Pengelli Primary School

PROSPECTUS Prosbectws 2010/2011

Station Road Grovesend, Swansea SA4 4GY Telephone/Fax 01792 892736 Headteacher: Mrs S Loydon Chairman of Governors: Mr D Merriman

1

Mission Statement

‘Your best is always good enough’ Vision Statement Pengelli Primary School is committed to improvement through the process of Self Evaluation. We foster a simple, straightforward partnership where the notion of everyone: pupils, staff and parents are learners. We believe that with a commitment to improving, together, we will succeed in all we do.

Our commitment to the vision means that we will: • Provide the best possible education for our children in order to prepare them for a rapidly changing future in a secure but stimulating and safe family atmosphere.

• Develop a broad, balanced skills-based curriculum which is accessible to pupils of all abilities and which is relevant, meaningful and responsive to their varying needs and interests, utilising the local community where appropriate.

• Through a habit of learning develop lively, independent enquiring minds that are free from a fear of failure.

• Develop a co-operative attitude with all the people who are working towards the successful achievement of this vision.

• Develop each child’s potential – creatively, academically, socially, physically, spiritually and intellectually.

• Develop in each child self-confidence, self-esteem, a positive attitude and a love of learning which will stay with him or her forever.

• Ensure that all pupils have access to quality resources and expertise, provided within an interactive environment that encourages fun, creativity, respect and enjoyment.

• Promote the use of the Welsh Language so that it becomes a natural part of daily communication.

• Build upon individual and whole school strengths and celebrate all achievements.

• Help children to learn that positive behaviour, courtesy, good manners and consideration of others are very important qualities.

• Teach our pupils to care for and respect their environment, whether their school or global environment, for which they will take increasing responsibility.

2

• Acknowledge and respect the individuality, rights, values and beliefs of our pupils.

• Work in partnership with parents, carers, governors, the wider community and other professionals to provide support, guidance and training.

• Promote an ethos of openness where all feel they are listened to through open channels of communication, mutual support and respect.

School Context Pengelli Primary School is situated in a peaceful, semi-rural location in Grovesend, a once mining village 1½ miles from the town of Gorseinon on the Pontarddulais Road. It has a mixed catchment area of private and council housing, both old and new, including two new housing estates of large detached properties.

The school currently has 92 pupils on roll accommodated in the 94-year-old building. There is a large campus comprising two large playgrounds with mature trees, a nursery enclosure and nature reserve with pond. The school has its own sports field, overlooking farmland, which has a wooden adventurous activities course, a traversing wall, a Celtic roundhouse, a willow spiral, a willow longboat and raised vegetable and flower beds. The school environment thus provides a pleasant setting for pupils’ learning.

All children are provided with opportunities to learn from concrete, first-hand experience. Educational visits are considered extremely important in stimulating and enhancing children’s work. There are ample opportunities for access to Information Technology for all pupils with our ICT suite, laptop trolley facility, programmable toys and digital cameras.

The school has as its prime aim the development of each child to his/her full potential through a broad-based, balanced curriculum responding to the requirements of the National Curriculum, the Skills Framework for 3-19 year olds and the National Exemplar Framework for Religious Education for 3-19 year olds.

Please note: The information contained in this booklet is correct and up-to-date at the time of printing – Autumn 2010.

3

List of Governors LEA Governors Mr D Merriman (Chairman) Mrs G Phillips (Vice Chairman) Mr P Murphy LEA

Staff Governors Mrs R Keatley Mrs B Evans

Parent Governors Mr A Donald Mrs L Foley Mr W Piper Mrs Hedges

Co-opted Governors Mr L Jones Mrs T Morgan Mr P Woollard Vacancy

School Organisation Pengelli Primary is a county co-educational school with an age range of pupils from 3 years to 11 years.

At present there are 92 pupils on roll.

Due to the small pupil numbers at Pengelli classes have, in the main, been mixed-age. The four classes from September 2010 are assigned to the following teachers:Reception /Nursery– Mrs R Keatley (AM and PM) supported by Mrs B Evans (NNEB)/ Mrs L Lewis (Teaching Assistant) Year 1/ 2 – Mrs U Page supported by Mrs S New (Teaching Assistant) Year 3/ 4 – Mr D Caswell supported by Miss L Thomas (Teaching Assistant) Year 5/ 6 – Mrs H Talaat (Deputy Headteacher) supported by Mrs Davis (Teaching Assistant) Support Teacher – Mrs A Davies There is one School Clerk – Mrs E Thomas There is one Reprographics Assistant – Mrs P O’Hare There is one Administrative Assistant – Miss S Jenkins The school hours are as follows:Infant and Junior 8.50am – 12 noon 1.00pm – 3.20pm Nursery, morning Nursery, afternoon

8.50am – 11.20am 1.00pm – 3.20pm

4

During these times the children receive 23.75 hours per week of teaching including Religious Education, but excluding the statutory daily acts of worship, registration and breaks.

School meals are prepared, cooked and served on the premises by two cooks (Mrs A Hurlow/ Mrs A Capp). Packed lunches are also eaten in the hall. There are two lunch-time supervisors (Mrs R Porter/ Miss S Hopkins) and the Headteacher (or Deputy Headteacher/ Senior Teacher) is on-hand throughout the break. Please speak to Mrs Thomas if you think your child is eligible for free school meals.

Fruit and free milk is available during morning and afternoon break in the Nursery/Reception and Infant class.

The Eco Committee organise our fruit tuck shop during morning and afternoon breaks. There is a wrap-around facility for nursery pupils. Morning nursery can be collected at 1.00pm. Afternoon nursery can be dropped off at 11.20am.

Parents must pay for school dinner or provide a packed lunch. Pupils are fully supervised and enjoy the social aspect that the facility provides. This is an excellent way of preparing your child for full-time school. The facility is available every day.

School Curriculum The school curriculum follows the requirements of the National Curriculum 2008 and had a complete review for academic year 2009 - 2010.

Early Years and Year 1/2 implement the principles of the Foundation Phase.

Here the learning is based around structured play with half of the time being spent outdoors. This follows the principles of early education which have been utilised so very successfully in Scandinavian countries for example, for many years. The planning for this is organised under the Foundation Phase headings devised by the Welsh Assembly Government. This style of teaching for learning enables the pupils to enjoy the full benefits of structured play. However Year 2 begin to learn in a slightly more formal way in preparation for Year 3. In 201011 the school will report to Year 2 parents on pupil progress against the National Curriculum 2000 levels of attainment in English, Mathematics and Science.

Years 3 to 6 pupils follow a themed approach to deliver the curriculum, where as many of the National Curriculum subjects are taught within a theme including RE. Literacy and Numeracy are taught as separate subjects during 5

morning sessions and are applied as skills during the teaching of the Foundation Subjects in the afternoon sessions. Weekly timetables are followed to ensure coverage of the National Curriculum. Delivery of the theme is as practical as possible allowing for pupils to develop their Key Skills, which include Communication, Number, ICT and Thinking. We also promote working with others, improving our own performance and problem-solving through our approach to the curriculum. Talking is promoted to enrich learning, therefore much of our pupils’ learning takes place in groups although there are times when individual and whole class learning is appropriate.

The ICT suite and laptop trolley are timetabled to allow equal access to the technology and to allow bodies of learning to be accessed using computer technology. We also have five wireless laptops for use in promoting ICT in all lessons.

Wherever possible the pupils are taught about Wales and their heritage through Cwricwlwm Cymreig and are taught to understand and use simple Welsh patterns in the oral and written forms.

All lessons are differentiated to meet the needs of all pupils.

Pupils participate in the Social Emotional Aspects of Learning programme aimed at developing Personal and Social Skills.

Assessment and Target Setting Baseline Assessment is undertaken in Reception. From Year 2 to Year 6 all pupils undertake the NFER Standardised Assessments in Reading, Literacy and Numeracy and the Vernon Spelling Assessment. These are marked internally.

The results of the Literacy and Numeracy are transferred to the LEA to be analysed. Pupils’ progress is tracked and this allows for early identification of SEN and More Able and Talented pupils, areas in which a child requires additional support or areas to be developed in teaching. Portfolios of Evidence have been implemented. Pupils’ work at the end of each topic in Literacy, Numeracy, Science and Welsh is assessed against the National Curriculum levels. Individual targets for improvement are drawn up from the information gleaned from these types of assessments. Pupils’ skills ladder record sheets for each subject are completed half-termly to allow staff to record pupil progress in terms of acquisition of skills in each subject area and Key Skill. These are passed on to the next teacher to inform them of pupil attainment and achievement as pupils progress through the school.

6

Pupil attainment is assessed officially at the end of Key Stages 1 (end of Year 2) and 2 (end of Year 6). This information is used to inform parents of their child’s attainment, inform future school targets and the LEA. An analysis of these results is recorded in the Governors’ Annual Report to Parents.

Ethos School Discipline The school policy is to create a warm, secure atmosphere and an aesthetically pleasing environment in which the welfare and the development of the child is the central focus. The school ethos aims to create individual care and cooperation between teacher and pupil, and between pupil and pupil.

Pupil discipline is essential to allow all pupils equal access. A positive Behaviour Management system operates within the school. Good behaviour is rewarded through forty-five minutes of Golden Time every other Friday afternoon, when enrichment activities are offered to pupils. Extremely well behaved pupils are invited on a Wednesday and Friday to eat their lunch on the Golden Table. Pupils who choose to misbehave are either yellow or red carded.

A yellow card is for non-serious misdemeanours, good behaviour can allow the pupil to redeem themselves. A red card is for more serious behaviour and will result in Golden Time being lost in five-minute slots. Parents are informed by letter if Golden Time is lost. If Golden Time is lost on three occasions, parents are asked to attend a meeting at school to discuss the pupil’s behaviour in order for strategies to be put in place to rectify the poor behaviour.

Persistent poor behaviour can lead to a Behaviour Report book being implemented which will be sent home on a daily basis. More serious behaviour issues can lead to a referral to the LEA Behaviour Support Team following consent from parents or possible fixed term exclusion. These are in extreme cases.

The School Council has liaised with all pupils to draw up and adopt their own school, hall and playground rules. The ICT Club have devised rules for the suite. These are displayed in the school.

Bullying The school endeavours to create an ethos that does not tolerate the oppression of one person by another. Children must feel safe and secure. Their self-esteem must not be undermined by bullying. Staff will work with children and parents

7

in an atmosphere of trust and openness in trying to resolve difficulties and conflicts.

Pastoral Care Arrangements Pastoral care of the pupils is the concern of all class teachers with the Headteacher having overall responsibility or the Deputy Headteacher in her absence.

In the event of a pupil being taken ill the parents will be contacted as soon as possible and asked to collect their child from school. In the case of minor accidents the qualified nursery nurse who is trained in first aid will administer first aid in school and the parents will be informed.

Where injuries require medical attention the parents will be asked to transport their child to the nearest Health Centre or Hospital Casualty Department. If this is not possible alternative arrangements will be made to ensure the child receives appropriate care. The school will ensure that it is safe for a car to collect an injured pupil from the most appropriate point in the school campus.

Administration of medicines will only be considered following a written parental request. Asthma pumps will be stored in classroom cupboards away from children but quickly accessible to the teacher in emergencies/panic situations. All medicines and pumps should be clearly marked with the child’s name and directions for use.

Regular visits are made by the support agencies of the local Health Authority, eg School Doctor, Nurse, Dentist, Education Welfare Officer and the School Psychology Service.

Administration of Medicines Original labels on medicines must be checked by Mrs Thomas in the office against instructions on the consent form completed by parents before medication will be administered.

Sport The school addresses the National Curriculum requirements for PE. All pupils have two hours of PE per week. They undertake gymnastics, dance, games, athletics, swimming and outdoor adventurous activities. We have an assault course and traversing wall on site as well as extensive grounds for orienteering.

It makes full use of its sports field and large playgrounds. The staff have 8

undertaken Dragon Sports training and ensure that the above range of activities is offered to all.

The staff have received PESS training on teaching gymnastics and outdoor adventurous activities. The field is used for orienteering, team games using our adventure equipment and our traversing wall.

We are linked with the Sports Science Department in Gorseinon College with supervised sports students taking skills sessions and after-school sports club.

Our Sports Day is a highlight of the summer and is extremely well attended by the community.

The school is particularly fortunate that our small numbers enable increasing involvement in the swimming programme. The school aims for all children to leave the school with confidence in water skills.

Extra-Curricular Activities Extra-curricular activities are promoted at the school and pupils are encouraged to participate. These include violin and recorder classes, organised games such as netball, rounders, football, cricket, athletics and swimming. The school takes part regularly in a variety of inter-school competitions. The school provides after-school clubs in gardening, football, netball, coordination, ICT, choir, orchestra and cookery. The Eco-Committee and School Council meet during assembly time. The school also has an Enterprise Club which is organised during a lunch time and during Golden Time every other Friday. We have always appreciated the importance of such activities not only to develop an interest for life but, more importantly, increasing self-esteem. We claim Children’s University credits for our extra-curricular activities. Pupils are awarded Bronze, Silver and Gold certificates by Children’s University at a formal ceremony according to the number of credits/hours they have accumulated throughout the year.

It is essential that latent talent and interests are encouraged and as many children as possible are always involved in extra-curricular activities. Children often perform in community concerts and entertain the elderly. All children take part fully in our annual Christmas Concerts which are always extremely well attended. Many children continue to demonstrate their dramatic and musical talents in the Comprehensive School.

9

Health and Safety/Security Arrangements A Health and Safety inspection is undertaken by the caretaker termly.

The staff and Governors ensure that the Health and Safety guidelines are adhered to (policy can be viewed on request) and continually review arrangements to provide a safer environment. Water is tested weekly for Legionella by the caretaker.

Physical Education equipment is used under direct supervision and has recently undergone a safety check.

An improved new secure area for Foundation Phase outdoors activities has recently been created.

Fire drills are carried out routinely. Fire precautions/alarm systems and equipment are inspected regularly as is our electrical system and appliances.

The school enjoys a peaceful location where parents feel welcome at any time.

However, certain measures have been adopted (in line with LEA policy) to safeguard the security of all within the school. A single-entry system is electronically operated via the school office.

Parents are reminded that cars should not be brought into the playground when bringing or collecting children (unless due to medical emergency – see Pastoral Care Arrangements). Although instances of theft/vandalism are relatively low some measures have been installed, eg shutter at main door and anti-climb guards. The school has a security alarm system.

Generic risk assessments for every day activities have been written. Risk assessments for trips are routinely written and are reviewed on return. Staff have undertaken Health and Safety and Fire Safety training.

Admissions The current admissions policy is to admit children immediately after their third birthday to part-time education – i.e. 5 x ½ days per week. This policy will be reviewed annually in the light of funding issues.

The school follows the Admission Arrangements stipulated by the LEA. These are reviewed by the LEA on an annual basis.

10

Preferred placement requests from children outside the catchment area will be granted where there are places available. Application forms can be obtained from the school office.

Following a recent review of the accommodation, year group numbers from September 2010 have been capped to 14. Pupils wishing to enter Reception from Nursery have to apply for a place. Should applications exceed 14 the LEA determine which pupils have been successful in obtaining a place. An appeals process is in operation. It is now not possible to accept pupils into any year group where the numbers will exceed 14. Should applications be received for year groups which are currently 14 or over, the application will be referred to the LEA who will deal with the situation.

Parents who are considering sending their child to our school are encouraged to visit first to tour the school. All pupils entering nursery are where possible visited at home before admission for staff to meet the child in their familiar environment.

Attendance It is important that you contact the school (by 9.30am if possible) if your child will not be coming to school due to ill health or other problems. In this way we can be sure that your child has not been involved in an accident on the way to school. We will try to contact the home by 10.00 am if the class teacher is concerned about an unexplained absence.

In the event of a longer period of absence please let us know if your child is well enough to cope with any homework. Similarly, we need to be aware of medical, dental, optician appointments so that absences are recorded as authorised. A written note needs to be submitted for any absence or when early release from school is requested.

Mrs J Rees is the Educational Welfare Officer attached to Pengelli Primary School and regularly visits the school to monitor school attendance. Mrs Rees can also act as liaison between parents and school at times of difficulty in a supportive role. She will undertake punctuality spot-checks, scrutinise registers for absence patterns and talk to classes and the whole school about the importance of regular attendance and punctuality.

Parents are allowed to take up to ten days out of term time per school year for family holidays. Although it would be better to avoid missing important work, we appreciate that there is no alternative for some parents. In this case it is 11

necessary to submit a written request. A letter will be drafted outlining whether the absence is granted and whether the absence will be recorded as authorised or unauthorised and why. More than ten days absence for holidays per year will not be authorised.

The school has consistently achieved above 90% attendance but the LEA wishes all schools to improve further. The Headteacher has undertaken an evaluation and review of the Attendance Policy with the EWO. A leaflet on punctuality and attendance for parents has been devised. We operate a weekly, inter-class competition around attendance and punctuality. Letters will be sent to parents if their child’s attendance falls below 90%. If this is persistent, a referral will be made to Mrs Julie Rees who will explore the reasons for absence with parents and strategies put in place in order to increase attendance.

Parents are asked to ensure their child arrives at school punctually. Parents are asked to sign a Home/School Agreements.

Transition Pupils transferring from home to Nursery are encouraged to visit the school with their parents prior to their start date. In the weeks leading up to their enrolment the Nursery/Reception teacher and the NNEB will make arrangements to visit the new pupil in their home environment, so that the pupil can meet the teacher in an environment where they feel safe and secure. A Welcome Pack has been written for all new parents to support them through the early weeks and months of their child starting school. We operate an open-door policy so parents are encouraged to communicate with staff and vice versa to ensure that the pupils’ transition from home to school is as smooth and troublefree as possible.

Transition from class to class and Key Stage to Key Stage is taken very seriously at Pengelli Primary School. Staff meet at the end of the Summer Term to discuss pupils transferring to their class in September and all records and tracking information is passed on so that staff are fully informed and plans can be made to allow pupils to settle into their new class as smoothly as possible.

Parents are encouraged to speak to their child’s new teacher informally at the Celebration Evening in July. Pupils spend a morning with their new teacher in July. In September a meeting is convened by the class teacher with the new parents to outline class routines and expectations. This is an opportunity for parents to ask questions and have misconceptions ironed out and for staff to chat to parents afterwards about specific queries they may have. Again parents are encouraged to keep open channels of communication with staff using our open12

door policy. For incidental issues staff are available before school and after school for informal and formal meetings at a mutually convenient time.

The arrangements for transition to our feeder secondary school, Pontarddulais Comprehensive, are second to none. They are held as an example of excellence by the LEA. Pupils have the opportunity to visit the Secondary School at regular intervals during their time in Year Six. During the Summer Term Year Six pupils spend a whole week at the Secondary school experiencing what will be on offer in Year Seven. A transition project is undertaken in the Summer Term which allows Key Skills to be assessed against the WJEC Level 1 Key Skills assessment. The Secondary School organise for their older pupils to visit the Year Six pupils in their own environment. The Year Seven Head of Year visits the school as does the Secondary School SENCO prior to transition. A large amount of data regarding pupil achievement in Year Six is transferred to the Secondary School prior to transition to ensure that levels of achievement are known prior to Year Seven pupils arriving. As required by the Welsh Assembly Government, a Transition Plan has been put in place for academic year 2010/11.

Complaints There is a Complaints Policy within the school.

Parents who have any concerns should contact us at once. Minor complaints will be dealt with by the class teacher after first drawing the matter to the attention of the Headteacher. Serious complaints must be explained to the Headteacher who will arrange for an investigation to take place. In the absence of the Headteacher the Deputy Head will take responsibility for the above.

If the complaint has not been resolved the Governors will be informed. If the problem is still unresolved the matter will be referred to the Director of Education in writing. Details of the Authority’s Complaints Procedure are available at any school, Education Department of the LEA or public library.

Facilities exist for pupils to make complaints in confidence.

The school has suggestions and complaints boxes for use by all stakeholders.

Educational Visits The school strongly believes that children learn best from first-hand experience based on gaining understanding. We value highly visits that enhance and stimulate children’s development. These will be incorporated into the current theme.

13

We are always happy to welcome visitors to the school who are willing to contribute their own areas of knowledge and expertise to the children’s development. Our locality also provides a stimulating source for the children’s education with the use of village trails, the river and our own nature reserve.

Residential visits, eg to Borfa House and Llangrannog, also contribute greatly to the child’s experience.

A voluntary contribution is requested for some visitors and visits off-site. If contributions are insufficient, unfortunately, this will usually lead to the visitor or the visit being cancelled.

Charging and Remissions Policy The Governing Body has agreed that certain visits out of school should be dependent upon voluntary contributions from parents. If contributions are not sufficient to cover costs the visit may not take place. The school, however, emphasises that additional activities such as trips and residential experiences are part of the provision of a broad balanced curriculum.

Under Section 10 of the 1988 Act it is made clear that parents need only pay the pupil’s board and lodging element of residential activities (within school hours).

Homework Policy Children throughout the school are encouraged to take their Oxford Reading Tree reading books and library books home. Parents are asked to read to their children and also listen to their children read and communicate with staff regarding their child’s reading through the Reading Record Book.

One piece of Literacy and/or Numeracy homework (dependent upon the year group) is given out once a week by the class teacher. It takes the form of reinforcing and extending essential skills and/or supporting the class project with research work and practical activities. Again, we ask parents to support their children in their endeavours.

The School’s Homework Policy is available upon request.

14

Sex Education The School Governors have discussed and accepted a set programme based on the Local Education Authority Policy on Sex Education, which is available for parents to see at any time. Questions will also be dealt with sensitively as they occur in the normal course of the child’s time at school. Appropriate use will be made of the expertise of outside agencies, e.g. Health Visitor and Pontarddulais Comprehensive School Nurse when speaking to Year 6 boys and girls, and also of supplementary resources, e.g. television programmes. Parents do, however, have the right to withdraw their children from sex education.

Arrangements for Religious Education Religious Education is a compulsory element within the curriculum and is taught in accordance with the Authority’s Agreed Syllabus.

Collective Worship is broadly of a Christian nature but incorporates historical and moral themes which are supplemented by visitors, eg the vicar and curate of St Catherine’s Church, Gorseinon. Themes and the structure of Collective Worship are shared with those visiting to deliver our Collective Worship. A variety of hymns are taught both in English and Welsh. The school has good links with the local church (Mount Pleasant) in Grovesend.

Parents have the right to withdraw their children from Religious Education and Collective Worship and suitable provision for their supervision will be made.

Assemblies are used to reinforce the ethos of the school and celebrate good work, behaviour and other achievements.

To foster a spirit of care in the wider community the school regularly participates in charity appeals, eg NSPCC, Jeans for Genes, Poppy Appeal, Children in Need and Comic Relief, etc. The response from this small community is always applauded.

The Collective Worship Policy is available upon request.

Arrangements for Special Educational Needs Children with Special Educational Needs (SEN) (eg physical, emotional/social, or specific learning difficulties) are appropriately provided for after full

15

consultation with parents and are fully integrated into mainstream education. A purpose-built ramp provides easy wheelchair access for anyone who requires it.

Pupils with SEN are taught on an individual basis or in a small group according to the extent and nature of their needs. Children with learning difficulties have Individual Education Plans (IEPs) and there is close liaison between their class teachers, the SEN Support Teacher (and Teaching Assistant where appropriate) and parents in their implementation. There is a part-time support teacher for children with SEN who is qualified to support children with English and other difficulties. Currently, the school supports pupils in small groups or individually for English, Mathematics, Speech and Language, emotional, behavioural and coordination difficulties.

The help of outside agencies is sought whenever necessary. There is close partnership with the Educational Psychology Service and Integrated Support Services, eg Visual Impairment, Hearing Impairment, Speech and Language Specialists and Behavioural Support staff. The school operates a staged referral graduated response process as advocated in the SEN Code of Practice for Wales.

Parents receive a copy of all IEPs on a termly basis and are encouraged to respond. Reviews for pupils with Statements of Special Educational Needs are conducted with parents and relevant outside agencies are fully involved.

We have a Gifted and Talented register where our most able pupils are identified in specific subject areas. Their needs are met through extension activities delivered by class or specialist teachers, sometimes from the Secondary School.

Our Accessibility Plan and Disability Equality Scheme focus upon integration of all into our community. These have been reviewed and updated in the Summer Term of 2010 and are available for perusal at the school on request.

All inclusion policies are available for perusal at the school or on our website.

Pupils with Disabilities Access to the school curriculum and the school building for anybody disabled is dealt with in the school’s Accessibility Statement and Plan. No stakeholder will be discriminated against in terms of their accessing any aspect of school life, in line with our Disability Equality Scheme. Reasonable adjustments will be made to allow equal access for all stakeholders. The Accessibility Statement/Plan and

16

Disability Equality Scheme are available to perusal at the school or on our website.

Use of the Welsh Language English is the first language taught at the school. Welsh is taught as a second language with emphasis on oral proficiency before developing reading and writing skills. The school has taken on board LEA advice that pupils should be immersed in the Welsh language for 90 minutes per week in an attempt to meet the Welsh Assembly Government’s aim to increase bilingualism in Wales. A specialist Welsh teacher visits the school periodically to provide expert guidance on the scheme of work for Welsh where required. Cwricwlwm Cymreig is promoted throughout the school, developing the children’s awareness of their own culture and its contribution to the world around them.

Our policies are available at the school or on our website.

Parent Liaison Parents are at all times welcome to visit the school and deal with any problems relating to their child. Parents can help by keeping us informed of any significant details relevant to their child’s education, eg health problems or personal circumstances. This will be regarded as confidential and help us to care all the more appropriately for their child. Apart from quick messages or questions, staff would prefer to talk to parents when they are not teaching. The class teacher and/or Headteacher would be happy to arrange a convenient time.

Twice-yearly consultation evenings are held formally to discuss the child’s progress and presentation of work.

Parents are encouraged to attend the many workshops organised to enlighten them about teaching and learning in the school, for example, workshops relating to spelling, Mathematics and reading have been organised. There are also initiatives such as Language and Play and Numbers and Play for Early Years parents and Family Learning for parents of older pupils.

We regularly open the school for parents to tour the school when in operation.

This gives parents the opportunity to witness first-hand the learning and approaches to teaching utilised in the school.

Parents are encouraged to participate in school activities on a regular basis and also through the Parent Teacher Association. The school has always been extremely fortunate with the level of support it has received from the PTA and we hope that the organisation will continue to flourish. Parents are encouraged

17

to commit to regularly helping within the school. Currently, parents are encouraged to help support pupils with their reading. Training is available for parents who are interested. Parents with particular talents relevant to school, who would like to volunteer to work with pupils and staff are eagerly encouraged to contact the school. All volunteers must undertake Child Protection training and must have a clear CRB check which is updated every three years.

Letters are sent home on a regular basis to inform parents of events and activities.

Photographs/Videos A letter will be sent to parents at the beginning of the year informing them of the likelihood that there will be events throughout the year where pupils will have their photograph taken by members of staff for school or website use.

Parents are asked to indicate on the form whether they are in agreement.

However, if outside agencies such as the local newspaper request to take photographs or video of the children for use outside school, parental agreement will be sought through a consent form for the individual event.

School Uniform A school uniform of grey trousers/skirts, sweatshirt, polo shirt, winter hat, coat and PE T shirt with school logo is strongly encouraged and can be ordered through the school.

Articles of clothing should be marked or labelled so that in the event of an article being mislaid it can be traced.

Equal Opportunities All at Pengelli Primary School will be given equal opportunities to benefit from the range of experiences we offer irrespective of race, religion or gender. A copy of the Equal Opportunities Policy can be viewed on request. Any incidents are recorded and reported to the LEA if they occur.

Your views being heard Stakeholders’ views are important to us. We regularly send out parental questionnaires for analysis. The Change Team, made up of parents of children

18

from each class, meet termly with the Headteacher. We have a complaints and suggestion box for use by pupils and parents. Pupils’ views are also heard through the School Council and Eco-committee.

Finally We wish your child a happy and successful time with us. We will do all we can to ensure that this is so. If you have any queries regarding any of the information included in this document please do not hesitate to contact the Headteacher at the school.

Term Dates 2010/11

2010/2011 Mid Term Holidays

Term

Term Begins

Term Ends

Begins

Monday Autumn Wednesday Friday st nd 1 22 25th 2010 September October October Tuesday Friday Monday Spring th 4th 18 21st 2011 January February February Friday Monday Summer Tuesday rd th 3 27 30th 2011 May May May

Ends

Term Begins

Term Ends

Friday Friday Monday th st 17th 29 1 October November December Friday Monday Friday th th 25 28 15th February February April Friday Monday Thursday rd 3 6th 21st June June July TOTAL

22nd April - Good Friday 25th April - Easter Monday

2nd May 2 - May Day Holiday 30th May – Spring Bank

Holiday

19

Total Days Per Term 73

69

53

195

Key Stage 2 results Summary of National Curriculum Assessment results of pupils in the school (2010) and nationally (2009) at the end of Key Stage 2 as a percentage of those eligible for assessment.

English

N

D

NO1

NO2

NO3

1

2

3

4

5

6+

4+

0

0

0

0

0

0

0

7

57

36

0

93

National

-

0

1

3

15

53

28

0

81

School

0

0

0

0

14

50

36

0

86

National

-

0

1

3

14

53

29

0

82

School

Oracy Reading Writing

Mathematics

Science

School

0

0

National

-

0

School

0

0

National

-

0

School

0

0

National

-

0

School

0

0

National

-

0

1 0

0

0

1 0

0

0

1 0

0

0

1

0

0

0

1

0

0 1

0

0

0

7

57

36

0

93

1

3

15

49

32

0

81

0

0

7

64

29

0

93

1

4

20

52

22

0

74

0

0

7

57

36

0

93

1

3

14

53

29

0

83

0

0

0

57

43

0

100

0

2

11

56

31

-

86

Core Subject Indicator* School National D NO1 NO2 NO3 N * -

92.86 77

indicates pupil disapplied under sections 113 to 116 of the Education Act 2002 National Curriculum Outcome 1 National Curriculum Outcome 2 National Curriculum Outcome 3 indicates pupils not awarded a level for reasons other than disapplication Percentage of pupils achieving Level 4 or above in English or Welsh (first language), Mathematics and Science in combination.

Not exactly zero

20

Percentage of Boys at each Level N

D

NO1

NO2

NO3

1

2

3

4

5

6+

4+

Teacher Assessment:

0

0

0

0

0

0

0

17

67

17

0

83

Teacher Assessment: national

-

0

1

4

18

53

22

0

76

Teacher Assessment: school

0

0

0

0

17

50

33

0

83

Teacher Assessment: national

0

0

1

3

15

50

30

0

80

Teacher Assessment: school

0

0

0

0

0

50

50

0

100

Teacher Assessment: national

0

0

1

2

12

54

30

-

84

English

1

Mathematics 0

0

0

1

Science 0

0

0

1

Percentage of Girls at each Level N

D

NO1

NO2

NO3

1

2

3

4

5

6+

4+

Teacher Assessment:

0

0

0

0

0

0

0

0

50

50

0

100

Teacher Assessment: national

-

0

0

2

11

53

34

0

87

Teacher Assessment: school

0

0

0

0

0

63

38

0

100

Teacher Assessment: national

-

0

0

2

12

56

28

0

85

Teacher Assessment: school

0

0

0

0

0

63

38

0

100

Teacher Assessment: national

-

0

0

1

9

58

31

-

89

English 0

Mathematics 0

0

0

0

Science 0

0 0

0

21

KS1 Teacher Assessment Results SUMMARY OF THE NATIONAL CURRICULUM ASSESSMENT RESULTS OF PUPILS IN THE SCHOOL (2010) AND NATIONALLY (2009) AT THE END OF KEY STAGE 1, AS A PERCENTAGE OF THOSE ELIGIBLE FOR ASSESSMENT.

ENGLISH 100 Oracy 100 Reading 100 Writing 100 MATHEMATICS 100 Using and Applying Maths Number & Algebra Shape Space & Measures SCIENCE Scientific Enquiry Life Processes & Living Things Materials & their Properties Physical Processes

School Nation al School Nation al School Nation al School Nation al School Nation al School Nation al School Nation al School Nation al School Nation al School Nation al School Nation al School Nation al School Nation al

N 0 0 0 0 0 0 0 0 0 0 0 0 0 -

D 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

W 0 4 0 3 0 4 0 5 0 2 0 3 0 2 0 2 0 2 0 2 0 2 0 2 0 2

1 21 13 14 10 14 15 21 16 14 11 14 16 14 12 7 10 7 8 7 12 7 7 7 8 7 9

2 57 63 64 63 50 55 64 67 71 65 64 64 71 65 64 66 64 65 71 65 64 64 64 67 71 66

3 21 20 21 24 36 27 14 12 14 22 21 17 14 21 29 21 29 25 21 21 29 28 29 24 21 23

4+ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Core Subject indicator The percentage of pupils attaining at least Level 2 by teacher assessment in either English or Welsh (first language), Mathematics and Science in combination.

School : 79 4+ D W N

National: 81

represents Levels 4 and above represents disapplied under sections 113 to 116 of the Education Act 2002 represents working towards Level 1 not awarded a level for reasons other than disapplication Not exactly zero

22

2+ 79 83 86 87 86 81 79 79 86 87 86 81 86 86 93 88 93 90 93 86 93 92 93 91 93 89

Percentage of Boys at each Level N

D

W

1

2

3

4+

2+

Teacher Assessment:

0

0

0

33

33

33

0

67

Teacher Assessment: national

-

0

5

17

62

16

-

78

0

0

0

17

67

17

0

83

-

0

3

12

61

24

-

85

0

0

0

0

67

33

0

100

-

0

2

9

64

25

0

88

English

Mathematics Teacher Assessment:

school

Teacher Assessment: national Science Teacher Assessment:

school

Teacher Assessment: national

Percentage of Girls at each Level N

D

W

1

2

3

4+

2+

Teacher Assessment: school Teacher Assessment: national Maths

0

0

0

13

75

13

0

88

-

0

2

10

63

25

-

88

Teacher Assessment:

0

0

0

13

75

13

0

88

-

0

1

9

69

20

0

89

0

0

0

13

63

25

0

88

-

0

1

7

68

24

0

92

English

school

Teacher Assessment: national Science Teacher Assessment:

school

Teacher Assessment: national

23

Attendance Autumn Term 2009 Group

Presents

Year N2 Year R Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Totals

AEA

913 1298 1208 1721 1377 1468 2036 1905 11926

Spring Term 2010 Group

Presents

Summer Term 2010 Group

0 0 0 0 0 0 0 0 0

Authorised Unauthorised Possible % Attend Absences Absences 175 1 1089 83.8 89 5 1392 93.3 80 0 1288 93.8 125 0 1846 93.2 43 0 1420 97.0 104 0 1572 93.4 90 4 2130 95.6 114 1 2020 94.3 820 11 12757 93.5

Period: 04/01/2010 to 01/04/2010

Year N1 Year N2 Year R Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Totals

Year N1 Year N2 Year R Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Totals

Period: 01/09/2009 to 18/12/2009

AEA

76 777 1024 1018 1423 1049 1238 1592 1463 9660

0 0 0 0 0 0 0 0 0 0

Authorised Unauthorised Possible Absences Absences 21 21 118 68 2 847 82 4 1110 92 0 1110 88 0 1511 59 2 1110 93 1 1332 73 0 1665 89 2 1554 665 32 10357

% Attend 64.4 91.7 92.3 91.7 94.2 94.5 92.9 95.6 94.1 93.3

Period: 19/04/2010 to 21/07/2010 Presents 91 750 1074 1063 1466 1106 1273 1576 1523 9922

AEA 0 0 0 0 0 0 0 0 0 0

Authorised Unauthorised Possible % Attend Absences Absences 10 18 122 74.6 97 8 870 86.2 74 2 1160 92.6 85 2 1160 91.6 140 2 1624 90.3 53 1 1160 95.3 114 5 1392 91.5 149 0 1740 90.6 87 0 1624 93.8 809 38 10852 91.4

24

25