Designate the Key Stage 2 Social Inclusion Class at Cefn Fforest Primary School

Consultation on the proposal to re- designate the key stage 2 Social Inclusion Class at Cefn Fforest Primary School

Table of Contents

Page(s)

Introduction 3

Who will we consult with? 3

The consultation process 3

How to make your views known 4

Background to the proposal 5

Details of affected schools 5

Information on Cefn Fforest Primary School 5

Information on Tyn y Wern Primary School 8

Information on Ynysddu Primary School 9

Admission arrangements 10

What is the basis for this proposal? 10

What is the educational case for re-designation the Social Inclusion 10 Class?

What will be the likely impact of the proposal on school pupils? 11

What is the likely impact of the proposal on the staff of the SRB at 12 Hendre Junior School?

What are the financial implications of the proposal? 12

What will be the likely impact of the proposal on the local community? 12

Community impact assessment 13

What are the disadvantages of this proposal 13

Any risks associated with the proposals and measures required to 14 manage these

Description of any alternatives considered and the reasons why they 14 have been discounted.

What is the statutory process to re-designate the Social Inclusion 14 Class at Cefn Fforest Primary School?

Questionnaire 16

Appendix 1 – List of Consultees 17

Appendix 2 - Five year forecast of pupil rolls School and Previous five 18 school censuses.

Consultation on the proposal to re- designate the key stage 2 Social Inclusion Class at Cefn Fforest Primary School.

Introduction

The Local Authority wishes to seek the views of a wide range of stakeholders on a proposal to re-designate the Key Stage 2 Social Inclusion class at Cefn Fforest Primary School to a Foundation Phase Complex Needs specialist setting.

• Cefn Fforest Primary School currently hosts two specialist classes. One key stage (KS) 2 class is designated for children with Complex Needs a second KS 2 class is designated as a Social Inclusion Class. There are currently 8 pupils attending the Social Inclusion Class and 7 pupils attending the Complex Needs Class.

It is proposed that these changes will come into effect from 31st December 2016.

Who will we consult with?

Before a decision can be made the Local Authority is required to undertake a statutory consultation with all interested parties. The consultation process represents an opportunity for people to learn about the proposal, ask questions and make comments that will be recorded and considered when the Local Authority decides on a way forward. Caerphilly Local Authority will be seeking the views of a wide range of stakeholders, organisations and other interested parties. A list of all those being consulted is attached at Appendix 1.

The consultation process

The consultation will start on 4th January 2016 and be completed at 5pm on 14th February 2016. Feedback from the consultation will be collated and summarised and a report presented to the Local Authority’s Cabinet on 16th March 2016.

The Local Authority’s Cabinet will consider the report and will decide, based on the feedback, whether to proceed with the proposal, make changes to the proposal or not to proceed with the proposal. If the Cabinet decides not to proceed the proposal will not be progressed.

If the Cabinet decides to proceed with the proposal a statutory notice will be published providing a 28 day notice period for objections. The statutory notices will be published on the 11th April for a 28 day statutory notice period until 9th May 2016.

The Schools Standards and Organisation (Wales) Act 2013 requires that anyone wishing to make objections to a school organisation proposal has the opportunity to

do so. To be considered as statutory objections, objections must be made in writing or by email and sent to the Local Authority within 28 days of the date of the proposals.

If there are objections the Local Authority’s Chief Education Officer will publish an objection report providing a summary of the objections and her response to them before the end of 7 days beginning with the day of the Local Authority’s decision as to whether to proceed with the proposal.

The Local Authority’s Cabinet will consider the draft objection report at the next available cabinet meeting to determine the outcome of the statutory notice.

If the Local Authority’s Cabinet approve the proposal, the proposal will be implemented in accordance with the date given in the statutory notice or any subsequently modified date. In the case of this proposal the implementation date is 31st December 2016.

What do you now have to consider?

The remainder of the consultation document sets out the rationale for the re- designation of the Social Inclusion Class at Cefn Fforest Primary School. It is proposed that the re-designation will take place on 31st December 2016.

How can you make your views known?

A consultation questionnaire is attached and is also available on the Local Authority’s internet site http://www.caerphilly.gov.uk/My-Council/Consultations/School- consultations

The questionnaire also enables consultees to register their wish to be notified of the publication of the consultation report to the Local Authority’s Cabinet. The views of pupils are important and a consultation session, facilitated by the Local Authority, will take place with Cefn Fforest Primary School Council and pupil representatives from the Social Inclusion Class and KS2 Complex Needs SRB. You are welcome to put your views in writing to:

The Chief Education Officer, Penallta House, Tredomen, Ystrad Mynach, CF82 7PG

Email: [email protected]

All correspondence should be received no later than 5pm on 14th February 2016

Please note that responses to the consultation will not be counted as objections to the proposals. Objections can only be lodged following publication of the statutory notice.

As Cefn Fforest Primary School is an English medium school all the consultation documents have been produced in English. If a Welsh language copy of the consultation document is required, please contact the address above.

Background to the proposal

A key priority for the Local Authority is raising standards and improving the quality of education for all pupils but especially those in vulnerable groups. The purpose of the Additional Learning Needs (ALN) Review has been to review functions of individual services and provisions in order to ensure that provisions are well matched to the needs of learners. Whilst the quality of Special Educational Needs (SEN) provision in Caerphilly is good the ALN Review has identified that there is a need to begin to realign the range of SEN provision within the Authority.

On 9th December 2015 Cabinet considered the Chief Education Officer’s report on the Review. The report referred to key local and national strategic documents including the School Organisation Code 2013. Members were informed that an analysis of provision and future demand revealed the need for further reorganisation and development of Specialist Resource Base (SRB) provision. Members noted and approved the recommendations.

Details of affected schools

Information on Cefn Fforest Primary School.

Cefn Fforest Primary School serves the village of Cefn Fforest, although approximately a third of the pupils come from the Blackwood area of Caerphilly, it is an English medium school with a pupil places capacity of 294 including 42 nursery places. In December 2015 there were 283 pupils on roll including 29 nursery children. The number of nursery places at Cefn Fforest Primary School will not be affected by this proposal.

Details for the previous five school censuses and the five year forecast of pupil rolls at Cefn Fforest Primary School are included in Appendix 2. The school currently hosts two specialist classes; a Social Inclusion Class and Complex Needs SRB.

The condition category of the school as identified by the 21st Century Schools Survey is C

Cefn Fforest Primary School was last inspected in February 2014. Estyn judged the school’s current performance as ‘good’ and the school’s prospects for improvement were also judged as ‘good’. Provision in the resource base classes was good and it was noted that pupils integrate successfully into mainstream classes for some activities.

The Social Inclusion Class takes pupils in years 3 and 4 from other schools in the local authority. Pupils do not have to have a statement of SEN to access this provision. Pupils attending this class are dual registered and return to their ‘home’ school for one day per week. Pupils in the Social Inclusion Class have up to a maximum of four terms in the class. Following this time they return to their catchment school. By December 2016 (the proposed date for the re-designation of the Social Inclusion Class) all children attending the class will have completed four terms in that setting and will have returned to their home school.

There are currently two children whose home school is Cefn Fforest attending the Social Inclusion Class. Of the remaining six children, three travel between 4.4 miles and 8.4 miles to attend the class, the other three children travel an average of 2.6 miles to attend the class. All pupils, except the two children whose home school is Cefn Fforest, receive home to school transport.

The number of children on roll in the Social Inclusion Class over the past 5 years is detailed below. It should be noted that as children attend on a rolling 4-term programme numbers can vary across the academic year.

15-16 14-15 13-14 12-13 11-12 Cefn Fforest 8 4 5 5 8

The Complex Needs SRB caters for KS2 pupils with complex learning and associated needs from all over the local authority. Pupils attending this class are registered against Cefn Fforest Primary School. All pupils attending the Complex Needs SRB have a statement of SEN and have home to school transport.

Quality and Standards of Education

Outcomes

Based upon the National Categorisation for standards the school is judged to be: 1

• Attainment is usually above the median at both the expected and the higher level or outcome. • Pupils entitled to free school meals (eFSM) attain as well as non eFSM pupils. • In key stage 2, boys attainment, at the expected and at the higher level, is usually above the Family of Schools average for their gender • Attendance has been improving steadily and is now in the first quarter • The percentage of pupils, with standardised scores above 85 or above 115, in reading means that almost all cohorts are above the median when compared with similar schools across Wales.

Pupils have a positive attitude to learning are well-motivated, enjoy school and work well with others.

Pupils currently in the Complex Needs SRB are already included in the overall outcomes and provision. The addition of a Foundation Phase Complex Needs Class will have an impact on Foundation Phase outcomes as pupils attending this SRB are likely to be working at below expected outcomes. Pupils attending the Complex Needs SRBs will be assessed and tracked using PIVATS assessment to ensure that the pupils achieve their potential and that the intervention delivered to them is providing an effective and efficient use of resources.

Provision

The curriculum in Cefn Fforest Primary School provides stimulating opportunities for learning that meet the needs of most pupils. Teachers plan interesting topics that capture the imagination of nearly all pupils. Provision in the resource base classes is good and the pupils integrate successfully into mainstream classes for activities such as physical education. The provision for promoting pupils’ health and wellbeing is good. Young leaders promote active playtimes well. The school knows its pupils well and acts swiftly to meet specific needs that arise. Good partnerships exist with outside agencies that provide effective support to individual pupils. Given that Cefn Fforest Primary School has hosted SRBs for a number of years and has significant experience in this area, the impact of the proposal is expected to be minimal on the quality of provision at the school.

Leadership and management

Leaders and staff have developed a shared vision and there is a very clear strategy that has improved outcomes for nearly all learners. Leaders and staff have a relentless focus on raising standards. Targets reflect high expectations for the achievement of all pupils and these are met consistently. There are robust and effective processes to track pupils’ progress. The head teacher uses data effectively to identify the needs of particular cohorts and implements strategic plans to improve provision for these pupils. Any potential under-performance, for individual pupils, is identified through bi-monthly progress reviews. The school is flexible in its response to changes in pupils’ needs.

The school has hosted specialist provision for a number of years so the impact of the proposal on leadership and management will be minimal.

Information on Tyn-y-Wern Primary School

Tyn-y-Wern Primary School is situated in the Trethomas area of Caerphilly. Currently, 234 pupils between three and 11 years of age attend the school, including 32 Nursery pupils. The pupil places capacity of the school is 225. The number of nursery places at Tyn-y-Wern Primary School will not be affected by this proposal Details for the previous five school censuses and the five year forecasts of pupil rolls at Tyn-y-Wern Primary School are included in Appendix 2.

The condition category of the school as identified by the 21st Century Schools Survey is C

The school currently hosts two specialist classes; a Social Inclusion Class and a Nurture Class.

Tyn-y-Wern Primary School was last inspected in October 2009. Estyn judged the school’s performance as ‘good’ and the school’s prospects for improvement were also judged as ‘good’. Provision for pupils in the Nurture and Social Inclusion Classes were described as excellent.

The Social Inclusion Class takes pupils in years 3 and 4 from other schools in the local authority. The Nurture Class takes pupils in Reception and Year 1 from other schools in the Local Authority. Pupils do not have to have a statement of SEN to access this provision. Pupils attending this class are dual registered and return to their ‘home’ school for one day per week. Assessment data relating to pupils attending these classes is held by their home school. Pupils in the Social Inclusion and Nurture Class have up to a maximum of four terms in the class. Following this time they return to their catchment school.

The capacity for the Social Inclusion Class is 8 and Nurture Class is 8. This will not change if the proposal to re-designate the Social Inclusion Class at Cefn Fforest is agreed. Tyn-y-Wern Primary School will not therefore receive additional pupils as a result of this proposal. The proposals will not have an impact on the quality and standards in education at Tyn-y-Wern Primary School. Provision for children experiencing behaviour, emotional and social difficulties is currently being reviewed and will be subject to a separate consultation.

15-16 14-15 13-14 12-13 11-12 Tyn-y-Wern 5 8 7 8 6

Information on Ynysddu Primary School

Ynysddu Primary School is in the lower Sirhowy Valley, approximately three miles south of the town of Blackwood. It serves the former mining village of Ynysddu and the surrounding locality, although a few pupils come from further afield. The school currently has ninety-six pupils on roll from the ages of three to eleven, including eighteen in the nursery, who attend part-time. The number of nursery places at Ynysddu Primary School will not be affected by this proposal. Details for the previous five school censuses and the five year forecast of pupil rolls at Tyn-y-Wern Primary School are included in Appendix 2.

The condition category of the school as identified by the 21st Century Schools Survey is B

The school currently hosts two specialist classes; a Social Inclusion Class and a Nurture Class.

Ynysddu Primary School was last inspected in July 2015. Estyn judged the school’s performance as ‘good’ and the school’s prospects for improvement were also judged as ‘good’. It was noted that the provision within the Social Inclusion and Nurture Classes met the needs of the targeted pupils well.

The capacity for the Social Inclusion Class is 8 and Nurture Class is 8. This will not change if the proposal to re-designate the Social Inclusion Class at Cefn Fforest is agreed. Ynysddu Primary School will not therefore receive additional pupils as a result of this proposal. The proposals will not have an impact on the quality and standards in education at Ynysddu Primary School. Provision for children experiencing behaviour, emotional and social difficulties is currently being reviewed and will be subject to a separate consultation.

15-16 14-15 13-14 12-13 11-12 Ynysddu 7 6 7 5 4

Admission arrangements

Where a child’s needs have been identified by a statement of SEN and it is recommended that the child requires specialist provision then placement at the Complex Needs SRB will be agreed by the Local Authority’s Specialist Placement and Provision Panel with parental agreement.

Admission to the Social Inclusion Class is agreed via a Local Authority managed Nurture Panel with parental and home school agreement.

What is the basis for this proposal?

It is proposed that the Social Inclusion Class at Cefn Fforest is re-designated to be a Foundation Phase Complex Needs Specialist Resource Base from 31st August 2016. The setting currently has a KS2 Complex Needs SRB. The ALN Review has recognised that children in SRB settings benefit from cross-phase continuity so that transition for children between key phases can be managed more effectively. A recommendation from the review has been to review current Complex Needs provision and where possible ensure that both key stages of the provision are in the same setting.

The ALN Review has also considered the effectiveness of Social Inclusion and Nurture provision in the context of a more strategic approach to behaviour management across the authority. The ALN Review has identified that due to the way Nurture and Social Inclusion provision is organised, vulnerable children attending these classes have a fractured educational experience, which does not lead to sustained progress over time in relation to the difficulties they are experiencing. A behaviour review will consider arrangements for specialist provision to meet the needs of children with Behavioural, Emotional and Social needs (BESD). This will be subject to a separate consultation process.

What is the educational case for re-designating the Social Inclusion Class at Cefn Fforest Primary School?

There are currently five Nurture and Social Inclusion classes for primary aged pupils across three settings.

Name of School Nurture Social Inclusion Tyn-y-Wern Primary 1 x KS1 class 1x KS2 class Ynysddu Primary School 1 x KS1 class 1x KS2 class Cefn Fforest Primary school 1 x KS2 class

There are currently six SRB classes for primary aged pupils with Complex Needs children across five settings.

Name of School Number of Complex Needs Classes St James’ Primary School 1 x KS1 class and 1x KS2 class Cefn Fforest Primary school 1 x KS2 class Cwmcarn Primary School 1 x KS2 class Deri Primary School 1 x KS1 class Ty Isaf Infant school 1 x KS1 class

All children who attend Complex Needs SRBs will have statements of SEN. This means that the Local Authority has undertaken a statutory assessment of each child’s needs and identified that they have significant learning difficulties as a primary need and range of associated difficulties such as speech, language and communication delay and medical and physical needs. The Local Authority recognises that children with this level of educational need benefit from a consistent approach with disruptions to their educational experience being kept to a minimum.

Current arrangements for primary Complex Needs provision has been highlighted in the ALN Review as an area which needs to be addressed in that currently there is only one setting which offers both KS1 and KS2 provision. Re-designating the Social Inclusion class in Cefn Fforest Primary School would provide a second setting where pupils could attend for the whole of the primary phase. This will improve the overall educational experience for pupils attending these classes as transition between key phases will be less disruptive. In addition there will be more consistency in terms of curriculum planning and assessment between the two classes and greater opportunities for mainstream inclusion.

What will be the likely impact of the proposals on school pupils?

There are significant benefits to having SRB for primary aged pupils with Complex Needs in one setting. These include,

• Enhanced availability of specialist placements for pupils with Complex SEN in their local community • Reduced travel time to specialist provision due to more localised provision • Children with Complex and Diverse Needs in the early years will be able to have their needs assessed over time • Improved transition arrangements between a Foundation Phase SRB Class and KS 2 SRB as pupils will be in the same school.

There will be no impact on pupils currently attending the Social Inclusion Class at Cefn Fforest Primary School as they will all have completed four terms in the social inclusion class by December 2016. No pupils will be considered for a place in the Social Inclusion Class at Cefn Fforest at future placement panels. The long term future of Social Inclusion Classes is the subject of a separate behaviour review. The Local Authority does not consider the current arrangements to be in the best

interests of pupils as vulnerable children attending Social Inclusion Classes have a fractured educational experience, which does not lead to sustained progress over time in relation to the difficulties they are experiencing. The location of a new full time KS2 Behaviour Provision will be proposed as an outcome from the ongoing behaviour review. This will be subject to full consultation and, as part of this, consideration will be given to learner travel arrangements in relation to pupils requiring specialist BESD provision.

What is the likely impact of the proposal on the staff in the Social Inclusion Class in Cefn Fforest Primary School?

Social Inclusion staff at Cefn Fforest are employed by the Governing Body of the school. Staff within the school and the Social Inclusion Class would have the opportunity to express an interest in teaching within the new Complex Needs SRB setting. The Head Teacher of Cefn Fforest Primary School is working closely with the Head Teacher of Trinity Fields Special School and Resource Centre to develop pedagogy within the SRB and this will include appropriate support and training for staff within the SRB.

What are the financial implications of the proposal?

The budget for SRBs is held centrally by the Local Authority and delegated to the school. Staff are employed by the Governing Body of the school and as such are subject to the employment policy of the local authority.

The budget for the SRBs for the current year is £66,897.15 for the Social Inclusion class and £66,897.15 for the Complex Needs SRB. The budget for the Social Inclusion class will be redirected to fund the new Complex Needs SRB. There are no savings associated with this proposal and capital funding is not required to implement the proposal.

The proposal does not involve any transfer or disposal of land. The proposed closure of the class will not impact on overall capacity of Cefn Fforest Primary School to deliver an appropriate curriculum.

What will be the likely impact of the proposal on the local community?

This proposal will not have any significant impact on the local community. Cefn Fforest Primary School has hosted SRB classes for a number of years and children attending SRB classes are considered part of the school.

Community impact assessment

The following points have been considered as part of the community impact assessment:

• As this proposal related to the re-designation of the Social Inclusion Class it will not have an impact on any other facilities or activities provided by the mainstream school. • The Social Inclusion Class does not have any specific community activities linked to it. • There would not be any wider community safety issues or any implications on public transport. • Pupils attending the Social Inclusion Class remain on the roll of their catchment school so will continue to access extra curricula activities in that setting. • There will not be a requirement for pupils to travel longer distances to school as it is anticipated that pupils who have been attending the Social Inclusion Class will be educated in their local mainstream school.

The community impact assessment will be updated after the consultation has been completed to ensure that it includes pertinent issues that have arisen and need to be taken into account. The community and equality impact assessment will be presented to the Local Authority’s Cabinet in the report that sets out the consultation feedback received in respect of this proposal. A copy of the community and equalities impact assessment is available on request.

What are the disadvantages of this proposal?

Re-designation of the Social Inclusion Class in Cefn Fforest would mean that

• children identified as requiring a social inclusion class would have reduced options with regard to a placement. Social Inclusion classes are currently available in Ynysddu and Tyn-y-Wern Primary Schools.

Any risks associated with the proposals and measures required to manage these.

Risk Description Counter Measures 1 Potential of not being able to The Local Authority is conducting a provide appropriate placements for separate review of provision for children children with social inclusion needs and young people with Behaviour, Emotional and Social Difficulties (BESD). This has identified the need for increased full time KS2 BESD provision, which will be developed through a separate consultation. 2 There will be an element of Pupils will attend the Social Inclusion disruption to pupils Class for the full four terms that is the placement entitlement. Pupils will then return to attend their home school on a full time basis. 3 There will be an element of Staff will be offered ongoing support and disruption to staff training from Trinity Fields School and Local Authority staff to prepare them for the transition from Social Inclusion to Complex Needs pupils. 4 Increase in the number of fixed Local Authority Officers regularly monitor term or permanent exclusions fixed and permanent exclusions. Behaviour Support Service staff work closely with pupils with BESD and support schools with referrals to Local Authority Panels for alternative provision where this is considered necessary.

Description of any alternatives considered and the reasons why they have been discounted.

No alternatives to this proposal have been considered.

What is the statutory process to re-designate the Social Inclusion Class at Cefn Fforest Primary School?

The Code on School Organisation (“The Code”) is made under Sections 38 and 39 of the School Standards and Organisation (Wales) Act 2013. The Code came into force on 1 October 2013 and applies in respect of all school proposals published by way of a statutory notice after that date. Proposals to change the type of SEN provision have to follow the following process:

1. The Local Authority’s Cabinet considers the Code and authorises a consultation on the changes to the schools; 2. At the start of the consultation period the Local Authority must provide consultees with a consultation document and give them at least 42 days in which to respond, with at least 20 of these days being school days. 3. Consultation comments are collated and summarised by the Local Authority. This summary together with the Local Authority’s officers own responses is published in a consultation report within 13 weeks of the end of the consultation period and presented to the Local Authority’s Cabinet for consideration; 4. The Local Authority’s Cabinet decide whether to proceed with the changes within 26 weeks of the end of the consultation period. If the decision is to proceed, Step 5 is taken. If a new option emerges during the consultation which the Local Authority’s Cabinet wish to consider, then Steps 1-3 are repeated; 5. Statutory notice is published providing a 28 day notice period for objections. The notice must be published on a school day and with 15 school days (not including the day of publication) in the notice period; 6. If objections are received, the Local Authority must publish an objection report providing a summary of the objections and their responses to them before the end of 7 days beginning with the day of the Local Authority’s decision as to whether to proceed with the proposal; 7. The Local Authority’s Cabinet must decide on whether to implement the proposal within 16 weeks of the end of the objection period; 8. If the proposals receive approval they should be implemented in accordance with the date given in the statutory notice, or any subsequent modified date.

Proposed Timescales

Way Forward Date Formal Consultation Process 4th January 2016 – 14th February 2016 Cabinet Considers the results of the 16th March 2016 consultation Publication of Statutory Notice 11th April 2016 – 9th May 2016 Final decision of Cabinet 15th June 2016

Questionnaire

In order to help the Local Authority reach a decision, it would be very helpful if you could answer the following questions. Completed questionnaires should be returned to :

The Chief Education Officer, Learning, Education and Inclusion Services

Penallta House, Ystrad Mynach, Caerphilly CF82 7PG

or by e-mail to: [email protected]

by no later than 5 pm on the 14th February 2016

The Proposal

The proposal is to re-designate the KS 2 Social Inclusion Class at Cefn Fforest Primary School to a Foundation Phase Complex Needs Specialist Resource Base.

1. Do you agree with the proposal? (Please tick one of the options below)

Yes

Not sure

Please let us know the reasons for your choice

2. Please state any additional views or points which you would like to be taken into account (attach additional sheets if necessary)

3. Please indicate who you are (e.g. parent of a pupil at named school, governor at named school etc.)

4. Name (optional)

5 Would you like to be notified of the publication of the consultation report to the Local Authority’s’ Cabinet? Yes No If you have answered ‘yes’ please provide either your email or home address

Thank you for taking the time to complete this questionnaire

Appendix 1

List of Consultees

• The Cabinet Member for Education, Caerphilly Borough Council • All current serving Caerphilly County Borough Council Councillors • Chief Education Officer, Newport City Council • Director of Education Monmouthshire County Borough Council • Chief Education Officer, Torfaen County Borough Council • Chief Education Officer, Blaenau Gwent County Borough Council • Church in Wales, Llandaff • Roman Catholic Diocesan Authority, Cardiff • The Governing Body of Cefn Fforest Primary School • Parents and Carers of all pupils attending Cefn Fforest Primary School • Staff at Cefn Fforest Primary School • The Welsh Minister for Education and Skills • The constituent Assembly Member for Caerphilly • The regional Assembly Members • The Member of Parliament for Caerphilly • Estyn • Teaching and Trades Unions • The South East Wales Education Achievement Service • Caerphilly Transport Department • The Gwent Police and Crime Commissioner • Aneurin Bevan University Health Board • Gwent Hearing Impaired Service

Appendix 2

Five year forecast of pupil rolls at Cefn Fforest Primary School, Tyn-y-Wern Primary School and Ynysddu Primary School

Nurs Total Nurs Total Nurs Total Nurs Total Nurs Total Nurs Total Nurs Total ESTABLISHMENT 2015 2015 2015 2016 2016 2016 2017 2017 2017 2018 2018 2018 2019 2019 2019 2020 2020 2020 2021 2021 2021

Cefn Fforest Primary 254 29 283 249 32 281 242 29 271 235 29 264 219 29 248 223 29 252 217 29 246 Tynywern Primary 207 31 238 213 29 242 210 31 241 210 35 245 214 35 249 219 35 254 228 35 263 Ynysddu Primary 78 18 96 83 13 96 81 17 98 90 9 99 89 9 98 87 9 96 89 9 98

Previous Five School Censuses.

Educational 2010 2011 2012 2013 2014 Establishment Cefn Fforest Primary 360 335 321.5 292 279 Tyn-y-Wern Primary 229 237.5 250.5 242 238 Ynysddu Primary 93.5 90 98.5 74 80.5