rhymney comprehensive school ysgol gyfun rhymni abertysswg...

Rhymney Comprehensive School

Abertysswg Road

Rhymney

Caerphilly Borough

NP22 5XF

Telephone: 01685 846900

Fax: 01685 846905

e-mail: [email protected]

Ysgol Gyfun Rhymni

Heol Abertyswg

Rhymni

Bwrdeistref Caerffili

NP22 5XF

Ffôn: 01685 846900 Ffacs: 01685 846905

e-bost: [email protected]

RHYMNEY COMPREHENSIVE SCHOOL

GOVERNORS’ ANNUAL REPORT TO PARENTS 2009-2010

CONTENTS To: Parents/Guardians of all pupils.

20th June 2011 Dear Parent/Guardian, The Annual Governors’ Report for the school year 2009-2010 is available to view and download from the school’s VLE MOODLE site. It can be accessed by clicking on ‘parents’ on the home page. The VLE MOODLE web address is:- http://learn.caerphilly.org.uk/rhymneycomprehensive/ As a result of the new Government legislation (The Annual Parents’ Meeting (Exemptions) (Wales) Regulations 2005) it will be necessary to hold an Annual Meeting to discuss this report on Wednesday 29th June 2011 commencing at 7.00 p.m. in the Upper Hall of the school. I hope that you find the Report informative and, as always, you may contact me if there are any issues which you wish clarified. Yours sincerely, M. D. JAMES CLLR. J. BEVAN Headteacher Chair of Governors

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1. Notification of time, date, venue, purpose and Agenda for the meeting.

2. Foreword from the Chairman

3. School Mission Statement and Vision Statement

4. The Governing Body

5. Election of parent Governors

6. Rhymney Comprehensive School Employees 2009-2010

7. Resolution passed at last Annual meeting

8. School Terms and Holidays 2009-2010

9. Changes to School Prospectus

10. Sporting Aims and Provision for Sport

11. Links with the Community

12. Charity and Fundraising Events

13. Action taken to review school policies/procedures

14. School Premises

15. Attendance

16. Budget/Finance

17. School Targets

18. Examination Performance

19. Destination of School Leavers

20. Special Educational Needs

21. Curriculum Development 2009-2010

22. Progress made since the last Inspection

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2. A FOREWORD FROM THE CHAIRMAN OF THE GOVERNING BODY It gives me great pleasure to write this forward for the Governors’ Annual Report to Parents again this year. Once again, we have seen a busy, eventual and highly successful year in terms of the wide range of activities and events involving our pupils and staff and in terms of the outstanding record breaking successes of our pupils in their external tests and examinations. Results at Key Stage 3, GCSE and A level were very pleasing indeed – details are provided further on in this report. On behalf of my colleague Governors, I extend our warmest congratulations to our pupils – we take great pride in their excellent achievements. I would also like to take this opportunity to formally thank our hard working staff – teaching and non-teaching – for their unfailing support and commitment to the pupils. Their efforts, too, are acknowledged and highly appreciated by the Governing Body. Finally, I would like to thank you, as parents, for the support you have given to your child and to the school over the past year. Working together in this way, we will undoubtedly secure further successes for our children and our school, as a whole, in the years to come.

John Bevan (Chairperson to the Governing Body)

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3. SCHOOL MISSION STATEMENT

The School will provide a challenging education which promotes learning, raises standards and ensures that young people are properly prepared for adult life.

VISION STATEMENT

Our main aim in Rhymney is that we work together – Governors, Staff, Pupils and Parents to obtain maximum success for all pupils in all areas of their lives, both academic and non academic. We hope that by the end of their education with us, they can progress confidently to the next stage in their learning pathway, whether it be work, college or higher education. On admission to the school, pupils and parents are asked to sign a Home-School Agreement. 4. THE GOVERNING BODY 2009 -2010

The table below shows the composition of the Governing Body including the category of each Governor (which denotes by whom they were appointed/elected) and the term of office, which is in compliance with the School Standards and Framework Act 1998. Name Start Date End Date Governor Type Mr. M D James 01.01.04 Acting Headteacher Mr. Ceirion ingram 01.09.09 31.08.10 Associate Pupil Governor Miss Leah Smith 01.09.09 31.08.10 Associate Pupil Governor Mrs. H Hudd 06.02.07 05.02.11 Co-opted/Community Rep Mrs. Jill Jones 06.10.08 15.09.10 Co-opted/Community Rep Rev. M Owen 07.07.08 06.07.12 Co-opted/Community Rep Mr. B. Singh 01.02.08 01.11.10 Co-opted/Community Rep Mrs. AM Titley 20.01.10 19.01.14 Co-opted/Community Rep Cllr. P Bailie 08.10.08 07.10.12 LEA Representative Cllr. J Bevan 01.09.08 31.08.12 LEA Representative Mr. D Harse 01.09.08 31.08.12 LEA Representative Cllr. T. Powell 25.02.10 24.02.14 LEA Representative Cllr. R Pugh 17.10.07 16.10.11 LEA Representative Mrs. G Baker 27.11.06 26.11.10 Parent Representative Mr. K Dufty 30.10.06 29.10.10 Parent Representative Mr. D C Francis 27.09.09 01.11.10 Parent Representative Mrs. T Hardacre 18.03.09 17.03.13 Parent Representative Ms. B. Lloyd 23.10.07 21.09.10 Parent Representative Mrs. A Pearce 12.11.08 11.11.12 Parent Representative Mrs. A J Pullen 18.03.09 17.03.13 Staff Representative Miss C Earl 22.09.09 21.09.13 Teacher Representative Mr. M P Williams 11.11.09 10.11.13 Teacher Representative The Chairperson of the Governing Body is:- Cllr. John Bevan 5 Arthur Street Abertysswg Rhymney NP22 5AN

The Clerk to the Governing Body is:- Mrs. Elizabeth Everson Governor Support Unit, Caerphilly County Borough Council Directorate of Education & Leisure Penallta House Tredomen Park Ystrad Mynach CF82 7PG

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5. ELECTION OF PARENT GOVERNORS When a vacancy arises on the Governing Body for a parent representative, all parents are informed of the vacancy. Parents of every pupil registered at the school are entitled to stand for election and to vote for the candidate of their choice. This process is conducted through the school by way of pupil post. Election is by secret ballot. Minutes of the Governing Body meetings are available, on request, from the school or Chair of Governors, Mrs. E Everson. Governors also give their support to school functions and extra-curricular activities such as school concerts, Sports events, and various Presentation events. COMPOSITION OF THE GOVERNING BODY In line with the Standards and Framework Act 1998, the Governing Body is made up of 20 members. Parent Governors (6), LEA representatives (5), Teacher Governors (2), Non-teaching Staff Governor (1), Co-opted/Community Governors (5), Headteacher (1), Associate Governors (2). From September 2007, 2 pupils from the School Council were elected to sit on the Governing Body as ‘Associate Governors’. Students hold this position for one academic year. Re-election takes place at the beginning of each academic year. 6. RHYMNEY COMPREHENSIVE SCHOOL EMPLOYEES Starters (2009/10) Gaynor Middleton Geography (HoD) (01.09.09) Stephanie McMahon Teaching Assistant (01.09.09) Leavers (2009/10) David Cribb Cover Manager (31.05.10) Philip George P.E. (16.06.10) Lynne Carter Cover Supply (31.08.10) Terence Foley Cover Supply (31.08.10) Paul Clay Science (31.08.10) Christopher Neill Science (HoD) (31.08.10) Neil Young Maths (31.08.10) We thank all the staff who left our school, during the year, for their invaluable contribution during their time with us. We wish them all well in the future.

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STAFF 2009-2010

Headteacher - Mr. M D James Assistant Headteacher - Mr. D Thomas Assistant Headteacher - Mrs. E M Olsen

Assistant Headteacher - Mr. C L Jones Assistant Headteacher - Mrs. K Hurd

English Mathematics Science Mrs. C Jones Mr. N Howells Mrs. M Ware Mrs. A Caldwell Ms. S Francis Miss S Gurner Miss V Rigby

Mr. D M Lynch Mrs. C Hancox (P/T) Mr. J Short Mr. A N Young Miss C N Churton Miss L Andrews

Mr. C Neill Mrs. B Dando Mrs. A Strong P/T Mr. J Duggan Mr. R Holroyd Mrs. P Ireland

Learning Support Modern Foreign Languages History Mrs. E M Olsen Mrs. J Bevan

Mrs. L Davies Mrs. P Eveleigh (PT) Ms. E Davies

Mr. M P Williams Mr. C L Jones

Geography Religious Studies Business Studies Miss G. Middleton Mr. D Thomas

Dr. P B Greer Miss C Earl Miss M. Diamond

Mrs. L Parisi-Howells

IT/Computing Art & Design Physical Education Mr. S Sheen Mrs. C Sheen Mrs. K Hurd

Mr. D N Cartwright Mrs. F Edwards Miss M B Cartwright

Mr. P Hurd Mr. P S George Miss S James Miss L Henderson

Technology Music Welsh Mr. S Thomas Mrs. G Baker Mr. G Jones P/T Miss M B Cartwright Mr. D T Lynch

Mrs. C Robson Miss M Diamond

Mrs. A Hickey Miss E Evans Mr. M Jones Mrs. M Spencer P/T

PSE Vocational Education Careers Mrs. B Dando

Mrs. J Cribb Mrs. P Ireland

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Administrative Staff ICT Technician Science Lab Technician Mrs. M England Mrs. G Perry Mrs. L Gibbons Mrs. K Davies Mrs. D Davies Mrs. K Colborne Mr. M Phillips

Mr. C Lusty Mr. R Meade

Mrs. C Cosway Mr. R Meade

Caretaker Technology Technician Site Facilities Manager Mr. G Jones Mr. R Jones (Relief)

Mr. K Lane Mr. T Leaman

Librarian Pupil Support Officer Learning Support Assistants Mrs. J Jones Mrs. A J Pullen

Miss L Barnard Mr. J H Davies Ms. S Jenkins Mr. G Lockyear Mrs. T Muggleton Mrs. C Lewis Mrs. B Hollis Ms. H Lewis

7. RESOLUTIONS PASSED AT THE LAST ANNUAL PARENTS

MEETING No meeting held.

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8. SCHOOL HOLIDAY DATES 2009/2010/ESSION TIMES The session times for the school are:

8.30am to 1.00pm and 1.45pm to 2.45pm.

Term Term Begins Half Term

Begins Half Term

Ends Term Ends

Autumn 02.09.09 26.10.09 30.10.09 22.12.09

Spring 04.01.10 15.02.10 19.02.10 26.03.10

Summer 12.04.10 31.05.10 04.06.10 19.07.10

May Bank Holiday: Monday, 3rd May 2010 Provisional Holiday Dates issued by the LEA for 2010/2011


Begins Half Term

Ends Term Ends

Autumn 02.09.10 25.10.10 29.10.10 17.12.10

Spring 04.01.11 21.02.11 25.02.11 15.04.11

Summer 03.05.11 30.05.11 03.06.11 22.07.11

May Bank Holiday: Monday, 2nd May 2011 Provisional Holiday Dates issued by the LEA for 2011/2012


Begins Half Term

Ends Term Ends

Autumn 02.09.11 24.10.11 28.10.11 20.12.11

Spring 03.01.12 13.02.12 17.02.12 05.04.12

Summer 23.04.12 04.06.11 08.06.12 19.07.12

May Bank Holiday: Monday, 7th May 2012

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9. CHANGES TO SCHOOL PROSPECTUS

Parents of all new Year 7 pupils (and other new pupils who join the school) are provided with a detailed Prospectus which provides information on school policies, procedures and practices. It also celebrates school and pupil achievements during the past year. The contents of the School Prospectus conform to requirements set down by the National Assembly together with additional information the school feels would be useful to parents. The Prospectus is updated annually in line with changes in school personnel, policies and procedures.

10. SPORTING AIMS AND PROVISIONS AIMS 1) To maintain and stimulate pupil interest and enjoyment in Physical Education and to promote

health and fitness for current and future lifestyles. 2) a) To enable pupils to be familiar with a body of knowledge, principles and vocabulary related to

Physical Education. 2) b) To enable pupils to see Physical Education as;

� a major feature in our lives related to leisure, employment and culture. � part of a wider body of knowledge and skills, e.g., interpersonal and problem solving skills.

(To include analysis and evaluation of Physical Education issues) 2) c) To enable pupils to understand;

� and use safe practice and to appreciate its importance in Physical Education. � the short and long term effects of exercise on the body. � the role of exercise in a fit and healthy lifestyle.

3) a) To enable pupils to develop a range of desirable personal qualities such as safety awareness,

politeness, perseverance, concern for others, initiative and independence. The establishment of pupil self esteem through the development of physical confidence is a major aim of the Department.

3) b) To enable pupils to work independently and as part of a team in varied activities, to enable physical education to contribute to the development of core skills such as communication by speech.

4) To employ teaching methods and resources that allow all pupils/irrespective of their gender,

ethnic origin, academic ability etc., to have equal access to Physical Education, and to experience success and enjoyment in their Physical Education work.

5) a) To develop an awareness in pupils of the implications of sport and physical activity (past and

present) for the individual and the local, national and international communities. 5) b) To allow pupils to develop informed opinions and to be able to support them by reasonable

arguments.

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OBJECTIVES

These objectives relate directly to the five aims for Physical Education at Rhymney Comprehensive School and are intended to show how the aims are actually put into practice. 1) Staff will provide a variety of experience/activities during the course of study and during a

Physical Education lesson if possible e.g., � Gymnastic activities, athletic activities, games and exercise activities. � Indoor and outdoor activities � Individual and group activities � Problem solving � Communicating Physical Education ideas to others by means such as speaking � Listening and appraising � Practising and refining a skill � Using repetition in order to improve

2) a) i) The National Curriculum K.S. 3 and 4 Physical Education orders

together with any GCSE requirements should be used as a basic core for the schemes of work. Rules, vocabulary and games skills such as attack, defence and fielding will be taught.

ii) Staff should encourage pupils to recall and apply their knowledge and skills in familiar and unfamiliar situations.

2) b) Staff should refer to cross-curricular work when appropriate. 2) c) i) Pupils should be able to follow both verbal and written

instructions accurately. ii) Safety is further enhanced by emphasis of the following;

� The need to wear the correct clothes/equipment � The need to follow the rules. � How to lift, move, carry and place heavy objects/equipment. � The need to warm up and cool down when exercising. � How to survive in exposed situations e.g., outdoor adventurous activities.

3) a) Lessons should be conducted in a secure, supportive and disciplined manner. The pupils and

staff should interact in a manner that demonstrates mutual respect. Pupils will learn the rules, etiquette, laws and codes for various activities. The Department’s schemes of work identifies planned opportunities for pupils to develop a range of desirable personal qualities such as safety awareness, politeness, perseverance, concern for others, initiative and independence.

3) b) i) There should be opportunities for individual and/or group activities so as pupils can express their feelings verbally and learn how to work co-operatively as well as on their own.

ii) Staff should encourage pupils to improve in a particular activity or skill over a period of time.

iii) Staff should use a reward system. This should encourage pupils to work to their full potential and to experience a sense of achievement.

4) a) Staff should attempt to show the enjoyment and benefits that Physical Education/Sport has

given to us. 4) b) Staff will allow opportunities at various times for group discussion. At these times we can listen

to each other’s view and hopefully reflect upon them – particularly on health and fitness issues.

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CLUBS /VISITORS /EXTRA CURRICULAR ACTIVITIES POLICY AIMS

• To extend the curriculum beyond that offered in timetabled sessions.

• To reinforce work encounters within the normal timetable.

• To allow pupils to experience work not normally encountered within the routine timetable.

• There may be opportunities to organise visits to venues of specific interest, e.g. Millennium Stadium.

• To allow practice for school teams and trials for representative honours.

• To allow non-specialist staff and others with a particular interest or talent to enrich the curriculum offered to the pupils.

• To allow pupils of different ages and abilities to interact.

• To allow pupils and staff to interact in a somewhat less formal manner. This can improve pupil/staff relationships in lessons.

• 5x60 scheme allows the department to offer a greater range of activities for all abilities. PRINCIPLES 1. The Physical Education Department is committed to offering a variety of extra-curricular

activities and clubs wherever practicable considering the restraints of staffing, cost and time. 2. The extra-curricular activities and clubs should be open to all pupils and must be organised with

this in mind. 3. All extra curricular activities and clubs must be organised with the safety of participants as the

major consideration. It must comply with LEA guidelines and school policy. 4. Staff and pupils should be aware of any itinerary, contingency plans, first-aid facilities,

emergency phone numbers, etc. 5. Non-teacher supervisors must be informed as to their role. Fit must not be assumed that all

adults know what to do and how to act. 6. Parents will be informed of all activities. A letter of consent is needed for some activities. 7. If transport by minibus is involved staff must have regard to and comply with the school and

departmental policy. 8. If pupils have to miss lessons, then permission is sought from their class teachers and the

Assistant Head. If large numbers are involved, then kitchen staff need to be informed—usually two weeks before the activity.

9. All PE staff should have the option to take part in extra-curricular activities or clubs. 10. Results of extra-curricular activity or club should be announced in Assembly. 11. For educational visits staff must ensure that the venue, organisation concerned and the

transport company are all reliable, legal and safety conscious.

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Sporting Activities We employed a 5 x 60 Officer which is a programme designed to encourage all pupils to take part in exercise for at least five hours per week. The programme compliments the existing programme with the target of encouraging the non sporting pupils to get active. It has been a great success with a range of new activities being offered such as dodge ball, cheer leading as well as the more traditional sports. Our school is a member of the Caerphilly Sports Association and endeavours to enter all its competitors apart from swimming and cricket. We enter all the athletics and cross country competitions. Both boys and girls teams always do well in the football competitions. 11. LINKS WITH THE COMMUNITY The school places great emphasis on promoting a sense of community awareness and responsibility in all our pupils. We make every effort to encourage and develop cooperation and constructive partnerships with parents, local industry, other educational institutions and the community in general. These links enrich and enhance the learning of our pupils and in turn provide us, as a school, with opportunities to contribute practically to the life and work of the community. The school is very much a part of the community and we would welcome any suggestions as to how we can become more actively involved. PARENTS It is pleasing to note the number of parents who take advantage of the opportunity to discuss aspects of their child’s progress during our tutor days and parents consultation evenings organised by the school. However we would like to see every parent/guardian making the effort to attend these vital meetings. Details and dates can be found in pupils’ planners. The Home-School Agreement has been introduced for all parents/pupils. A School Brochure is published annually. The Governing Body believe that all parents have a part to play in the PTA and would encourage more parents to get involved. The PTA deserves the support of far more parents – hopefully they will see this in the year ahead. LIAISON (i) With the help of the Campus Director of Rhymney College an induction programme is organised for all prospective entrants to the college from Year 11. The Assistant Head responsible for the Curriculum oversees all aspects of alternative provision in the college setting. We have forged strong links with Rhymney College and hope to continue to build on this in the coming year. (ii) In close liaison with the Heads of the primary schools an induction programme is organised for all new entrants to the school and even closer curriculum links are being developed to aid successful transition. A Transition Plan which is a requirement of the Welsh Assembly Government has been developed and we hold regular meetings for staff of all schools in the Rhymney “Cluster”. An open evening is organised for parents of new intake pupils in July.

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LINKS WITH INDUSTRY/BUSINESS/WORLD OF WORK/CAREERS/EDUCATIONAL INSTITUTIONS/PARENTS/THE WIDER COMMUNITY

Rhymney Comprehensive School has enjoyed a long and productive partnership with Careers Wales and the Education Business Partnership. A “mainstream” Careers Adviser is available at school on at least 4 days each week to provide pupils in Yrs 9/10/11/12/13 with impartial/independent careers information and guidance. This work is supported by a “specialist” Careers Adviser who visits school on a less regular basis to provide the same service to pupils with learning difficulties and disabilities. The Careers Adviser attends Parents Evenings for pupils in Yrs 9/10/11/12/13 and is available on Tutor Days for the same Yr groups. Work Experience placements for pupils in Yrs 11/12 are also organised and supported by the local Work Experience Placement Officer. The Education Business Partnership provide pupils in Yrs 7/8/9 with activity days for enterprise and entrepreneurship. Pupils in Yrs 10/11 are encouraged to participate in the “Compact” award scheme which recognises achievements in attendance and learning. Pupils in Yr 11 participate in “mock” interviews with local employers who kindly give of their time to support the Education Business Partnership’s activities. The Education Business Partnership also enhance the curriculum at school through teacher placements, visits to workplaces and visiting speakers. The school maintains links with local Further and Higher Education Institutions through visits to “Open Days” and visiting speakers. The Work Experience placement programme for pupils in Yrs 11/12 relies heavily on the support provided by the local community. Without the support provided by the “feeder” primary schools Yr 11 Work Experience would not be able to include all pupils. Yr 12/13 pupils are able to “enrich” their curriculum by supporting pupils in their learning at feeder primary schools and with Departments within their own school. This enables them to gain invaluable experience and skills which can be included on future applications and discussed at interviews. EXTRA CURRICULAR ACTIVITIES The school holds many extra curricular activities, both in the normal day and at evenings as well as the weekends. A full list is available upon request from the school office. 12. CHARITY AND FUNDRAISING EVENTS The pupils and staff in the school are to be commended for their efforts in raising funds for those less fortunate than themselves. Charities sponsored by the school include Comic Relief, Children in Need, British Heart Unit of Wales, Deaf Society. FUNDRAISING

November 2010 Children in Need £2,413.15

OTHER FUNDING

September 2009/2010 Rhymney Trust Gwent Wedding Service Sophie Pearson Fund Community Council Silurian Choir

£100 £50

£1,000 £250 £50

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The History Department have recently received confirmation that their bid for funding from the Lottery Heritage Fund has been successful. The bid involved the completion of several different documents, a power point presentation from sixth form students and an interview for MPW and SF with the Heritage Lottery Fund Awarding Panel for Wales. A request was made for £17,000 in order to run out of hours activities for the pupils in Year 12 and Year 13 studying Ancient History. The request was met in full. From May 2011 until May 2012 the money awarded will be used to –

• Run fortnightly after school classes for sixth form students

• Provide guest lectures from the members of staff at the Ancient History Department at Cardiff University

• Enable students to carry out archeological field work in the surrounding locality

• Purchase ICT equipment to enable students to film, edit and produce their own Roman History DVD

• Enable students to write, translate (into Welsh) and publish their own local Roman History book for partner primary schools and other members of the wider community

• Visit Roman sites of historical importance including the British Museum, Caerleon Roman Museum, the Brecon Roman Road and the Roman Baths at Bath.

• Create a Roman History website to be populated and managed by students

• Employ a Drama specialist to coach students in presenting skills for the filming of the DVD

• Commission a local artist to work with the students to design and create a Roman mosaic. This will be displayed within the school community to ensure the project has legacy.

The History Department have also made requests to Cardiff University, the Roman Society and the Hellenistic Society for financial support in resourcing the Ancient History course and recently received £600 worth of books from Cardiff University and £800 from the Roman Society and Hellenistic Society. They have also created a forum for members of staff from both the State and Independent sector to share resources online. 13. ACTION TAKEN TO REVIEW SCHOOL POLICIES/STRATEGIES School policies and strategies are constantly under review and evaluation. This is carried out by means of whole staff meetings, consultancies through questionnaires, meeting of pastoral and academic teams, School Council, meetings of the Leadership Group and Governing Body and guidance from the LEA The School Development Plan also highlights the extensive range of strategies being undertaken by the school to raise standards and improve teaching and learning. The plan also provides details of site improvements and improvements to the security of the premises. 14. SCHOOL PREMISES Building Fabric Report The school site, (in my opinion) is in reasonable condition - (this comment is set against the standards set by planners when the original building was installed in 1983

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Woodwork. Windows are probably the worst items in terms of wear and there is currently a rolling programme to repaint these, another 40 are to be repainted in the summer break. However the failing strength of many will require that they be renewed in the near future. Many of the upstairs windows were replaced with UPVC tilt/turn type as part of a deal with the installer of the canopy in the main yard. New ones will follow this pattern. Doors in the school are notoriously fragile. When these fail, better quality doors are being installed with longer fire burn characteristics and longitudinal windows to conform to new standards. The 2005 wing doors and those provided in the new sports hall are poor and although heavy, are quite frail for school use. Many have been badly sited and suffer strain and damage as a result. This 2010 new wing doors are of a much higher quality. Building movement. This is regularly monitored (approx every term/6months) by CCBC Building Consultancy. ‘Tell tale’ markers show little movement on a regular basis; nevertheless it is an area of concern for the school. A letter from Andrew Young is due, to inform us of the current state. Roof. The roof material is showing signs of needing attention in places and leaks are the order of the day in many areas whenever rain and wind persist together. This degrades the ceiling material in places and often results in the ceilings in rooms ending up on the Asbestos Register as an issue. This is because the ceilings in the upper floor contain Artex (with ‘trace’ asbestos). Gutter systems seem adequate at this time. Asbestos. A type 2 and type 3 report has been carried out at the school. The type 2 items are being monitored for condition on a regular basis. Basically, the upper floor ceilings and all floor tiles in the older part of the school contain trace of asbestos. There is little other asbestos of major consequence. The type 3 report which is more inclusive and covers new issues has not yet been received. The asbestos audits carried out have required us to monitor the affected areas continuously until recently when we had remedial work carried out to remove problem areas completely, along with their associated checklists. Sewers/drains. Traditionally problems occurred with drainage with many blockages over the years. This has been lessened of late due to maintenance carried out by the premises manager. The main sewer system seems to be stable at present. Drains are a problem where buildings have settled, damaging many sinks in the process. This is being remedied on a rolling programme of repair. More drains have been reinstated this summer break at a cost to the school. Toilets washroom facilities. Staff and pupil toilets have again been recently renovated to pick up traditional problems. Problems with wash hand basin issues have been completely remedied by fitting ‘Wallgate’ units where all pipe-work and wires have been hidden behind walls away from pupils. This includes all toilet areas. No vandalism to these units has ensued in their 9 year history. New flooring in the toilet areas, fitted in 2009 has eliminated many toilet smells due to there being no seepage of urine etc into the older type floor. The toilet areas recently received a ‘gold star’ award from the Health and Safety Department after a ‘spot check’. This check was carried out at the end of a working day and showed good standards despite a full days use. Roads/access paths. The driveway/access road into school is a constant concern due to its steepness. The top part of this has been resurfaced recently at some cost to the school. The remainder (the bottom part), of the drive needs resurfacing and levelling to prevent buses, lorries and large vehicles ‘bottoming out’ on the bottom bend below the roundabout. Some surface water often remains at the bottom of the drive for the same reasons of the level and gradient and insufficient drains provided. This year additional safety fencing is being fitted.

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Car parking is now more than adequate at the school since the installation of the new car park. With the new policy in place of preventing parent vehicles on site during school start and finish, pupil safety standards with regard to traffic, is now at an all time high. Situations where pupils were very vulnerable from badly parked vehicles and vehicle movement has now been eliminated. Buses do not now move until all pupils are on board and new places for taxis and minibuses to park, have been provided. School Grounds. Grounds maintenance has improved further with the change of contractor. Around £3000 per annum has been saved with the new contractor and this has seen a much improved grass cutting and grounds maintenance operation. Many of the problems with grounds have been addressed over the years. The problem of animal trespass is now small after the installation of steel palisade fencing all around the site. Pupil safety has increased with many new fences and railings and new building work has been undertaken with regard to safer and easier operations of the site. Pitches. Drainage is better on the football and rugby pitches. This is due to an improved drainage scheme installed. The Premises Manager has installed French drains on the hill side of the pitches to prevent running water off the hill and being transferred to the pitches. This has had quite good success but does not address the need for good under pitch drainage (a capital project, outside the schools budget), that is needed to keep ground firm under foot. Some other measures may be taken this year to help the situation further, at a smaller cost. CCTV. The surveillance system has recently been upgraded considerably. We now have 4 control units and 60 colour cameras. The quality of recording for 48 of these cameras has increased dramatically with the new upgrade. Again thanks to Dayton Griffiths in the Insurance Dept section of CCBC for a huge contribution to the project. All entrances and exits are now fully covered by cameras and almost all of the school grounds and buildings can be seen by at least one camera. The fire alarm system has now been replaced and extended. Automatic fire detectors are installed throughout the older part of the building as provided in the newly installed buildings, with an additional panel installed in the Sports Hall office for evening use administration. All older equipment has been recovered. Automatic calling of the fire service is now present. A sprinkler system is now installed in the 2010 new wing. Staff facilities. For the amount of staff present at the school, staff facilities are limited, however, with the installation of the 2010 new wing an extra staff room was installed there. There is need for a larger staff room area in the older part of the school and additional toilet facilities. This has been intimated to Forward Planning and Property Services on many occasions. Refectory facilities. Again, for the number of pupils at the school there is inadequate room for all to dine at the school. A major project would be required to provide additional catering services. General. The building is maintained well and the method of maintenance is in two parts. Firstly, daily, reactive maintenance is carried out from the main maintenance budget. Secondly, a proactive maintenance is carried out by developing the building every financial year in such a way as to ‘build-out’ problems that incur regular maintenance. This minimises year on year costs. Every maintenance process is looked at to try and eliminate future maintenance. All installations and new operations are also looked at this way as well, in order to provide facilities that do not incur future maintenance. 15. ATTENDANCE

The number of pupils in school is 947. The school roll changed from 948 in September 2009 to 947 in July 2010. Our standard number is 188. We anticipate admitting approximately 140 pupils in September 2011.

17

Attendance continues to be a major priority for us as a school. Our Pastoral Team and Education Welfare Officer, Mr. Lyn Jones, are always available to work with families where there are attendance and punctuality problems, but we do rely on parents working with the school to ensure the highest levels of attendance. We operate a ‘first day of absence’ to notify parents if a pupil has not attended. Parents receive letters home where attendance has fallen below acceptable levels. We would once again draw parents’ attention to the fact that they should do everything possible to avoid taking pupils out of school for holidays during term time. We are allowed to ‘authorise’ up to a maximum of 10 days only for family holidays taken during term time. Annual statistics published by the National Assembly for Wales show that in the school year 2009-2010 (to May 2010) the school attendance statistics were as follows:

2009-2010 2008-2009 2007/2008 % unauthorised absence 3.1% 4.17% 6.15% % attendance 89.4% 88.98% 86.25%

These statistics demonstrate that we are clearly not meeting the Welsh Assembly’s target of 95% attendance. If children are not in school then they cannot learn effectively and they will not make the progress they should and reach their full potential. It is vital that parents support the work of the school to bring about further improvement. If we all work together, it is possible for us to improve our school attendance by the end of this year. Attendance for 2009-2010 remains below 90%. This is below the LEA average. Attendance remains a key area of our work in the school and we aim to achieve a 90%+ attendance figure for 2009-2010. We are particularly grateful to parents who have supported us throughout the year on this issue. However, we would like to remind parents that holidays should not, wherever possible, be taken during term time. A maximum of 10 days for holidays will be authorised by the school. Holidays will not be authorised in below 90% or when holidays correspond to test or examination periods. The support of parents is vitally important on this issue. A summary sheet of attendance figures and targets for improvement is shown in Appendix 1.

18

16. FINANCIAL REPORT

FUNDING £ EXPENDITURE £

Formula Allocation 3,305,703.00 Employees 3,190,525.00 Carried Forward 212,619.00 Premises 390,733.00 Supplies & Services 369,597.00 Catering Costs 110,754.00 School Development 36,225.00 Service Level Agreement 32,842.00 Gross Expenditure 4,130,676.00 Income 640,040.00 Net Expenditure 3,490,636.00 Surplus to carry forward

27,686.00

Total 3,518,322.00 Total 3,518,322.00

A copy of the full outturn report is available on request.

17. SCHOOL TARGETS Key Stage 3

Target Setting 2011 - 2013

When complete please return to: Jonathan Edwards ([email protected]), LEI, Penallta House, Tredomen, CF82 7PG, Fax: 01443 866725

School Name:

Key Stage 3 2011

Current Year 9 2012

Current Year 8 2013

Current Year 7

Number of pupils in cohort 170 157 153

Number of boys in cohort 94 89 79

Number of girls in cohort 76 69 74

Realistic Challenging Realistic Challenging Realistic Challenging

No. % No. % No. % No. % No. % No. %

English Level 5+ 57% 65% 57% 65% 57% 65%

Welsh Level 5+ (Welsh medium schools only)

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

Mathematics Level 5+ 59% 66% 61% 67% 61% 67%

Science Level 5+ 65% 72% 66% 73% 66% 73%

CSI – All pupils (Level 5+ in language, mathematics and science)

46% 53% 45% 53% 45% 52%

CSI - Boys (Level 5+ in language, mathematics and science)

39% 45% 43% 49% 43% 49%

CSI - Girls (Level 5+ in language, mathematics and science)

54% 60% 49% 56% 49% 56%

Headteacher’s Signature: _________________________________ Date: ______________ Chair of Governors Signature: _________________________________ Date: ______________

19

Key Stage 4 Target Setting 2011 - 2013

When complete please return to: Jonathan Edwards ([email protected]), LEI, Penallta House, Tredomen, CF82 7PG, Fax: 01443 866725

School Name:

Key Stage 4 2011

Current Year 11 2012

Current Year 10 2013

Current Year 9

Number of pupils in cohort 178 157 170

Number of boys in cohort 85 86 94

Number of girls in cohort 93 71 76

Realistic Challenging Realistic Challenging Realistic Challenging

No. % No. % No. % No. % No. % No. %

Level 1 Threshold 81% 90% 81% 90% 81% 90%

Level 2 Threshold 41% 52% 40% 51% 43% 50%

Level 2 Threshold including English/Welsh first language and maths

25% 36% 24% 34% 27% 32%

Average Wider Points Score 304 349 304 350 312 360

CSI – All pupils 24% 34% 23% 31% 26% 31%

CSI – Boys 22% 32% 25% 33% 25% 33%

CSI – Girls 24% 36% 20% 31% 31% 37%

No recognised qualifications 2% 0% 1.5% 0% 1.5% 0%

Headteacher’s Signature: _________________________________ Date: ______________ Chair of Governors Signature: _________________________________ Date: ______________

20

Attendance & Exclusions Target Setting 2011 - 2013

School Name:

Attendance 20010/11 2011/12 2012/13

Percentage Attendance 90.5% 91% 91.5%

Percentage of sessions missed due to Unauthorised Absence

3% 2.5% 2%

Exclusions 20010/11 2011/12 2012/13

No of Permanent Exclusions 0% 0% 0%

Number of days lost due to Fixed Term Exclusions

125 120 115

Headteacher’s Signature: _________________________________ Date: ______________ Chair of Governors Signature: _________________________________ Date: ______________ When complete please return to: Jonathan Edwards ([email protected]), LEI, Penallta House, Tredomen, CF82 7PG, Fax: 01443 866725

21

18. EXAMINATION PERFORMANCE SSSP

Summary of Secondary School Performance (1) LA/School No. 676/4090

Pupils aged 15

Number of pupils aged 15 who were on roll in January 2010 : 171

Percentage of pupils aged 15 who:

entered at least one qualification

achieved the Level 1

threshold


threshold

achieved the Level 2 threshold including a GCSE grade A*-C in English or Welsh first language

and mathematics

Core Subject

Indicator (2)

Average capped (3) wider points

score per pupil

Average wider points

score per pupil

School 2009/10 100 89 47 35 32 264 312

LA Area 2009/10 99 90 61 45 44 297 382

Wales 2009/10 99 90 64 49 48 305 394

School 08/09/10 97 84 40 31 28 . . 292

School 07/08/09 95 82 39 . . 27 . . 288

Number of boys aged 15 who were on roll in January 2010 : 100

Percentage of boys aged 15 who:



threshold


threshold


and mathematics

Core Subject

Indicator (2)


score per pupil


score per pupil

School 2009/10 100 90 45 27 26 257 304

LA Area 2009/10 99 87 56 42 41 282 359

Wales 2009/10 99 87 59 46 45 291 373

School 08/09/10 97 82 36 24 23 . . 274

School 07/08/09 95 78 33 . . 25 . . 267

Number of girls aged 15 who were on roll in January 2010 : 71

Percentage of girls aged 15 who:



threshold


threshold


and mathematics

Core Subject

Indicator (2)


score per pupil


score per pupil

School 2009/10 100 87 49 46 41 274 324

LA Area 2009/10 99 92 66 49 47 312 404

Wales 2009/10 99 92 69 53 51 319 415

School 08/09/10 98 87 45 38 34 . . 314

School 07/08/09 95 86 45 . . 30 . . 312

(1) For details on approved qualifications, point scores and contribution to thresholds, please see the Database for Approved Qualifications in Wales

(DAQW) at http://www.daqw.org.uk/

(2) For information about which syllabuses are included in each subject area see Notes for Guidance.

(3) Average capped wider point scores are calculated using the best 8 results.

(4) Entry Level Qualification.

(5) As defined under the National Performance Indicator EDU/002.

(6) Used for all Free School Meal benchmarking tables.

(7) Used in the calculation of the Core Data Set statistical family.

.. Data not available. 22

676/4090

achieved one or

more ELQ (4) only

left full time

education without a

qualification (5)

achieved one or

more ELQ (4) only

left ful l time

education without a

qualification (5)

achieved one or

more ELQ (4) only

left full time

education without a

qualification (5)

School 2009/10 0 0 0 0 0 0

LA Area 2009/10 1 0.9 2 1.19 1 0.62

Wales 2009/10 2 0.78 3 0.94 1 0.62

School 08/09/10 1 . . 1 . . 0 . .

School 07/08/09 1 . . 3 . . 0 . .

January 2010: 45 January 2010: 19 January 2010: 26

Percentage of 17

year old pupils

entering a volume

equivalent to 2 A

levels who

achieved the Level

3 threshold

Average wider

points score for

pupils aged 17

Percentage of 17

year old pupils

entering a volume

equivalent to 2 A

levels who

achieved the Level

3 threshold

Average wider

points score for

pupils aged 17

Percentage of 17

year old pupils

entering a volume

equivalent to 2 A

levels who

achieved the Level

3 threshold

Average wider

points score for

pupils aged 17

School 2009/10 93 791 94 667 93 881

LA Area 2009/10 95 802 94 712 96 867

Wales 2009/10 95 748 93 709 96 782

School 08/09/10 94 692 95 605 93 753

School 07/08/09 . . 594 . . 544 . . 628

(1)

(2)

(3)

(4)

(5)

(6)

(7)

For details on approved qualifications, point scores and contribution to thresholds, please see the Database for Approved Qualifications in Wales

Average capped wider point scores are calculated using the best 8 GCSE results or the vocational equivalent.

Percentage of pupils aged 15

who:

Percentage of boys aged 15

who:

Percentage of girls aged 15

who:

Number of pupils aged 17

who were on roll in

Number of boys aged 17

who were on roll in

Number of girls aged 17

who were on roll in

Pupils aged 17

For information about which syllabuses are included in each subject area see Notes for Guidance.


As defined under the National Performance Indicator EDU/002.

Entry Level Qualification.

Used for all Free School Meal benchmarking tables.

Used in the calculation of the Core Data Set statistical family.

SSSPRhymney Comprehensive School,

Summary of Secondary School Performance (1)

Pupils aged 15

LA/School No.

23

676/4090

0

171

30

72.5

0

5.2

11.1

Advanced for

post-16 pupils

Intermediate for

post-16 pupils

Foundation for

post-16 pupils

Foundation for

pre-16 pupils

(1)

(2)

(3)

(4)

(5)

(6)

(7)

..

English medium

relevant), at an early acquisition stage or developing competence 2009/10(7 )

:

Percentage of compulsory school age pupils eligible for FSM 08/09/10(6) (7 )

:

Percentage of compulsory school age pupils who live in an area classed as in the 20% most deprived parts of

Percentage of compulsory school age pupils who are either new to the English language (or Welsh where

Wales using the Welsh Index of Multiple Deprivation (WIMD) 08/09/10(7)

:

Used in the calculation o f the Core Data Set statistical family.

Welsh Baccalaureate Offered:

SSSPLA/School No.

Number of Pupils on Roll in NCY 11:

Number of SEN Unit/Special Classes:

Linguistic Delivery:

School Type:

Rhymney Comprehensive School,

Comprehensive 11-18

Intermediate for

pre-16 pupils

Percentage of 15 year old pupils on SEN register:

Used for all Free School Meal benchmarking tables.

Percentage of compulsory school age pupils subject to school action plus or with a statement of special

Data not available 24

As defined under the National Performance Indicator EDU/002.

Entry Level Qualification.

educational needs (SEN) 08/09/10(7)

:

Average capped wider point scores are calculated using the best 8 GCSE results or the vocational equivalent.

For information about which syllabuses are included in each subject a rea see Notes for Guidance.


For details on approved qualifications, point scores and contribution to thresholds, please see the Database for Approved Qualifications in Wales

Level of Welsh Baccalaureate Offered:

24

A*-E nationally – 97.6%, 97.1% in Wales, Caerphilly – 97.1%

A*-A – RCS – 23%, Caerphilly – 19.8%

17.3 % A grades compared to 25% nationally.

Rhymney Comprehensive School was the best in the LEA & MDJ hasn’t found

another state school to better our results this year!!!!

A Level and AS Level Results 2010

A Level

20

10

20

09

2

00

8

20

07

A* 8

A 16

A*-C 88 %A*-C 83% A 14 A-C 57 %A-C 70.37%

A 13 A-C 50 %A-C 65.78%

A 12 A-C= 60 %A-C=

70.59%

B 30

A*-E 105 %A*-E 99% B 21 A-E 74 %A-E 91.36%

B 21 A-E 74 %A-E 97.36%

B 27 A-E= 81 % A-E=

95.29%

C 34 C 21 C 16 C 21

D

9

D 22

Nat

Av

97.6%

D 15

Nat

Av

97.6% D 13

E 8 E 12 E 9 E 8

U 1 U 7 U 2 U 4

106

81

76

85

Best Achievements Ffion Jones A*,A*,A (Art, English, ICT)

Mark Trollope A*,A*,A (ICT, PE, Physics)

Rebecca Lloyd A*, A, A (ICT, Computing, Mathematics)

Michael Pearce A*, A, A (PE, ICT, Computing)

Lauren Farr A, A, A (ICT, RS, Welsh)

Kayleigh Flanagan A, B, B (Art, ICT, RS)

Jodie Morgan A*, B, B (Art, English, RS)

Grant Spencer A*, A, C (ICT, Bus St, English)

Rebecca Jones A, B, B (ICT, English, Mathematics)

25

School Comparative/Validation 2010 (KS3 Pupils) (Table 1 of 2) Caerphilly Rhymney Comprehensive School, N

(%) D

(%) NO1 (%)

NO2 (%)

NO3 (%)

1 (%)

2 (%)

3 (%)

4 (%)

5 (%)

6 (%)

7 (%)

8 (%)

EP (%)

EL (%)

English School 0.0 0.0 0.0 0.0 0.0 0.0 1.2 5.5 38.7 41.7 9.2 3.7 0.0 0.0 54.6

Wales 0.4 0.2 . . . 0.4 1.4 5.9 20.6 38.9 24.0 7.3 0.4 - 70.6

Oracy School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 6.1 36.8 42.3 11.0 3.7 0.0 0.0 57.1

Wales 0.4 0.2 . . . 0.4 1.3 5.7 20.6 38.0 24.6 7.7 0.5 - 70.8

Reading School 0.0 0.0 0.0 0.0 0.0 0.0 5.5 3.1 46.0 33.7 8.0 3.7 0.0 0.0 45.4

Wales 0.5 0.2 . . . 0.4 1.4 6.1 21.2 37.0 24.0 8.1 0.6 - 69.7

Writing School 0.0 0.0 0.0 0.0 0.0 0.0 1.8 4.9 39.9 38.7 12.3 2.5 0.0 0.0 53.4

Wales 0.4 0.2 . . . 0.5 1.6 7.2 24.3 36.8 21.4 6.7 0.4 - 65.3

Mathematics School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 12.3 27.0 32.5 16.6 11.7 0.0 0.0 60.7

Wales 0.4 0.2 . . . 0.4 1.2 6.2 17.8 29.8 27.0 15.4 1.2 0.1 73.5

Science School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.8 35.0 40.5 20.9 1.8 0.0 0.0 63.2

Wales 0.5 0.2 . . . 0.3 0.6 4.5 18.0 37.1 27.8 10.5 0.1 - 75.6

Core Subject Indicator *

School 44.8

Wales 61.3

Report created by DEWi on 02/09/2010

School Comparative/Validation 2010 (KS3 Pupils)

26

N (%)

D (%)

NO1 (%)

NO2 (%)

NO3 (%)

1 (%)

2 (%)

3 (%)

4 (%)

5 (%)

6 (%)

7 (%)

8 (%)

EP (%)

EL (%)

Welsh Second Language

School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 13.5 33.1 38.7 14.7 0.0 0.0 0.0 53.4

Wales 1.1 1.4 . . . 0.9 3.7 12.6 23.5 33.3 18.4 4.0 0.3 0.1 56.0 Modern Foreign Language

School 0.0 0.0 0.0 0.0 0.0 0.0 2.5 14.7 21.5 30.7 27.0 3.7 0.0 0.0 61.4

Wales 1.1 1.5 . . . 0.6 2.8 8.9 20.8 34.2 24.5 4.7 0.1 - 63.6 Design and Technology

School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 3.1 22.1 64.4 10.4 0.0 0.0 0.0 74.9

Wales 0.6 0.3 . . . 0.2 0.7 3.5 18.8 45.5 24.9 4.8 0.2 - 75.4 Information and Communication Technology

School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.6 20.3 54.6 23.9 0.6 0.0 0.0 79.1

Wales 0.6 0.2 . . . 0.2 0.7 3.5 16.8 41.6 28.2 7.6 0.1 - 77.5

History School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.8 24.5 57.1 16.6 0.0 0.0 0.0 73.6

Wales 0.6 0.3 . . . 0.3 0.9 5.5 19.8 37.3 25.3 9.0 0.5 - 72.1 Geography School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 6.1 30.7 44.2 15.3 3.7 0.0 0.0 63.2

Wales 0.6 0.3 . . . 0.4 0.8 5.5 20.1 35.4 25.8 10.0 0.7 - 71.9 Art and Design School 0.0 0.0 0.0 0.0 0.0 0.0 0.6 3.7 30.7 46.0 17.2 1.8 0.0 0.0 65.0

Wales 0.6 0.2 . . . 0.3 0.5 3.7 18.8 42.8 24.8 7.3 0.5 - 75.5

Music School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 3.1 16.6 67.5 12.3 0.6 0.0 0.0 80.4

Wales 0.8 0.3 . . . 0.4 0.4 3.5 21.0 50.2 17.9 4.5 0.4 - 73.1 Physical Education School 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.6 33.1 49.1 15.3 1.2 0.6 0.0 66.3

Wales 0.7 0.4 . . . 0.2 0.6 4.1 21.6 46.6 20.6 4.4 0.3 - 71.9

Notes N: Not awarded a level for reasons other than disapplication D: Disapplied under Sections 113-116 of the 2002 Education Act NO1 : National Curriculum Outcome 1 NO2 : National Curriculum Outcome 2 NO3 : National Curriculum Outcome 3 (NB NO1, NO2 & NO3 have replaced Level W in previous years) EP: Exceptional Performance EL: % achieving the expected level (L5+)

- : Not exactly zero, or estimated as zero or less than half the final digit shown . : 2009 national data not available

National comparative data refers to 2009 * Number of pupils achieving level 5 or above in English or Welsh (first language), Mathematics and Science in combination Report created by DEWi on 02/09/2010

27

School Comparative/Validation 2010 (KS3 Pupils) (Table 2 of 2) Caerphilly Rhymney Comprehensive School, N D NO1 NO2 NO3 1 2 3 4 5 6 7 8 EP Cohort English 0 0 0 0 0 0 2 9 63 68 15 6 0 0 163

Oracy 0 0 0 0 0 0 0 10 60 69 18 6 0 0 163

Reading 0 0 0 0 0 0 9 5 75 55 13 6 0 0 163

Writing 0 0 0 0 0 0 3 8 65 63 20 4 0 0 163

Mathematics 0 0 0 0 0 0 0 20 44 53 27 19 0 0 163

Science 0 0 0 0 0 0 0 3 57 66 34 3 0 0 163

Core Subject Indicator *

School 73

Cohort = 163 Report created by DEWi on 02/09/2010

School Comparative/Validation 2010 (KS3 Pupils) 28

N D NO1 NO2 NO3 1 2 3 4 5 6 7 8 EP Cohort Welsh Second Language

0 0 0 0 0 0 0 22 54 63 24 0 0 0 163

Modern Foreign Language

0 0 0 0 0 0 4 24 35 50 44 6 0 0 163

Design and Technology

0 0 0 0 0 0 0 5 36 105 17 0 0 0 163

Information and Communication Technology

0 0 0 0 0 0 0 1 33 89 39 1 0 0 163

History 0 0 0 0 0 0 0 3 40 93 27 0 0 0 163 Geography 0 0 0 0 0 0 0 10 50 72 25 6 0 0 163 Art and Design 0 0 0 0 0 0 1 6 50 75 28 3 0 0 163

Music 0 0 0 0 0 0 0 5 27 110 20 1 0 0 163 Physical Education 0 0 0 0 0 0 0 1 54 80 25 2 1 0 163

Notes N: Not awarded a level for reasons other than disapplication D: Disapplied under Sections 113-116 of the 2002 Education Act NO1 : National Curriculum Outcome 1 NO2 : National Curriculum Outcome 2 NO3 : National Curriculum Outcome 3 (NB NO1, NO2 & NO3 have replaced Level W in previous years) Number of pupils achieving level 5 or above in English or Welsh (first language), Mathematics and Science in combination

Report created by DEWi on 02/09/2010

29

School: Rhymney Date of Survey: 31st October 2010Year 11 Year 12 Year 13 Year 14

M F T M F T M F T M F T

Number of Pupils on the Register 98 69 167 25 32 57 20 24 44 0 0 0

Destinations

FULL-TIME EDUCATION - SAME SCHOOL 44 29 73 12 23 35 0 0

FULL-TIME EDUCATION - OTHER SCHOOL 0 0 0 0

FULL-TIME EDUCATION - SCHOOL (SUB TOTAL) 44 29 73 12 23 35 0 0 0 0 0 0

FULL-TIME EDUCATION - FE COLLEGE 33 31 64 9 4 13 2 2 4 0

FULL-TIME EDUCATION - HE COLLEGE 0 0 9 20 29 0

FULL-TIME EDUCATION (TOTAL) 77 60 137 21 27 48 11 22 33 0 0 0

PART-TIME EDUCATION FE COLLEGE 0 0 0 0

GAP YEAR 0 0 1 1 0

WORK BASED TRAINING - NON EMPLOYED STATUS 5 4 9 1 1 0 0

WORK BASED TRAINING - EMPLOYMENT STATUS 0 1 1 0 0

OTHER EMPLOYMENT - WITH PLANNED TRAINING 2 2 0 0 0

OTHER EMPLOYMENT - WITHOUT PLANNED TRAINING 3 3 0 1 1 2 0

OTHER EMPLOYMENT (TOTAL) 5 0 5 0 0 0 1 1 2 0 0 0

UNEMPLOYED - REGISTERED 6 2 8 1 1 1 1 0

UNEMPLOYED - NOT REGISTERED 1 1 2 1 1 1 1 2 0

NOT AVAILABLE 0 0 0 0

KNOWN NOT TO BE IN EDUCATION, TRAINING OR EMPLOYMENT (TOTAL) 7 3 10 1 1 2 2 1 3 0 0 0

NO RESPONSE TO SURVEY 3 1 4 2 3 5 4 4 0

LEFT THE AREA 1 1 2 0 1 1 0

19. DESTINATION OF PUPILS 2009/10 ACADEMIC YEAR

Source: Careers Wales Mid Glamorgan & Powys Ltd 30

Name of School

INCOME - Delegated

Year

GroupA WPU

No. of

PupilsTotal 5% Total

£ Number £ £ £

Percentage of AW PU = 5.0% - Year 7 2,414 162.33 391,805 19,590

- Year 8 2,414 166.67 402,280 20,114

- Year 9 2,414 167.67 404,693 20,235

- Year 10 2,883 176.33 508,386 25,419

- Year 11 3,080 169.67 522,584 26,129

- Year 12 0 0 0 0

- Year 13 0 0 0 0

Retrospective Adjustment (indicate + or - ) -6,124 -306

Total - 5% A WPU 111,181

78,675

65,600

37,645

0

0

0

0

TOTA L Income available for those pupils identified with SEN 293,101

Please indicate

2. S ocial Needs Funding - (FS M - W eighting)

3. S tatemented Funding

4. Test Result Funding

5. Additional S upport Funding

Rhymney Comprehensive

* Automatically amends all

calculations based on this

percentage

Proforma for Recording Income and Expenditure on SEN Provision

Secondary Schools

Financial Year 1st April 2009 to 31st March 2010

1. Notional S EN Budget

8. Other

6. Educating pupils off site

7. Other

Please indicate

Please indicate

0

0

TOTA L Grant income available for pupils identified with SEN 0

i) Better S chools Funding in relation to S pecial Needs

A) Grant funding specific to S EN

Please indicate ii) Other S EN related grants / funding

20. SPECIAL EDUCATIONAL NEEDS

31

EXPENDITURE - In relation to pupils identified with Special Educational Needs

Please refer to appendix A for suggested criteria on eligible forms of expenditure

£ £

0 0

355,187 67,002

0 0

0 0

0 0

0 0

0 0

0 0

0 0

0 0

TOTAL Expenditure 355,187 67,002

Net balance on delegated monies to school 62,086

0 0

0 0

Net balance on Better Schools funding and other grants 0

Signatures …………………………………….

…………………………………….

Please Note : The information provided will be subject to random audits.

Retained

Centrally but

Directly

Relating to

School

Delegated

4. Staff Training in Special Needs (exc. Better Schools)

2. Provision Mapping

3. Language Support

Headteacher

…………………………………….

SENCO

SEN Governor

Completed By

…………………………………….

ii) Other related grant expenditure in relation to SEN

6. Special Resource Purchases (non I.C.T.)

i) Total - Better Schools expenditure in relation to SEN

A) Grant expenditure specific to SEN

7. Specialist I.C.T. Equipment

10. Other

9. Other Please indicate

Please indicate

1. SEN Co-ordination & Administration

8. Educating pupils off site Please indicate

5. Accessibility

32

Academic Year 2009 2010

Name of School

Type of School

Headteacher

SENCO

SEN Governor

27/05/2011

Pupil Numbers

Female Male

Year 7 68 89

Year 8 75 93

Year 9 74 87

Year 10 96 82

Year 11 71 100

Year 12 37 27

Year 13 27 20

Year 14 0 0

Number of pupils on

roll448 498

946

New Provision 9

Catch Up

Careers Advice

ASDEN

School Information

Data entered here will automatically populate all relevant cells throughout this Excel document.

Section 2 A(i)

Mentoring Sessions

Pupil information as at -

Add New Provisions

Target Pupils

Attendance Group


Secondary

Mr M D James

Mrs E M Olsen

Total number of pupils on roll

Literacy Class

Mrs A Pullen

Mainstream Number of Pupils

Numeracy Target Group

33

Name of School

Type of School

Headteacher

SENCO

SEN Governor

Analysis of pupil gender on each stage of the SEN Code of Practice, as at

Mainstream

Male PopMainst.

Pop

Female

Pop

Mainst.

Pop

52 17 69 10.4% 5.5% 3.8% 1.8% 7.3%

8 6 14 1.6% 0.8% 1.3% 0.6% 1.5%

18 10 28 3.6% 1.9% 2.2% 1.1% 3.0%

78 33 111 15.7% 8.2% 7.4% 3.5% 11.7%

Self-Auditing Tool 111

Section 2 B(i)

27-May-11

Male

As a Percentage of the Mainstream Pop.

Total

Total number of pupils with a Statement of

Special Educational Needs

Total number of pupils identified with SEN at

Early Years Action (EYA) / School Action (SA)

Total number of pupils identified with SEN at

Early Years Action Plus (EYA+) / School Action

Plus (SA+)

Male Female

Total

Mainst.

Pop

Female


Mr M D James

Mrs E M Olsen

27-May-2011

Mainstream Number of Pupils

Secondary

Mrs A Pullen

Pupil Numbers

Pupil information as at -

448

Analysis of Pupils with Special Educational Needs

Total

Pupil Number

Stage of Code

498

946

Total number of male pupils on roll

Total number of female pupils on roll

Total number of pupils on roll

Academic Year 2009 / 2010

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Year 7 Curriculum Staffing 2009/10

Eng Ma Sc Te We Fr Hi Ge RE PE PE Mu Art PSE IT

R CAJ CNC PI 3 GB SEE SEE MPW 1 GM 2 PBG 1 SJ LJH CR 1 DNC 1 SJ 1 RJH

GJ OTHER OTHER

H NH CH RJH 3 SHEET SHEET MPW 1 JB 2 CAE 1 PSG 1 PH 1 CR 1 DNC 1 SJ 1 GJ

L1 3SF2CAJ 5 DTL

Y MW JS Sc1 3 BC 2 2 2 MPW 1 DT 2 CAE 1 SJ LJH MD 1 FE 1 SJ 1 CNC

M SG NY Sc1 3 GB SEE SEE MPW 1 GM 2 CAE 1 PSG 1 PH 1 MD 1 FE 1 SJ 1 CNC

L2 AC 5 GJ1SRT1 OTHER OTHER

N MO 3 JB 3 RJH1PI2 3 SHEET 2 SHEET 2 MPW 1 GM1DT1 2 PBG 1 SJ LJH MD 1 BC 1 SJ 1 LJA

DTL

E MW4VR1 5 JB3/CH2 5 BD 2 BC 2 MJ 1 PE 1 CJ 1 DT 1 CAE 1 PSG 1 PH 1 CR 1 DNC 1 SJ 1 CNC

7th July 2009

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21. Curriculum Development 2009 - 2010


Eng Ma Sc Te We Fr Hi Ge RE PE PE Mu Art PSE IT

R CAJ JS BD ST SEE SEE RJH 2 VR 1 PBG 1 PSG PSG CR 1 DNC 1 Sci1 1 SS 1 R

BC OTHER OTHER

H NH NY PI SHEET SHEET MPW 2 SG 1 MD 1 LJH 1 LJH 1 MD 1 DNC 1 JC 1 SS 1 H

GB

Y MW CNC RJH 3 DTL 2 2 2 SF 2 GM 1 CAE 1 PSG PSG MD 1 FE 1 JB 1 Sci1 1 Y

M AC LJA PI2RJH1 ST SEE SEE SF 2 GM 1 PBG 1 LJH 1 LJH 1 MD 1 FE 1 LJA 1 LPH 1 M

L1 VR 5 BC OTHER OTHER

N SG DML JD1AGS2 SHEET SHEET SG 2 DT 1 CAE 1 PSG PSG MD 1 FE 1 JB 1 LPH 1 N

GB

C ED 3 JB 3 Sci1 3 DTL 2 2 2 SF 2 GM 1 GJ 1 LJH LJH MD 1 BC 1 Sci1 1 LPH 1 C

E MO 5 DML3JS2 5 Sci1 2 GB1 GJ1 2 MJ 1 LD 1 CJ 1 GM 1 MD 1 PH 1 PH 1 CR 1 DNC 1 JC 1 RJH 1 E

36


Eng Ma Sc Te We Fr Hi Ge RE PE Mu Art PSE IT

R CAJ 3 JS CN ST MS LD CJ 2 GM 2 PBG 1 PH CR 1 FE 1 BD CS 1 R

BC

H NH 3 NY AGS EE ED SF 2 GM 2 CAE 1 SJ 1 CR 1 DNC 1 JC CS 1 H

GB

Y MW 3 CNC PI DTL 2 MJ 2 LD 2 MPW 2 DT 2 CAE 1 PH MD 1 FE 1 LPH KH 1 Y

M VR 3 LJA JD ST AH PE CJ 2 DT 2 MD 1 SJ 1 MD 1 FE 1 PI LPH 1 M

BC

N AC 3 DML Sci1 EE LD 2 SF 2 GM 2 PBG 1 PH MD 1 FE 1 VR LPH 1 N

GB

C SG 3 JB 3 RJH 3 DTL 2 MJ 2 ED 2 MPW 2 GM 2 CAE 1 SJ 1 MD 1 MBC 1 PSG 1 LPH 1 C

E SG 4 NY2JS2 4 RJH1AGS2 3 GB1DTL1 1 MES 2 LD 1 CJ 2 DT 2 CAE 1 PSG 1 MD 1 MBC 1 1 SS E

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Eng Ma Sc We We RS PE PSE

R CAJ LJA CN AH AH MD PH BD CLS ICT SS ICT KH ICT R

BC A & D FE A & D DNC A & G

H NH CC BD EE EE PBG PSG JC PH1PG1LH1 PE SJ2LJH1 PE(btec) PSG2PH1 PE H

SRT D & R DTL D & R CR2MD1 MUS

Y MW NY AGS MJ 1 MJ 1 CAE 1 LH 1 PH GB CAT SRT ENG(btec) CAE RS Y

LPH Bus(btec) JC H & S LD FREN

M VR DML PI MD PH AH AH PI MPW HIST 3 SF HIST 3 SS ICT(btec) 3 M

N AC CH JD RJH PSG EE EE VR N

C SG 3 JS 3 LJA 5 CAE 1 LH 1 MJ 1 MJ 1 LD 1 C

E VR 4 CNC3JS1 4 CN 3 CAE 1 PSG 1 MES 1 MES 1 FE Art 3 KH ICT 3 JC1PG1GJ1 Asdan 3 E

RS PE We We

OPTION A OPTION B OPTION C

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Eng Ma Sc We We RS PE PSE

R CAJ CH CN AH AH MD PSG BD CS IT CS IT SS IT R

BC A & D FE A & D DNC A & G

H NH CC BD EE EE PBG PH JC ST ELEC ED FREN SF HIST H

GM GEOG GB CAT CR2MD1 MU

Y MW NY AGS MJ 1 MJ 1 CAE 1 LH 1 PH MPW HIST LH2SJ1 PE PBG RS Y

DTL D & T 3 GJ D & T 3 PH1SJ1LH1 PE 3

M VR DL JD MD PSG AH AH JS M

N AC JS RJH PBG PH EE EE Sci1 N

C SG 3 JB 3 LJA 5 CAE 1 LH 1 MJ 1 MJ 1 PSG 1 C

E MO3AC1 4 NY 4 JD 3 CAE 1 PH 1 AH 1 AH 1 CJ Hist 3 JC1GJ1PSG1 Asdan 3 CS IT 3 E

RS PE We We

OPTION A OPTION B OPTION C

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PH1SJ2LH1 PE JD Chem

CAJ2NH1MW1 Eng JC2LPH2 Tr & To

AH2EE2 Welsh 4 PBG RS 4

DNC Art SS ICT

CR Music CS ICT

JC H & S 4 4

DML2CH2 Maths CAE Comm

MPW2SF2 Anc Hist LJH1ED1 WwO

4 LPH PS 2

CNC Num 1

OPTION Num

OPTION C

OPTION B

OPTION D

OPTION E

OPTION A

OPTION KS

40


SS ICT FE Art

CS ICT LPH Bus

4 CN4 Phys 4

CR Music CAJ1NH2MW1 Eng

LJH2PH1SJ1 Phys Educ ST2GJ2 Tech

JC H & S 4 KH Comp 4

DL2LJA1JS1 Maths CAE Comm 1

EE2AH2 Welsh

PBG RS 4

OPTION C

OPTION B

OPTION D

OPTION E

OPTION A

OPTION KS

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22. PROGRESS MADE SINCE THE LAST INSPECTION POST INSPECTION ACTION PLAN – FOLLOWING THE ESTYN INSPECTION IN MARCH 2009 KEY ISSUES: 1. Improve standards generally at KS3 �KS4, particularly in Science and Geography and in the

Key Skills of Speaking, Writing and Bilingual competence through the school. 2. Embed the Assessment for Learning Policy by eliminating the shortcomings in Learning and

Teaching identified in the report. 3. Develop further the consistency of day to day marking, ensuring that students and pupils are

given specific guidelines to improve the standard of their work. 4. Improve subject and Individual Target Setting and the monitoring of pupils’ and students’

academic performance. 5. (i) Review the strategic role of leaders and managers so that strategic priorities are

rigorously and clearly identified. (ii) Inconsistencies in Learning and Teaching are eliminated and best practice is monitored

and disseminated. ACTION TAKEN Key Issue 1

• Key Skills have been signposted in all Schemes of Work (SOW) and are displayed in the classroom.

• Teachers are asked to highlight them in their lessons. As Essential Skills form a principal part of the new NC Orders, they may even be the main objective of lesson.

• Under the Essential Skills Coordinator programme has a much higher profile in the school.

• Year 9 will obtain an external qualification in ICT & Communication in the Summer of 2010.

• Pupils with Literacy and Numeracy difficulties at Key Stage 3 are provided with a variety of support strategies in order to achieve the required progress. They may be inclused in the Literacy Support Class, the ‘Catch up’ (boys up) group, the Maths Intervention programme and additional LSA support on a 1:1 basis or in a small group situation with differentiated schemes of work.

• Pupils with additional learning needs are placed in small sized classes (max of 16) where specialist help and additional Learning Support Assistants (LSA) are available. Nevertheless these pupils have access to the full differentiated curriculum.

• All pupils in Year 12 have timetabled lessons for the 2 wider key skills (WWO & Problem Solving) and gain external examination in the Summer term. IOL&P is addressed in the delivery of all subjects as part of the school’s assessment policy.

• For both the Science and Geography departments, ESIS have undertaken a full Review and Development programme with all members of the departments being observed with constructive feedback being given and areas for departmental development have been highlighted. There have also been staffing changes within both departments.

• Pupils have been encouraged to improve and increase the technical vocabulary used in lessons and to provide extended answers to questions. Staff have been using a variety of strategies to promote pupil confidence when speaking to an audience.

• All pupils have been scrutinised for completion of written work, and in many cases pupils are encouraged to undertaken extended writing assignments in order to fully explain the points they wish to make.

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• There has been a major drive to increase the use of Bilingualism within the classroom and in the school generally. Teaching staff have signposted, in their schemes of work opportunities for pupils to further develop and apply bilingual skills.

Key Issue 2

• Our assessment has been split into 2:- a. Assessment for learning – an ongoing day to day, lesson by lesson process (formative

assessment), and b. Assessment of learning – identified as an end of unit summative assessment, to

ascertain what/how much the pupils have learnt.

• Our Assessment policy is at present being revamped and is due for discussion at both LG level and the next LTL meeting, which includes all assessment, recording and reporting.

• All LTL are expected to undertake book reviews across all age groups to ensure consistency of approach and to evaluate the range of assessments being utilised and to ensure consistency.

• The Literacy and Numeracy Coordinators also undertake book reviews under the Basic Skills banner.

• At Key Stage 3, the core subjects and P.E. have achieved accreditation from the WJEC for teacher assessment. The Welsh Department have some refinements to make, whilst the other foundation subjects will need to have achieved external accreditation by 2010.

• A culture of self evaluation and peer assessment is prevalent at RCS.

• Outcomes of assessment are linked to the challenging targets set for every pupil.

• AfL was made a focus for performance management lesson observation and as part of a review by ESIS. It has also been a focus of INSET training.

• As part of our Assessment Policy, pupils are given snapshots, both full and interim, approximately 5-6 times throughout each academic year. This allows pupils’ progress to be tracked against their end of Key Stage targets. HOY scrutinise this tracking process and intervention takes place when pupils display negative or positive progress.

• Pupils in every year group regularly review the targets with their parents via a Tutor Day, Parents Evening and Tutorials.

Key Issue 3 • A very intensive programme of book reviews has been undertaken by both the Leadership group

and Leaders of Teaching & Learning.

• A timetable for the academic year was constructed as follows:

Year Group Books Proforma Walkthrough

13 } 31.01.2011 03.02.2011

07.02.2011 12 }

11 15.11.2010 18.11.2010 22.11.2010

10 06.12.2010 09.12.2010 13.12.2010

9 07.02.2011 10.02.2011 14.02.2011

8 14.03.2011 17.03.2011 21.03.2011

7 04.04.2011 09.04.2011 11.04.2011

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whereupon every teacher in a year group submitted 3 books, one top, one middle and one lower ability to their LTL.

• A basic proforma was compiled via which the LTL could monitor that set criteria was being adhered to. There was 1 proforma per book.

• The proformas and the books were then passed to the appropriate Line Manager within the Leadership Team for further scrutiny, ensuring good practice and areas of development were identified.

• Written feedback and oral feedback was given by the Line Manager to the LTL, who conveyed the relevant information to the class teacher in their department.

• LTL have been encouraged to look at book samples in departmental meetings. Key Issue 4

• Extensive use of external data – CATS at Yr 5, Yr 7 & Yr 9 and KS2, KS3 and KS4 data.

• FFT predictions, using the ‘C’ strand and not the B as this is far more challenging, particularly at KS4.

• Challenging targets set by Assistant Head (KH) for every pupil. This is approved between LTL and subject teacher.

• Target setting for cohorts is discussed and approved by LG before submission to the LEA for approval. Prior to LEA approval these are discussed and agreed by the Governing Body.

• Ongoing monitoring takes place within departments.

• Ongoing evaluation with parents takes place at least twice a year at Tutor Day and Parents Evening.

• An in depth evaluation takes place at the end of Year 9 and Year 11 – (external exams (GCSE)), where there is a concentration upon the performance of the cohort, focussing on the actual achievement of the Year 11 pupils compared to desired outcomes.

• This can reflect the quality of teaching provided.

• The whole process of target setting and outcomes is scrutinised by the LG line managers and their appropriate LTL in the WED reviews.

• Outcome of performance is also scrutinised by the Governing Body and then the LEA.

• As stated within the Assessment Policy, each pupil is assessed every half term in the form of a snapshot. These can be in both full snapshot or interim snapshot format. These snapshots allow staff to track pupils’ progress towards their end of KS targets. These outcomes are addressed as pupils are monitored for both positive and negative progression.

• A rigorous and robust target setting system is in place, overseen by the Assessment Manager (KH). Targets set are of a challenging nature and use if made of CAT + KS2 data and FFT data, and teacher assessments. All staff – LG, LTL and subject teachers are involved in the process.

• Pupils are made aware of their targets in all subject areas and are able to discuss these targets with staff in Tutorials, Tutor Days, Parents Evenings and in their subject lessons.

Key Issue 5

• The job descriptions of the Leadership Group have been modified, giving a more even balance of whole school responsibilities and greater clarify of vision.

• LTL, who have been identified for utilising excellent practice, have made presentations in the School Improvement meetings, thus cascading high quality teaching and learning practices throughout the curriculum at all key stages.

• Meetings in September/October, (early in the academic year) between the Headteacher, Line Manager and LTL have focussed on previous achievement and objectives for the department. These have been successful and inform strategic planning at middle management level.

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• Voluntary peer observations have taken place but need to be further developed.

• ESIS Review and Development visits to selected departments have prioritised the quality of teaching and learning and standards achieved. All members of the department have been observed in the classroom earlier by the ESIS adviser or a member of the Leadership Team.

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