae angen ei gynnwys ar gyfer y canlyniad hwn).
Cynyddu lefel cyrhaeddiad L2 Cymraeg Iaith Gyntaf ar ddiwedd CA4 (97/142 = 68% ar hyn o bryd). Cynyddu lefel cyrhaeddiad L2 Cymraeg Ail Iaith ar ddiwedd CA4 (409/1479 = 28% ar hyn o bryd). Yn sylweddol is na throthwy perfformiad L2+ CNPT Dadansoddi canran y disgyblion mewn ysgolion cyfrwng Saesneg sy'n dilyn y cwrs Cymraeg llawn yn hytrach na'r cwrs byr. Cynyddu’r % sy’n astudio’r cwrs llawn o ran Cymraeg Ail Iaith. Cynyddu cyfleoedd i ddysgwyr o bob oedran ymarfer y Gymraeg y tu allan i'r ystafell ddosbarth mewn ysgolion Cymraeg a Saesneg. O fis Medi 2017, bydd disgyblion Blwyddyn 10 yn astudio’r cwrs Cymraeg Ail Iaith newydd a bydd un cwrs ar gyfer yr holl ddisgyblion. Dylai hyn yn ei dro wella’r nifer sy’n dewis dilyn y cwrs cyfan. Bydd yr awdurdod lleol yn sicrhau y bydd gwasanaeth gwell ysgolion ERW yn cefnogi’r datblygiad hwn ac yn sicrhau bod swyddog rhanbarthol y Gymraeg Mewn Addysg yn darparu cefnogaeth yn unol â’r angen a nodwyd. Cynyddu lefelau cyrhaeddiad UG ac U2 Cymraeg Iaith Gyntaf yn CA5.
Page 218 Datganiad Cefnogol:
Caiff safonau llythrennedd Cymraeg eu gwella drwy gyflogi Athro Ymgynghorol rhan-amser ar gyfer Cymraeg Iaith Gyntaf i ddarparu cefnogaeth a hyfforddiant i holl ysgolion cynradd Cymraeg a datblygu systemau pontio ag Ysgol Gymraeg Ystalyfera – Bro Dur.
Cytunir ar dargedau'n flynyddol ar y cyd â swyddogion ERW (drwy'r Ysgol Gefnogaeth ranbarthol) a chytunir ar raglen gefnogaeth strwythuredig ar gyfer llythrennedd Cymraeg â PENTAN – Cymdeithas Penaethiaid Ysgolion Cymraeg CNPT
Bydd yr holl ysgolion Cymraeg yn parhau i fynd ar gwrs preswyl Cymraeg blynyddol yn Llangrannog. Bydd y Swyddog Datblygu Athrawon yn parhau i gyflwyno adroddiad blynyddol ar y gweithgaredd hwn. Mae nifer o ddisgyblion yn parhau i fynd ar gyrsiau preswyl ym Mhlas Tanybwlch, Margam a Chanolfan Mileniwm Cymru yng Nghaerdydd. Darperir cyfleoedd i ddefnyddio sgiliau Cymraeg yn fewnol ym mhob ysgol Gymraeg drwy gynnig amrywiaeth o glybiau. Defnyddir Menter Iaith a Thŷ’r Gwrhyd fel adnoddau effeithiol at ddiben hyrwyddo gweithgareddau cyfrwng Cymraeg allgyrsiol. Cedwir mentrau arfer da presennol, gan gynnwys ‘Stafell Stwnsh’ yn Ysgol Gymraeg Ystalyfera –Bro Dur a 'Dyfal Donc’ a ‘Chynllun Clebran’ y CDP.
Bydd pob ysgol gynradd Gymraeg yn dilyn targedau'r wobr arian yn y Siarter Iaith. Mae dwy ysgol Saesneg beilot yn dilyn cynllun y Siarter Iaith ar hyn o bryd. Bydd Athrawon Bro yn hysbysu'r ysgolion Saesneg am gynllun Cymraeg Campus y Siartr Iaith ac yn annog mwy o ysgolion/clystyrau i gymryd rhan.
Bydd yr awdurdod lleol yn gweithio gydag ysgolion i sicrhau continwwm dysgu iaith rhwng cyfnodau allweddol presennol a fydd yn sicrhau dulliau dysgu iaith gwell a mwy uchelgeisiol i ddisgyblion. Bwriedir hefyd weithio gydag arweinwyr y cwricwlwm i hyrwyddo perthynas fwy ystyrlon rhwng y dysgwr a’r Gymraeg sy’n mynd y tu hwnt i’r ffocws academaidd a hyrwyddir gan Lywodraeth Cymru. Byddwn yn gweithio gyda Menter Iaith, yr Urdd ac asiantaethau allweddol eraill i sicrhau bod cyfleoedd i ddefnyddio’r Gymraeg yn cael eu hwyluso a’u hyrwyddo.
Canlyniad 6: Darpariaeth cyfrwng Cymraeg i ddysgwyr ag anghenion dysgu ychwanegol (ADY).
Cynhelir adolygiad o AAA yn y sector Cymraeg yn ystod hydref 2017 i asesu'r galw am fwy o gefnogaeth a darpariaeth ar gyfer anghenion disgyblion ysgolion Cymraeg. Gwella ymhellach brosesau adnabod cynnar ac ymyrryd effeithiol o ran disgyblion ysgolion Cymraeg sydd ag ADY i sicrhau bod staff yn mynd i'r afael â'u hanghenion ar y cyfle cyntaf erPage mwyn 219 sicrhau'r deilliannau gorau posib. Datblygu ymhellach allu ysgolion Cymraeg i ddarparu model cynaliadwy ar gyfer addysgu disgyblion ag ADY. Datblygu perthynas weithio agosach rhwng timau yn y Gwasanaeth Cynhwysiad a'r Swyddog Datblygu Athrawon a'r Athro Ymgynghorol mewn Cymraeg Iaith Gyntaf, er mwyn datblygu mwy o allu i ddarparu rhaglen hyfforddiant drwy gyfrwng y Gymraeg. Cyflwyno 'Offer Darparu ADY', gan weithio gyda phenaethiaid cyfrwng Cymraeg a chydlynwyr ADY er mwyn datblygu system gynllunio gref ar draws holl feysydd ADY.
Drwy ei Strategaeth Cynhwysiad, mae'r awdurdod yn ymrwymedig i sicrhau gallu mwy mewn clystyrau i ddiwallu anghenion disgyblion ag ADY. Yn unol â'r egwyddor hon, mae gwaith cydweithredol rhwng Ysgol Gymraeg Ystalyfera – Bro Dur â'i hysgolion cynradd partner ar Rocket Phonics ac asesu disgyblion yn gynnar eisoes wedi'i gwblhau a'i wreiddio. Mae'r Adran ADY wedi datblygu prawf sgrinio MIST (Prawf Sgrinio Babanod Canol) i ddarparu asesiadau diagnostig a hyfforddiant yn y sector cynradd drwy gyfrwng y Gymraeg. Derbyniodd yr holl ysgolion becynnau asesu, adnoddau a hyfforddiant. Darperir cefnogaeth broffesiynol cyfrwng Cymraeg i staff a holl gydlynwyr AAA ym mhob maes lle mae ei hangen. Mae hyfforddiant ysgol gyfan ar faterion AAA eisoes wedi'i ddarparu i holl staff Ysgol Gymraeg Ystalyfera – Bro Dur. Canlyniad hyn yw staff sy'n fwy gwybodus ac yn fwy hyderus ac mae hyn wedi cael effaith ar gadw'r staff presennol sy'n siarad Cymraeg.
Nid yw'r asesiad presennol o angen yn awgrymu bod galw digonol am ddarpariaeth arbenigol fel Canolfan Cefnogi Dysgu bwrpasol ac mae'n ymddangos y gall anghenion disgyblion gael eu diwallu mewn addysg brif ffrwd.
Mae peth asesiad arbenigol drwy gyfrwng y Gymraeg ar gael drwy Wasanaeth y Seicolegwyr Addysg, y Gwasanaeth Cefnogi Dysgu a'r Gwasanaeth Datblygu Addysg).
Darperir asesiad a chefnogaeth gan athrawon arbenigol canolog sy'n siaradwyr Cymraeg yn y meysydd canlynol:
Anawsterau Dysgu (Penodol a Chyffredinol) Iaith a Lleferydd a Chyfathrebu Nam ar y Clyw Nam ar y Golwg Anhwylder y Sbectrwm Awtistig (ASD) Lles ac Ymddygiad
Page 220 Canlyniad 7: Cynllunio'r gweithlu a datblygiad proffesiynol parhaus
Rhestrwch eich pedwar prif amcan er mwyn cyflawni'r canlyniad hwn (rhestrwch eich amcanion ar ffurf pwyntiau bwled).
Amcanion:
Sicrhau bod ysgolion yn parhau i gynllunio'n strategol ar gyfer datblygu staff ac yn llunio cynlluniau gwario cadarn sy'n seiliedig ar ddadansoddi anghenion mewn modd systematig. Cefnogi cyfranogaeth systematig ar gyrsiau'r cynllun sabathol Cymraeg Llywodraeth Cymru (pob lefel). Datblygu arweinyddiaeth arweinwyr canol a darpar-benaethiaid mewn ysgolion Cymraeg. Cyfrannu at rôl ehangach gwella safonau addysgol y consortiwm rhanbarthol a sicrhau bod ffocws rhanbarthol ar ddatblygu proffesiynol â'r nod o gryfhau sgiliau athrawon fel y gallant fod yn athrawon Cymraeg hyderus ac effeithiol. Cynnal arolwg o faint o staff Cymraeg eu hiaith sydd eu hangen ar draws yr holl sectorau i gefnogi dyheadau CSGA
Datganiad Cefnogol:
Mae gan holl ysgolion Castell-nedd Port Talbot fynediad i'r rhaglenni rhanbarthol ar gyfer datblygiad proffesiynol a ddarperir gan ERW. Mae hyn yn sicrhau bod yna gyfleoedd ehangach ar gyfer cefnogaeth a datblygiad drwy gyfrwng y Gymraeg. · Mae'r awdurdod lleol hefyd wedi cyflogi Swyddog Datblygu Athrawon sy'n cefnogi dysgu'r Gymraeg ac sy'n parhau i ail-lunio rôl yr Athrawon Bro er mwyn sicrhau eu bod yn canolbwyntio ar ddatblygu arfer dysgu iaith effeithiol a chyson.
Mae gan holl gyrff llywodraethu swyddog cyswllt yn yr awdurdod lleol sy'n cysylltu ag Adnoddau Dynol a phersonél perthnasol eraill parthed holl faterion recriwtio a chadw staff. Cynhelir archwiliad o sgiliau ieithyddol holl staff ysgolion cynradd sy'n Gymraeg ail iaith bob dwy flynedd. Mae'r data hwn yn rhoi trosolwg manwl o allu pob ysgol i gyflwyno gofynion statudol y Cwricwlwm Cenedlaethol o ran y Gymraeg ac yn llywio rhaglenni DPP y dyfodol. Mae'r archwiliad hefyd yn sail i'r rhaglen gefnogaeth wahaniaethol Cymraeg ail iaith i holl ysgolion.
Dirprwyir Grantiau'r Gymraeg mewn Addysg i'r clystyrau i gyd er mwyn talu costau hyfforddiant a datblygiad Cymraeg ail iaith. Nodir anghenion hyfforddiant y sector Cymraeg iaith gyntaf gan PENTAN ar y cyd â'r Athro Ymgynghorol ar gyfer y Gymraeg. Ceir gwybodaeth ynglŷn â'r holl gyfleoedd hyfforddi a datblygu sydd ar gael drwy ERW. Caiff yr holl gyfleoedd hyfforddiant a datblygiad eu hasesu, gyda phwyslais ar effaith yr hyfforddiant ar arfer yn y dosbarth a deilliannau disgyblion gwell, yn enwedig o ran safonau cyfathrebu a llythrennedd disgyblion. Page 221 Mae presenoldeb cynorthwywyr addysgu ar gyrsiau Cymraeg yr awdurdod yn wirfoddol. Mae ERW wedi creu adnoddau i gynorthwywyr addysgu Cymraeg ail iaith. Mae holl gynorthwywyr addysgu yn y sector Cymraeg (100+) yn derbyn un diwrnod HMS y flwyddyn.
Llofnod: ………………………… Dyddiad: ………………………… · (Rhaid cael llofnod Prif Swyddog Addysg yr awdurdod lleol)
Page 222 Atodiad 1 (Disgyblion yn Plasc heb gynnwys disgyblion CCD YGG Trebannws)
Atodiad 1a Lleoedd mewn Ysgolion Cymraeg â llai na 10% o leoedd gwag
· · · · · · · · · · · · · · · · · Atodiad 1b
Cyfraddau trosglwyddo o leoliadau cyn ysgol cyfrwng Cymraeg
Mae’r darparwyr canlynol hefyd yn trosglwyddo plant i ddarpariaeth feithrin Gymraeg, ond nid ydynt wedi’u cofrestru â MYM: CIB Aberafan Tiddleywinks Ystalyfera Cylch y Waun (Gwauncaegurwen) Lots of Tots Tai’rgwaith · ·
Page 223 Atodiad 1c
Disgyblion sy’n trosglwyddo o Bl 6 ysgol Gymraeg yn CNPT i YG Ystalyfera (Dyddiadau a ddefnyddiwyd: cyfrifiad mis Mai ac 1 Hydref bob blwyddyn) 2014 2015 2016 2017 Ystal Ystal Ystal Ystal Disgy yfera Disgy yfera Disgy yfera Disgy yfera blion – Do blion – Do blion - Do blion - Do B6 - ar % a B6 - ar % a B6 - ar % a B6 - ar % a Mai 1/10/ drosglwy Mai 1/10/ drosglwy Mai 1/10/ drosglwy Mai 1/10/ drosglwy 2014 14 ddodd 2015 15 ddodd 2016 16 ddodd 2017 17 ddodd YGG Blaendulais 12 11 91.7% 20 18 90.0% 13 13 100.0% 10 10 100.0% YGG Castell- nedd 35 35 100.0% 28 26 92.9% 41 39 95.1% 31 31 100.0% YGG Cwm Nedd 18 17 94.4% 18 13 72.2% 25 20 80.0% 18 13 72.2% YGG Cwmgors 9 2 22.2% 4 1 25.0% YGG Cwmllynfell 12 4 33.3% 10 6 60.0% 16 13 81.3% 6 5 83.3% YGG Gwaun- Cae-Gurwen 15 0.0% 12 4 33.3% 25 9 36.0% 19 2 10.5% YGG Pontardawe 29 19 65.5% 33 23 69.7% 30 17 56.7% 46 31 67.4% YGG Rhosafan 26 21 80.8% 32 28 87.5% 39 34 87.2% 49 48 98.0% YGG Trebannws 17 1 5.9% 8 1 12.5% 23 2 8.7% 17 3 17.6% YGG Tyle'r Ynn 20 17 85.0% 23 21 91.3% 27 25 92.6% 28 27 96.4% YGG y Wern 16 11 68.8% 14 14 100.0% 13 4 30.8% 16 15 93.8% Cyfanswm 209 138 66.0% 202 155 76.7% 252 176 69.8% 240 185 77.1% · · ATODIAD 2 · · Year 9 Cohorts Plasc Actuals Proj (Jan) - based on Jan 14 · No. School 2011 2012 2013 2014 2015 2015 2016 2017 2018 · 4064 Cefn Saeson 181 158 137 120 134 135 137 109 136 · 4065 Cwmtawe 248 275 271 263 214 213 257 248 222 · 4068 Cwrt Sart 98 112 87 97 86 85 76 75 80 4047 Cymer Afan 69 60 48 50 39 39 49 33 31 · 4067 Dwr-y-Felin 242 202 245 170 229 222 213 224 215 · 4059 Dyffryn 153 172 149 151 172 177 134 156 179 4052 Glanafan 92 88 78 72 53 61 60 68 76 4066 Llangatwg 140 148 141 153 153 149 126 121 134 4056 Sandfields 110 139 123 128 109 111 108 105 130 4601 St Joseph's 112 121 91 117 104 94 94 105 84 4060 Ystalyfera 158 176 158 151 175 178 195 166 202 Total - Welsh Secondary 158 176 158 151 175 178 195 166 202 Total - Secondary 1603 1651 1528 1472 1468 1464 1449 1410 1489 % - Welsh Secondary 9.9% 10.7% 10.3% 10.3% 11.9% 12.2% 13.5% 11.8% 13.6%
Page 224 Atodiad 3: Nifer a chanran y disgyblion sy’n mynychu lleoliadau cyfrwng Cymraeg heb eu cynnal sy’n darparu’r Cyfnod Sylfaen ac sy’n trosglwyddo i ysgolion Cymraeg/dwyieithog (nodwch os nad oes modd cael gafael ar yr wybodaeth. · 2011-12 2012-13 Nifer a Canran Nifer a Canran a drosglwyddodd i a drosglwyddodd i drosglwyddodd i drosglwyddodd i Addysg Gymraeg Addysg Gymraeg Addysg Gymraeg Addysg Gymraeg Sir Enw’r Cylch Nodiadau CNPT ABERAFAN 5 71% Cylch wedi’i ailsefydlu fel sesiwn feithrin mewn meithrinfa ddydd CNPT BLAENDULAIS 18 100% Dim gwybodaeth ar gael. Bydd hyn ar gael ar gyfer 2013-14 CNPT CASTELL-NEDD 17 100% 11 92% CNPT CWM-NEDD 23 96% 23 100% CNPT PONTARDAWE 21 81% 13 100% CNPT TIDDLYWINKS 24 73% Ddim yn gweithredu mwyach fel cylch meithrin. Darpariaeth wedi newid yn feithrinfa ddydd CNPT TREBANNWS 10 67% Ddim yn gweithredu mwyach fel Cylch Meithrin, dilyniant Cymraeg yn isel CNPT WAUNCEIRCH 6 75% 22 67% CNPT Y WAUN 19 83% 16 94% · · Mae’r tabl uchod (atodiad 3) yn dangos canrannau trosglwyddo ac mae’n dangos bod y darlun ar gyfer dilyniant yn ansicr. Mae angen clir i weithio mewn partneriaeth gyda phenaethiaid, rhieni, swyddogion Mudiad Meithrin ac arweinwyr Cylch Meithrin i hyrwyddo dilyniant i leoliadau cyfrwng Cymraeg, yn enwedig lle mae % y dilyniant yn disgyn o dan 100%. Yn ogystal, mae’r tabl yn dangos yr angen i archwilio posibiliadau sy’n ymwneud ag ailagor/dechrau Cylchoedd Meithrin ar draws yr ALI.
Page 225 Atodiad 4:
Nifer a chanran y disgyblion mewn ysgolion cynradd Cymraeg a dwyieithog sy’n trosglwyddo i ysgolion uwchradd Cymraeg
Number of pupils in Welsh- Number of pupils transferring Percentage of pupils transferring to Welsh-medium or bilingual medium and bilingual primary to Welsh-medium/bilingual secondary schools schools secondary schools 238 (Year 6 cohort May 8th 2012) 179 (Year 7 cohort Nov 20th 2012) 75.20% 229 (Year 6 cohort May 7th 2013) 180 (Year 7 cohort Oct 14th 2013) 78.6% (168 Ystalyfera, 10 Ysgol Dyffryn Aman, 1 Bryntawe, 1 Maesydderwen) 204 (Year 6 cohort May 13th 2014) 156 (Year 7 cohort Oct 14th 2014) 76.5% (138 Ystalyfera, 15 Ysgol Dyffryn Aman, 3 Bryntawe) 202 (Year 6 cohort May 12th 2015) 163 (Year 7 cohort Nov 2nd 2015) 80.7% (156 Ystalyfera, 5 YG Rhydywaun, 1 Bryntawe, 1 Ysgol Maesydderwen) 253 (Year 6 May 2016 - Yr 6 3-11-15) Not transferred yet Target at least 85% 251 (Year 6 May 2017 - Yr 5 3-11-15) Not transferred yet Target at least 90% 271 (Year 6 May 2018 - Yr 4 3-11-15) Not transferred yet ?
Atodiad 5: Cyrhaeddiad a pherfformiad mewn Cymraeg Ail Iaith (Dylai’r ALl ddarparu’r wybodaeth hon)
Cyfnod Allweddol 2
Nifer y Canran y Canran sy’n disgyblion disgyblion cyflawni Lefel 4 Asesiadau athrawon mewn 1196 (Mai 83.4% 71.2% Cymraeg Ail Iaith ar ddiwedd 2012) Cyfnod Allweddol 2 1134 (Mai 83.2% 75.7% 2013) 1156 (Mai 85.0% 73.6% 2014) 1173 (Mai 81.9% 74.1% 2015)
Cyfnod Allweddol 3
Nifer y Canran y Canran sy’n disgyblion disgyblion cyflawni Lefel 5 Asesiadau athrawon mewn 1507 (Mai 89.7% 70.6% Cymraeg Ail Iaith ar ddiwedd 2012) Cyfnod Allweddol 3 1389 (Mai 89.7% 72.6% 2013) 1350 (Mai 90.0% 75.5% 2014) 1318 (Mai 88.4% 76.7% 2015) ·
Page 226 · · · · · · · · · · · · · · ·
Page 227 Atodiad 6 ·
School: Neath Port Talbot National Test: Cym RDG
All Pupils Cohort >84 (%) >115 (%) >84 (Quartile) >115 (Quartile) 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 School 1674 1733 1799 81% 85% 87% 13% 15% 15% NPT 1674 1733 1799 81% 85% 87% 13% 15% 15% Wales 50815 51763 53187 84% 84% 85% 18% 17% 17%
NCY Cohort >84 (%) >115 (%) >84 (Quartile) >115 (Quartile) 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 School NCY 2 261 279 285 75% 86% 85% 17% 15% 17% School NCY 3 274 257 274 77% 81% 86% 14% 21% 18% School NCY 4 220 262 256 78% 81% 86% 14% 13% 14% School NCY 5 207 210 250 82% 83% 90% 10% 21% 17% School NCY 6 223 204 202 81% 87% 88% 11% 13% 14% School NCY 7 178 194 166 90% 90% 89% 15% 12% 13% School NCY 8 152 177 193 88% 87% 87% 6% 11% 11% School NCY 9 159 150 173 83% 87% 87% 12% 10% 16% NPT NCY 2 261 279 285 75% 86% 85% 17% 15% 17% NPT NCY 3 274 257 274 77% 81% 86% 14% 21% 18% NPT NCY 4 220 262 256 78% 81% 86% 14% 13% 14% NPT NCY 5 207 210 250 82% 83% 90% 10% 21% 17% NPT NCY 6 223 204 202 81% 87% 88% 11% 13% 14% NPT NCY 7 178 194 166 90% 90% 89% 15% 12% 13% NPT NCY 8 152 177 193 88% 87% 87% 6% 11% 11% NPT NCY 9 159 150 173 83% 87% 87% 12% 10% 16% Wales NCY 2 7447 7589 7941 84% 85% 84% 19% 17% 17% Wales NCY 3 7073 7312 7486 84% 84% 85% 19% 19% 18% Wales NCY 4 6730 6964 7213 84% 83% 85% 17% 16% 17% Wales NCY 5 6465 6585 6846 84% 85% 85% 17% 20% 18% Wales NCY 6 6148 6394 6526 85% 85% 85% 17% 17% 17% Wales NCY 7 5731 5655 5914 84% 84% 84% 17% 17% 16% Wales NCY 8 5586 5733 5621 85% 84% 85% 16% 16% 16% Wales NCY 9 5635 5531 5640 84% 85% 85% 18% 17% 18%
Gender Cohort >84 (%) >115 (%) >84 (Quartile) >115 (Quartile) 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 School Male 807 857 886 77% 82% 84% 11% 11% 9% NPT Male 807 857 886 77% 82% 84% 11% 11% 9% Wales Male 25315 25729 26291 80% 81% 81% 14% 14% 13% School Female 867 876 913 85% 88% 90% 14% 19% 21% NPT Female 867 876 913 85% 88% 90% 14% 19% 21% Wales Female 25500 26034 26896 88% 88% 88% 21% 21% 21%
FSMs Cohort >84 (%) >115 (%) >84 (Quartile) >115 (Quartile) 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 School FSM 253 225 224 68% 68% 76% 4% 5% 7% NPT FSM 253 225 224 68% 68% 76% 4% 5% 7% Wales FSM School NFSM 1414 1506 1575 83% 87% 89% 14% 16% 16% NPT NFSM 1414 1506 1575 83% 87% 89% 14% 16% 16% Wales NFSM · · · · · · · · · Page 228 · 2013 2014 2015 2013 2014 2015 Cym RDG Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 · Yr 2 73% 0% 9% 18% 18% 27% 36% 18% 0% 45% 45% 9% 9% 27% 18% 45% 9% 18% 36% 36% 36% 9% 45% 9% Yr 3 18% 0% 55% 27% 0% 36% 18% 45% 9% 45% 36% 9% 18% 18% 27% 36% 9% 27% 36% 27% 27% 18% 55% 0% · Yr 4 36% 0% 27% 36% 0% 36% 36% 27% 27% 27% 27% 18% 9% 27% 36% 27% 0% 45% 27% 27% 9% 55% 27% 9% Yr 5 18% 0% 55% 27% 0% 36% 36% 27% 27% 45% 18% 9% 0% 36% 45% 18% 36% 18% 36% 9% 18% 36% 36% 9% · Yr 6 9% 36% 18% 36% 0% 55% 27% 18% 18% 36% 27% 18% 18% 18% 45% 18% 9% 27% 36% 27% 9% 36% 55% 0% Yr 7 0% 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% · Yr 8 0% 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 100% 0% Yr 9 0% 0% 100% 0% 0% 100% 0% 0% 0% 100% 0% 0% 0% 0% 100% 0% 0% 0% 0% 100% 0% 100% 0% 0% · All 29% 10% 33% 28% 3% 41% 29% 26% 16% 43% 29% 12% 10% 24% 38% 28% 12% 26% 36% 26% 19% 31% 45% 5% · · ·
· 2013 2014 2015 Benchmark Quartiles Benchmark Quartiles Benchmark Quartiles · % Scoring 85+ Literacy - Cymraeg Literacy - Cymraeg Literacy - Cymraeg · No. School Y2 Y3 Y4 Y5 Y6 Y2 Y3 Y4 Y5 Y6 Y2 Y3 Y4 Y5 Y6 2125 YGG Cwmgors 1 3 1 3 1 1 4 2 3 2 2 1 2 1 1 2128 YGG Cwmllynfell 4 3 1 4 4 4 4 4 4 4 3 3 4 3 4 2149 YGG GCG 1 1 4 3 3 2 3 3 3 3 3 4 4 1 2 2158 YGG Rhosafan 3 3 4 3 2 2 2 2 3 2 2 2 1 1 2 2168 YGG Castell Nedd 1 4 3 3 2 2 2 2 4 2 2 2 3 2 2 2202 YGG Blaendulais 1 4 3 1 4 1 4 3 3 4 2 2 1 3 4 2205 YGG Cwmnedd 1 3 4 3 4 3 2 3 2 2 4 2 2 2 1 2208 YGG Trebannws 4 3 4 4 4 3 3 2 2 3 3 3 1 2 3 2213 YGG Y Wern 1 4 3 4 2 4 4 4 4 2 3 3 2 4 3 2218 YGG Pontardawe 1 1 1 3 3 3 2 4 2 3 3 3 3 2 3 2231 YGG Tyle'r Ynn 1 3 1 1 2 3 4 3 2 2 2 2 3 2 2 No. School Y7 Y8 Y9 Y7 Y8 Y9 Y7 Y8 Y9 4060 Ystalyfera 2 2 3 2 2 2 2 2 2 Benchmark Quartiles Benchmark Quartiles Benchmark Quartiles % Scoring over 115 Literacy - Cymraeg Literacy - Cymraeg Literacy - Cymraeg No. School Y2 Y3 Y4 Y5 Y6 Y2 Y3 Y4 Y5 Y6 Y2 Y3 Y4 Y5 Y6 2125 YGG Cwmgors 3 1 2 2 1 4 4 4 1 2 2 2 2 1 2 2128 YGG Cwmllynfell 4 2 3 3 3 4 4 3 3 3 4 3 4 3 3 2149 YGG GCG 4 3 2 3 3 3 3 2 3 3 3 3 2 1 3 2158 YGG Rhosafan 2 3 2 2 3 1 1 2 4 3 1 1 1 2 2 2168 YGG Castell Nedd 3 2 3 2 2 2 2 3 2 2 1 1 2 2 2 2202 YGG Blaendulais 1 3 3 4 4 4 2 3 1 4 1 3 2 4 3 2205 YGG Cwmnedd 4 4 4 3 3 3 2 2 3 4 3 3 2 2 2 2208 YGG Trebannws 4 4 4 4 4 4 3 4 1 1 1 3 3 3 1 2213 YGG Y Wern 2 4 4 3 3 2 4 4 1 4 3 3 3 3 3 2218 YGG Pontardawe 2 1 1 2 2 3 3 2 2 3 3 1 3 2 3 2231 YGG Tyle'r Ynn 4 4 3 3 1 3 3 2 3 2 3 2 2 3 3 No. School Y7 Y8 Y9 Y7 Y8 Y9 Y7 Y8 Y9 4060 Ystalyfera 3 3 3 3 3 4 3 3 2
Page 229 This page is intentionally left blank Alun Davies AC/AM Gweinidog y Gymraeg a Dysgu Gydol Oes Minister for Lifelong Learning and Welsh Language
Eich cyf/Your ref Ein cyf/Our ref
Aled Evans Director of Education, Leisure & Lifelong Learning Neath Port Talbot County Borough Council Civic Centre Port Talbot SA13 1PJ
4 August 2017
Dear Aled Evans,
I have now considered your draft Welsh in Education Strategic Plan. As you will know from discussions between our respective officials, I suggest that the issues outlined below need to be addressed in the plan. I’m sure you agree that it’s important that the authority takes appropriate ownership over its own plan. Therefore, I invite you to address these issues and submit an amended plan. I will then make the decision whether or not to approve that plan.
Can I thank you for the time and effort you have put into this phase of Welsh education planning. With the launch of our Cymraeg 2050 Strategy, this is a new and exciting time for us all. To fulfil our vision for a million Welsh speakers by 2050, we need to make some radical and far reaching changes to the way we work as a government and how we plan Welsh medium education. We are on the cusp of significant change and Welsh Government can not do this on its own.
You will know by now that I want changes to the way we plan for Welsh medium education and I want to do this with you so we can work together to provide Welsh medium education with a strong framework for growth. Working in partnership is mutually beneficial and is the only way that we will achieve the million Welsh speakers by 2050.
Matters to consider Below are the issues we think need addressing within your plan. We realise that in some cases, you will need to go through your own approval process, but we would ask if you could present your amended plan to us as soon as possible or no later than 29 September 2017. This of course will be dependent on your consultation processes.
It is for you to decide what constitutes fair and open consultation in terms of timescales. It is important that all those with an interest in Welsh medium education have an opportunity to contribute their views. Canolfan Cyswllt Cyntaf / First Point of Contact Centre: Bae Caerdydd • Cardiff Bay 0300 0604400 Caerdydd • Cardiff [email protected] CF99 1NA [email protected]
Rydym yn croesawu derbyn gohebiaeth yn Gymraeg. Byddwn yn ateb gohebiaeth a dderbynnir yn Gymraeg yn Gymraeg ac ni fydd gohebu yn Gymraeg yn arwain at oedi.
We welcome receiving correspondence in Welsh. Any correspondencePage 231 received in Welsh will be answered in Welsh and corresponding in Welsh will not lead to a delay in responding.
This feedback includes Aled Roberts’ views and these are attached in full as annex 1.
Ambitious targets must be set in order to increase the numbers in Welsh-medium education Need to set targets/actions to ensure adequate provision for early years Following the measuring demand survey held in 2013, it should be noted in the WESP when the next survey is planned and to ensure that a clear analysis of the demand in specific areas To include details of arrangements for latecomers. Insert details of the schools that are within 10% capacity and any plans to address possible capacity issues. Include transfer figure between primary and secondary for 2016 and details on how secondary schools promote their provision to primary schools. Transport for 11-16 provision in the south of the County in response to parental demand – when will this be implemented? Note the targets set for outcome five for Welsh first and second language achievements and provide further details for promoting opportunities to use formal and informal Welsh. Set timetable and objectives to undertake an Additional Learning Needs assessment Need clear objectives for workforce planning and development
You may have my assurance that my officials will provide any support, advice or guidance necessary.
Alun Davies AC/AM Gweinidog y Gymraeg a Dysgu Gydol Oes Minister for Lifelong Learning and Welsh Language
Page 232
Annex 1 NEATH PORT TALBOT
Vision
The plan is based on maintaining the current provision rather than showing any ambition to contribute to the Welsh Government's strategy to create a million Welsh speakers by 2050. The targets lack ambition with no plan to raise numbers although it should be noted that there’s an intention to introduce Welsh Education Strategy following the local elections in May 2017.
Outcome 1
The main objectives in outcome 1 include a commitment to increase the pre-school provision. Again, no targets have been set or any details about any negotiations with Mudiad Ysgolion Meithrin to expand existing provision. Figures for those transitioning between the cylchoedd and the foundation phase should be included to understand if work is needed to improve the percentages transferring. A statement about Welsh medium Flying Start provision and information about Welsh medium provision plans for the 30 hour childcare offer would be beneficial as well as targets for an increase in provision.
Here we must accept the projections are children who are already within the Welsh education system. When considering the recent investment within Welsh education, the plan should note that plans will be more ambitious in the future.
The authority is about to undertake an assessment of the demand for Welsh-medium education in the autumn but it would be good to understand if there are plans within the authority to increase the provision of Welsh medium primary and include within the Band B.
It is disappointing that no explanation is provided about the arrangements for latecomers and there is no intention to introduce immersion provision following consultation with the Welsh medium schools. No information has been provided about the capacity of the existing Welsh primary schools. It is therefore difficult to understand if there are pressures within any areas in the authority – more will need to be done if the authority succeeds with their plans to better promote Welsh education in the future.
There is no statement about deciding on the language of any new school built under 106 agreements or detail about any housing developments within the local plan.
Outcome 2
The percentages transferring from Welsh medium primary to secondary in outcome 2 is lower than other authorities although the percentages have been rising in the Neath Port Talbot over the last three years. It is likely that parental choice due to geographical is the main reason but it's 'anticipated that due to significant investment within the sector with a second campus for Ystalyfera opening in the south of the County. The plan is expected to include targets to improve the percentages transferring as well as plans for more robust transition arrangements.
Page 233 Outcome 3 and 4
The percentages of pupils in outcome 3 and 4 studying more than 2 and more than 5 subjects through the medium of Welsh should they sit an exam in Welsh first language Ysgol Ystalyfera is healthy. There is no explanation however about providing science through the medium of Welsh.
Outcome 5
Targets for the three years need to be included in outcome 5 to improve attainment of Welsh first language and second language. There is a need to understand how many pupils within English medium schools currently leave schools without sitting a qualification in the Welsh language and what plans have been agreed with those schools following the removal of the GCSE second language short course.
More detail is required about the County’s arrangements for increased opportunities for young people to use the Welsh language in formal and informal settings; this should include any targets agreed with the Urdd, youth service, Menter Iaith and other agencies involved in increasing provision.
No information has been presented about outcome 5 (4).
Outcome 6
The arrangements operating between Ysgol Gyfun Ystalyfera and the primary schools for ALN provision within mainstream education is provided under outcome 6. According to the plan, there is little demand for specialist provision, such as a dedicated Welsh medium Learning Support Centre. Nevertheless it is necessary to understand if a review has been undertaken and if any gaps have been identified. Understanding how any gaps as well as a timescale for this or any sub-regional discussions would be beneficial.
Outcome 7
Any details following any assessment of language skills held within the Council should be included in outcome 7, noting any decisions for training or professional development resulting from this.
The authority identified within its previous plan that Welsh is losing ground in lower Brynamman, Gwaun Cae Gurwen and Cwm Llynfell. It would be beneficial to understand what steps have been taken by the authority to strengthen the language within those areas in terms of education policy.
Page 234 Alun Davies AC/AM Gweinidog y Gymraeg a Dysgu Gydol Oes Minister for Lifelong Learning and Welsh Language
Eich cyf/Your ref Ein cyf/Our ref
Aled Evans Cyfarwyddwr Addysg, Hamdden a Dysgu Gydol Oes Cyngor Bwrdeistref Sirol Castell-nedd a Phort Talbot Y Ganolfan Ddinesig Port Talbot SA13 1PJ
Awst 2017
Annwyl Aled Evans,
Rwyf wedi ystyried eich drafft o Gynllun Strategol y Gymraeg mewn Addysg. Fel y gwyddoch o drafodaethau rhwng ein swyddogion, byddwn yn awgrymu bod angen rhoi sylw i’r materion a amlinellir isod yn y cynllun. Hyderaf y cytunwch, ei fod yn bwysig bod pob awdurdod yn cymryd perchenogaeth briodol dros ei gynllun ei hun. Felly, rwyf yn eich gwahodd i fynd i'r afael â’r materion hyn a chyflwyno cynllun diwygiedig. Byddaf wedyn yn gwneud y penderfyniad i gymeradwyo'r cynllun hwnnw neu beidio.
Diolch i chi am yr amser a'r ymdrech yr ydych wedi ei roi ar gyfer cynllunio addysg Gymraeg yn y cyfnod hwn. Mae lansiad ein strategaeth Cymraeg 2050, yn ddechrau cyfnod newydd a chyffrous i bawb ohonom. Er mwyn cyflawni ein gweledigaeth o gyrraedd miliwn o siaradwyr Cymraeg erbyn 2050, mae angen newidiadau radical a phellgyrhaeddol gan Y Llywodraeth wrth weithredu a chynllunio addysg cyfrwng Cymraeg. Rydym ar drothwy newidiadau arwyddocaol o ran addysg Gymraeg a ni all Llywodraeth Cymru wneud hyn ar ben ei hun.
Byddwch yn ymwybodol erbyn hyn fy mod eisiau gweld newid yn ein dull o gynllunio addysg Gymraeg. Rwyf yn awyddus ein bod yn cydweithio i gynnig addysg Gymraeg o fewn fframwaith gref a chadarn sy’n cynnal twf. Mae gweithio mewn partneriaeth yn fuddiol i'r ddwy ochr a dyma’r unig ffordd y byddwn yn sicrhau miliwn o siaradwyr Cymraeg erbyn 2050.
Materion i’w hystyried Isod fe welwch yr addasiadau byddwn am i chi wneud i’ch cynllun. Rydym yn sylweddoli mewn rhai achosion, y bydd angen cwblhau eich prosesau mewnol, ond hoffem ofyn a fyddai modd i chi gyflwyno eich cynllun diwygiedig i ni cyn gynted â phosibl a dim hwyrach na 29 Medi 2017. Wrth gwrs bydd hyn yn dibynnu ar eich prosesau ymgynghori. Canolfan Cyswllt Cyntaf / First Point of Contact Centre: Bae Caerdydd • Cardiff Bay 0300 0604400 Caerdydd • Cardiff [email protected] CF99 1NA [email protected]
Rydym yn croesawu derbyn gohebiaeth yn Gymraeg. Byddwn yn ateb gohebiaeth a dderbynnir yn Gymraeg yn Gymraeg ac ni fydd gohebu yn Gymraeg yn arwain at oedi.
We welcome receiving correspondence in Welsh. Any correspondencePage 235 received in Welsh will be answered in Welsh and corresponding in Welsh will not lead to a delay in responding.
Mater i chi yw penderfynu beth yw ymgynghori teg ac agored o ran amserlenni. Mae'n bwysig bod pawb sydd â diddordeb mewn addysg cyfrwng Cymraeg yn cael cyfle i gyfrannu eu barn.
Mae'r adborth hwn yn cynnwys sylwadau Aled Roberts ac mae'r rhain yn cael eu hatodi’n llawn yn atodiad 1.
Cynnwys targedau uchelgeisiol er mwyn cynyddu’r niferoedd mewn addysg Gymraeg Angen cynnwys targedau a chamau gweithredu er mwyn sicrhau darpariaeth ddigonol ar gyfer y blynyddoedd cynnar Yn dilyn yr arolwg asesu’r galw yn 2013, bydd angen nodi pryd bydd bwriad i gynnal yr un nesaf a sicrhau darlun cliriach o rhan pa ardaloedd lle mae’r angen/neu galw fwyaf. Angen cynnwys manylion ar gyfer trefniadau o ran hwyrddyfodiaid. Nodi’r ysgolion sydd o fewn trothwy capasiti 10% I gynnwys ffigyrau trosglwyddo cynradd i Uwchradd ar gyfer 2016 a manylion ar sut mae’r Uwchradd yn hyrwyddo eu cynnig i’r ysgolion cynradd. Trafnidiaeth am ddarpariaeth 11-16 yn ne’r Sir mewn ymateb i’r galw gan rieni – pryd fydd hwn yn weithredol? Cynnwys targedau yn neilliant 5 ar gyfer Cymraeg Iaith Gyntaf ac Ail Iaith a darparu mwy o fanylder ynghylch cyfleoedd i ddefnyddio’r Gymraeg mewn sefyllfaoedd ffurfiol ac anffurfiol. Gosod amserlen a thargedau i gynnal asesiad anghenion dysgu ychwanegol Angen amcanion clir ar gyfer cynllunio a datblygu’r gweithlu
Rwyf am eich sicrhau y bydd fy swyddogion yn darparu unrhyw gymorth, cyngor neu arweiniad angenrheidiol.
Alun Davies AC/AM Gweinidog y Gymraeg a Dysgu Gydol Oes Minister for Lifelong Learning and Welsh Language
Page 236
Atodiad 1 CASTELL NEDD PORT TALBOT
GWELEDIGAETH
Mae’r cynllun yn seiliedig ar gynnal y ddarpariaeth cyfredol yn hytrach na dangos unrhyw uchelgais i gyfrannu at strategaeth Llywodraeth Cymru i greu miliwn o siaradwyr Cymraeg erbyn 2050. Mae na ddiffyg uchelgais o ran y targedau a dim cynlluniau o ran codi niferoedd er dylid nodi fod bwriad i gyflwyno Strategaeth Addysg Gymraeg yn dilyn yr etholiadau lleol ym mis Mai 2017.
Deilliant 1
Mae’r prif amcanion o ran Deilliant 1 yn cynnwys ymrwymiad o ran cynyddu’r darpariaeth cyn-ysgol ag eto does dim targedau wedi eu gosod nac unrhyw fanylion o ran trafodaethau efo Mudiad Meithrin i ehangu ar y ddarpariaeth presennol. Fe ddylai cynnwys ffigurau trosglwyddo rhwng y cylchoedd a’r Cyfnod Sylfaen er mwyn deall os oes gwaith ei angen hefyd i wella ar ganrannau trosglwyddo. Mi fyddai datganiad o ran darpariaeth Dechrau’n Deg cyfrwng Cymraeg o fewn y sir ac unrhyw gynlluniau o ran darpariaeth Cymraeg o fewn cynlluniau Gofal Plant 30 awr hefyd o fantais gyda targedau ar gyfer unrhyw gynnydd o fewn y darpariaeth.
Mae’n rhaid derbyn mae rhagamcanion o’r plant sydd eisoes o fewn y gyfundrefn Gymraeg sydd yma ond wrth ystyried y buddsoddiad diweddar o fewn addysg Gymraeg dylid cynnwys nodyn yn dangos bod cynlluniau i fod yn fwy uchelgeisiol o ran y dyfodol.
Mae’r awdurdod ar fin cynnal asesiad arall o’r galw am addysg Gymraeg yn yr Hydref ond byddai’n dda deall os oes unrhyw gynlluniau o fewn yr awdurdod i gynyddu’r darpariaeth cynradd cyfrwng Cymraeg a’u cynnwys o fewn Band B o’r cynlluniau cyfalaf.
Siomedig yw’r ffaith nad oes esboniad o’r trefniadau o ran hwyrddyfodiaid wrth ystyried nad oes bwriad i gyflwyno cynllun trochi yn dilyn ymgynghoriad efo’r ysgolion Cymraeg.
Nid oes unrhyw wybodaeth wedi ei gyflwyno ynghylch capasiti yr ysgolion cynradd Cymraeg presennol ac yn sgil hynny mae’n anodd deall os oes bwysau ar unrhyw ardaloedd o fewn y sir – byddai angen gwneud mwy wrth gwrs os yw’r sir yn llwyddo o ran cynlluniau i hyrwyddo addysg Gymraeg yn well yn y dyfodol.
Nid oes unrhyw ddatganiad o ran penderfynu ar cyfrwng iaith unrhyw ysgol newydd fydd yn cael ei hadeiladu o dan amodau 106 neu datblygiadau tai o fewn y cynllun lleol.
Deilliant 2
Mae’r canrannau sy’n trosglwyddo o ysgolion cynradd Cymraeg i’r uwchradd o dan Deilliant 2 yn is na llawer o awdurdodau er fod y canrannau wedi bod yn codi yn CNPT yn ystod y tair mlynedd olaf. Mae’n debyg mae dewis rhieni o ran rhesymau daearyddol sy’n gyfrifol ond mae gobaith gweld newid oherwydd buddsoddiad sylweddol o fewn y sector gan yr awdurdod yn ddiweddar gyda ail campws ar gyfer Ysgol Ystalyfera yn agor yn ne y sir. Disgwylir i’r cynllun gynnwys targedau o ran gwella’r canrannau trosglwyddo yn sgil hynny a hefyd y cynlluniau ar gyfer trefniadau pontioPage mwy 237 cadarn. Deilliant 3 a 4
Mae’r canrannau o fewn Deilliant 3 a 4 o ran disgyblion sy’n astudio mwy na 2 a mwy na 5 pwnc drwy gyfrwng y Gymraeg os ydynt yn sefyll arholiad Cymraeg iaith gyntaf yn Ysgol Ystalyfera yn iach. Nid oes unrhyw esboniad fodd bynnag o ran darparu gwyddoniaeth yn y Gymraeg o fewn yr ysgol.
Deilliant 5
Mae angen cynnwys targedau ar gyfer y tair mlynedd o fewn Deilliant 5 i wella cyrhaeddiad o ran Cymraeg Iaith Gyntaf ac Ail Iaith. Mae angen deall hefyd faint o ddisgyblion ar hyn o bryd o fewn ysgolion cyfrwng Saesneg sydd yn gadael ysgol heb sefyll cymhwyster yn yr iaith Gymraeg a pha gynlluniau a gytunwyd efo’r ysgolion hynny yn dilyn dileu’r cwrs byr ail iaith TGAU.
Mae angen fwy o fanylder ynghylch trefniadau’r awdurdod o ran cynyddu cyfleoedd i bobl ifainc ddefnyddio’r Gymraeg o fewn sefyllfaoedd ffurfiol ac anffurfiol, Dylid hyn gynnwys unrhyw dargedau a gytunwyd efo’r Urdd, Gwasanaeth Ieuenctid, Menter Iaith ac asiantaethau eraill i gynyddu’r ddarpariaeth.
Nid oes unrhyw wybodaeth wedi ei gyflwyno o ran Deilliant 5(4).
Deilliant 6
Mae disgrifiad o’r strwythurau sy’n weithredol rhwng Ysgol Gyfun Ystalyfera a’r ysgolion cynradd o ran darpariaeth ADY o fewn y prif ffrwd o dan Deilliant 6 a hefyd datganiad nad oes galw digonol am ddarpariaeth arbenigol megis Canolfan Cefnogi Dysgu pwrpasol cyfrwng Cymraeg. Serch hynny mae angen deall os oes archwiliad o’r gwasanaeth wedi ei gynnal erbyn hyn ac os oes unrhyw fylchau wedi eu nodi. Mae angen deall sut fydd delio efo unrhyw fylchau yn cynnwys amserlen o ran unrhyw drafodaethau is-ranbarthol .
Deilliant 7
Dylid cynnwys manylion o unrhyw asesiad sgiliau iaith a gynhaliwyd o fewn y cyngor gan nodi unrhyw benderfyniadau o ran hyfforddiant neu datblygiad proffesiynol yn deillio o hynny o fewn Deilliant 7.
Bu i’r awdurdod nodi o fewn ei cynllun blaenorol fod y Gymraeg yn colli tir ym Mrynaman Isaf, Gwaun Cae Gurwen a Cwm Llynfell a byddai’n ddiddorol deall pa gamau a gymerwyd gan yr awdurdod o ran atgyfnerthu’r iaith o fewn yr ardaloedd hynny o ran y polisi addysg.
Page 238 Agenda Item 14 By virtue of paragraph(s) 14 of Part 4 of Schedule 12A of the Local Government Act 1972.
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Page 239 This page is intentionally left blank Agenda Item 15 By virtue of paragraph(s) 14 of Part 4 of Schedule 12A of the Local Government Act 1972.
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