Google Services
Search
Search
Translate
Translate
Interactive Bar
Ysgol Cefnllys
Learning today to shape tomorrow
Dysgu Heddiw Er Mwyn Llunio Yfory
School Development Plan
School Development Plan 2022-2023
Learning today to shape tomorrow
Dysgu Heddiw Er Mwyn Llunio Yfory
Our vision statement encourages all learners to be:
“mindful, enthusiastic and emotionally agile
in their care and learning for themselves,
others and their environment”
Ysgol Cefnllys School Development Plan Priorities 2023-2024
Three-Year Priorities 2022 – 2023
| Inspection Area 1 Learning | Inspection Area 2 Wellbeing | Inspection Area 3 Teaching & Learning experiences | Inspection Area 4 Care support and guidance | Inspection Area 5 Leadership & management |
2022-2023 | Closing the gap in standards of reading/numeracy following school closure due to pandemic
| To improve problem solving skills across the curriculum | To improve problem solving skills across the curriculum
| Parental engagement
| Establish roles and responsibilities of new HT and deputy |
2023-2024 (high level priorities)
| Improve digital competence skills | Review assessment of wellbeing of staff and learners
| Cymraeg Campus silver award Bilingualism and teaching of WSL
Review assessment and progression | Audit effectiveness of intervention
Review assessment processes for tracking pupil progress
| Extending SLT and aspiring SLT
|
2024-2025 (high level priorities) To be reviewed by newly appointed HT | Review the provision for artistic, creative and physical skills | Review of attitudes to learning | Review the curriculum Are connections secure to develop and consolidate prior learning? | Review and plan further for participation in arts, sports and recreation.
Review the pupil contribution to wider school life | Extending SLT and aspiring SLT
|
Priorities for 2022 – 2023
Priority 1: To close the gap in reading and numeracy standards Key Question and Quality Indicator: Standards and progress in learning and skills | Related to the Post Estyn Inspection Plan: No RRRS funding | ||||||||||||||||
Success criteria in terms of standards or quality:
| |||||||||||||||||
Internal Accountability: HT | Accountability to the Governing Body: Standards and resources committee | ||||||||||||||||
Very good progress |
| Strong progress |
| Satisfactory progress |
| Limited progress |
| ||||||||||
Actions | Who? | Milestone Term 1 | Milestone Term 2 | Milestone Term 3 | Professional Development Needs | Source of Finance and Cost | |||||||||||
1 | Recruit staff to release two experienced teaching assistants to provide regular catch up sessions for both reading and numeracy (one for Rec-Y3. And other for Y4-Y6) | HT | In place with timetables for immediate start | Support staff to work with learners and re assess Evaluate progress | Support staff to work with learners and re assess Evaluate progress | none | RRRS funding – 2 LSAs 0.8 FTE | ||||||||||
2 | Explore intervention for Numeracy with assessment tool | HT | LSAs to explore options | Use Numeracy programme Evaluate | Use Numeracy programme Evaluate | LSA time to familiarise | RRRS funding – 2 LSAs 0.8 FTE | ||||||||||
3 | Monitor throughout year using personalised assessments/RWI assessments/Salford | DHT | SS from May 22 to use as baseline Resit assessment at end Autumn term | Resit assessment at end Spring term | Evaluate reading through Governors Listening to learners | none |
| ||||||||||
4 | Introduce parent/carer to plan and regularly inform them of work undertaken, providing additional practice at home | DHT | Regular communication with parents | Questionnaire for parents | Revisit following feedback from parents | none |
| ||||||||||
How can the wider community of the school enrich the priority? | |||||||||||||||||
Link to parent/carer for support at home | |||||||||||||||||
| |||||||||||||||||
Priority 2: To improve provision for problem solving and reasoning skills Key Question and Quality Indicator: Teaching and Learning experiences Wellbeing
| Related to the Post Estyn Inspection Plan: No | |||||||||||||||
Success criteria in terms of standards or quality:
| ||||||||||||||||
Internal Accountability: DHT | Accountability to the Governing Body: Standards and resources committee | |||||||||||||||
Very good progress |
| Strong progress |
| Satisfactory progress |
| Limited progress |
| |||||||||
Actions | Who? | Milestone Term 1 | Milestone Term 2 | Milestone Term 3 | Professional Development Needs | Source of Finance and Cost | ||||||||||
1 | Teachers to plan for problem solving activities throughout curriculum | teachers | All staff to plan activity | Staff to share activity at staff meeting | Adapt provision to reflect best practice | none | Directed time | |||||||||
2 | Source/explore visits and visitors that will develop skills in problem solving/reasoning | DHT | At least one visit | At least one visit Questionnaire for learners | At least one visit Evaluate visits | none | Parent contribution plus school budget top up | |||||||||
3 | Develop strategies for solving problems in relationships | DHT | Assembly/PSE plan | All staff to deliver plan | Evaluate through learner questionnaires | none |
| |||||||||
4. | RSE – problem solving – PSE | DHT | Plan and deliver sessions | Plan and deliver sessions | Plan and deliver sessions | none |
| |||||||||
5 | Purchase set of games for Chero time/wet play that develop problem solving skills | DHT | research | Purchase and distribute | Gove review in listening to learners | none | £500 EIG | |||||||||
6 | Hold a whole school reasoning and problem solving day prior to a parent evening so we can promote the ideas – use nrich, treasure hunt around school etc – also include debate /language reasoning | TLR holder | Research and plan school only | Research and plan learner and parent event | Research and plan learner and parent event Governors to review in learning walk |
|
| |||||||||
How can the wider community of the school enrich the priority? | ||||||||||||||||
| ||||||||||||||||
| ||||||||||||||||
Priority 3: To improve opportunities for parental engagement Key Question and Quality Indicator: Care Support and Guidance
| Related to the Post Estyn Inspection Plan: No | ||||||||||||||||
Success criteria in terms of standards or quality:
| |||||||||||||||||
Internal Accountability: DHT | Accountability to the Governing Body: Standards and resources committee | ||||||||||||||||
Very good progress |
| Strong progress |
| Satisfactory progress |
| Limited progress |
| ||||||||||
Actions | Who? | Milestone Term 1 | Milestone Term 2 | Milestone Term 3 | Professional Development Needs | Source of Finance and Cost | |||||||||||
1 | Research parental participation | DHT | Course Evaluation |
|
| course | £60 PLG | ||||||||||
2 | Ensure termly open evenings for parents/carers to visit classes | HT | Each term | Each term | Each term | None | none | ||||||||||
3 | Develop reading café sessions for parent/carer to attend school to share reading/storytelling session with their child | DHT | Each half term | Each half term | Each half term | none | Refreshments costs from school fund | ||||||||||
4 | Invite parents/carers to weekly sharing assembly on a 2 class rota | DHT | Weekly assembly – 2 classes | Weekly assembly – 2 classes | Weekly assembly – 2 classes | none | none | ||||||||||
How can the wider community of the school enrich the priority? | |||||||||||||||||
| |||||||||||||||||