Ysgol caergeiliog foundation school

THE GOVERNORS’ REPORT TO THE PARENTS

JULY 2013

1. GOVERNORS: (June 2013)

Category Name Term of Office Expires

Headmaster – Ex Officio Mr R Williams Not Applicable

Co-opted (Chairman) Mr M Gulesserian June 2017

Partnership Governor Mr A Darroch June 2017

Partnership Governor Mr J Bromage July 2017

Partnership Governor Mrs N Eccles May 2014

Partnership Governor Mrs R Brown July 2017

Teacher Representative Mrs M Roberts August 2015

Ancillary Staff Miss S Campbell August 2015

Parent Governor Mr P Fazal March 2015

Parent Governor Mrs H Jones November 2013

Parent Governor Vacancy

Parent Governor Vacancy

Parent Governor Vacancy

Parent Governor Vacancy

LEA Mrs A Davey March 2015

LEA Vacancy

2. Governor Sub Committees, Governor Involvement and Training:

1. Sub Committee Meetings:

During the Autumn Term 2012 and Spring Term 2013 the following Governor Sub Committees met to discuss School Performance.
Foundation Phase

Literacy

Standards

Employment and Wellbeing

Finance
2. Governor Training:

A Programme of Governor Training Sessions has been circulated to all Governors.
3. Involvement:

School Governors have involved themselves in a variety of ways since September 2012. For example:

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  Attending Sub Committees.
  
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  Involvement in Lessons and Morning Assembly.
  
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  Supporting Pupil Sub Committees.
  
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  Supporting Fund Raising Activities.
  
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  Overseeing the School Accounts.
  
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  Overseeing the wellbeing of pupils and staff.
  
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  Dealing with Employment Matters
  
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  Appointing Staff
  

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  School Roll – 414 (March 2013)
  

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  The Average Attendance for the Academic Year 2011 - 12 was 96.5%. There were no unauthorised absences.
  
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  The School’s Attendance Target for 2012 – 2013 is 98%.
  

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  The School carries out regular surveys of the number of pupils arriving late at School and contacts the parents to discuss such issues.
  
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  Weekly Information Updates will remind parents of the regulations appertaining to School Attendance.
  

Our School prides itself on the emphasis it places on the teaching of the Core Subjects. Mathematics is given a seriously high profile and the following activities were arranged accordingly:

On 13^TH and 14^TH November 2012 the School participated in ‘The Four Nations Maths Challenge’. This was arranged and co-ordinated by Miss Lisa Ellis-Roberts in her capacity as the School’s Mathematics Co-ordinator.

This is also arranged and co-ordinated by Miss Lisa Ellis-Roberts in her capacity as the School’s Mathematics Co-ordinator.

During this Academic Year the School has introduced and implemented the International Primary Curriculum.

In October 2012 the School recruited an extra teacher to the teaching team for the purpose of promoting standards. This teacher is involved in giving tuition to those pupils recognised by our assessment procedures as requiring extra support in specific curricular areas.

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  Since June 2007 there appears very little correlation between FSM and AN. The most significant correlation appeared during April and September 2009 when the percentage variance was 1%.
  
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  From June 2007 to January 2010 the percentage of pupils on FSM has been lower than the percentage of pupils on the AN Register.
  
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  From September 2010 to June 2012, this was reversed with the percentage of pupils having FSM steadily increasing.
  
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  From September 2010 to June 2012 the average percentage variance in the percentage of pupils on the AN Register and the Percentage of pupils on FSM was 4.23%.
  
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  In November 2012 the percentage variance was 0.8%.
  
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  In June 2013 the percentage variance increased yet again to 3.3%.
  
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  The average variance between FSM and AN during the period June 2007 to June 2013 was 1.55%.
  

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  The average percentage of pupils on the AN Register during the past 3 years has been 8.6%.
  
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  The average percentage of pupils on FSM during the past 3 years has been 11.9%.
  
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  From January 2010 to September 2011 the percentage of pupils receiving FSM increased whilst the number on the AN Register decreased.
  
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  The June 2013 figure shows an increase of 2.4% in the percentage of pupils on the AN Register compared to September 2010.
  
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  Similarly, the June 2013 FSM figure, shows an increase of 2.9% on the September 2010 figure.
  
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  The June 2013 FSM figure compared with the June 2007 figure shows an increase of 3.7% on the Register.
  
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  The June 2013 AN Figure compared with June 2007 figure shows a decrease of 3.8% on the Register. This is considered a Value Added Factor reflecting the School’s concerted effort to address the needs of underachievers.
  

The School’s Strategic Plan and the 2013 – 2014 School Improvement Plan were generated by:

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  Analysing all Assessment Data held by the School
  
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  Consulting all stakeholders
  
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  Having regard for ESTYN and WAG Guidance
  
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  Responding to the last ESTYN School Inspection Reports and Reports from other bodies e.g. IIP, Customer Service Excellence etc.
  

The main areas of focus for the SDP and SIP will be:

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  Reading and Oracy
  
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  Mathematics
  
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  Welsh Second Language
  
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  ICT
  

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  Continue to promote Problem Solving and Mental Mathematics across the age range.
  
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  Further develop the use of Mathematics in cross-curricular studies.
  
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  Continue to promote good practice from Foundation Phase to Key Stage 2.
  

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  Review and implement procedures that promote attainment in Reading across the age range.
  
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  Develop procedures that promote pupil attainment with a focus on Oracy across the School’s age range.
  

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  Further develop ICT in Cross Curricular work
  
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  Develop a strategy for the further development of ICT and Media Studies in the School.
  
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  Further promote the use of Mac OS in the School.
  

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  Implement Strategies that ensure that good practice at Foundation Phase is continued at Key Stage 2.
  
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  Continue to develop the Welsh Language Centre’s effectiveness.
  

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  Carry out a full review of all policies relating to Wellbeing and further develop strategies to promote this aspect of care.
  

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  Review and update procedures for compiling the Whole School Evaluation Report and its contribution to School Improvement
  

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  Implementation of the Second Stage of the Revised Structure for Governor Involvement
  

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  Second Stage of the Revised Plan is implemented.
  

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  Pupils are becoming more confident when undertaking problem-solving activities across the school
  
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  More opportunities for problem-solving are a focus of weekly planning.
  
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  Pupils have been experiencing a range of problem-solving activities on a cross-curricular level.
  
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  Pupils have received a range of activities based on real life situations across the curriculum.
  
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  Challenging targets are set for all pupils in the school.
  
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  The school’s Maths on Target scheme and termly mathematics tests continue to improve standards across the school.
  
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  Graded maths tests at the beginning and at the end of the year enable teachers to track pupil progress and target under-achievement.
  
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  Lesson observations show that pupils are being challenged and high expectations are being set in order to produce the best outcomes for our pupils.
  
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  Teachers and Foundation Phase Assistants continue to use a range of strategies for challenging gifted and less able pupils.
  
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  Staff meetings to share good practice have taken place as well as the scrutiny of Maths books.
  
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  Robust performance management systems ensure the effective monitoring of standards in Mathematics. 100% of the numeracy lessons observed were assessed as Good.
  
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  The percentage of pupils achieving Outcome 5 (June 2013) or above at the end of the Foundation Phase is 96 %. This is an increase of 2% compared to last year. The target was 95%.
  
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  The percentage of pupils achieving Outcome 6 (June 2013) at the end of the Foundation Phase is 32 %.
  
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  The percentage of pupils achieving a Level 4 (June 2013) or above at the end of Key Stage 2 is 93%. This is an increase of 1% compared to the previous year. The target was 92%.
  
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  The percentage of pupils achieving a Level 5 (June 2013) is 40 %. This is a decrease of 6% compared to the previous year.
  

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  Pupils are becoming more confident in reading a range of challenging texts
  
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  A daily phonics lesson has further developed pupils’ reading and spelling skills.
  
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  Weekly spelling tests from Year 1 to Year 6 indicate that pupils are improving with spelling and are becoming more confident in using a range of strategies to establish meaning in texts.
  
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  Lesson observations have shown that the quality of teaching and learning is improving. 75% of Literacy lessons observed were assessed as Good. 25% of Literacy lessons observed were assessed as Excellent.
  
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  A review and update of the role of the teaching assistant in lessons has improved the quality of activities prepared by the teaching assistants.
  
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  Foundation Phase Assistants are now required to prepare quality learning experiences in Literacy.
  
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  Robust performance management systems ensure effective monitoring of Literacy standards in the school.
  
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  Staff meetings to share good practice have taken place along with the scrutiny of Literacy books.
  
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  Reading and spelling tests at the beginning and at the end of the year enable teachers to track pupils’ progress and identify under-achievement.
  
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  The percentage of pupils achieving Outcome 5 (June 2013) or above at the end of the Foundation Phase is 96%. This is an increase of 2% compared to last year. The target was 96%.
  
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  The percentage of pupils achieving Outcome 6 (June 2013) is 34%. This is an increase of 6% compared to last year.
  
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  The percentage of pupils achieving a Level 4 or above in Key Stage 2 (June 2013) is 95%. This is an increase of 3% compared to the previous year. The target was 92%.
  
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  The percentage of pupils achieving Level 5 (June 2013) is 40%. This is a decrease of 6% compared to last year.