contents page numbers

2

Contents Page Numbers 1. General school information 3

2. Staffing structure and responsibilities 4

3. Vision and context 9

4. Evaluation of School Improvement Priorities 2019/20 10

5. 3 Year Strategic plan 2020-23 23

6. Priorities for 2020-21 27

7. SIP 2020-21 28

8. PDG 52

9. RRRS 55

10. PLG 56

11. Key supplementary improvement activities 59

12. Planner and Self-Evaluation Actions timetable 60

Growing, Striving, Achieving and Believing!

3

1. General School Information

Address Corner House Street, Llwydcoed, Aberdare CF440YA

Telephone 01685 871110

Email [email protected]

Website http://www.llwydcoedprimary.com

DES LA Number 6742180

Acting Headteacher Natalie Drew

Chair of Governors Andrea Hosgood

Director of Education Gaynor Davies

Staffing Levels

Teaching LSAs SEN SNSAs Clerk Caretaker

Cleaner

Midday

Supervisors

Canteen

Staff

Total

6 3 1 1 2 3 2 20

Number on Roll YN YR Y1 Y2 Y3 Y4 Y5 Y6 Total

2020 - 2021 21 11 19 13 19 14 12 16 125

Statemented

Pupils

YN YR Y1 Y2 Y3 Y4 Y5 Y6 Total

No. of Pupils 1 1

% 5% 0.8%

SEN (SA&SA+)

Register


No. of Pupils 0 1 2 4 7 7 8 7 36

% 0 9% 11% 31% 37% 50% 67% 44% 29%

Free School

Meals


No. of Pupils 4 4 6 3 0 5 3 6 31

% 19% 36% 32% 23% 0% 33% 25% 38% 25%

4

2. Staffing Structure – Teaching Staff

Name Position Responsibilities Planned CPD training

Teaching

position

1. Natalie Drew Acting HT • Safeguarding

• Data Protection

• ARR Leader

• Looked After Children

• CPD Co-ordinator

• Educational Visits Co-ordinator

• Data Protection

• Community Links

• Critical Incident + Lock Down

Team

CfW

Reading

Mathematics and

Numeracy in CfW

PERMA

ICT/DCF

Data Protection

RAMIS

Triads

EVOLVE

Safeguarding Level 1


NUMICON

N

2. Alex Wells Acting DHT

and Class

teacher for

Reception/

Year 1 (30)

• ALNCo

• Foundation Phase Leader

• Literacy (Cross-Curriculum)

• Languages, Literacy and

Communication AOL

• Student / NQT Mentor

• Critical Incident + Lock Down

Team

CfW

Reading

Mathematics and

Numeracy in CfW

ICT/DCF

ALN

Portal training


PERMA

Y

5

Triads

Action research

Opening after COVID

Blended Learning



NUMICON

3. Rachel Bridges Class Teacher

for Year 2/3

(19) / (21)

• Science and Technology AOL

• Mathematics and Numeracy

AOL

• Numeracy (Cross-Curriculum)

• Welsh (part of Languages,

Literacy and Communication

AOL)

• Criw Cymraeg

CfW

Reading

Mathematics and

Numeracy in CfW

ICT/DCF

Bronze award training

for Welsh

PERMA

Triads

Action research

Opening after COVID

Blended Learning



NUMICON

Y

4. Rhian Jones

Class Teacher

for Year 5/6

(28)

• MFL (part of Languages,

Literacy and Communication

AOL)

• Cwricwlwm Cymraeg

• Healthy Schools

• Humanities AOLE (Including

RE)

CfW

Reading

Mathematics and

Numeracy in CfW

ICT/DCF

PERMA

Triads

Y

6

• Diversity (Cross Cutting

Theme)

• Local, National and

International Context (Cross

Cutting Theme)

Healthy Schools

training

Opening after COVID

Blended Learning


NUMICON

5. Leah Harris Class Teacher

for Nursery

(25)

• Health and Wellbeing AOL

• Playground Leaders

• Eco Schools

• Relationships and Sexuality

Education (Cross Cutting

Theme)

• Careers and Work-Related

Experience (Cross Cutting

Theme)

CfW

Reading

Mathematics and

Numeracy in CfW

ICT/DCF

PERMA

Triads

Action research

Playground Leaders

training

Eco schools award

training

Opening after COVID

Blended Learning



NUMICON

Y

6. Michelle Lloyd Class Teacher

for Year 3

and 4 (25)

• Expressive Arts AOL

• Rights Respecting Schools

Award/ UNCRC (Cross Cutting

Theme)

• School Council

• Digital Leaders

• DCF (Cross-Curriculum)

CfW

Reading

Mathematics and

Numeracy in CfW

ICT/DCF

PERMA

Triads

Y

7

• Computational Thinking (Part of

Science and technology AOL)

Action research

Teacher school

induction

RRSA training

Opening after COVID

Blended Learning


NUMICON

Staffing Structure – Support Staff

Name Position Responsibilities Planned CPD training

Leading

Intervention

for

Class

support

for:

1. Cerys Owen TA L3 Support N/R

Speech Link

Language Link

ELSA

First Aid

ELSA

CfW

PERMA

ICT/DCF

Opening after COVID


NUMICON

ELSA

Speech Link

Language

Link

Y1/ R

2. Gemma Hayton TA L3 Support Y1/2

All about me targets for

ALN

Spelling boost groups

Literacy Launch Pad

First Aid

ELSA

CfW

PERMA

ICT/DCF

Opening after COVID


NUMICON

Literacy

Launch Pad

Boost groups

ALN

Y2 / Y3

8

3. Hellen Howells

TA L3 Big Maths boost groups

Catch Up Numeracy

Catch Up Numeracy

CfW

PERMA

ICT/DCF

Opening after COVID


NUMICON

Catch up

Numeracy

Boost groups

ALN

N / PN

4. Gemma Dance TA L2 SNSA support ASD

CfW

PERMA

ICT/DCF

Opening after COVID


NUMICON

Y3

5. Carol Rees HLTA PPA Cover Forest Schools

Cfw

PERMA

ICT/DCF

Opening after COVID


NUMICON

Al classes

6. Emma Stroud L3 School Clerk SIMS

Opening after COVID


RAMIS

7. Peter Jones Solo School Caretaker Opening after COVID


RAMIS

8. Barbara Noble Solo School Cleaner

Lunchtime Supervisor

Opening after COVID


9

Relief

Dinner

Lady

9. Anne Morgan GR2 Lunchtime Supervisor Opening after COVID


10. Eirwen Jones GR2 Lunchtime Supervisor Opening after COVID


11. Amanda Griffiths GR2 Lunchtime Supervisor Opening after COVID


12. Simone Lawrence GR2

Relief

Dinner

Lady

Lunchtime Supervisor Opening after COVID


10

3. Vision and Context:

Growing, Striving, Achieving and Believing!

Our Vision

For Llwydcoed Primary School to be at the heart of the community and a place where

children are able to learn in a safe, happy and secure environment. Empowering children

to reach their full potential as they grow up in an ever-changing world.

Our Mission Statement

• To create ambitious capable learners who are ready to learn throughout their

lives by developing effective skills and communication abilities, placing digital

technology at the heart of the curriculum and making sure all have high

expectations of themselves and enjoy a challenge.

• To create enterprising and creative contributors who are ready to play a full part

in life at work by giving them confidence to be able to take measured risks,

allowing them to express their ideas through problem solving and making sure

they grasp every opportunity that comes their way.

• To create ethical informed citizens who are ready to be citizens of Wales and

the world by having a strong sense of community and culture, embedded values

and a clear understanding of sustainability as well as the impact of their actions.

• To create healthy and confident individuals who are ready to lead fulfilling lives

as valued members of society by building their resilience to overcome a challenge,

fostering positive physical and mental health and ensuring they have the ability

to develop positive relationships with others.

11

Context

Llwydcoed Primary School is in the village of Llwydcoed near Aberdare in the Rhondda Cynon Taf local authority. The school

currently contains 125 pupils from the ages of 3 to 11. There are five mixed-age classes.

25% (32 pupils) are eligible to receive free school meals, which is below the national average. Approximately 30% have

Additional Learning Needs. One pupil has a Statement of Special Educational Needs and 2 pupils are looked after by the

Local authority. All pupils use English as their first Language.

The school was last inspected in June 2014. The Acting Headteacher and Deputy were appointed in September 2020. The

Acting Headteacher has been Deputy Headteacher in the school since January 2014 and the Acting Deputy Headteacher

previously held the TLR position in the school.

4. Evaluation of priorities for 2020 – 21 (including PDG)

Priority Area of focus Impact/ Progress Next step

1. To develop the

teaching and

learning of

Oracy in

Languages,

Literacy and

Communication,

and in

Expressive

Arts in order

to improve

standards in

Oracy.

• Comprehensive research completed by Mrs Wells which

formed the basis of staff INSET the case study.

• Curriculum Maps reviewed. Reading, Writing and Oracy weeks

timetabled.

• More opportunities to develop Oracy are now planned.

• Helpwr Heddiw is planned and is having an impact on improving

oracy in Welsh.

• The four purposes symbols are included in planning placing the

four purposes at the heart of all our planning.

• Ideas for moving forward agreed by all staff based on

findings from action research.

• Mrs Wells attended INSET and has shared valuable

information about effective strategies to improve Oracy.

Some of these have now been adopted.

• Christmas concerts, Harvest and St David’s day concerts took

place. There has also been increased class performances on

Oracy tasks throughout the school. Eco council, Digital

• Continue to embed the current practise in Oracy.

• Continue to track and analyse Oracy using in

school trackers and classroom monitor.

• Continue to discuss Oracy progress in pupil

progress meetings.

• Continue to promote whole school performances

by children.

• Continue to take part in Urdd activities.

• Ensure we work towards and achieve the Bronze

Award for Cymraeg Campus.

• Increase the opportunities for Welsh reading

throughout the school.

• Ensure we look at maintaining standards in spelling

and handwriting due to closure.

• Ensure we continue with our Literacy

interventions to minimise impact of closure.

• Develop new policies and procedures to address

the possibility of another school closure.

12

Leaders, The Healthy School Gang, Criw Cymraeg have also

presented to Governors and in assembly.

• All classes have a well-used role play area as observed in

learning walks.

• Year 2- 6 took part in Urdd competitions at the Coliseum

Aberdare. Criw Cymraeg developed. Yard games introduced,

targets decided upon and worked towards including helping

dinner ladies use more incidental Welsh and weekly

assemblies. However, this was cut short due to closure and

COVID-19. We need to continue to work towards achieving

the Bronze award for Cymraeg Campus next year.

• All targets present and used. Feedforward marking codes

present and used well to move learning forward. This was

evidenced in book scrutiny.

• Literacy learning walk evidenced excellent use of ICT in all

classes to enhance Oracy including the use of Hwb tools as

well as a range of other packages.

• Baseline completed and targets set. However, trackers were

not fully completed for the year and were not analysed due to

school closure. However, classroom monitor reveals excellent

progress in Oracy up until school closure and this along with

all other evidence suggest that practise needs to be

embedded next year but another target for literacy can be

developed.

• Pupil progress meetings took place and provision for individual

pupils were put in place during both the Autumn and Spring

term.

• Peer observations for Oracy took place in the FP. This

improved teaching standards as well as coaching skills. We

need to ensure an evaluation form is developed and completed

for triads as evidence next year to evaluate impact further.

• Lesson observations show that both the teaching of Oracy /

standards achieved in Oracy are good or better.

• Scrutiny of planning: Planning for Oracy in FP and KS2 ensures

progression, outcomes, range and cross curricular links. The

planning of Oracy is of good quality and is consistent.

• Improve the current teaching and learning of

reading through introduction of guided reading

and analysis of our current SFA scheme.

• Develop and refine planning around the four

purposes, what matters statements and

progression steps of the new Curriculum for

Wales.

• Area leader to take part in action research in

order to implement a case study linked to reading

in school.

• Reading standards to continue to be tracked and

pupil progress meeting to take place.

• Triads to be arranged and evaluated for impact.

• Continue to monitor standards through:

lesson observations,

scrutiny of planning,

scrutiny of books,

listening to learners,

learning walks.

• Continue celebrating reading success and ensure a

reading area is established in each class.

• Link governors to complete learning walk with

target leader.

• GB informed of progress via HT report, SIP

progress reports and link governor visits.

• Staff informed via staff meetings

13

• Scrutiny of books: Scrutiny of English books and Literacy

across the Curriculum completed, detailing range,

differentiation, standards of presentation, LNF skills,

standards of marking etc. and the way forward. Good

standards have now been achieved in all classes.

• Learning walks: The outcome of these activities, conducted by

the HT, pupils, members of the GB, and our literacy leader,

were very positive. Full reports have been compiled by the

literacy leader highlighting the positive outcomes and ways

forward. The learning walks have allowed link GB members to

become more aware of the standards within their subjects

and what is going on within the school related to that subject.

Oracy is celebrated and awards are given in awards assembly

during Oracy week. This has motivated children and allowed

for Oracy to be recognised by all as an equal part to

developing Literacy skills. The learning walks have allowed link

GB members to become more aware of the standards within

their subjects and what is going on within the school related

to that subject.

• The GB are kept fully informed of progress via HT reports,

SIP progress reports, link governor visits and curriculum

committee minutes. Within these meetings GB members are

given the opportunity to challenge any data and updates and

amendments are made if needed. Staff are fully informed at

staff meetings and are again given the opportunity to

challenge and add to what is presented. This has allowed both

staff and governors to be fully aware of the progress being

made in Oracy across the school and has also allowed all

stakeholders to be involved at each stage of the MER cycle.

Meetings also took place on Microsoft Teams during school

closure and will continue to do so in September if needed.

2. To improve

Mathematical

Reasoning and

Problem

Solving skills in

• Comprehensive action research report created by Mrs Drew

and shared with staff.

• Problem solving missions to be introduced to weekly teaching

which children complete independently. The mission needs to

• Action research from previous year to be

analysed and added to on how to improve our

current approach to the teaching and learning of

Mathematical Reasoning and Problem Solving.

14

Mathematics

and Numeracy.

be using a strategy taught the previous week and a topic

taught the previous week.

• INSET delivered by Mrs Drew. The progression steps will now

be incorporated into planning.

• New planning in place based on the four purposes.

• Tracking sheets with targets in place and being used to plan

individual learning. However, trackers were not fully

completed for the year and were not analysed due to school

closure. This target needs to continue next year.

• New planning used well in KS2 but this needs to be further

developed throughout the school. Problem solving missions

need to be used in enhanced provision weekly to consolidate

and practise what has been taught with independence.

• All FP pupils took part in talk money week. This motivated the

children and improved understanding of money concepts and

problems relating to money.

• Additional staff member trained and completed Catch Up

sessions. However, due to her going on MAT leave additional

training will be needed next year.

• Each classroom has a prominent display to facilitate the

pupil’s understanding of the skills being covered.

• Feedforward marking is successful in moving learning forward

throughout the school. This will need to be monitored next

year with the change of staff to ensure it continues.

• Pupil Progress is tracked termly in every class. However, this

is not completed due to school closure.

• Pupil progress meetings took place in the Autumn term and

Spring term in order to target and evaluate the provision for

individual pupils who are not making effective progress.

• KS2 staff have observed their peers and this has had a

positive impact on the development of their own teaching

skills.

• Scrutiny of planning: Planning for Maths, Problem Solving and

Numeracy across the curriculum in KS2 is extensive and

ensures progression, outcomes, range and any cross curricular

links. The planning is of good quality and is consistent. FP

• Staff to attend INSET on the teaching of

reasoning and problem solving using action

research outcomes.

• Develop and refine planning around the four

purposes, what matters statements and

progression steps of the new Curriculum for

Wales.

• Complete a baseline analysis of thinking and

reasoning skills, and use this to develop

challenging targets and continue to track pupil

progress termly.

• Continue to improve the standards achieved by

all pupils in Numeracy by embedding new planning

for numeracy. Maths Co-ordinator to evaluate

current position and support staff as

appropriate.

• Introduce Enterprise Troopers for our Y5/6

pupils in order to further develop their

entrepreneurial and problem-solving skills.

• Ensure problem solving missions are taking place

weekly where children get to practise their

problem solving independently.

• Improve Catch Up Numeracy provision by

training an additional member of staff to deliver

this intervention.

• Each classroom to have prominent Numeracy

displays that facilitate the pupils’ understanding

of mathematical skills

• Ensure that AFL, feed forward marking and

DIRT time are having an impact on improving

learning outcomes.

• Track pupil progress in Mathematics in order to

determine if new strategy is having a positive

impact on standards.

15

needs to alter planning to enable problem solving missions to

take place weekly in enhanced provision.

• Scrutiny of books: Scrutiny of Maths books and Numeracy

across the Curriculum completed, detailing range,

differentiation, standards of presentation, standards of

marking etc. and the way forward. FP needs to evidence

missions in enhanced provision.

• Whole school celebrations of Numeracy have taken place. This

has engaged the children in wanting to improve their reasoning

and problem-solving skills and has motivated them to improve

their standards.

• The Learning walk did not take place due to school closure.









made in reasoning and problem solving across the school and

has also allowed all stakeholders to be involved at each stage

of the MER cycle.

• Meetings also took place on Microsoft Teams during school


• Termly pupil progress meetings to review

progress towards target and evaluate the

provision for individual pupils.

• Triads to be arranged so that good practice in

the teaching of numeracy can to be shared.

• Further develop parents’ links through

curriculum mornings and parent workshops and

exhibitions. Give parents the opportunity to take

part in mission work.

• Monitoring of standards in mathematics and

numeracy across the curriculum:-

• lesson observations,

• scrutiny of planning,

• scrutiny of books,

• listening to learners,

• learning walks.

• Whole school celebrations of Mathematics with

a focus on reasoning and problem solving.


target leader.


progress reports and link governor visits.


3. Develop the

teaching and

learning of

ICT skills in

Science and

Technology

and through

the DCF.

• All laptops purchased as well as an additional 8 ipads.

• C-touch board installed in Class 3 and being used daily. This

has had a very positive impact on improving teaching and

learning.

• New timetable in place and having a positive impact on

improving independent learning.

• Initial INSET based around ‘Producing’ in the DCF. All staff

now planning activities which will be evaluated and shared with

the cluster.

• Long and short-term planning is revised so that

it is underpinned by AoLEs, What matters

statements, progression steps, the four core

purposes and Lit, Num and DCF. Planning is

consistent throughout the school and is centred

on the four core purposes. As well as whole

school curriculum themes having aspects that

reflects the cultural and ethnic diversity of

Wales and the school’s local area.

• Embed the DCF framework within school and

monitor its progress per year group to

16

• INSET took place. However, due to alterations to the

curriculum next year as well as new staff additional INSET is

needed to develop staff skills.

• Coding club developed and enhancing skills of our MAT

learners. This will need to continue next year.

• Digital Leaders developed and delivered the presentation on

Digital Citizenship. Promoting the importance of online

learning throughout the school.

• Cluster links for Digital Leaders need to be developed next

year.

• This was not completed due to school closure and will need to

be addressed next year.

• Digital Leaders are well established but school to school

collaboration needs to be further developed.

• Purple Mash and Hwb has been promoted by digital leaders

and was used well throughout the school during school closure.

Most children completed online learning well using these

platforms. Seesaw was also introduced and used effectively.

• Baseline completed and targets set. However, trackers were

not fully completed for the year and were not analysed due to

school closure.



term.

• Lesson observations show that both the teaching of ICT/

standards achieved in ICT are good or better.

• Scrutiny of planning: Planning for ICT in FP and KS2 ensures

progression and new planning is in use for both FP and KS2.

The planning of ICT is of good quality and is consistent.

• Scrutiny of books: Scrutiny of all books completed, detailing

range, differentiation, standards of presentation, LNF skills,

standards of marking etc. and the way forward. Good

standards have now been achieved in all classes.

• Learning walks: The outcome of these activities, conducted by

the HT, pupils, members of the GB, and our literacy leader,

were very positive. Full reports have been compiled by the

transform the digital competency of our

learners.

• Purchase 32 new laptops computers from Grant

funding.

• Install 2 more C-touch interactive boards to

encourage innovation in teaching and learning.

• Review the timetable for DCF to ensure that

skills are taught in ‘Bubble Groups’.

• Audit staff skills and staff to attend INSET on

DCF in school in order to develop their individual

skills.

• DCF Leader to continue a Coding Club in order to

meet the needs of our MAT learners

• Digital Leaders to work on promotion Online

safety throughout the school to aid in working

towards the ‘360 degrees Safe Cymru’.

• Digital Leaders to create a ‘Digital Safety

Charter’ – displayed in all classes.

• Digital Leaders to create an online safety school

logo.

• Digital Leaders to create and embed a ‘Digital

Desirables’ expectations for every year group.

• Encourage school to school collaboration

between Digital Leaders through Hwb.

• Further develop the use of Google Classroom,

Purple Mash and Seesaw across the school in

order to support online learning and home

learning.

• Complete a baseline analysis of DCF skills, use

this to develop challenging targets and continue

to track pupil progress termly.

• Develop Pupil Voice as the driving force for

setting and directing projects, topics and

learning.

17

subject leader highlighting the positive outcomes and ways

forward. The learning walks have allowed link GB members to

become more aware of the standards within their subjects

and what is going on within the school related to that subject.

• The learning walks have allowed link GB members to become

more aware of the standards within their subjects and what is

going on within the school related to that subject.









made in ICT across the school and has also allowed all




• Revisit and embed Successful Futures

throughout our school vision and aims, as well as

policies and practice.

• Distribute and agree roles and responsibilities

of all stakeholders, in line with the AoLEs. –

Staff, governors, pupils.

• Create our own ‘Digital Dream’ to share

Llwydcoeds vision for digital learning and a

competent future.

• Ensure the appointment of a permanent

Headteacher and Deputy Headteacher and

effective training/ development is in place for

their development.

• To develop teaching and learning policies and

procedures which are clearly understood by

staff to ensures effective blended learning

should the school need to close again.

• Develop school as a learning organisation, both

within and out of the cluster.

• Ensure triads are managed effectively and have

impact on teaching standards.

• Work in partnership with our cluster schools to

ensure that CfW is introduced successfully.

• Subject Leaders for AoLE areas to visit Pioneer

Schools and further develop plans for their CfW

areas.

• Good practice in working towards the

development of the new curriculum to be shared

with other schools.

• Support continuous learning opportunities

through the development of Professional

Learning and Action Research projects. Action

research to be completed on how additional work

on algorithms linked to the computational

element of the new Welsh Curriculum aids in

developing children’s problem-solving abilities.

18

• Pathways based on the new Professional

Standards and these Teaching standings used

effectively to guide Performance Management.

• All job descriptions renewed and in line with

professional standards.

• Ensure the new ALNCO receives training and

mentoring.


progress towards targets and evaluate the


• Monitoring of the teaching and learning through:



• scrutiny of work,


• learning walks.


target leader


progress reports and link governor visits


4. Implement the

Additional

Learning

Needs and

Education

Tribunal

(Wales) Act

2018.

• Completed giving us a clear idea of the progress we have made

and what we need to address next.

• These have been completed and will be used to improve

planning for individual learning.

• A good response was received from the majority of parents,

helping to develop parental involvement.

• All About Me cards in place and being used effectively.

• Learning Boost targets in place and being used effectively.

• Provision Map updated in line with new interventions and used

effectively to establish ALN provision and entry and exit

criteria.

• INSET provided and staff have successfully implemented new

All about me Cards. These are much more effective in allowing

pupil centred planning to be at the heart of target setting for

ALN.

• Introduce PERMA assessments throughout

the school and use this to enhance teaching

and interventions in relation to the recent

pandemic.

• Introduce class check ins and worry

monsters in each class to enable children to

discuss and raise any concerns.

• Begin to develop our new curriculum based on

the New Curriculum for Wales ensuring

Health and Wellbeing coverage and

progression is apparent.

• Health and wellbeing Coordinator to complete

action research on how to successfully

implement relationships and sexual education

in primary school.

https://gov.wales/sites/default/files/publications/2018-11/additional-learning-needs-and-education-tribunal-wales-act-2018-implementation-guide-for-individual-development-plans.pdf








19

• Pupil Centred reviews have been introduced and were very

successful in ensuring the pupil needs are at the heart of

reviewing the statement. Parent and pupil booklets are also a

success allowing for both the child and parents to reflect on

their progress.

• A baseline has been developed but trackers have not been

completed due to school closure.



term.

• Intervention session observations show that TA’s are

delivering successful sessions which move learning forward

and work towards bespoke targets for the children.

• Scrutiny of books: Scrutiny of all books completed. Books

include All about me cards and learning boost targets. Work

clearly shows progress towards achieving targets, marking is

in line with our policy.









made in ICT across the school and has also allowed all




• Update ALN readiness survey/audit and the

Person Centred Self-Assessment Tool.

• Monitor impact of ‘All About Me’ cards and

‘Learning Boost’ targets created for School

Action pupils in place of IEPs. Introduce

reading boost groups.

• ALNCO to create a costed provision map to

measure value added and impact of

interventions.

• All staff and governors to have an improved

understanding of the new ALN Code of

Conduct and Tribunal Act.

• Monitor impact of Pupil Centred Reviews.

• Complete a baseline assessment of wellbeing

through PERMA and track pupil progress.


progress towards targets and evaluate the


• Achieve the UNICEF Rights Respecting

School Silver Award and develop an action

plan with the new Rights Respecting School

Rangers. Share best practise in relation to

this with SIG group.

• Achieve phase 6 of the Healthy Schools

Award and develop an action plan with the

Healthy Schools Gang.

• Continue to develop Playground Leaders

within the school.

• Work towards renewing the Eco School

Award and develop and action plan with the

Eco Committee.

• Share best practise in relation to All About

Me Cards, Learner Boost Targets and

implementation of the new ALN bill with

cluster.

20

• Monitoring of the teaching and learning of

ALN interventions through:

• session observations,



• Monitoring report is shared with staff

identifying good features/practice and

future way forward to ensure strategies are

having a positive, measurable impact upon

standards of achievement.

• Share progress at full Governing Body

meetings and also Staff and Curriculum

meetings

5. To improve and

raise levels of

attendance in

order to meet

our attendance

target for

2019/20.

• Audit undertaken and the necessary action taken with regard

to individual pupils.

• Information available to all parents on the school website.

• Awards have raised the awareness of how important

attendance is with the children.

• HT has used the SIMS attendance data to track pupil’s

attendance. Letters have been sent where needed and

meeting arranged.

• Progress reported to full governing body during Autumn Term

meeting.

• Late on the gate not completed due to school closure.

• Attendance was very hard to track this year due to school

closure and COVID – 19.

• All stakeholders were fully informed through all our means of

communication.

• Undertake Attendance Audit to evaluate

current position and highlight areas for

future development

• Issue Attendance information to all parents

reminding them of LA guidelines regarding

term time holidays and Fixed Penalty Notices

• Class with the highest attendance to be

rewarded at weekly award assemblies

through use of attendance Oscars.

• Half termly attendance assemblies to reward

good attendance for individual pupils with

100%.

• School council to decide how to use funding

as an incentive to improve attendance.

• Raise the profile of attendance through

displays in school and effective

communication using our website, social media

and text service.

• Develop a new school attendance tracker

using information from the SIMS Whole

School Attendance Data Report to track very

low pupil attendance and analyse this weekly

21

• Ensure letters are sent out / meetings

arranged in line with our attendance policy.

• Link governor to closely oversee attendance

and report to full GB.

• Arrange late on the gate sessions with AWO

• HT to monitor attendance alongside AWO

and challenge non-attendance with parents.

• Ensure that attendance remains a high

priority for stakeholders and that they are

kept fully informed through newsletters,

text messages and reports to governors etc.

6. Two TA’s to

receive ELSA

update training

and continue

to deliver

intervention.

Train an

additional LSA

to be able to

deliver Catch

Up Numerary.

Continue to

fund an

additional

practitioner to

deliver Catch

Up Numeracy.

Continue to

fund an

additional

practitioner to

deliver

Literacy

• The Catch Up Numeracy program has helped children

experiencing difficulties with aspects of Mathematics.

• Literacy Launch Pad has had a positive impact on the progress

of our children with reading and spelling difficulties.

• Learners are identified at Early Years Action, Early Years

Action Plus, School Action or School Action Plus stages where

there is lack of progress over an extended period of time

despite additional and targeted support. This will change in

relation to the new ALN bill and the Headteacher and

Governors will need to work together to decide upon a criteria

for those who are considered to have a need that significantly

impacts on their educational development.

• Support is given to those children who have significant needs

as identified by the school’s assessment procedures.

• Speech link has been used effectively with our Reception

children.

• Speech link has been introduced in KS2.

• Language link has been used effectively throughout the

school.

• Annual reviews are carried out as necessary, and parents have

the opportunity to meet with the class teacher and the

ALNCO every term. We ensure that we satisfy statutory

requirements in terms of assessment, recording and reporting

procedures.

• Two TA’s to receive ELSA update training

and continue to deliver intervention. All staff

to receive PERMA training.

• Train an additional LSA to be able to deliver

Catch Up Numeracy.

• Continue to fund an additional practitioner to

deliver Catch Up Numeracy.


deliver Literacy support programmes /

interventions in order to improve outcomes

for disadvantaged pupils.

• Continue to monitor and evaluate the

effectiveness of the school’s approach to

literacy and numeracy interventions.

• Ensure interventions are targeted towards

improving performance of our CLA children.

22

support

programmes /

interventions

in order to

improve

outcomes for

disadvantaged

pupils.

Continue to

monitor and

evaluate the

effectiveness

of the school’s

approach to

literacy

interventions.

Take part in

joint cluster

training in

order to

improve our

provision for

PDGLAC pupils

Embed ACEs

strategies

Work with

Cluster Health

and Wellbeing

group to

develop a joint

approach to

planning this

• Targets set are SMART, which make it simpler to determine

if targets have been achieved at review.

• We have adhered to LA advice on entry and exit criteria for

literacy and numeracy interventions, such as Catch Up

Numeracy, to help establish a graduated response in relation

to provision and interventions appropriate for longer term

difficulties identified for Early Years, School Action and

Action Plus stages of special educational needs.

• We have ensured our provision mapping details all

interventions provided by the school, each with clear entry

and exit criteria, frequency of delivery and target group.

• ELSA has proved very effective in improving levels of

Wellbeing with regard to our more vulnerable pupils, but this

needs to be enhanced further with the introduction of

PERMA.

23

important area

of CfW.

24

5. 3 Year Strategic Overview 2020 – 2021

(Priorities are subject to change if necessary, to respond to changing need)

Year 1 – Aims & Aspirations: Year 2 – Aims & Aspirations: Year 3 – Aims & Aspirations:

• Continue to review the new vision.

• Appointment of new Headteacher and

Deputy Headteacher.

• To develop a new teaching and learning

policies and procedures which are clearly

understood by staff to ensures effective

blended learning should the school need to

close again.

• Evaluate the impact of recently

introduced initiatives on teaching and

learning.

• Embed improved practice in the teaching

and learning of Oracy, Numeracy and ICT.

• Wellbeing: To embrace health and well-

being as an Area of Learning and improve

the wellbeing of pupils in light of the

current pandemic.

• Introduce PERMA assessments throughout

the school and use this to enhance

teaching and interventions.

• To develop the teaching and learning of

Reading in Languages, Literacy and

Communication in order to improve

standards in Reading.

• To monitor progress in spelling standards

and handwriting and presentation.

• Review provision of SFA.

• To improve Mathematical Reasoning and

Problem-Solving skills in Mathematics and

Numeracy.


• Fully introduce CfW.

• Evaluate the effectiveness of the School Council

and ‘pupil voice’ in school development matters.

• Evaluate the effectiveness and impact of

PERMA.

• Introduce a new MFL into the school.

• Further develop ‘Assessment and Progress’ in

CfW.

• Improve provision for the Welsh Language and

culture by achieving the Gold award for Cymraeg

Campus.

• Re apply for the Eco Schools Award.

• Develop pupils’ Oracy and listening skills both in

‘Languages, Literacy and Communication’ lessons

and across the curriculum.



interventions in order to improve outcomes for

disadvantaged pupils.

• Ensure our Child Safeguarding policy is reviewed

and is up to date.

• Continue to ensure that all staff follow this

policy.

• Work towards the UNICEF Rights Respecting

School Gold award.

• Ensure Governing Body continue to be fully

involved in SER / SIP development.

• Evaluate the impact of recently introduced

initiatives on teaching and learning.


• Fully introduce CfW

• Train a member of staff in Forest

Schools.

• Evaluate the effectiveness of the

teaching and learning of Literacy and

Numeracy across the curriculum.

• Further develop ‘Pedagogy’ and

‘Assessment and Progress’ in CfW.

• Develop pupils’ writing skills both in

‘Languages, Literacy and Communication’

lessons and across the curriculum

• Improve provision for the Welsh

Language and culture by achieving the

Silver award for Cymraeg Campus.

• Work towards achieving the next phase

of the Healthy Schools Award.

• Achieve the next phase of the Eco

Schools Award.

• Evaluate the effectiveness of the School

Council and ‘pupil voice’ in school

development matters.

• Review the effectiveness of ALN

procedures /provision

• Share good practice in order to further

enhance school improvement.

• Monitor and evaluate AFL strategies.

• Achieve our attendance target.

• Update training for identified staff

from Access & Inclusion

25

• Develop the teaching and learning of

children’s digital skills in Science and

Technology and through the DCF.

• To improve and raise levels of

attendance in order to meet our

attendance target for 2020/21.

• Continue to reduce the number of

unauthorised absences.

• Plan strategically for changes to

curriculum in terms of staffing,

planning for learning and assessment.

• Ensure our vision is reviewed with all

staff and Governors.

• Work in partnership with our cluster

schools to ensure that CfW is

introduced successfully.

• Subject Leaders for AoLE areas to

visit Pioneer Schools and further

develop plans for their CfW areas.

• Improve provision for the Welsh

Language and culture by working

towards the Bronze award for Cymraeg

Campus.

• The Curriculum Cymreig Co-ordinator

will need to produce a new map to show

coverage linked to the new curriculum

we are developing.

• Continue to fund an additional

practitioner to deliver Catch Up

Numeracy.

• Develop triads to ensure excellent

teaching and learning is shared and

ensure these triads work effectively.

• Monitor AFL and Feedforward marking

procedures.

• Evaluate impact of EIG / PDG on standards.

• Review effectiveness of leadership and self-

evaluation.

• Further develop the cross-cutting themes

across the new curriculum planning.

• Develop further links with school abroad.

• Further develop our multi-cultural programme

and ensure that there are opportunities for

children to meet with people / visit other areas

and experience different lives and cultures.

• Improve provision for the Welsh Language and

culture by working towards the Silver award for

Cymraeg Campus.

• Further develop ‘Assessment and Progress’ in

CfW.

• Develop pupils’ writing skills both in ‘Languages,

Literacy and Communication’ lessons and across

the curriculum.



interventions in order to improve outcomes for

disadvantaged pupils.

• Ensure our Child Safeguarding policy is reviewed

and is up to date.

• Continue to ensure that all staff follow this

policy.

• Review the effectiveness of ALN procedures

/provision.

• Work towards the UNICEF Rights Respecting

School Silver award.

• Improvements to the entrance of the school to

take place as well as external fencing.

• Ensure Governing Body continue to be fully

involved in SER / SIP development.

• Evaluate tracking system to ensure it is

fit for purpose.

• Continue to develop analysis of

performance data and targeted support

to improve outcomes for all groups of

pupils and support school improvement.

• Continue to fund additional practitioners

to deliver Catch Up Numeracy and

literacy support programmes /

interventions in order to improve

outcomes for disadvantaged pupils.

• Ensure our Child Safeguarding policy is

reviewed and is up to date.

• Continue to ensure that all staff follow

this policy

• Continue to update staff and GB on

Safeguarding training.

• Further develop our multi-cultural

programme and ensure that there are

opportunities for children to meet with

people / visit other areas and experience

different lives and cultures.

• Review deployment of staff for maximum

impact on learning.

• Ensure GB very effective in terms of

challenge and support for the school.

• Evaluate the effectiveness of self-

evaluation, involving all stakeholders.

• Further develop the outdoor learning

environment by improving the woodland

area.

• Work towards the UNICEF Rights

Respecting School Gold award.

• Governor training to continue, to ensure

all governors are able to fulfil their

statutory obligations, help the school as

26

• Ensure the new ALNCO receives

training and mentoring.

• Continue to fund an additional

practitioner to deliver Literacy support

programmes / interventions in order to

improve outcomes for disadvantaged

pupils.

• Continue to monitor and evaluate the

effectiveness of the school’s approach

to literacy interventions.

• Ensure our Child Safeguarding policy is

reviewed and is up to date.

• Continue to ensure that all staff follow

this policy.

• Ensure the Acting Headteacher

updates the Level 3 Safeguarding

training.

• Good practice to be shared about

current initiatives.

• Achieve the UNICEF Rights Respecting

School Silver Award.

• Achieve Phase 6 of Healthy Schools

Award.

• Review impact of IDPs and the ‘All

About Me’ cards.

• Review impact of Pupil Centred Reviews.

• Ensure Governing Body continue to be

fully involved in SER / SIP

development.

• Evaluate the impact of recently

introduced initiatives on teaching and

learning.

• Evaluate impact of EIG / PDG on

standards. • Governor training to continue, to ensure

all governors are able to fulfil their

• Evaluate the impact of recently introduced

initiatives on teaching and learning.

• Evaluate impact of EIG / PDG on standards.

• Governor training to continue, to ensure all

governors are able to fulfil their statutory

obligations, help the school as critical friends

and provide a sense of direction for the work of

the school.

• Continue with a programme of ‘learning walks’ in

order to enable all members of the GB to

develop a good knowledge and understanding of

the school, so they can be effective in

challenging and supporting the school.

• SLT to ensure self-evaluation procedures

continue to be robust and effective, and

continue to inform school improvement.

• Continue to use the views of pupils and parents

in self-evaluation effectively.

• The MER planner, including lesson obs, to be

revised / updated.

• ‘Distributed Leadership’ groups to take part in

‘Learning Walks’.

• Rolling programme of funding to upgrade

furniture and decoration to improve

accommodation.

• Continue to improve standards and management

in order to give good value for money.

critical friends and provide a sense of

direction for the work of the school.

• Continue with a programme of ‘learning

walks’ in order to enable all members of

the GB to develop a good knowledge and

understanding of the school, so they can

be effective in challenging and

supporting the school.

• SLT to ensure self-evaluation procedures

continue to be robust and effective, and

continue to inform school improvement.

• Continue to use the views of pupils and

parents in self-evaluation effectively.

• The MER planner, including lesson obs, to

be revised / updated.

• ‘Distributed Leadership’ groups to take

part in ‘Learning Walks’.

• Rolling programme of funding to upgrade

furniture and decoration to improve

accommodation.

• Continue to improve standards and

management in order to give good value

for money.

27

statutory obligations, help the school as

critical friends and provide a sense of

direction for the work of the school.

• Continue with a programme of ‘learning

walks’ in order to enable all members of

the GB to develop a good knowledge and

understanding of the school, so they

can be effective in challenging and

supporting the school.

• SLT to ensure self-evaluation

procedures continue to be robust and

effective, and continue to inform

school improvement.

• Continue to use the views of pupils and

parents in self-evaluation effectively.

• The MER planner, including lesson obs,

to be revised / updated.

• ‘Distributed Leadership’ groups to take

part in ‘Learning Walks’.

• Rolling programme of funding to

upgrade furniture and decoration to

improve accommodation.

• Continue to improve standards and

management in order to give good value

for money.

• Continue to take part in cluster

moderation activities.

28

6. Priorities for 2020 – 21

Targets Why a priority? Funding Allowance

Target 1 LLC: To develop the teaching and learning of reading in

Languages, Literacy and Communication in order to

improve standards in reading in both Literacy and Welsh.

Our self-evaluation shows that

reading needs to be further

developed throughout the school and

our current reading approaches and

scheme need to be reviewed.

Opportunities for reading Welsh

also need to be increased in FP.

£3,737.10

Target 2 MN: To improve Mathematical Reasoning and Problem-

Solving skills in Mathematics and Numeracy.

Reasoning test results from the

previous year and self-evaluation

evidence shows last year’s target

wasn’t fully met due to closure of

the school.

£2,837.10

Target 3 To begin to fully implement the New Curriculum for

Wales as well as the DCF.

Meet statutory requirements with

regards to implementing the new

curriculum by 2022.

£11, 994.06

£3,600 – C touch

£5,762 – ICT grant

Target 4 Wellbeing: To embrace Health and Well-being as an Area

of Learning and improve the well-being of pupils in light

of the current pandemic.

Self-Evaluation evidence including

subject leader report shows a need

for well-being to become a focus due

to the current pandemic.

£2,175

Target 5 To improve and raise levels of attendance in order to

meet our attendance target for 2020/21.

Comparative data shows that

attendance needs to improve and due

to school closure and the possible

learning gap attendance is

paramount.

£100

Education improvement Grant the school has to spend for financial year 2020 – 21

£45,880

Professional Learning Grant the school has to spend for financial year 2020-21

£1,501

29

Target 1 LLC: To develop the teaching and learning of reading in Language Literacy and Communication in order to improve standards in

reading in both Literacy and Welsh.

Priority – National / LA/ School

Target Leader: Alex Wells Team Members & GB

link member

All teaching and Support Staff/ Sandra Evans

Success Criteria

What are the outcomes for pupils? What quantifiable targets can I include?

• All pupils improve reading skills

• Pupils’ books show evidence of a range of reading tasks

• Effective marking assesses the impact on learning sufficiently and

comments challenge pupils to improve their work.

• Improved reading skills impact positively on pupils’ writing

• 100% of lessons to be graded as good or excellent

by Summer 2021.

• 80% of all pupils make at least 2 sub-levels of progress in reading

from baseline by May 2021

• 85% of Y2 pupils achieving O5 in LLC

• 94% of Y6 pupils achieving L4 in English

• 31% of Y2 pupils achieving O6 in LLC

• 44% of Y6 pupils achieving L5 in English

What qualitative targets can I include?

• Most pupils read more confidently

• Most pupils enjoy reading

• Standards of reading are consistently high across the curriculum

• AFL strategies are fully embedded and used to promote independence of

learning

What outcomes are there other than for pupils?

• Clear evidence of progression and what matter statement

Coverage as well as cross curricular links within the curriculum

maps

• Medium term and short-term planning clearly identify

The reading skills to be taught

• Staff use their secure knowledge of the NLF and progression

Steps to assess pupils accurately

• The GB and staff are well informed about progress towards

targets

7. SIP 2020-21

30

Provide clear, succinct and specific

actions to ensure the success criteria

above will be met

Personnel

Involved

Start &

Completion

dates

Budget

Allocatio

n

Identify

EIG/PDG

/ Main

Budget/

ANO.

MER

times-

frames

Impact of actions What

difference did they

make?

Evidence

1. Review curriculum maps and planning for

reading to ensure links between ‘Read

it, Talk it, Write it’.

Alex Wells September

2020

£125 – 1-

day

HLTA

supply

October

2020 and

throughout

year

Curriculum Maps

Book scrutiny

Planning scrutiny

2. Review the timetable for literacy so

that plentiful opportunities to develop

reading are included in teacher’s

planning.


2020

£125 – 1-

day

HLTA

supply

October

2020 and

throughout

year

Scrutiny of

planning

3. Develop and refine planning around the

four purposes, what matters

statements and progression steps of

the new Curriculum for Wales.

Alex Wells

and All

teaching

staff

September

2020

£125 1-

day

HLTA

supply

October

2020 and

throughout

year

Scrutiny of

planning

4. Action research to be undertaken on

how to improve and develop reading.


2020

£250 -2

days

HLTA

supply

September

/June

2021

Research findings

Action Plan

5. Improve and review the effectiveness

of Success for All in raising standards

in reading.

Alex Wells October

2020

£450 – 3

days

HLTA

supply

June 2021 SFA reports /

assessment data

6. Purchase a new guided reading resource

both paper based and online.

Natalie

Drew

September

2020

£1000 June 2021 New guided

reading resources

7. Staff to attend INSET on the teaching

and assessment of reading using action

research outcomes.

All

teaching

staff

October

INSET in

staff

No

additional

cost

December

2020

Session

observations

Planning Scrutiny

31

Alex Wells meeting

2020

Book Scrutiny

Learning Walks

Triad

observations

8. Each classroom to have a prominent

reading area to enable pupils to develop

their reading skills through enhanced

provision.

All

teaching

October

2020

No

additional

cost

March

2021

Learning walk

reports

9. Look at inviting an author into the

school to inspire children and promote

reading.

Alex Wells November

2020

£400 June 2021 Listening to

learners

10. Increase the opportunities for reading

Welsh throughout the school.

Rachel

Bridges

October

2020

No

additional

cost

June 2021 Listening to

learners

Subject Leader

Report

Planning Scrutiny

Book Scrutiny

11. Improve provision for the Welsh

Language and culture by achieving the

Bronze award for Cymraeg Campus.

Develop an action plan with the Criw

Cymraeg.

Rachel

Bridges

October

2020

£250 -2

days

HLTA

supply

July 2021 Bronze Award

evidence

12. Baseline assessment of reading of both

Welsh and English to be undertaken and

analysed. Challenging targets to be set

and pupil progress tracked.

Alex Wells

Rachel

Bridges

September

2020

No

additional

cost

June 2021 Reading tracker

for Literacy and

Welsh

13. Termly pupil progress meetings to

review progress towards targets and

evaluate the provision for individual

pupils.

Natalie

Drew

All staff

December

2020

March

2021

June 2021

No

additional

cost

December/

March/

June 2021

Minutes of SLT

and staff

meetings

32

Analysis of

assessment

results

14. Triads to be arranged so that good

practice in the teaching of reading can

to be shared.

All staff September

2020

£674.70–

4 days

teacher

supply

November

2020 and

April 2021

Triad

Observation

Forms

15. Monitoring of reading standards: -





• learning walks.

SLT to monitor the quality of reading.

Monitoring report to be shared with

staff identifying good

features/practice and future way

forward

Alex Wells

Natalie

Drew

Rachel

Bridges

Link

Governors

November

2020 –

June 2021

£168.70

– 1-day

teacher

supply

Lesson

Obs:

October.

2020

Scrutiny

of work:

November

2020

February

2021

April 2021

Session

Observations

Scrutiny of

Planning

Scrutiny of Work

Subject Leader

Report

Learning Walks

Listening to

learner evidence

16. Whole school celebration of reading

Natalie

Drew

September

2020 –

July 2021

No

additional

cost

June 2021 Displays / awards

/ photographs will

demonstrate how

improved

standards in

Oracy are

celebrated.

17. Link governors to complete learning

walk and listening to learners with Area

Leader.

Natalie

Drew

Alex Wells

Link

Governors

March

2021

£168.70

– 1-day

teacher

supply

June 2021 Presentation to

the full GB (SL

reports)

18. GB informed of progress via HT report,

SIP progress reports and link governor

visits.

Natalie

Drew

October/

November

2020

No

additional

cost

June 2021 HT report, SIP

progress report

GB minutes

33

Staff informed via staff meetings. Spring

Term /

Summer

Term GB

meetings

34

Target 2 MN: To improve Mathematical Reasoning and Problem-Solving skills in Mathematics and Numeracy.

Priority – National / LA/ School

Target

Leader:

Rachel Bridges Team Members & GB link

member

All teaching and support staff / Andrea Hosgood

Success Criteria


• All pupils make progress in mathematics and numeracy

• All pupils are able to apply their numeracy skills across the curriculum and

carry out open-ended investigations.

• Pupils’ demonstrate a positive attitude towards mathematics and

numeracy

• Improved transition links with high schools


by summer 2021.

• 85% of Y2 pupils achieving O5 in MD

• 100% of Y6 pupils achieving L4 in Mathematics

• 31% of Y2 pupils achieving O6 in MD

• 44% of Y6 pupils achieving L5 in Mathematics



• Mathematics and Numeracy being effectively planned and delivered in

every classroom

• Planning reflects opportunities for pupils to develop and apply maths skills

both in maths lessons and across the curriculum

• Teaching / lessons will show clear progression with challenging numeracy

work

• High quality numerical reasoning tasks, missions and activities are planned

for and delivered across the curriculum

• Improved performance of MAT pupils in numerical reasoning.

• Teachers are competent and confident in the delivery of

Mathematics and Numeracy

• Planning clearly follows the progression steps

• Planning clearly identifies pupils’ skill levels in numeracy

• The GB and staff are well informed about progress towards

targets

Actions Personnel

Involved

Start &

Complet

ion

dates

Budget

Allocati

on

Identif

y

MER

times-

frames

Impact of actions Evidence

35

EIG/PD

G/ Main

Budget/

ANO.

1. Action research from previous year to be analysed

and added to on how to improve our current approach

to the teaching and learning of Mathematical

Reasoning and Problem Solving.

Rachel

Bridges

Octobe

r 2020

£125 –

1-day

HLTA

supply

Octobe

r 2020/

June

2021

Research

findings

Action Plan

2. Staff to attend INSET on the teaching of reasoning

and problem-solving using action research outcomes.

Rachel

Bridges

Novemb

er

INSET

in staff

meeting

2020

No

addition

al cost

Novemb

er 202

Februar

y 2021

June

2021

Triad

Observations

Learning

Walks

Session

Observations

Scrutiny of

Planning

Scrutiny of

Work

3. Develop and refine planning around the four purposes,

what matters statements and progression steps of

the new Curriculum for Wales.

Rachel

Bridges

Septem

ber

2020

£125 –

1-day

HLTA

supply

Octobe

r 2021

and

through

out year

Scrutiny of

planning

4. Complete a baseline analysis of thinking and reasoning

skills and use this to develop challenging targets and

continue to track pupil progress termly.

Rachel

Bridges

Septem

ber

2020

£125 –

1-day

HLTA

supply

Decemb

er/

March/

June

2021

Tracking data

5. All staff to attend NUMICON training to enhance

both Mathematics and problem solving throughout the

school with and emphasis on Foundation Phase.

Rachel

Bridges

Novemb

er 2020

£1,000

EYPDG

July

2021

Book scrutiny

Evidence from

activities for

imitative

36

6. Ensure problem solving missions are taking place

weekly where children get to practise their problem

solving independently.

Rachel

Bridges

Novemb

er 2020

No

addition

al cost

Novemb

er 2021

Februar

y 2021

June

2021

Triad

Observations

Learning

Walks

Session

Observations

Scrutiny of

Planning

Scrutiny of

Work

8. Improve Catch Up Numeracy provision by training an

additional member of staff to deliver this

intervention.

Liz Ellis or

Gemma

Dance

Septem

ber

2019

£450

PDG

June

2021

Assessment

data

9. Each classroom to have prominent Numeracy displays

that facilitate the pupils’ understanding of

mathematical skills.

All teaching

staff

Octobe

r 2020

No

addition

al cost

Februar

y 2021

Learning walk

reports

10. Ensure that AFL, feed forward marking, and DIRT

time are having an impact on improving learning

outcomes.

Natalie

Drew

Novemb

er 2019

No

addition

al cost

Novemb

er 202

Februar

y 2021

June

2021

Triad

observations

Session

Observation

Forms

Scrutiny of

Work

Subject

Leader Report

Learning

Walks

11. Termly pupil progress meetings to review progress

towards target and evaluate the provision for

individual pupils.

All staff

Natalie

Drew

Decemb

er/

March/

June

2021

No

addition

al cost

Decemb

er/

March/

June

2021

Tracking data

37

12. Triads to be arranged so that good practice in the

teaching of numeracy can to be shared.

All staff Septem

ber

2020

£674.7

0 – 4

days

teacher

supply

Novemb

er 2020

and

April

2021

Session

Observation

Forms

14. Further develop parents’ links through curriculum

mornings/ parent workshops and exhibitions. Give

parents the opportunity to take part in mission work.

Rachel

Bridges

January

2021

No

addition

al cost

January

2021

Parent

feedback form

from

workshops

15. Monitoring of standards in mathematics and numeracy

across the curriculum:-





• learning walks.

Monitoring report is shared with staff identifying

good features/practice and future way forward.

Natalie

Drew

Rachel

Bridges

Link

Governors

Novemb

er 2020

– June

2021

£168.7

0 – 1-

day

teacher

supply

Lesson

Obs:

June

2021

Scrutin

y of

work:

Novemb

er 202

Februar

y 2021

April

2021

Session

Observations

Scrutiny of

Planning

Scrutiny of

Work

Subject

Leader Report

Learning

Walks

16. Whole school celebrations of Mathematics with a

focus on reasoning and problem solving.

Natalie

Drew

Septem

ber

2020-

July

2021

No

addition

al cost

June

2021

Displays /

awards /

photographs

will

demonstrate

how improved

standards in

Numeracy are

celebrated.

16. Link governors to complete learning walk with target

leader

Natalie

Drew

Rachel

Bridges

Februar

y 2021

£168.7

0 – 1-

day

teacher

supply

June

2021

Presentation

to the full

governing body

(SL reports)

38

Link

Governors

17. GB informed of progress via HT report, SIP progress

reports and link governor visits

Staff informed via staff meetings

Natalie

Drew

Octobe

r/

Novemb

er 2020

Spring

Term /

Summer

Term

GB

meeting

s

No

addition

al cost

June

2021

HT report,

SIP progress

report

GB minutes

39

Target 3 To begin to fully implement the New Curriculum for Wales as well as the DCF.

Priority – National / School

Target

Leader:

Michelle Lloyd / Natalie

Drew

Team Members & GB link

member

All members of the SLT and Link Governor

Success Criteria


• Improved knowledge and skills through involvement in innovative

practices

• All pupils’ work shows evidence of improved standards in DCF.

• All pupils feel confident and engaged in their learning

• All pupils are sufficiently challenged to achieve their best

• All pupils improve their DCF skills

• Pupils’ work shows evidence of a range of DCF skills across a variety

of subjects

• All pupils begin to develop skills in the 4 core purposes of the

curriculum

• All pupils show progression towards the AOLe progression steps

• Digital leaders become more active

• Pupils to take ownership of their learning


by summer 2021.

• 80% of pupils to achieve developing or higher on the DCF

progression steps by May 2021.



• Pupils’ DCF skills are improved

• Pupils use their DCF skills to enhance their learning across the

curriculum

• Teaching / lessons will show clear progression with challenging DCF

work

• New resources enhance opportunities for

pupils to develop their computational thinking

skills

• Pupil progress meetings are used effectively

to monitor progress against targets set

• Staff and support staff more confident at

using skills in the DCF

• Clear vision shared by all

• Effective blended learning policies and

procedures in place

40

Actions Personnel

Involved

Start &

Complet

ion

dates

Budget

Allocation

Identify

EIG/PDG/

Main

Budget/

ANO.

MER

times-

frames


1. Pedagogy:

Long and short-term planning is revised so that it

is underpinned by AoLEs, What matters

statements, progression steps, the four core

purposes and Lit, Num and DCF. Planning is

consistent throughout the school and is centred on

the four core purposes. As well as whole school

curriculum themes having aspects that reflects

the cultural and ethnic diversity of Wales and the

school’s local area.

Natalie

Drew

All staff

Septem

ber

2020-

June

2021

£625 – 5-

days HLTA

supply

Septemb

er 2020-

June

2021

Scrutiny of

planning

2. Curriculum Cymraeg Map to be developed

demonstrating coverage throughout our new whole

school topics.

Rhian Jones Septem

ber

2020-

June

2021

£168.70 –

1-day

teacher

supply

Septemb

er 2020-

June

2021

Scrutiny of

planning

3. Purchase 32 new laptops from Grant funding. Natalie

Drew

Septem

ber

2020

£5, 762.96

Grant

Decembe

r 2020

Resources in

place and

being used

effectively

4. Install 2 more C-touch interactive boards to

encourage innovation in teaching and learning.

Teacher to be trained to use interactive board

effectively.

Natalie

Drew

Septem

ber

2020

£3, 600

Main ICT

budget

April

2020

C-touch board

in place and

being used

effectively

5. Review the timetable for ICT to ensure that ICT

skills are taught in ‘Bubble Groups’.

Michelle

Lloyd

Septem

ber

2020

No

additional

cost

October

2020

Scrutiny of

planning

41

6. Audit staff skills and staff to attend INSET on

ICT and the DCF in school in order to develop their

individual skills.

Michelle

Lloyd

Audit

Octobe

r

INSET

day

January

No

additional

cost

January

2021

June

2021

Session

Observations

Scrutiny of

Planning

Scrutiny of

Work

7. DCF Leader to continue a Coding Club in order to

meet the needs of our MAT learners

Michelle

Lloyd

Septem

ber

2020 –

June

2021

No

additional

cost

July 2021 Listening to

learners

8. Digital Leaders to work on promotion Online safety

throughout the school to aid in working towards the

‘360 degrees Safe Cymru’.

Digital Leaders to create a ‘Digital Safety

Charter’ – displayed in all classes.

Digital Leaders to create an online safety school

logo.

Digital Leaders to create and embed a ‘Digital

Desirables’ expectations for every year group.

Digital leaders to present to parents and

governors regarding online safety.

Michelle

Lloyd

Septem

ber

2020 –

June

2021

No

additional

cost

July 2021 Listening to

learners

9. Encourage school to school collaboration between

Digital Leaders through Hwb.

Michelle

Lloyd

Februar

y 2021

No

additional

cost

June 202 Subject

Leader Report

10. Further develop the use of Google Classroom, Purple

Mash and Seesaw across the school in order to

support online learning and home learning.

Michelle

Lloyd

Septem

ber

2020

No

additional

cost

Decembe

r 2020

Scrutiny of

online

homework and

online work if

school closed

42

11. Complete a baseline analysis of DCF skills, use this

to develop challenging targets and continue to track

pupil progress termly.

Natalie

Drew

Septem

ber

2020

£125 – 1-

day HLTA

supply

Decembe

r/

March/

June

2021

Tracking Data

12. Learners leading learning:

Develop Pupil Voice as the driving force for setting

and directing projects, topics and learning.

All teaching

staff

Septem

ber

2020

No

additional

cost

Lesson

Obs:

October/

June

2021

Scrutiny

of work:

Novembe

r 2021

February

2021

April

2021

Listening to

learners

Book scrutiny

Learning

walks

Session

observations

13. Leadership:

Revisit and embed Successful Futures throughout

our school vision and aims, as well as policies and

practice.

Natalie

Drew

Novemb

er 2020

INSET

day

No

additional

cost

Following

year

Vision

reviewed and

updated and

shared by all

14. Distribute and agree roles and responsibilities of

all stakeholders, in line with the AoLEs. – Staff,

governors, pupils.

Natalie

Drew

Septem

ber

2020

No

additional

cost

Following

year

Staffing

structure

Photos of

pupil groups

15. Create our own ‘Digital Dream’ to share Llwydcoeds

vision for digital learning and a competent future.

Michelle

Lloyd

Novemb

er 2020

INSET

day

No

additional

cost

Following

year

New vision

developed and

shared by all

16. Ensure the appointment of a permanent

Headteacher and Deputy Headteacher and

effective training/ development is in place for

their development.

Natalie

Drew/ Govs

TBD Cost of job

adverts

July 2021 Job

description

Staff

appointed

Training log

43

17. Permanent appointment of teaching staff in line

with pupil numbers.

Natalie

Drew/ Govs

TBD Cost of job

adverts

July 2021 Job

description

Staff

appointed

18. To develop teaching and learning policies and

procedures which are clearly understood by staff

to ensures effective blended learning should the

school need to close again.

Natalie

Drew

Septem

ber

2020

No

additional

cost

February

2021

Policy

19. Collaboration

Develop school as a learning organisation, both

within and out of the cluster.

Natalie

Drew

TBD Cost

covered in

other

areas

July 2021 Evaluation

forms

20. Ensure triads are managed effectively and have

impact on teaching standards.

Natalie

Drew

Novemb

er 2020

No

additional

cost

April

2021

Triad

evaluations

21. Work in partnership with our cluster schools to

ensure that CfW is introduced successfully.

All teaching

staff

TBD £500 – 4-

days HLTA

supply


forms

22. Subject Leaders for AoLE areas to visit Pioneer

Schools and further develop plans for their CfW

areas.

All teaching

staff

TBD £500 – 4-

days HLTA

supply


forms

23. Good practice in working towards the development

of the new curriculum to be shared with other

schools.

All teaching

staff

TBD £125 – 1-

day HLTA

supply


forms

24. Professional Learning

Support continuous learning opportunities through

the development of Professional Learning and Action

Research projects. Action research to be completed

on how additional work on algorithms linked to the

computational element of the new Welsh Curriculum

aids in developing children’s problem-solving

abilities.

Michelle

Lloyd

Octobe

r 2020

£250 -2

days HLTA

supply

October

2020/

June 202

Research

findings

Action plan

44

25. Pathways based on the new Professional Standards

and these teaching standings used effectively to

guide Performance Management.

Natalie

Drew

Septem

ber

2020

No

additional

cost

October

2020 and

June

2021

Session

observations

26. All job descriptions renewed and in line with

professional standards.

Natalie

Drew

Octobe

r 2020

No

additional

cost

October

2020

Job

descriptions

updated

27. Ensure the new ALNCo receives training and

mentoring.

Natalie

Drew

Alex Wells

Septem

ber

2020

No

additional

cost

July 2021 ALNCo

subject

leader report


towards targets and evaluate the provision for

individual pupils.

All staff

Natalie

Drew

Decemb

er/

March/

June

2021

No

additional

cost

Decembe

r/

March/

June

2021

Tracking data

29. Monitoring of standards in DCF: -





• learning walks.


good features/practice and future way forward.

Natalie

Drew

Michelle

Lloyd

Link

Governors

Novemb

er 2020

– June

2021

£168.70 –

1-day

teacher

supply

Lesson

Obs:

October/

June

2021

Scrutiny

of work:

Novembe

r 202

February

2021

April

2021

Session

Observations

Scrutiny of

Planning

Scrutiny of

Work

Subject

Leader Report

Learning

Walks

30. Link governors to complete learning walk with target

leader

Natalie

Drew

Michelle

Lloyd

Link

Governors

January

2021

£168.70 –

1-day

teacher

supply

June

2021

Presentation

to the full

governing

body (SL

reports)

45

31. GB informed of progress via HT report, SIP

progress reports and link governor visits

Staff informed via staff meetings

Natalie

Drew

Octobe

r/

Novemb

er 2020

Spring

Term /

Summer

Term

GB

meeting

s

No

additional

cost

June

2021

HT report,

SIP progress

report

GB minutes

46

Target 4 Wellbeing: To embrace Health and Well-being as an Area of Learning and improve the well-being of pupils in light of the current

pandemic.

Priority – National / LA /School

Target

Leader:

Leah Harris/ Alex Wells Team Members & GB link member All members of the SLT. Link Governor: A Hosgood

Success Criteria

What are the outcomes for pupils?

What quantifiable targets can I include?

• Pupils are more confident in expressing themselves and feelings

• Pupils are given responsibility and leadership within the school

• Improvement in children’s overall well-being

• Progression made in the area of Health and Wellbeing of the new

curriculum

• Pupils have a better understanding of sex and relationships

• Pupil centred reviews and planning

• 85% of pupils to make progress on PERMA assessments

• 85% of pupils with ALN to achieve their challenging targets.



• High quality planning in place.

• Classroom environments improved to meet the demands of the

new curriculum

• Improvement in the wellbeing of children after the current

pandemic

• Evidence of updated ALN Readiness Survey

• Evidence of updated Person-Centred Self-Assessment Tool

• Evidence of PERMA assessments

• Evidence of collaboration with Cluster Schools

• Costed provision map

• Improved understanding of the new ALN bill by staff and

governors

• Rights respecting school Bronze award

• Healthy schools’ phase 6 award

Actions Personnel

Involved

Start &

Completio

n dates

Budget

Allocatio

n

Identify

EIG/PDG

/ Main

MER

times-

frames


47

Budget/

ANO.

1. Introduce PERMA assessments throughout the

school and use this to enhance teaching and

interventions in relation to the recent pandemic.

Alex Wells Septemb

er 2020

INSET

No

Additiona

l cost

Decembe

r/

March/

June

2021

PERMA

assessments

and analysis

2. Introduce class check ins and worry monsters in

each class to enable children to discuss and raise

any concerns.

All teaching

staff

October

2020

£50 June

2021

Listening to

learners

3. Begin to develop our new curriculum based on the

New Curriculum for Wales ensuring Health and

Wellbeing coverage and progression is apparent.

All staff Septemb

er 2020-

June

2021

£125 1-

day

HLTA

supply

Septemb

er 2020-

June

2021

Scrutiny of

planning

4. Health and wellbeing Coordinator to complete action

research on how to successfully implement

relationships and sexual education in primary school

and deliver INSET on this.

Leah Harris Septemb

er 2020

£250 -2

days

HLTA

supply

Septemb

er/June

2021

Research

findings

Action plan

5. Update ALN readiness survey/audit and the Person-

Centred Self-Assessment Tool.

Alex Wells Decembe

r 2020

No

additional

cost

March

2020

Completed

Documents

6. Monitor impact of ‘All About Me’ cards and ‘Learning

Boost’ targets created for School Action pupils in

place of IEPs. Introduce reading boost groups.

Alex Wells October

2020

No

additional

cost

Novembe

r 2020

‘All About

Me’ cards

completed

to a high

standard.

7. ALNCO to create a costed provision map to measure

value added and impact of interventions.

Alex Wells Septemb

er 2019

£125 1-

day

HLTA

supply

Septemb

er/

June 202

Provision

Map

8. All staff and governors to have an improved

understanding of the new ALN Code of Conduct and

Tribunal Act through INSET.

Alex Wells February

2021

No

additional

cost

June 202 Evaluations

of INSET

48

INSET

day

9. Monitor impact of Pupil Centred Reviews. Alex Wells January

2020

£375 3-

days

HLTA

supply

June 202 Evidence of

successful

Pupil

Centred

Review

meetings

10. Complete a baseline assessment of wellbeing

through PERMA and track pupil progress.

Alex Wells

Natalie

Drew

Septemb

er 2020 –

June 202

£125 1-

day

HLTA

supply

Decembe

r/

March/

June

2021

Tracking

data


towards targets and evaluate the provision for

individual pupils.

Natalie

Drew

All staff

Decembe

r 2020

March

2021

June

2021

No

additional

cost

Decembe

r/

March/

June

2021

Minutes of

SLT and

staff

meetings

Analysis of

assessment

results

12. Achieve the UNICEF Rights Respecting School

Silver Award and develop an action plan with the

new Rights Respecting School Rangers. Share best

practise in relation to this with SIG group.

Michelle

Lloyd

Sep-June

2021

£500 4-

days

HLTA

supply

June

2021

Award

achieved and

action plan

13. Achieve phase 6 of the Healthy Schools Award and

develop an action plan with the Healthy Schools

Gang.

Rhian Jones Sep -

June

2021

£250 -2

days

HLTA

supply

June

2021

Award

achieved and

action plan

14. Continue to develop Playground Leaders within the

school.

Leah Harris Septemb

er 2020

£125 1-

day

HLTA

supply

June

2021

Action plan

and listening

to learners

15. Work towards renewing the Eco School Award and

develop and action plan with the Eco Committee.

Leah Harris Septemb

er- June

20241

No

additional

cost

June

2021

Action plan

and listening

to learners

49

16. Share best practise in relation to All About Me

Cards, Learner Boost Targets and implementation of

the new ALN bill with cluster.

Alex Wells TBD £125 1-

day

HLTA

supply

June

2021

Subject

leader

report

17. Monitoring of the teaching and learning of ALN

interventions through:

• session observations,




good features/practice and future way forward to

ensure strategies are having a positive, measurable

impact upon standards of achievement.

Alex Wells Novembe

r 2020

£125 1-

day

HLTA

supply

June

2021

Session

Observation

s

Scrutiny of

Planning

Scrutiny of

Work

Subject

Leader

Report

Learning

Walks

18. Share progress at full Governing Body meetings and

also Staff and Curriculum meetings

Natalie

Drew

Alex Wells

October/

Novembe

r 2020

Spring

Term /

Summer

Term GB

meetings

No

additional

cost

June

2021

HT report,

SIP

progress

report

GB minutes

50

Target 5 Attendance: To improve and raise levels of attendance in order to meet our attendance target for 2020/21.

Priority – National / School

Target

Leader:

Natalie Drew Team Members & GB link member All members of the SLT. Link Governor: A Hosgood

Success Criteria


• Nearly all pupils’ work shows evidence of improved standards.

• Nearly all pupils are fully engaged in their learning.

• School Council have an active role in promoting attendance.

• Pupils will have a clear understanding of the importance of regular

attendance

• Pupils will have a clear understanding of how lack of attendance can

affect attainment

• Attendance will improve with the aim to meet our school target

of 95.4%.

• School improves the benchmark quartile and moves from 4 to 3.

• To reduce unauthorized absences to 1% or below.



• Punctuality will improve with the number of pupils with late marks

decreasing.

• Holiday requests during term time will decrease.

• Parents / carers will have a clear understanding of the

importance of regular attendance

• Parents / carers will have a clear understanding of how lack of

attendance can affect attainment • GB link governor will oversee attendance.

Provide clear, succinct and specific actions to

ensure the success criteria above will be met

Personnel

Involved

Start &

Completio

n dates

Budget

Allocati

on

Identif

y

EIG/PD

G/ Main

Budget/

ANO.

MER

times-

frames

Impact of actions

What difference did

they make?

Evidence

1. Undertake Attendance Audit to evaluate current

position and highlight areas for future development

Natalie

Drew

Oct 2020 No

addition

al Cost

Attenda

nce

Review:

Audit tool

51

Dec.

2020

2. Issue Attendance information to all parents

reminding them of LA guidelines regarding term

time holidays and Fixed Penalty Notices

Natalie

Drew

Nov

2020

Photoco

pying

costs

Attenda

nce

Review:

Dec.

2020

Leaflet /

Newslette

r

3. Class with the highest attendance to be rewarded

at weekly award assemblies through use of

attendance Oscars.

Half termly attendance assemblies to reward good

attendance for individual pupils with 100%.

School council to decide how to use funding as an

incentive to improve attendance.

Natalie

Drew

Weekly

and at

the end

of half

term:

Oct 2020

– July

2021

£100:

Private

Fund

Attenda

nce

Review:

July

2021

Record of

100%

attendance

4. Raise the profile of attendance through displays in

school and effective communication using our

website, social media and text service.

Natalie

Drew

October

2020

No

addition

al cost

Attenda

nce

Review:

Dec.

2020

Display

5. Develop a new school attendance tracker using

information from the SIMS Whole School

Attendance Data Report to track very low pupil

attendance and analyse this weekly.

Natalie

Drew

Monthly

from

Novembe

r 2020

No

addition

al cost

July

2021

Whole

School

Attendanc

e Data

Reports.

Attendanc

e letters

on SIMS

6. Ensure letters are sent out / meetings arranged in

line with our attendance policy.

Natalie

Drew

When

needed

No

addition

al cost

Attenda

nce

Review:

April.

2021

Attendanc

e letters

52

7. Link governor to closely oversee attendance and

report to full GB.

Natalie

Drew and GB

Nov

2020-

June

2021

No

addition

al Cost

Attenda

nce

Review:

July

2021

GB minutes

8. Arrange late on the gate sessions with AWO.

Natalie

Drew and

AWO

Spring

term

No

addition

al Cost

Attenda

nce

Review:

April

2021

Record of

latecomers

9. HT to monitor attendance alongside AWO and

challenge non-attendance with parents.

Natalie

Drew and

AWO

From

Oct.

2020

No

addition

al Cost

Attenda

nce

Review:

April

2021

AWO

reports

10. Ensure that attendance remains a high priority for

stakeholders and that they are kept fully informed

through newsletters, text messages and reports to

governors etc.

Natalie

Drew

Nov.

2020 –

July 2021

No

addition

al Cost

Attenda

nce

Review:

July

2021

LA

attendance

data

Headteach

er reports

53

8. PDG

Amount of PDG = £10,350

Amount of EYPDG = £8,050

PDGCLA = £2970.14

Activities Amount Intended Outcome(s)

Two TA’s to receive ELSA update

training and continue to deliver

intervention and all staff to receive

PERMA training.

Train an additional LSA to be able to

deliver Catch Up Numeracy OR

Breaking Barriers NUMICON.

Continue to fund an additional

practitioner to deliver Literacy support

programmes / interventions/ Catch Up

Numeracy in order to improve outcomes

for disadvantaged pupils.

£338.20 PDG

£450

£9,561.80

• Improved levels of Wellbeing with

regard to our more vulnerable pupils: at

least 80% of pupils in receipt of this

intervention to be on target to achieve

the expected level in either the FPOI

or the CSI.

• Pupils with emotional and wellbeing

difficulties are supported, settle and

make progress in line with their peers

• Pupils, staff and trackers report

positive impact of interventions.

• CLA reviews and ALN targets show

good progress towards targets.

• Staff have necessary skills, knowledge

and expertise to respond positively to

family issues and crisis that impact on

learners.

• Staff can provide support or signpost

help as appropriate.

• Maintain the improved performance in

Literacy and Numeracy of pupils in

receipt of eFSM. i.e. At least 80% of

pupils in receipt of the interventions to

be on target to achieve the expected

level in either the FPOI or the CSI.

54

Continue to monitor and evaluate the

effectiveness of the school’s approach

to literacy and numeracy interventions.

Ensure interventions are targeted

towards improving performance of our

CLA children.

To purchase additional laptops to

enhance home and school learning for

CLA pupils.

To purchase additional ELSA resources

in relation to bereavement.

TA to be used to deliver Speech link

and language link effectively to

Reception children.

No additional cost

PDGCLA £2,970.14

£84.55 x4 = £338.20 supply cost to

release TA to complete assessments -

EYPDG

• Clear exit strategies enable most to re-

join mainstream and make good

progress.

• Pupil tracking data shows that pupils

prioritised for literacy interventions

show improved progress against SFA

testing and tracking and make

accelerated progress closing the gap

between themselves and their peers.

• Ensure value for money from PDG and

EYPDG funding.

• Ensure all of our CLA pupils continue to

achieve at least the expected level in

end of key stage assessments.


prioritised for speech and language

interventions show improvement and

make accelerated progress closing the

gap between themselves and their

peers.


prioritised for speech and language




peers.

55

To train an additional TA to deliver

Numicon intervention in FP to those who

are eFSM.

To train FP staff in Numicon

approaches and purchase appropriate

resources.

To purchase group and guided reading

material to enhance reading skills of FP

eFSM and train a TA to deliver in class

support.

£7,711.80 EYPDG • Pupil tracking data shows that pupils

prioritised for Numicon interventions

show improvement and make




prioritised for guided reading




peers.

56

9. RRRS

Amount of RRRS = £6,511.48 (£3,798.36 and a further £2,713.12)

Activities Amount Intended Outcome(s) TA to be employed to cover class to

release staff to deliver interventions to

those most affected by school closure.

Interventions will include:

• ALC

• Literacy Launch Pad

• Targeted IEP work for both

Literacy and Numeracy

• ELSA

£91.44 X 71 days = 14 weeks and 2 days

October half Term to Christmas = 7 weeks

January to February half term = 6 weeks

2 weeks and 2 days after February half

term

• Improved levels of Wellbeing in relation

to PERMA assessments.

• Pupils with emotional and wellbeing

difficulties are supported, settle and

make progress in line with their peers.

• Pupils, staff and trackers report

positive impact of interventions and

gaps closed for those most affected by

school closure.


prioritised for literacy interventions

show improved progress against SFA

testing and tracking and make




prioritised for Numeracy interventions

show improvement and make



57

Llwydcoed Primary School: Professional Learning Plan

2020-21

Professional Learning Grant Award £1,501

No. National Mission

Link

Planned Activity

Success Criteria Funding Source Type of spend Cost

£

1. Developing a

high quality

education

profession.

Inspirational

leaders working

collaboratively

to raise

standards.

Action Research Tasks

• Staff to take part in

action research

tasks focusing on

areas within our

SIP.

• Staff to present

findings to all

teaching staff.

• SLT to plan for

disseminating good

practice.

• All staff provided

with the

opportunity to be

reflective

practitioners.

• New approaches

trialled in the

classroom

• Best practice

shared

• Collaboration and

professional

dialogue amongst

staff

Professional

learning to raise

the quality of our

teachers.

Release staff

to complete

action

research

tasks.

Release staff

to observe

each other for

triads.

HLTA to cover

research x4

days = £500

58

• Improved standards

of teaching and

learning as a result

of specific research

work

2. Developing a

high quality

education

profession.

• Develop effective

triads throughout the

school.

• Strong teachers

mentoring and

coaching their

colleagues.

• Improved

consistency in

teaching across the

school.

• Improved outcomes

for pupils.

Professional

learning to raise

the quality of our

teachers

Release staff

to take part in

‘triads’ to

improve

teaching

/coaching /

mentoring.

£674.80 –

Teacher for 4

days

£500 – HLTA

for 4 days

3. Language and

Culture.

Inspirational

leaders working

collaboratively

to

raise standards

• Improve provision for

the Welsh Language

and culture by

achieving the Bronze

award for Cymraeg

Campus.

• Improve the

standards in reading

Welsh throughout

the school.

• Improved Welsh

language skills

impact on standards

in Welsh.

Professional

learning grant

Training costs.

Supply costs to

release staff.

HLTA for 3 days

£375

4. To promote

collaboration

within our

cluster and SIG

group of schools

in order to

share good

practice.

• AoLE groups

established with the

cluster to plan for

CfW.

• PLCs and established

within the cluster and

SIG to share good

• Share professional

expertise to

develop quality

plans

• Staff develop

professional

network.

Professional

learning grant

Release staff

to take part in

AoLE groups

and PLCs.

HLTA for 4 days

£500

59

practice and promote

school-school

collaboration in

securing school

improvement.

• Good practice in

working towards the

development of the

new curriculum to be

shared with other

schools.

• Subject Leaders for

AoLE areas to visit

Pioneer Schools and

further develop plans

for their CfW areas.

• The sharing of good

practice has an

impact on

standards.

Total Cost

£2,549.80

Total

Allocation

£1,501.00

Variance

-£1, 048.80

60

11. Key supplementary improvement activities

WHAT? HOW? WHO? WHEN? COSTS /

RESOURC

ES

SUCCESS CRITERIA MONITORING STATUS

Ensure our Child

Safeguarding policy is

reviewed and is up to

date.

Continue to ensure

that all staff follow

this policy.

HT to review current

policy.

Present all staff with

revised policy.

Monitor to ensure

they follow policy.

Natalie

Drew

Natalie

Drew

Oct.

2020

Oct.

2020

No

additional

costs

No

additional

costs

Robust, up to date,

Child Safeguarding

Policy in place.

All staff aware of new

policy and following it

correctly.

November 2020

by A. Hosgood

November 2020

by A. Hosgood

Chair of

GB

Chair of

GB

Level 3 update

Safeguarding training

for Acting Deputy

Headteacher and 2

other staff members

RCT approved trainer

to lead session online

or face to face.

RCT

approved

trainer

Septem

ber

2020

£375 Staff fully trained. March 2020

Natalie Drew

HT

Improvements to the

building to take place

including purchasing

new fire doors for the

hall and painting within

the school and

external fencing.

Gary Watts from RCT

Corporate Estates will

draw up costings

G. Watts Septem

ber

2020

Year 1 -

£2,500

Year 2 -

£2,500

Improvements

successfully

completed.

November 2020

by Natalie Drew

Health and

safety

To monitor progress in

spelling standards and

handwriting and

presentation

Continue to monitor

trackers and

assessment data,

introduce new spelling

scheme and

handwriting scheme

from twinkl

Alex

Wells

Natalie

Drew

Septem

ber

2020

Cost of

twinkl for

5 staff

Improvements in

handwriting and

spelling

December 2020

March 2021

June 2021

HT

DHT

62

SEPTEMBER

Activity

GOV CT/SL TLR SLT HT Self-Evaluation Action

Complete SER and SIP Documents

to CSC /

Governors

/Staff

• All stakeholders to have an input. HT to

compile documents.

Curriculum Committee to review progress of

last years SIP and input to this year’s SER

and SIP

• Evaluate progress towards last years

targets and impact of closure.

All about me card and learner boost targets

reviewed, and new targets set. ALNCo to

timetable interventions

ALNCo • Scrutinising pupils’ work

• Analysing pupil performance data

• Setting SMART targets that link to

one-page profiles

Induction of new staff • Ensure staff induction takes place for

all new staff

Audit of Curriculum Areas and resources • Resource lists developed and new

resources budget created.

• Resources purchased.

Foundation Phase

• FP Profile Baseline testing in

Nursery/Reception

• Speech and Language screening

• CLIC screening with Reception pupils

initially

All complete baseline assessments for:

Reading

Spelling

Numeracy

Problem Solving

Big Maths

• Baseline used to set challenging targets

for children

• Baselines used to group children

• Baseline analysed

Roles and responsibilities revised • Role and responsibilities to match skills

set of staff

63

Data commentary view Update

SER


• Benchmarking against best or different

practice

• External challenge

Performance Management Reviews and Triads

developed

• HT to conduct PM with all teaching

staff

Provision mapping

ALNCo • Analysing pupil performance data

• Entry and exit criteria included on

provision map

Baseline assessments of reading (SFA) • Analyses of baseline results

Action research to take place for reading and

health and well-being

• Action research proforma to be

completed and ways forward agreed

• Case studies to be developed

64

OCTOBER

Activity


Review targets

SHARE

WITH GB


• Scrutinising pupils’ work

Action research to take place for

numeracy and computational thinking

• Action research proforma to be completed

and ways forward agreed

• Case studies to be developed

AOLE Area action plans developed • Area leaders to complete action plans

linked to the SIP

• Action plans for awards to be developed

Parent/Teacher Consultations All

teaching

staff

• Taking account of pupils’ and parents’

views

(feedback dependent)

Revisit the Marking, Presentation and

Handwriting Policy as well as AFL policy

and Behaviour policy

• Ensure all staff aware how to implement

policy effectively across the school

Scrutiny of Planning

• Evaluating curriculum planning and

assessment

Lesson Observations • Observing learning and teaching

Review curriculum maps and planning for all

AOLE’s with an emphasis on reading, maths

and Health and Wellbeing.

• Auditing practice against policy and

procedures

Review of Child Safeguarding Policy

• Policy updated to include all current

Safeguarding procedures

65

NOVEMBER

Activity


HT report to Governors and agree new

SIP and targets and prepare to distribute

annual report to parents

• To include SER and SIP

• Prepare annual report to parents

Finance Committee to monitor budget • Monitor budget

Job descriptions reviewed, updated,

shared and agreed

• HT to update job descriptions in line

with the new curriculum and roles

Triad observations • Observations of teachers and ways

forward documented and agreed

Scrutiny of Planning • Evaluating curriculum planning and

assessment

Scrutiny of Books • Scrutinising pupils’ work

Area Leader Monitoring • Analysing pupil performance data


procedures

• Evaluating curriculum planning and

assessment

• Benchmarking against best or

different practice


• Listening to learners

ALNCo to complete Monitoring of

interventions

• Session observations

• Scrutiny of work


HT Performance Management • Review Progress against targets

66

DECEMBER

Activity


Assessment week for:

Reading

Spelling

Numeracy

Problem Solving

Big Maths

Interventions and ALN targets

• Analyse Autumn Term results and highlight

any children under performing

• Use results to group children

Attendance Review AWO,

Admin

LINK

GOV


ALN Reviews

• Parent meetings

• All about me cards reviewed

• Learning boost targets

reviewed

ALNCo • Analysing pupil performance data


• Taking account of pupils’ parents carers’

views

UPDATE SE DOCUMENT SHARE

WITH

ALL

STAFF &

GB

EVALUATIVE STATEMENTS INDICATING

PROGRESS AGAINST ACTIONS FROM THIS

TERM

67

JANUARY

Activity


All about me card and learner boost

targets reviewed, and new targets set



• Setting SMART targets that link to

one-page profiles

Learning walk linked to progress towards

the new curriculum

Pupil

represe

ntative

• Area leader report for DCF reported to

GB

• Listening to learners completed

Baseline testing:

• FP profile in Nursery


practice



• Evaluating new curriculum planning and

assessment

Classroom monitor completed for all areas • Analyse Autumn Term results and

highlight any children under performing


Pupil progress meetings • Analysing pupil performance data


practice

• Interventions agreed

68

FEBRUARY

Activity


Scrutiny of Books HT +

Challenge

Advisor


Numeracy Learning Walk and Listening

to Learners

Pupil

Representatives

HT +

Challenge

Advisor +

members

of GB

• Area leader report for

Numeracy reported to GB

• Listening to learners completed

HT audit of progress with regard to

the SIP

• Auditing progress against

actions

Safeguarding training / updates for

staff and GB

• Chair, Safeguarding Governor,

HT, all governors and staff

updated on current

Safeguarding procedures

HT report to Governors and policy

reviews

• Reviewing progress against SIP

69

MARCH

Activity


Literacy Learning Walk and Listening to

Learners

Pupil

representatives

HT +

members

of GB

• Members of the Governing

Body and Pupils will join the

Literacy Co-ordinator and HT

on this learning walk which will

scrutinise aspects of the

teaching and learning of

Literacy across the school


Reading

Spelling

Numeracy

Problem Solving

Big Maths


• Analyse Spring Term results

and highlight any children

under performing


Classroom monitor completed for all

areas

• Analyse Spring Term results

and highlight any children

under performing


Pupil progress meetings • Analysing pupil performance

data


different practice


ALN Reviews

• Parent meetings

• All about me cards reviewed

• Learning boost targets reviewed

ALNCo • Analysing pupil performance

data


• Taking account of pupils’

parents carers’ views

Scrutiny of Planning • Evaluating curriculum planning

and assessment

70

Finance Committee meeting to plan

budget and consider staffing levels

• Draft budget and review

staffing levels

Parent/Teacher Consultations • Taking account of pupils’ and

parents’ views

71

APRIL

Activity


Scrutiny of Books



• Evaluating curriculum

planning and assessment

Final Triad observations and evaluations • Observations of teachers and

evaluations of effectiveness

completed

• Ways forward for following

year agreed

Finance Committee review of financial year and set

budget

Govs • Benchmarking against best or

different practice

• Review by Finance Committee

UPDATE SE DOCUMENT

SHARE

WITH

ALL

STAFF &

GB

EVALUATIVE STATEMENTS

INDICATING PROGRESS

AGAINST ACTIONS FROM THIS

TERM

Attendance Review

AWO,

link gov


72

Baseline testing:

• FP profile in Nursery


different practice

• Analysing pupil performance

data

All about me card and learner boost targets

reviewed, and new targets set


• Analysing pupil performance

data

• Setting SMART targets that

link to one-page profiles

73

MAY

Activity


National Tests • All pupils in Years 2-6 sit National Tests

Sampling of books • Moderating teacher assessment


Scrutiny of Planning • Evaluating curriculum planning and

assessment

HT report to Governors • Reviewing progress against SIP

Curriculum for Wales Readiness tool • Review progress and update tool

Moderation/standardisation core

subjects

• Moderating teacher assessment

SIMS end of year data completed for

year 2 and 6

• Levels agreed and progress analysed

74

JUNE

Activity


Lesson Observations • Observing learning and teaching

End of KS data analysis • Analysing pupil performance data


practice

Subject Leader Monitoring

+ Evaluate the impact of recent

initiatives and evaluate case study

Numer

acy

Literacy

Foundation

Phase

Welsh



procedures

• Evaluating curriculum planning and assessment


practice



• Evaluate case study and action reserach


Reading

Spelling

Numeracy

Problem Solving

Big Maths


• Analyse Summer Term results and highlight



Classroom monitor completed for all

areas

• Analyse Summer Term results and highlight



Pupil progress meetings • Analysing pupil performance data


practice


Scrutiny of Planning • Evaluating curriculum planning and assessment

75

Report writing, analysis of progress

made during year


Intervention Review and assessments

complete

ALN

Co

• Evaluating curriculum planning and assessment


procedures



76

JULY

Activity


National tests results analysis • Analysing pupil performance data


different practice

School Improvement Plan

• analysis of data

• Area Leader Reports

GOVS • Analysing pupil performance data


different practice

• Reviewing progress against

improvement plans

• Reviews by senior managers

End of year pupil report/Parent response/

analysis of parental questionnaires

PARENTS • Taking account of pupils’, parents’

and carers, views depending on feedback

Attendance review AWO/LINK

GOV


SIP Review SHARE

WITH GB

• Reviewing progress against

improvement plans

School Prospectus • Auditing practice against policy and

procedures

UPDATE SE DOCUMENT • EVALUATIVE STATEMENTS

INDICATING PROGRESS

AGAINST ACTIONS FROM THIS

TERM