Inspection under Section 28 of the
Education Act 2005
A report on the quality of education in
Dyffryn Banw Community Primary School
Llangadfan
Powys
SY21 0NW
School number: 6662004
Date of inspection: 12 January 2010
by
Sylvia Clough
78919
Date of publication: 16 March 2010
Under Estyn contract number: 1111909
© Queen’s Printer and Controller of HMSO 2010: This report may be re-used
free of charge in any format or medium provided that it is re-used accurately
and not used in a misleading context. The copyright in the material must be
acknowledged as aforementioned and the title of the report specified.
Copies of this report are available from the school. Under the Education Act 2005, the
school must provide copies of the report free of charge to certain categories of people.
A charge not exceeding the cost of reproduction may be made to others requesting a
copy of the report.
Introduction
Dyffryn Banw Community Primary School was inspected as part of a national
programme of school inspection. The purpose of inspection is to identify good
features and shortcomings in schools in order that they may improve the quality of
education offered and raise the standards achieved by their pupils. The inspection of
all schools within a six-year cycle is also designed to give parents information about
the performance of their child’s school.
The inspection of Dyffryn Banw Community Primary School took place between
12/01/10 and 15/01/10. An independent team of inspectors, led by Sylvia Clough
undertook the inspection. Estyn, a statutory body independent of, but funded by, the
National Assembly for Wales, commissioned the inspection.
The team was required to report on the standards achieved by pupils, the quality of
education provided by the school, the quality of leadership and management and the
contribution made by the school to its pupils’ spiritual, moral, social and cultural
development.
Estyn’s reports follow its guidance for the writing and editing of reports, which is
available on the Estyn website (www.estyn.gov.uk). The table below shows the terms
that Estyn uses and a broad idea of their meaning. The table is for guidance only.
Nearly all
with very few exceptions
Most
90% or more
Many
70% or more
A majority
over 60%
Half/around half
close to 50%
A minority
below 40%
Few
below 20%
Very few
less than 10%
The five-point scale used to represent all inspection judgements in this report is as
follows:
Grade 1
good with outstanding features
Grade 2
good features and no important shortcomings
Grade 3
good features outweigh shortcomings
Grade 4
some good features, but shortcomings in important areas
Grade 5
many important shortcomings
There are three types of inspection.
For all inspections, there is a written report on seven key questions.
For short inspections, there are no subject reports.
For standard inspections, there are also reports on six subjects.
For full inspections, there are also reports on all subjects.
Estyn decides the kind of inspection that a school receives, mainly on the basis
of its past performance. Most schools receive a standard inspection. All
nursery schools, special schools, pupil referral units and any new or
amalgamated schools receive a full inspection.
This school received a standard inspection.
Year groups and key stages
Schools use a common system of numbering year groups from the start of compulsory
schooling to 18 years of age. This system emphasises the importance of continuity
and eases communication among schools, governing bodies, parents and LEAs.
The term ‘Reception’ (R) refers to the year group of pupils in a primary school who
reach the age of 5 during the academic year. Year 1 refers to the year group of pupils
who reach the age of 6 during the academic year and so on. Year 13 is the year
group of students who reach the age of 18 during the academic year.
Primary phase:
Year
Ages
R
4-5
Y1
5-6
Y2
6-7
Y3
7-8
Y4
8-9
Y5
9-10
Y6
10-11
Y8
12-13
Y9
13-14
Y10
14-15
Y11
15-16
Y12
16-17
Y13
17-18
Secondary phase:
Year
Ages
Y7
11-12
The National Curriculum covers four key stages as follows:
Key stage 1
Key stage 2
Key stage 3
Key stage 4
Year 1 and Year 2
Year 3 to Year 6
Year 7 to Year 9
Year 10 and Year 11
Contents
Page
Context
1
Summary
2
Recommendations
9
Standards
9
Key Question 1:
How well do learners achieve?
9
The quality of education and training
12
Key Question 2:
How effective are teaching, training and assessment?
12
Key Question 3:
How well do the learning experiences meet the needs
and interests of learners and the wider community?
14
Key Question 4:
16
How well are learners cared for, guided and supported?
Leadership and management
18
Key Question 5:
management?
18
How effective are leadership and strategic
Key Question 6:
How well do leaders and managers evaluate and
improve quality and standards?
20
Key Question 7:
resources?
21
How efficient are leaders and managers in using
Standards achieved in subjects and areas of learning
Foundation phase
Welsh first language
Information and communications technology
Design and technology
Geography
Physical education
22
22
26
27
28
29
30
School's response to the inspection
31
Appendices
1
Basic information about the school
2
School data and indicators
3
National Curriculum assessments results
4
Evidence base of the inspection
5
Composition and responsibilities of the inspection team
32
32
32
33
33
34
Report by Sylvia Clough
Dyffryn Banw Community Primary School, 12/01/10
Context
The nature of the provider
1
Dyffryn Banw Community Primary School is situated in the rural village of Llangadfan
in Powys. It is a naturally Welsh-medium school. Pupils come from the village, the
surrounding area and beyond. Pupils are admitted to the school at four years of age.
There are 45 full-time pupils on the register. The school states that the area from
where the pupils come is neither prosperous nor economically disadvantaged.
2
Pupils are shared into two classes, one comprising children under five and years
(Y) 1 and 2, and the other class for primary pupils in Y3-Y6. Fifty-eight per cent of
the pupils come from English speaking homes and 42% from Welsh speaking
homes, currently there are no pupils of ethnic origin at the school. Dyffryn Banw
School is a community school. Welsh is the main medium of teaching and
learning, but the school aims to ensure that pupils are fluent in both English and
Welsh by the time they transfer to the secondary school.
3
The school accepts pupils from across the full range of ability and indicates that
7% of the pupils are entitled to receive free school meals. There are seven
children on the special educational needs (SEN) register but no pupil holds a
statement of SEN. In the National Curriculum (NC) assessments in 2009 and
2008, pupils' attainments in key stages 1 and 2, according to teacher assessment,
were higher than the county and national averages in Welsh, mathematics and
science. In comparison with those schools that are similar in relation to the
percentage of pupils entitled to free school meals, the school is in the highest
quartile across the core subjects in key stage 1 and higher than the family in key
stage 2. There has been progress since the previous inspection.
4
There are three full-time teachers, including the headteacher, and three classroom
assistants. There are 23.3 teaching hours in the infants and 23.6 in the primary
section. The headteacher was appointed to her post in January 1993 and the
school was last inspected in February 2004.
5
The school has received accreditation in the following areas:
Fair Trade School
Quality Mark 3
Eco-Schools
International Schools Award
Healthy Schools - Year 1.
The school’s priorities and targets
6
The school's priorities and targets are to:
continue to develop the thematic methods of enquiry schemes of work
throughout the school;
ensure the best strategies in targeting improvement in pupils' basic skills,
those of boys in particular;
develop business and enterprise opportunities throughout the school;
continue to develop the outdoor classroom for the Foundation Phase, and
continue to develop opportunities for pupils to become independent learners,
who are ready to assess their own achievements and to venture without
guidance.
1
Report by Sylvia Clough
Dyffryn Banw Community Primary School, 12/01/10
Summary
7
Dyffryn Banw Community Primary School is a good school with a substantial
number of outstanding features. Its experienced, committed, caring and
conscientious staff provides education of the best quality to its pupils.
Outstanding features include the progressive leadership of the headteacher and
governing body, the rich curriculum, which includes developing mental skills as
identified within the 2008 Curriculum, and the extended learning experiences
provided. Another outstanding feature is the exceptional collaboration amongst
all the school's partners. All this is reinforced by efficient management of all the
learning resources. Since the previous inspection, the school has maintained the
very good standards adjudged and has improved the quality of the educational
provision further.
8
The self-evaluation report, written by the headteacher, the governing body and
the teachers, is of a good standard and identifies strengths and areas to be
developed further. The team's judgements agree with the grades awarded by the
school within its self-evaluation report in six of the seven key questions. A lower
grade was awarded to key question 4, where good features and no important
shortcomings were identified.
9
The inspection team judged the school's standards of work as follows:
Table of grades awarded
Key Question
1. How well do learners achieve?
1. How effective are teaching, training and assessment?
2. How well do the learning experiences meet the needs and
interests of learners and the wider community?
3. How well are learners cared for, guided and supported?
4. How effective are leadership and strategic management?
5. How well do leaders and managers evaluate and improve
quality and standards?
6. How efficient are leaders and managers in using resources?
Inspection
grade
Grade 1
Grade 1
Grade 1
Grade 2
Grade 1
Grade 1
Grade 1
Standards of learning
10 In the lessons inspected, pupils' standards of achievement are as follows:
Grade 1
56%
Grade 2
44%
Grade 3
0%
Grade 4
0%
Grade 5
0%
11 The above percentages exceed the national findings published in Her Majesty's
Chief Inspector's (HMCI) annual report for 2008-2009, which states that
standards are good or better (Grade 1 and 2) in 85% of lessons. In this school
there were 100% at Grades 1 and 2, which is an outstanding feature.
2
Report by Sylvia Clough
Dyffryn Banw Community Primary School, 12/01/10
The Foundation Phase
12 The inspection team adjudged standards in the six areas of learning as follows:
Six areas of learning
Grade
Personal and social development, wellbeing and cultural
Grade 1
development
Language, literacy and communication skills
Grade 1
Mathematical development
Grade 2
Knowledge and understanding of the world
Grade 2
Physical development
Grade 1
Creative development
Grade 2
13 Results of baseline assessments show that children's attainment on entry to the
school is higher than the local education authority (LEA) average. The overall
quality of the educational provision for children under five years of age is
appropriate to their needs and children make good progress towards the
Foundation Phase outcomes. They show an eagerness for learning and learn
very good collaborative skills and responsibilities.
14 Children under five make very good progress in their communication skills. They
speak confidently and listen intently to adults and peers. They have begun to
master elementary reading and writing skills.
15 Their mathematical and information and communications technology (ICT) skills
are also developing well. They work confidently and accurately on mathematical
work, nurturing correct measuring, comparison and number terms. They
understand and use their environment to learn and to wonder and purposefully
investigate in various habitats making accurate findings. They are increasingly
confident in using ICT skills in different situations and work on programs
independently. They move around the playing field and in their physical
development lessons showing good control of their bodies. They use tubes,
instruments and tins to make sounds and show the ability to maintain simple
rhythms.
Grades for standards in the subjects inspected
16 In key stages 1 and 2, pupils' standards of achievement in the subjects inspected
are as follows:
Subject
Key stage 1 Key stage 2
Welsh first language
Grade 1
Grade 1
Information and communications technology
Grade 1
Grade 1
Design technology
Grade 2
Grade 2
Geography
Grade 1
Grade 1
Physical education
Grade 1
Grade 1
17 The education provided by the school meets with the range of pupils' needs
extremely effectively. Pupils with SEN make very good progress in their learning
with all of them attaining level 4 in the NC assessments in the last two years.
18 During the last two years, results of teachers' assessments in both key stages
show outstanding features in pupils' standards and progress as they use thinking,
literacy, numeracy and ICT skills throughout the curriculum.
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Report by Sylvia Clough
Dyffryn Banw Community Primary School, 12/01/10
19 Pupils' standards in their bilingual proficiency show outstanding progress. By the
end of key stage 2, pupils are, almost without exception, proficient in both English
and Welsh and use both languages regularly to complete tasks across the
subjects.
20 In the NC assessments in 2009 and 2008, pupils' attainments in key stage 1,
according to teachers' assessments, were higher than the county and national
averages in Welsh, mathematics and science. In comparison with those schools
that are similar in relation to the number of pupils entitled to receive free school
meals, the school is in the highest quartile throughout the core subjects. It is also
higher than the family of similar schools. This shows progress since 2007, when
the school was in the lowest quartile in Welsh, mathematics and science.
21 In the NC assessments in 2009, the attainments of pupils in key stage 2,
according to teachers' assessments, were higher than the county and national
averages in Welsh, English, mathematics and science. In comparison with
similar schools in relation to the percentage of pupils entitled to receive free
school meals, the school was in the highest quartile in English and science and in
the second quartile in mathematics and Welsh as a first language. In comparison
with the family of similar schools, the school's results were higher. Since 2007,
the school has been consistently in the highest quartile in relation to the core
subject indicators (CSI).
22 From studying school data, there is strong evidence that pupils make very good
progress in moving forward to the next stage of their learning. One outstanding
feature is the way that children in the Foundation Phase, and in both key stages,
succeed outstandingly to achieve the targets set for them. They achieve
exceptional success in their work, whatever their ability. By the time they reach
the primary class, they have mastered very good self-evaluation skills in order to
improve their work, recognising what they need to do in order to improve.
23 In each of the key stages, pupils with additional learning needs (ALN) make very
good progress in their personal and basic learning skills.
24 In key stages 1 and 2, pupils make very good progress in their Welsh literacy
communication skills and in their mathematical, ICT and creative skills. They
make very good progress in their listening, reading and writing skills in English.
Pupils' thinking and enquiry skills are outstanding features, especially by the time
they reach key stage 2. They are alert and confident to ask and answer
questions and to express an opinion.
25 Pupils' bilingual skills are an outstanding feature throughout the school. They are
skilful in problem solving and discussing with partners. They are completely
confident when involved in discussion skills and come to prudent and relevant
decisions in the subjects they are dealing with. They can improve their learning
and their own performance very successfully.
26 In all aspects of school life, pupils' behaviour is very good. They show motivation
and a keen interest in their work. They are very productive when working
independently. Pupils respond outstandingly to instructions from both teaching
and support staff. Parents and members of the local community praise their
behaviour. They make an effort to please their teachers at all times.
27 Pupils make very good progress in their personal, social, spiritual and moral
skills. They show respect towards a variety of cultures and beliefs and have a
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Report by Sylvia Clough
Dyffryn Banw Community Primary School, 12/01/10
very good understanding of equal opportunities and fair play through their
curricular work and through their Fair Trade work. They respect other cultures,
dealing courteously and empathetically with differences in lifestyles and traditions
in their involvement with friends in Libya.
28 Through visiting places of work, such as a building site, and through the
contributions of visitors such as a physiotherapist, pupils have a good awareness
of the world of work. Their responsibilities within the school council and Fair
Trade activities develop their decision making abilities and teaches them how to
manage profit and loss when dealing with money, whilst at the same time
developing their entrepreneurial skills.
29 The school conforms to the requirements of the National Assembly for Wales'
47/06 Newsletter with regard to registering attendance. Attendance for pupils
within school age during the three terms prior to the inspection averaged 94.45%,
which corresponds very closely to the national targets. No pupil was excluded
during the three terms prior to the inspection. There are effective procedures in
place for dealing with any regular absences. Punctuality at the beginning of the
day and to lessons is good.
The quality of teaching and training
30 The quality of teaching was judged as follows:
Grade 1
55%
Grade 2
40%
Grade 3
5%
Grade 4
-
Grade 5
-
31 The quality of teaching is good or better (Grade 1 and 2) in 95% of lessons, which
is much higher than the average of 85% of lessons judged to be Grade 2 or higher
across the whole of Wales, as stated in HMCI's annual report for 2008-2009.
32 The quality of teaching is a strength in this school and an important element in
the outstanding progress that pupils make and in the high standards achieved.
Teachers' high expectations stimulate pupils to undertake tasks eagerly. The
quality of relationships within the classrooms is outstanding and teachers are
constructive role models and their relationships with pupils are a positive element
of the teaching and learning.
33 Teachers display good subject knowledge, and show outstanding awareness of
recent educational initiatives. They regularly take advantage of appropriate
professional training opportunities. They prepare lessons thoroughly, linking
previous learning to subsequent lessons. Careful attention is paid to the needs of
pupils of all abilities. Staff at the school are used to deliver training on good
practice to teachers in the catchment, in the county and nationally.
34 Teachers are enthusiastic and conscientious and use a wide variety of teaching
strategies and relevant resources. Classroom assistants, who work very well with
the teachers, make a substantial contribution in ensuring the best possible
opportunities for pupils. The learning is enriched effectively by a wide variety of
visits and educational field work, extra curricular activities and outstanding use of
local talent. This enriches pupils' education and raises standards.
35 The quality of teaching for children under five years of age is outstanding, with
the planning of a wide range of activities that stimulate and maintain children's
interest, motivates independence and provides opportunities for them to learn
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Report by Sylvia Clough
Dyffryn Banw Community Primary School, 12/01/10
through experimental play. Class organisation works very well. The outstanding
features of the teaching include:
providing extensive experiences, delivering a rich language that promotes
pupils' bilingual skills, and
enhancing pupils' abilities through giving them responsibilities to set relevant
and challenging research pathways and ensure opportunities for pupils to
evaluate their work against success criteria set by them at the beginning of the
lesson.
36 Features of the good teaching include:
carefully including the relevant skills and key skills within lessons and specific
activities;
providing opportunities to encourage pupils to work together productively and
to show perseverance when working independently;
effective use of relevant resources including the interactive whiteboard and
ICT equipment;
good questioning which stimulates pupils to investigate further, and
encouragement of pupils to work effectively in groups and independently.
37 Bilingual development is promoted outstandingly and detailed attention is paid to
syntax and feeding Welsh vocabulary of a high quality. There is a very strong
Welsh ethos at this school. The planning for promoting bilingual skills are an
outstanding feature and the school succeeds through the activities and good use
of both languages side by side to promote Welsh heritage in a quiet way, kindling
the children's pride in their ability to be involved in local culture, whilst at the
same time enjoying experiences of other cultures from all corners of the world.
38 An outstanding feature is the emphasis on developing thinking skills and key
skills within lessons. The school has attained very good standards and there are
rich strategies in place to prepare pupils to become lifelong learners.
39 The school promotes equal opportunities, treating everyone fairly and
respectfully. Teachers know their pupils very well. They consistently plan and
monitor pupils' activities and progress through tasks, satisfying the individual
needs and interests of all pupils in their care, according to their ability.
40 There are clear guidelines within the assessment policy to ensure that statutory
needs are met whilst at the same time maintaining standards. The emphasis is
on dealing with each individual in order to target the next step to develop their
skills and their understanding within the subjects across the curriculum. Targets
are set termly and these are discussed in parents' evenings. Pupils know what
their targets are and are involved in the process of evaluating them in order to set
new ones. Pupils take responsibility for their own learning and strive to improve
the quality of their work. Their work is marked regularly and appropriate verbal
and written feedback is offered to them on how to improve their work. They also
evaluate each other's work and set joint targets.
41 The annual reports to parents conform to the statutory requirements and are of a
good quality and include useful information for improvement. They record pupils'
progress in each subject.
42 The curricular provision is an outstanding feature of the school's life and work.
Pupils are offered equal access to a broad and balanced curriculum that develops
6
Report by Sylvia Clough
Dyffryn Banw Community Primary School, 12/01/10
thinking and questioning skills, extends their knowledge and understanding and
prepares them for lifelong learning. The provision is socially inclusive and
ensures equal opportunities for all. There is very good support for pupils who
have additional needs. Particularly good attention is offered in the classroom by
support staff and they are fully included in all activities, as there is specific work
and resources for them. Appropriate homework is set which reinforces the
curricular work and enhances various skills.
43 The importance of keeping healthy is promoted through Healthy Schools activities
and pupils are encouraged to eat fresh fruit through the sales at the school's Fair
Trade shop, healthy lunches and through taking part in sports and physical
activities. Pupils' awareness of the need to behave sustainably and of conservation
issues is good.
44 The school plans and manages care and support arrangements well. Very effective
use is made of the expertise of the support services. Teachers and assistants
ensure that the arrangements made by the school are regularly promoted.
45 There is a good relationship between the school and welfare agencies to support
pupils with personal difficulties and additional needs. The school follows the
guidance received for the benefit of the pupils.
46 The school has very good induction systems. Children under five years of age
settle in quickly to the school and there is a close relationship between the school
and the Cylch Meithrin. The arrangements for latecomers are outstanding and
particular emphasis is placed on ensuring that they settle in and come to grips
with bilingualism with as little concern as possible.
47 The school has appropriate systems in place for monitoring pupils' attendance,
punctuality, behaviour and performance. Governors take their roles seriously and
encourage parents to ensure that pupils attend school, and that they avoid taking
holidays during the school term.
48 The school has clear systems for the protection of children and they conform to
the statutory requirements. Together with the headteacher, a designated
member of the governing body has responsibility for these procedures.
49 The quality of the provision and the procedures for ALN are good. The school
has a clear policy which conforms to the 2002 Code of Practice.
50 There is a clear policy for equal opportunities, racial equality and diversity,
together with an Accessibility Scheme. The school also has an Equality
Statement for the Disabled and there are opportunities for any person who has a
disability to contribute to the life and work of the school. The building has been
adapted to include wheelchair access.
Leadership and management
51 The quality of the headteacher's leadership is an outstanding feature. She is very
professional and conscientious in her management and leadership of the school
and her skills and her vision are certainly the key elements of the school's
success. Parents, governors and the community have confidence in her ability to
ensure that all perform to the utmost of their ability.
52 The headteacher has a clear vision and a strategic direction for the future of the
school. Her emphasis on providing experiences and education of a high standard
for pupils is reflected in all aspects of the school's work.
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Report by Sylvia Clough
Dyffryn Banw Community Primary School, 12/01/10
53 The school has good policies and procedures for subjects and attention is paid to
national priorities, especially the Foundation Phase and the 2008 Curriculum, with
the emphasis on developing thinking skills across the curriculum. The way that the
headteacher has shared her good practice with other schools in the county and with
other schools nationally with regard to presenting language skills is an outstanding
feature and this contributes to the school's successes and its ability to maintain a
high ratio of staff to pupils through attracting additional funding for the school.
54 The governing body fulfils its role very effectively, satisfying the legal duties.
Members of the board have a good knowledge of the school and share the
burden of maintenance work, looking after the budget, and realising the school's
priorities for continuous improvement. Spending decisions are closely linked with
the priorities identified in the school development plan (SDP) and a good effort is
made to ensure the best value for money.
55 There is a strong culture of self-evaluation in all aspects of the school's life and
management and there is clear evidence that this contributes to maintaining and
raising standards, as the outcomes of the procedure feed directly into the SDP.
56 Direct evidence is used from monitoring the quality of the teaching and learning,
together with a good range of relevant and specific data, to identify needs for
developing lessons and the provision. Time is spent measuring the success of
the implementation. Parents, pupils, teachers and governors are involved in the
process.
57 Very good progress has been made since the previous inspection, with staff and
governors having addressed all the key issues and maintained the standards.
58 Performance management procedures have a good effect on staff development
and in turn, contribute towards maintaining good standards. Each member of the
school's staff knows that there are equal opportunities for them to receive training
and they are given the freedom to measure their success and set their own
targets, in order to ensure that they can contribute fully to the school's
requirements. This maintains the high standards of teaching, and in turn the
learning.
59 The school is particularly well staffed for the number of pupils on roll. Teachers
have been deployed effectively and contribute their expertise where there is a
need in order to maintain continuity and progression.
60 The feature of working as a team is an outstanding element of the school's work,
including support staff, teachers, assistants and governors. This ensures that the
school community is pulling in the same direction, sharing the vision for
maintaining and raising standards.
61 The school's building and grounds are very good resources for promoting the
educational provision. The school is kept very clean and the buildings and
grounds are kept effectively. Displays are colourful and stimulating and celebrate
pupils' successes very well. The internal and external resources for the
Foundation Phase are very good and are used effectively.
62 Resources have been outstandingly matched to the school's priorities and a good
number of computers are available for pupils to receive frequent opportunities to
develop ICT skills. The governing body manages, monitors and reviews and
directs the school's expenditure very effectively. The inspection team is of the
opinion that the school ensures value for money.
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Report by Sylvia Clough
Dyffryn Banw Community Primary School, 12/01/10
Recommendations
63 The school needs to:
R1 continue to maintain the very good standards, and raise the good standards to
very good, in order to attain the high standards that it professes.
The governing body is responsible for amending its current development plan to
incorporate action in response to the recommendations within 45 working days of
receiving the report, showing what the school is going to do about the
recommendations. This plan, or a summary of it, will be circulated to all parents at the
school.
Standards
Key Question 1: How well do learners achieve?
Grade 1: Good with outstanding features
64 The findings of the inspection team agree with the judgement of the school in its
self-evaluation report that the standards which pupils achieve are Grade 1.
65 In the lessons inspected, pupils' standards of achievement are as follows:
Grade 1
56%
Grade 2
44%
Grade 3
0%
Grade 4
0%
Grade 5
0%
66 The percentages are very similar to the results of the previous inspection and
exceed the national findings published in HMCI's latest annual report for 20082009, which states that standards are good or better (Grade 1 and 2) in 85% of
lessons. In the HMCI report, the average of outstanding lessons (Grade 1) was
given as 12%, which places standards in this school very highly.
67 The inspection team adjudged standards in the six areas of learning for the
children under five years of age as follows:
Six areas of learning
Grade
Personal and social development, wellbeing and cultural
Grade 1
development
Language, literacy and communication skills
Grade 1
Mathematical development
Grade 2
Knowledge and understanding of the world
Grade 2
Physical development
Grade 1
Creative development
Grade 2
The Foundation Phase
68 Results of baseline assessments show that children's attainment on entry to the
school is higher than the LEA average. The overall quality of the educational
provision for children under five years of age is appropriate to their needs and
children make good progress towards the Foundation Phase outcomes. They
show an eagerness for learning and learn very good collaborative skills and
responsibilities. Children under five make very good progress in their
communication skills. They speak confidently and listen intently to adults and
peers. They have begun to master elementary reading and writing skills.
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Report by Sylvia Clough
Dyffryn Banw Community Primary School, 12/01/10
69 Their mathematical skills are also developing well. They work confidently and
accurately on mathematical work, nurturing correct measuring, comparison and
number terms. They understand and use their environment to learn and to
wonder and purposefully investigate in various habitats making accurate findings.
Their ICT skills are developing very well. They are increasingly confident in using
ICT skills in different situations and work on programs independently. They attain
very good standards in physical development. They move around the playing
field and in their physical development lessons showing good control of their
bodies. They use tubes, instruments and tins to make sounds and show the
ability to maintain simple rhythms.
Key stage 1 and 2
70 In key stages 1 and 2, pupils' standards of achievement in the subjects inspected
are as follows:
Subject
Key stage 1 Key stage 2
Welsh first language
Grade 1
Grade 1
Information and communications technology
Grade 1
Grade 1
Design technology
Grade 2
Grade 2
Geography
Grade 1
Grade 1
Physical education
Grade 1
Grade 1
71 In the NC assessments in 2009 and 2008, pupils' attainments in key stage 1,
according to teachers' assessments, were higher than the county and national
averages in Welsh, mathematics and science. In comparison with those schools
that are similar in relation to the number of pupils entitled to receive free school
meals, the school is in the highest quartile throughout the core subjects. It is also
higher than the family of similar schools. This shows progress since 2007, when
the school was in the lowest quartile in Welsh, mathematics and science. Pupils
are making very good progress in their creative skills.
72 In the NC assessments in 2009, the attainments of pupils in key stage 2,
according to teachers' assessments, were higher than the county and national
averages in Welsh, English, mathematics and science. In comparison with
similar schools in relation to the percentage of pupils entitled to receive free
school meals, the school was in the highest quartile in English and science and in
the second quartile in mathematics and Welsh as a first language. In comparison
with the family of similar schools, the school's results were higher. Since 2007,
the school has been consistently in the highest quartile in relation to the CSI.
73 From studying school data, there is strong evidence that pupils are making very
good progress in moving forward to the next stage of their learning. One
outstanding feature is the way that children in the Foundation Phase, and pupils
in both key stages, succeed outstandingly in achieving the targets set for them
and experience exceptional success in their work, whatever their ability. By the
time they reach the primary class, they have mastered very good self-evaluation
skills in order to improve their work, recognising what they need to do in order to
improve. However, attention must be drawn to the fact that pupil numbers are
low and can be misleading, but there is no proof of this.
74 Over time, there is no obvious difference between the performances of boys in
comparison with that of the girls.
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75 Children under five years of age and pupils within both key stages succeed
outstandingly to set and achieve their own targets and experience particular
success in their work, whatever their ability and social or linguistic background.
76 In each of the key stages, pupils with ALN make outstanding progress in their
personal and basic learning skills. Indeed, they achieve standards that are much
higher than expected and consistently succeed in gaining level 4 in the NC
assessments at the end of key stage 2.
77 Pupils have coped outstandingly well with mental skills and methods of enquiry
and this is a particular strength of this school. Pupils can determine their own
questions, use ICT, books, newspapers and a good number of other types of
sources of information to search for answers. They use a wide variety of practical
skills to solve problems and work skilfully with their thinking partners, in
discussion groups and individually.
78 Standards of pupils' bilingual proficiency are an outstanding aspect in this school
and they have wide knowledge and experience of the Cwricwlwm Cymreig. They
can practice and improve their own learning and performance confidently and
successfully.
79 In all aspects of school life, pupils' behaviour is very good. They are very
courteous and considerate towards peers, staff and visitors and take a prominent
role in the school's behavioural ethos through a reward system promoted by the
pupils themselves. All this helps to create an atmosphere of welcoming silence.
80 Pupils respond outstandingly to instructions from both teaching and support staff
and parents, visitors and members of the local community praise their behaviour.
81 Children and pupils have very positive attitudes towards their work and their play.
They are very enthusiastic and eager to attain the high standards set by their
teachers. They use their time very effectively throughout the school day and
persevere very well during lessons, showing an eagerness to strive towards the
next step in their education.
82 All pupils make very good progress in their personal, social, spiritual and moral
skills. This is reflected in their ability to maintain these and in their ability to
reflect and consider important questions in depth and with conviction.
83 Through purposeful and meaningful visits to correspond with the school's themes,
the majority of pupils display increasing understanding of their community and
their role within that community.
84 Pupils show respect for a variety of other beliefs, attitudes and cultural and social
traditions through their links with Libya and Fair Trade work. This has developed
their ability to understand matters relating to equal opportunities and fair play very
well.
85 The school conforms to the requirements of the National Assembly for Wales'
47/06 Newsletter relating to registering attendance. Attendance for pupils within
statutory school age during the three terms prior to the inspection averaged
94.45%, which corresponds very closely to the national targets. No pupil was
excluded during the three terms prior to the inspection and there are effective
procedures in place for dealing with any regular absences.
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86 Punctuality at the beginning of the school day and at the beginning of learning
sessions is good, and that despite the severe weather conditions of snow
experienced during the inspection.
87 Pupils have a good awareness of equal opportunities. Through lessons such as
religious education, geography and art, and through their links with Libya, pupils
understand, recognise and respect a diversity of beliefs, attitudes and social and
cultural traditions.
88 Through visiting places of work, such as a building site, as well as vocational
visits by a gardener and a physiotherapist, pupils are developing their awareness
of the world of work and the workplace. School council, eco council and Fair
Trade responsibilities develop their ability to make decisions and to deal with
money. They developing their entrepreneurial skills through budget management
and learning about profit and loss.
89 Pupils' willingness to take an effective part in the community is an outstanding
feature. Pupils know that the school is an important part of the village community
and the surrounding area and they take a prominent part in a number of
community events and occasions, whether they are sporting competitions,
eisteddfodau or a book quiz to give but three examples.
The quality of education and training
Key Question 2:
How effective are teaching, training and assessment?
Grade 1: Good with outstanding features
90 The findings of the inspection team agree with the grade which the school
awarded itself in its self-evaluation report.
91 The quality of teaching, in the subjects and areas inspected, was as follows:
Grade 1
55%
Grade 2
40%
Grade 3
5%
Grade 4
0%
Grade 5
0%
92 The quality of teaching in the 20 lessons observed exceeds the statistics for the
whole of Wales for 2008-2009, as published in HMCI's annual report, that the
quality of teaching is Grade 1 or 2 in 85% of lessons with 17% of these being
outstanding.
93 Throughout the school, an outstanding relationship exists between the teachers,
the assistants and the pupils. This promotes very effective learning. In the
classes, teachers show enthusiasm and the assistants make a considerable
contribution to lessons.
94 The quality of teaching in the Foundation Phase has good features and some
outstanding features. Teachers provide a wide variety of relevant tasks, in a
supportive atmosphere. This is extremely effective, and successfully develops
children's self-confidence and abilities.
95 Teachers have good subject knowledge which enables them to present the NC
subjects and religious education effectively. They show that they are familiar
with recent developments in education and benefit from a wide range of training
courses that promote national initiatives.
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96 Clear learning objectives are regularly shared with the pupils. Teachers and
assistants in the Foundation Phase ensure that the children can cope with the
practical activities with enjoyment. This contributes very well towards the
standards the children attain in the relevant areas.
97 The range of work that has been adapted for pupils of different ages and abilities
leads effectively to independent learning throughout the school. Lesson
introductions confirm previous learning and encourage pupils to take part in
discussions and to research further. This is a notable strength within the school
and contributes very well towards nurturing high standards.
98 Teachers' ability to promote the development of pupils' bilingual skills is an
outstanding feature. Pupils' ability to communicate bilingually is developed
extremely effectively throughout the school. This leads to high standards of
communication across all ages of children and pupils.
99 The school effectively promotes equal opportunities and succeeds in responding
well to pupils' needs. Homework is set regularly and this enriches and reinforces
the work done during lessons.
100 The outstanding features of the teaching include:
providing experiences that successfully extend the learning;
delivering a pattern of rich language that promotes pupils' bilingual skills;
enhancing pupils' abilities through giving them responsibilities to set research
pathways and relevant challenges that enable them to experiment, discover
and deepen their understanding of a particular subject;
ensure opportunities for pupils to evaluate their work against success criteria
set by them at the beginning of the lesson, and
encourage pupils to set success criteria for tasks, and come to a conclusion
on what they have learnt through evaluating tasks.
101 Features of the good teaching include:
carefully including the relevant skills and key skills within lessons and specific
activities;
providing opportunities to encourage pupils to work together productively and
to show perseverance when working independently;
effective use of praise and good interaction between teachers and pupils
which promotes good learning;
effective use of relevant resources including the interactive whiteboard and
ICT equipment;
good questioning which stimulates pupils to investigate further, and
encouragement for pupils to work effectively in groups and independently.
102 In a small minority of lessons, there was some difficulty when insufficient time
was allowed to include pupils in the evaluation and review of the main focus of
the lesson.
103 The quality of assessment is very good and enables the school to identify
strengths and weaknesses of individual pupils and to identify areas for
development.
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104 In the Foundation Phase, there are effective strategies for identifying the
continuous development of each child. They are a help in identifying needs and
setting individual targets for pupils as they begin in key stage 1.
105 Detailed notes are kept on tracking progress, which include detailed information
on pupils' performance in key stages 1 and 2. An outstanding feature is the way
that pupils track their own progress and achievements in their subjects
throughout the school. The methods of monitoring and assessment set sound
foundations for further planning by teachers.
106 Procedures for identifying and assessing pupils with ALN conform to statutory
requirements and pupils receive appropriate support throughout the school.
Trends in the performance of boys and girls and the school's performance are
analysed, comparing them with national results.
107 There is good practice of joint moderation of work in the core subjects with other
schools in the cluster and portfolios are kept that offer a clear picture of pupils'
standards and levels of attainment.
108 Success criteria are shared with pupils and they have a very good knowledge
and understanding of their achievements. Termly targets are set with the pupils
and they show a very good understanding of how they can improve. This is
outstanding within the school.
109 Pupils' written work is marked regularly and includes a number of relevant
comments on how to improve in order to set subsequent targets for the future.
110 Parents are invited into the school to discuss their child's progress. Annual
reports to parents conform to the requirements. They include targets for
improvement and give parents the opportunity to give written feedback on the
report. These reports are reinforces by visual evidence through a computerised
system which shows how the children and pupils have achieved much of their
tasks. This is excellence in the system of informing parents of their child's
achievements.
Key Question 3:
How well do the learning experiences meet the needs and
interests of learners and the wider community?
Grade 1: Good with outstanding features
111 The findings of the inspection team agree with the grade which the school
awarded itself in its self-evaluation report.
112 The school succeeds very well in meeting the needs and interests of its learners.
The provision for the Foundation Phase, including the outdoor environment,
contributes substantially towards the experiences offered to children. Statutory
requirements for assessment are satisfied very well.
113 The broad curriculum provided is balanced, flexible and cohesive, and, together
with the wide range of extra-curricular activities that have been arranged, is an
outstanding feature.
114 Good use is made of staff expertise and external expertise to ensure that all the
activities planned promote pupils' learning and personal development. The
arrangement of using specialists from the nearby area is a strength and enriches
the learning experiences provided for the pupils. This is an outstanding aspect
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which ensures that each child receives education that can support him/her to
attain high standards of achievement.
115 Teachers plan carefully to provide opportunities for promoting the key skills of
speaking and listening, numeracy, reading and the use of ICT across the
curriculum. Opportunities for developing thinking skills in the context of the Skills
Framework is a strength and offers good opportunities for independent learning
and problem solving. The experiences provided for developing pupils' creative
skills are of a very high quality, and an excellence.
116 Close collaboration with the community ensures a variety of after school clubs,
where opportunities are provided for pupils to develop their skills in football,
hockey, rugby, cricket and dance.
117 Good use is made of visits and visitors to reinforce the activities and enrich
pupils' experiences. Outstanding use is made of the neighbourhood and the
local environment as well as of nearby places. All this extends the learning
experiences outstandingly.
118 Pupils receive valuable experiences through visiting places of historical and
cultural interest and places of work, such as the International Eisteddfod at
Llangollen, Llanwddyn Lake and a nearby forestry. Older pupils benefit from
residential experience at the Urdd camp at Glan Llyn, which promotes their
personal and social development as well as providing them with enjoyment.
119 Pupils' spiritual, moral, social and cultural development is promoted particularly
effectively and is an outstanding feature within the school. Spiritual development
is promoted well and pupils receive effective experiences during the collective
worship sessions, which satisfy statutory requirements.
120 Moral attitudes, such as honesty, are strong elements within the school, and
pupils receive numerous opportunities to raise money for different charities. This
makes a substantial contribution towards raising pupils' awareness of their
responsibilities as citizens.
121 The school follows the guidelines of the national framework for presenting
effective experiences for personal and social education (PSE) and there is a
good focus on healthy eating with the school contributing towards the LEA's
Healthy Schools initiative.
122 Good partnerships exist with the parents. Regular newsletters are sent in order
to transfer information and effective use is made of e-mails to link with parents.
The school has a Home School Agreement.
123 The school's comprehensive prospectus is published annually, and it meets with
the statutory requirements. In the questionnaires and in the pre-inspection
meeting, parents expressed their satisfaction with the effective relationship
between the school and the home. The Parent Teacher Association is active in
arranging activities to finance projects and to buy additional resources. Parents'
contributions towards the school garden, the extra-curricular clubs and in
listening to children reading are appreciated.
124 The school has a key role in the life of the community and is very involved at the
heart of the community. Many members of the community come into the school
to share their experiences and interests with the pupils. An outstanding feature
is the way that pupils are immersed in their heritage.
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Dyffryn Banw Community Primary School, 12/01/10
125 The 'Cwricwlwm Cymreig' is woven intentionally and effectively into the subjects
and acts of collective worship, in addition, the school takes advantage of
outstanding opportunities to make pupils aware of a variety of cultures and
effective links have been created with foreign schools, such as in Libya.
126 The planning for promoting bilingualism is outstanding and leads to high
standards of teaching and attainments.
127 The school offers very good opportunities to extend pupils' awareness of the
world of work. A number of visits are undertaken to the workplace such as
building sites, a local conservation centre, and also visitors come in to speak to
pupils about their work. There is excellence in combining the school curriculum
with aspects of the world of work. This brings a very good understanding of the
elements of the world of work, together with the curriculum to the school's
activities.
128 Some pupils run the school's fruit shop and create goods to be sold in the fairs.
This develops their understanding of enterprise, and also aspects of Fair Trade,
very well. An after school lunch club is held where pupils produce goods to be
sold on stalls in the village fair as well as in the school's community activities.
129 There are very good features to the quality of the provision in education for
global citizenship and sustainable development. There is an enthusiastic eco
council and it has gained bronze accreditation in the Eco-Schools scheme. They
are successful in raising the awareness of the school community of sustainability
issues. The school is also effective in ensuring that recycling issues are central
to a number of activities. This ensures pupils' strong understanding of current
requirements relating to energy conservation and protecting the environment.
130 Pupils receive outstanding opportunities to become aware of global citizenship.
The multicultural week that is arranged annually, together with activities that
arise from the curriculum, such as the work on Libya and Fair Trade, promote
their understanding of enterprise very effectively. The school has been
recognised as an international school.
131 A substantial range of the school's activities reflect national priorities very well,
and are outstanding in their promotion of lifelong learning.
Key Question 4:
How well are learners cared for, guided and supported?
Grade 2: Good features and no important shortcomings
132 The findings of the inspection team disagree with the Grade 1 that the school
awarded itself in its self-evaluation report. Although some outstanding features
were identified, the team was of the opinion that they were insufficient to justify
awarding a Grade 1 to this key question.
133 The care and guidance for pupils is outstanding, with a high priority being given
to offering support and guidance to all pupils.
134 Members of staff ensure that pupils are led safely into the school in the mornings
and leave in an orderly manner at the end of the day. Outstanding consideration
is given to pupils' welfare in all the school's procedures, and all staff know the
pupils well. There are regular opportunities for any child to discuss any concerns
with any member of staff if needed, and they appreciate their support and care.
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Dyffryn Banw Community Primary School, 12/01/10
135 There is an outstanding partnership with the parents, with parents praising the
care the school gives their children. They appreciate the opportunities offered to
them to come into the school at any time do discuss any issues or concerns.
136 The headteacher, with the support of the school secretary, monitor attendance
regularly. In school documentation, emphasis is placed on the importance of
high attendance and according to pupils' attendance figures, this is realised.
137 Parents' opinions were sought and in response, the school has established
effective procedures to ensure that new pupils settle in quickly. Arrangements
are made for parents to visit and opportunities for children to become familiar
with the school through attending activities at the school before registering fully.
There is an effective transfer system with the local secondary school, with a
number of relevant activities being arranged for the pupils, which ensures that
the system of transferring pupils is as smooth as possible. The detail of these
arrangements pays appropriate consideration to the needs of all pupils.
138 There is a clear policy for promoting PSE and the arrangements for its realisation
are well established. These reflect the Framework for including PSE very well
and are clearly planned and identified for lessons.
139 The school promotes pupils' awareness of healthy eating very well, and there are
sufficient opportunities to develop fitness, together with a variety of sporting
activities. The school is a recognised centre for Physical Education and Sport in
Schools (PESS) and there are a number of after school clubs that promote
fitness and sports. A substantial number of pupils attend these activities. The
canteen offers a variety of healthy foods, including salads throughout the year.
Vegetables are grown in the school's garden.
140 The headteacher is the designated person for child protection, and one member
of the governing body has similar responsibilities, to monitor the school's
arrangements in this aspect. All staff, including the ancillary staff, are aware of
the arrangements and steps to be taken with regard to child protection, and have
received the relevant training. Criminal Records Bureau certificates are renewed
when needed. There are good links in these matters with external agencies,
such as the Social Services and police.
141 The provision for pupils with ALN responds well to the Code of Practice for ALN
and satisfies the statutory requirements. The school makes effective use of
standardised tests to identify pupils with learning difficulties and to measure their
progress, or to discover aspects in need of improvement. This information is
used well to plan the appropriate support for pupils and good support is provided
by external specialists to improve pupils' abilities in reading and language skills.
142 The clearly drawn up individual educational plans (IEPs) are specific and timely,
and refer to the type of support needed and the relevant resources. The IEPs
are reviewed each term. Pupils also have termly targets that they themselves
have chosen, and are additional targets to those in the IEPs. Although these
targets are clear and measurable, they complicate the priorities and overload the
number of targets that would be desirable for pupils with SEN to attain within a
specific period. Pupils whose ALN is related to behaviour have a personal
behavioural plan (PBP), which also has clear and relevant targets for them.
143 There is effective support from assistants, and work in the classroom, support
and resources are adapted well to meet the needs of pupils with ALN. Reports
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to parents and carers are clear, with opportunities for them to come to the school
to discuss the steps and targets relating to the IEP.
144 The school recognises those pupils who are more talented and able but,
although aspects within lessons are appropriately adapted for them, as yet, there
is no formal procedure to respond to their needs.
145 There are clear rules regarding expectations of pupils' behaviour throughout the
school, and the school has set a series of appropriate rules and recognized
steps that show the procedures on how to deal with unacceptable behaviour.
Good behaviour is praised and recognised, and this contributes well towards
establishing an orderly community and good behaviour throughout the school.
146 There is a clear anti-bullying policy and the school responds appropriately to any
instances of disagreement or minor quarrelling recorded within the classroom.
This contributes effectively to the school's procedures to ensure that there are no
instances of oppressive behaviour.
147 The school recognises and celebrates diversity and pupils are made aware of
issues such as racial and cultural diversity. Outstanding links exist between the
school and foreign schools. The work that the school does to raise awareness of
Fair Trade issues is outstanding, and ensures that the pupils come to understand
and appreciate multicultural communities in different countries.
148 The school succeeds in challenging all types of stereotyping, and all pupils can
take part in all activities, whatever their gender or race.
149 The school has an Accessibility Plan, which ensures that resources and
procedures can be adapted for pupils and others who have disabilities, should
there be a need. The school shows excellence in ensuring that people with
disabilities have opportunities to take part in the schools supporting activities.
Leadership and management
Key Question 5:
How effective are leadership and strategic management?
Grade 1: Good with outstanding features
150 The findings of the inspection team agree with the school's opinion that Grade 1
best describes the standards in Key Question 5. In the inspection team's opinion,
there are several excellences in the school's strategic management that contribute
towards the high standards of achievement to be found within the school.
151 The quality of the headteacher's leadership is an outstanding feature. Her
conscientious, professional and untiring leadership is extremely effective and an
absolutely key element to the school's continued success. She has a clear
vision, based on the best possible practice and that vision is shared with the staff,
governors and parents. The school's positive ethos supports the headteacher's
vision and creates confidence, trust and collaboration of a high quality between
staff, pupils, governors, parents and the wider community.
152 All members of staff at the school work together very effectively and there is a
strong sense of mutual support in order to achieve the school's high expectations.
Everyone commits themselves fully to their duties as part of the whole team.
There are clear job descriptions for each worker within the school, with each one
undertaking their duties conscientiously, because they have a sense of ownership
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Dyffryn Banw Community Primary School, 12/01/10
and pride of being a part of the whole picture. They appreciate each others' roles
and celebrate all the school's successes together.
153 There is a good range of subject and management policies of a high quality and
they support all the school's work. Detailed attention is paid to national priorities,
especially the Foundation Phase and the 2008 Curriculum, and thinking skills in
particular.
154 There are very effective procedures for staff evaluation and it promotes the
continuous professional development of teachers and assistants. This is an
outstanding feature that as a result ensures the high quality of provision, with all
members of staff contributing towards the standards of achievement, through
their ability to contribute recent expertise of the highest order. Staff discussions
and detailed planning promote standards. There are very good procedures for
the induction of new teachers and for those who are recently qualified.
155 The governing body fulfils its role very effectively, and satisfies all its legal duties
conscientiously and knowledgeably. The governing body is led by a dedicated
chairman who is supported by talented members who come from a variety of
backgrounds, providing broad and interesting expertise. The input they provide
through their various responsibilities, together with the headteacher's ability in
various aspects of educational issues, means that the school is in very safe
hands. They take their roles seriously and are careful critical friends, as they
address changes in education, steer the financial management and the school's
strategic direction. They also understand how to keep an eye on standards and
are refining their ability to contribute towards them through regular training and
discussion.
156 The governor who has responsibility for finance has a very good overview of the
budget and carefully supervises expenditure. Spending decisions are closely
linked with the priorities in the SDP but there is some surplus money for those
occasions when it is necessary to spend on unforeseeable expenses. They judge
the effectiveness of the expenditure at all times and ensure value for money.
157 The headteacher and staff analyse the school's data and performance
assessments effectively and use the information to set appropriate targets for
pupils' needs. The SDP includes detailed targets and action plans that offer a clear
pathway for school development. The implementation of the plan and the results
are monitored carefully by the headteacher and the governing body.
158 The governing body knows the school well and is skilful in determining strategic
targets. An outstanding feature is the way that they use their professional
expertise when undertaking responsibilities. Also their willingness to attend
training courses and as a result they have a good grasp of the understanding of
their legal duties. There are appropriate arrangements for dealing with
problems, complaints and appeals. They also have a good knowledge about the
quality of the educational provision and the standards of achievement within the
school.
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Dyffryn Banw Community Primary School, 12/01/10
Key Question 6:
How well do leaders and managers evaluate and improve
quality and standards?
Grade 1: Good with outstanding features
159 The findings of the inspection team agree with the school's opinion that Grade 1
best describes the standards of matters relating to Key Question 6. The school
has a commitment and sound methods of evaluating and improving standards,
which underpins all the school's work. The opinion of the inspection team agrees
with the grades given within the school's self-evaluation in six out of the seven
key questions. This proves that the leaders and managers have very effective
methods of measuring success and of ensuring continuity in maintaining high
standards.
160 A culture of self-evaluation is well established in this school and leaders and
managers are clearly familiar with national changes and developments, in order
to move the school forward quickly and correctly. This is an outstanding feature.
161 All types of targets, individual ones for pupils or those for teachers and ancillary
staff, are very appropriate in order to raise standards and ensure pupils' progress.
The targets are the yardsticks and the schools methods of measuring all
decisions and of planning for improvement are outstanding in this school. A wide
range of data is considered in order to identify developmental needs and to
measure the success of actions. Evidence was seen that there are regular
observations and thorough discussions between staff and governors. In addition
to this, an evaluation of the teaching and learning observations feeds the school's
self-evaluation and SDP. Appropriate attention is paid to the opinions of parents,
colleagues in the cluster, members of the community and specialists in the field of
education nationally, before coming to final decisions. This again is one of this
school's outstanding features. All this work ensures that the school's selfevaluation is thorough and a fair overview of the school. It reflects the high
values and standards that exist and explains the wide experiences provided for
pupils.
162 Progress since the previous inspection is very good and staff and governors have
addressed both key issues. The subject coordinators make an important
contribution to the school's self-evaluation and planning. The emphasis on
holding regular discussions with pupils is an outstanding feature and gives
teachers an opportunity to understand extremely accurately how far pupils have
developed their understanding, their subject knowledge and their various skills.
They produce annual reports that identify pupils' strengths and areas to be
developed further.
163 Pupils' opinions are listened to through the school and eco councils and parents
complete questionnaires. The school works closely with officers from the LEA
and are always open to new ideas.
164 The thorough performance management procedures ensure that staff are
developed to the utmost of their ability and that they are an integral part of the
process. This ensures that there is a purpose to the development and that each
individual strives to give of their best. The headteacher and governing body
ensure that priorities are fully supported through the allocation of appropriate
resources.
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Dyffryn Banw Community Primary School, 12/01/10
Key Question 7:
How efficient are leaders and managers in using resources?
Grade 1: Good with outstanding features
165 The inspection team agrees with the school's findings in its self-evaluation report
that Grade 1 best describes the standards in Key Question 7. Many outstanding
features contribute to the decision to award a Grade 1.
166 The school is very well staffed for the number of pupils on roll. Teachers have
been effectively deployed and share their expertise in order to ensure continuity
and progression in provision and standards throughout the school.
167 The element of team working is an outstanding feature of the school's work and
includes teachers, classroom assistants, ancillary staff and governors to oversee
specific aspects. This inclusive element is a strength and ensures that the school
and the community is pulling in the same direction. They share the same vision
and contribute towards maintaining standards. Indeed, the school operates
effectively from day to day.
168 The school's building and grounds are very good resources for promoting the
educational and extra-curricular provision. Displays throughout the school are
stimulating and celebrate pupils' work. The internal resources for the Foundation
Phase are very good and are used very effectively by the dedicated teacher and
support staff. The school has spent extensively to improve the external area for
the Foundation Phase and offers practical experiences for problem solving and
learning about the environment.
169 The school is maintained very well. The standard of cleanliness is very high and
the school's grounds are kept neat and attractive. The hall and part of the
grounds are shared with the community and this is done extremely effectively.
The school is used as a PESS centre for the county and fulfils those
requirements very well.
170 All staff, including the ancillary staff, have access to a very good range of
professional development activities and all training links in well with the school's
priorities. The school evaluates the effect of all expenditure, whether for training
or resources that are bought for the school. The headteacher sets targets for
peripatetic teachers, such as music teachers, and evaluates their success in
order to ensure value for money.
171 The school makes particular use of local resources. Members of the community
are invited into the school to share their expertise, for example a piano teacher.
172 Arrangements for teachers' planning, preparation and assessment time are
implemented effectively. Teachers use these periods appropriately and this has
a positive effect on standards in the school.
173 Resources have been outstandingly matched to the school's priorities and the
targets in the SDP have been sufficiently funded. There are a good number of
computers within the classrooms and this ensures that each pupil receives
regular opportunities to one of them and this contributes towards the very high
standards in ICT skills within the school.
174 The governing body manages, monitors and reviews and directs the school's
finances very effectively. Parents and the community invest in the school and
receive regular invitations to come to the school to see how the spending
decisions contribute towards the high standards ar the school.
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Dyffryn Banw Community Primary School, 12/01/10
175 The headteacher and teachers are thorough in ensuring that there are sufficient
resources for all subjects and they review them regularly.
176 Due to the effective quality of the strategic management and the appropriate use
made of stimulating resources, the inspection team is certain in its opinion that
the school ensures value for money. The activities of the headteacher at the
school through her commitment to training teachers in the area and the county
and teachers nationally of good practice in language also attracts additional
funding for the school. Pupils at the school benefit from the money allocated to
the school, ensuring that the school has the means to maintain its staff and
purchase resources that contribute towards raising and maintaining standards
within the school.
Standards achieved in subjects and areas of learning
Foundation phase
Children under five
Personal and social development, wellbeing and cultural development
Grade 1: Good with outstanding features
Outstanding features
177 Most children show that they can take responsibility through putting resources
away after using them. They show a very good use of hygiene in washing their
hands before preparing food. All the children show eagerness and enthusiasm
when taking part in the activities. The majority concentrate well on their tasks
and show perseverance over long periods.
178 They respond very confidently to adults in the classroom. They converse willingly,
and share resources courteously whilst waiting for their turn. Most can use polite
language when speaking with others. They are aware of dangers and learn to look
after their own welfare. They also show an increasing understanding of Welsh
culture and culture in other countries such as Botswana and Libya.
Good features
179 Each child can make decisions when choosing an activity. They display
enthusiasm for a good number of activities, showing good commitment in the
activity.
180 Children's collaborative skills develop appropriately as they undertake specific
tasks or during role play. The majority can also play courteously, and show
appreciation of the efforts of their peers.
181 Most children succeed in investigating and experimenting eagerly, with some of
them having good self-discipline and diligence. They behave responsibly in an
informal situation, with good attitudes towards the activities.
182 They can change their clothes independently before, and after, physical
education activities.
183 Almost every child shows neat skills when playing together in small groups. The
majority show a willingness to receive responsibility for what they are doing.
184 Most children use many of the resources confidently and independently,
including using computerised resources and equipment.
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Dyffryn Banw Community Primary School, 12/01/10
Shortcomings
185 A small number of children have difficulty concentrating and cannot persevere
with a task for an extended period.
Language, literacy and communication skills
Grade 1: Good with outstanding features
Outstanding features
186 Most children develop their listening skills well as they concentrate on a story
being told by their teacher. They show an increasing understanding of Welsh
vocabulary and the majority can respond in words, phrases and sentences.
187 Most children use appropriate language skills in different situations. They
develop an appropriate vocabulary within the context of specific themes, and
understand a simple conversation well.
Good features
188 Most children use simple and suitable words and phrases when interpreting and
explaining coherently and intelligibly.
189 Most children use relevant words and language skills when planning different
things such as a 'dough boy', using suitable adjectives to describe it. They have
a good knowledge of the names of different colours. They can choose suitable
words to describe features in the environment of cold and wintry weather.
190 The younger children develop good listening skills and can respond effectively to
instructions. They show the ability to listen appropriately to stories read to them,
and they can respond to the content through pointing at a picture.
191 Most of the children develop a good understanding of the purpose of language
through experimenting with markings, using a variety of tools.
192 When involved in appropriate activities, most children succeed in guessing what
is the first letter in words such as 't' for 'tiger' or 'teddy'. They use pencils
increasingly skilfully to write their names.
Shortcomings
193 There are no important shortcomings.
Mathematical development
Grade 2: Good features and no important shortcomings
Good features
194 Most children begin to show good mathematical skills in counting simple
numbers, and show a good understanding of how to measure through comparing
the size of flowers growing in the school's garden and through measuring
ingredients for cooking.
195 Most children can create patterns with shapes and compare different shapes that
can be seen on different parts of flowers.
196 The same number can use terms such as 'big' and 'small' when describing dough
boys and girls.
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197 Most children can show good organisational skills in counting different objects up
to five correctly. They can recognise numbers between one and 10 and can
count a number of objects correctly.
Shortcomings
198 There are no important shortcomings.
Knowledge and understanding of the world
Grade 2: Good features and no important shortcomings
Good features
199 Children know how to plant and grow flowers in the school garden.
200 They have a good understanding of the different ways of life and the different
types of homes such as tepees and houses.
201 Some of the children recognise the vegetables growing in the school garden.
Most of the children have a good recognition of colour, collecting a set of objects
of the same colour.
202 Most of them can recognise the difference between plants and animals and also
identify the specific differences between different animals.
203 Many of the children can research purposefully in natural habitats in order to find
leaves, or gather leaves of a particular type. They have a good recognition of
weather features such as wet and rainy weather.
204 Most children show good experimental skills in discovering which type of boats
float. They know the difference between sinking and floating.
205 They have an increasingly good knowledge of ICT and are confident in using
computer packages independently to identify and name farm animals or pets.
206 They use ICT programs across the six areas of learning and that prepares them
well for refining their skills and working more independently in key stage 1.
207 Many of the children can explain why jelly melts and changes its composition
when melting and re-setting.
208 Many of them can tell which ingredients they use to make sweets with dough,
and know which tools to use to mix the different ingredients in order to make
dough.
Shortcomings
209 There are no important shortcomings.
Physical development
Grade 1: Good with outstanding features
Outstanding features
210 Many of the children show good development of body control through linking
movements in response to specific music. They work effectively with a partner to
create a series of movements that follow each other in a specific order which
was decided by the children themselves.
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211 They also show good control of parts of the body when taking part in physical
activities such as jumping, skipping, pushing, cycling and running.
Good features
212 Many of the children show very good development in their fine skills when
placing building blocks together. Most children colour in detail within specific
borders.
213 Children show good fine control as they roll and rub different ingredients to make
biscuits. They show find skills when holding a pencil or brush and create clear
marks and pictures.
214 Many of the children show good fine control as they control the mouse when
working on the computer.
215 They can create clear marks in a variety of materials and media such as sand or
paint.
Shortcomings
216 There are no important shortcomings.
Creative development
Grade 2: Good features and no important shortcomings
Good features
217 Many of the children are beginning to use ICT resources independently and
confidently to create attractive patterns and pictures. A good number of them
show effective creative skills in choosing specific colours to decorate their
patterns.
218 Many of the children experiment well through creating different marks and
patterns using different types of relevant resources confidently.
219 They join in enthusiastically in simple songs and respond well to different speeds
in music. Many of the children use different resources to create sounds with
equipment such as tubes and tins that have been adapted as instruments. They
listen intently to a piece of music and show creative development as they move
appropriately to the music.
220 The majority of them can create and build a snowman on the school yard,
showing imagination and enthusiasm.
221 Many of the children use natural resources, and equipment from the
environment, such as leaves or sticks, to create patterns, showing curiosity and
imagination. They use resources such as pasta to create original and imaginative
patterns.
Shortcomings
222 There are no important shortcomings.
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Welsh first language
Key Stage 1: Grade 1: Good with outstanding features
Key Stage 2: Grade 1: Good with outstanding features
Outstanding features
223 In key stage 1, pupils refine the Welsh language of good quality that they learnt
in the Foundation Phase. They speak confidently to each other and to adults,
looking for support to select the appropriate and correct vocabulary to present
their message in Welsh rather than use English.
224 They listen intently to stories and can discuss them easily, making simple but
meaningful comments about the characters and events.
225 By the end of key stage 2, most pupils speak freely, vibrantly, intelligibly and at
length with a very good grasp of appropriate syntax.
226 The ability of older pupils in their purposeful and concurrent use of language
from Welsh to English is an outstanding feature. They use their skills to express
an opinion and to justify it, and present information adapting the voice and
intonation to different situations.
227 The ability of a minority of older pupils at the school to write mature pieces of
extended factual and imaginative work, showing a sound grasp of form, is an
outstanding feature.
Good features
228 In key stage 1, the majority of pupils speak very confidently and clearly. They
listen intently and respond to their teachers with enthusiasm. They learn new
vocabulary, often linked to a subject, and use it very well in the appropriate
context.
229 By the end of key stage 1, the majority of pupils are accurate readers with good
ability to use their phonetic knowledge to build unfamiliar words. The more able
pupils read with good expression and understanding. The majority show
enjoyment in print. They understand book terminology at an early stage as they
discuss the author and blurb.
230 Younger pupils in key stage 1 copy simple words or phrases, developing into
confident independent writers by the end of the key stage.
231 Pupils have a good understanding of capital letters, quotation marks and full
stops. By the end of the key stage, there are good examples of invitations,
personal letters, post carts, simple diaries and interesting descriptions, showing
some awareness of the reader and format.
232 In key stage 2, pupils listen carefully, paying attention to the comments of others
and responding confidently. They read a range of texts independently, with
fluency and accuracy. Older pupils show a good understanding and knowledge
of how to search for books that match the themes presented in the classroom
and ar confident in using the web. They make appropriate use of information
they have gleaned from different sources.
233 Most younger pupils in key stage 2 develop good writing skills when writing for
different purposes. The more able understand the role of the story teller very
well as they present their final work. They use their thinking skills effectively
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when discussing different themes. The majority of pupils can use comparisons
effectively to enrich the expression when describing a person that would make a
good leader for the Urdd Camp.
234 Older pupils in key stage 2 produce good examples of writing in a variety of
styles and for different audiences, including creating systematic and coherent
information leaflets. The work of the more able shows creativity and mature
style.
235 In the best work, pupils' handwriting, spelling and skills in using the dictionary are
good.
Information and communications technology
Key Stage 1: Grade 1: Good with outstanding features
Key Stage 2: Grade 1: Good with outstanding features
Outstanding features
236 Pupils in both key stages are confident and skilful users of ICT. They explore the
features of a variety of equipment and software knowledgeably.
237 In key stage 2, pupils have a high level of competency as they use the mouse to
select and move items on the screen. They use their ability to use art programs
to produce coloured pictures of a high quality. They make outstanding use of the
appropriate phraseology when discussing their work.
238 They deal confidently with a number of programs of a historical and geographical
nature and create simple maps and pathways. They can control the turtle and
'Bee-bot' well, moving them to specific areas without much help.
239 In key stage 2, pupils succeed in using their detailed information about a wide
range of computer programs in order to make appropriate choices in a variety of
contexts.
240 Pupils display outstanding competency in using and applying their skills to
prepare outstanding multi-media presentations, such as a presentation to
parents at an open evening.
241 They understand how to choose and select appropriate programs independently
in order to complete research work. After they have chosen the information, they
create work of a variety of styles on the computer, including a newspaper report,
information leaflets and various reports including tables, graphs, thinking maps,
various data and much more.
Good features
242 In key stage 1, pupils display good independent skills and succeed in choosing
carefully from the screen menu to present their personal pictures and stories.
Most pupils succeed in selecting and varying the size of the letters and choose
an appropriate font for presenting the information.
243 They come to be able to edit their work as they go effectively, referring to the
appropriate keys on the keyboard.
244 Pupils' previous work shows that they can feed instructions into controllable toys,
such as the floor turtle, in order for it to follow a specific path which includes a
range of turns.
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Dyffryn Banw Community Primary School, 12/01/10
245 In key stage 2, all pupils make effective use of word processing features when
creating, editing and improving their work. They can use their ability to combine
text and graphics to create an impressive poster.
246 Pupils make regular use of the digital cameras in their class. Younger pupils in
key stage 2 use their ICT skills to load and edit their photographs in order to
create particular effects.
247 Pupils in key stage 2 can enter a range of information on a database skilfully,
and present their findings in the form of a graph. Most pupils across the key
stage succeed in giving feedback on the results of their work and answer
questions knowledgeably.
248 Pupils in key stage 2 make effective use of the Internet when undertaking
research work, such as to find information to draw up a pamphlet to encourage
people to visit the Urdd camps. All pupils know how to arrange a range of
information, photographs and sound in order to create attractive and educational
multi-media pamphlets.
Design and technology
Key Stage 1: Grade 2 – Good features and no important shortcomings
Key Stage 2: Grade 2 – Good features and no important shortcomings
Good features
249 Pupils across both key stages undertake activities in a variety of media, such as
paper, textiles, foods and waste materials.
250 Most pupils across the school show a good range of relevant skills, such as
measuring, marking, cutting and forming, as they undertake tasks when following
their ideas or the instructions of the teacher.
251 Many pupils in key stage 1 investigate in depth as they develop ideas. For
example, they observe in detail how the different types of hinges are used
around the school, and experiment successfully describing the taste of different
types of fruit and how they look.
252 Most pupils in key stage 1 can chose foods that are suitable to put on a pizza or
a fruit salad and choose the most appropriate ones for cooking or preparing.
253 Pupils display good evaluating skills as they identify aspects for improvement.
254 In key stage 2, pupils consider the requirements of the task well, paying due
attention to the different ideas and creating a number of initial designs before
deciding on the final design.
255 Most pupils display originality and creativity as they design models that will
include moving components using various levers.
256 They investigate thoroughly and respond to specific requirements well, offering
reasons for their choices, for example, when deciding how to design a slipper or
deciding what type of box to create that would be suitable for carrying a pizza.
257 Most pupils gather the opinions of users in order to come to understand the
needs of their customers, such as through asking other pupils what to consider
when designing and creating a pizza for them, which also responds to the
requirements of healthy eating. They listen to ideas and use these well as a
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basis for designing and creating their finished product. They use ICT equipment
confidently to present their original design ideas and to create a series of clear
instructions on how to undertake their tasks.
258 They record their ideas through creating a series of pictures, writing instructions,
together with the steps for making, systematically and logically. When creating, a
good number of pupils show good abilities in sewing when making a slipper.
259 They evaluate their produce carefully, identifying the good features and those
that need improvement. Most of them can adapt their ideas after considering
areas of improvement in creating and designing their products.
Shortcomings
260 A minority of pupils in key stage 2 do not set questions or undertake a series of
investigations independently successfully enough as a basis for research in
order to develop further steps for designing and creating different items.
Geography
Key Stage 1: Grade 1: Good with outstanding features
Key Stage 2: Grade 1: Good with outstanding features
Outstanding features
261 Pupils in key stage 1 have a very good understanding of the features of their
locality and can compare them very well with other places such as Botswana,
making simple but perceptive geographical comments.
262 In key stage 2, pupils can speak confidently and knowledgeably about physical,
human and environmental features without any help. They can see the
correlation between them and come to an opinion about geographical changes.
263 Pupils in Y5 and Y6 can identify hot spots on a 'google' aerial photograph and
create information about the places they locate on them without any intervention
from teachers.
Good features
264 Pupils within both key stages have a particularly good knowledge of the
geographic and environmental aspects of the locality through taking full
advantage of regular visits locally to undertake field work.
265 Many pupils in both key stages understand physical and human patterns and
processes.
266 They all have a sound knowledge and understanding of the location, features
and character of places. They are all aware of the features that are similar and
different between Wales and other countries. They develop a good knowledge
of global citizenship through foreign links and of sustainable development
through studying recycling and renewable energy.
267 Most pupils in key stage 1 have a wide range of geographical skills and
techniques and can use simple maps effectively, identifying on them the main
places of pupils' journeys to school. They can discuss climate and weather and
the effect of this on the landscape.
268 Within key stage 2, many pupils display a good range of geographical skills and
techniques and mapping skills. They use different maps, pictures, photographs
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and satellite images on the internet to locate local farms, rivers in the area and
the geographical features of their immediate environment.
269 All pupils in this key stage have a sound knowledge of rivers and farms and use
their skills and techniques in detail in order to gather data when undertaking field
work.
270 Almost all pupils in key stage 2 are familiar with compass references and can
identify the references of the main features of the catchment from the school.
Physical education
Key Stage 1: Grade 1: Good with outstanding features
Key Stage 2: Grade 1: Good with outstanding features
271 In both key stages, pupils dress appropriately for physical education lessons and
show a good understanding of how to prepare and warm up before taking part in
activities.
Outstanding features
272 In key stage 1, pupils show a good awareness of specific physical shapes, such
as narrow, broad and short, and that at different levels. They respond effectively
to instructions as they jog and change direction. They use the limited space of
the hall well.
273 They can show good awareness as they work independently to display different
methods of balancing, using different parts of the body to take the weight.
274 Through working together as a group, most pupils in key stage 1 can devise a
series of original ideas when displaying a range of suitable and creative
movements.
275 They show a good understanding of the elements of dance, using different ways
and movements to reflect the mood and pace of the music.
276 In gymnastics lessons, pupils at the upper end of key stage 2 can successfully
discuss features relating to performance, such as tension, balance and holding
shape. They can design a series of movements when working on the floor,
showing appropriate body control and a good awareness of the success criteria.
277 In response to a given task, they can experiment creatively in the way they vary
their sequence of movements.
278 Most pupils in key stage 2 can create a series of folk dancing movements that
include familiar steps. They can combine these very well with movements they
have created, presenting and performing a simple dance.
279 They succeed in working together to create continuity, meaningfully discussing
and sharing ideas with each other. After observing each other's performances,
they evaluate them and suggest how to improve performances. They use terms
such as tension, flow and extend to convey their opinion.
Good features
280 Most pupils in key stage 1 begin to show good control of their bodies and of
specific parts of the body as they move in different ways. They can link different
movements well within the context of the dance, differentiating between
movements that create a loud noise and movements that are quiet.
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Dyffryn Banw Community Primary School, 12/01/10
281 Pupils in key stage 2 respond well to the instructions given, and know the
importance of warming the body before exercise.
282 In orienteering lessons, key stage 2 pupils have a good understanding of the
nature of the activity, which challenges them to solve problems.
283 Their ability to work together and support each other is good.
School's response to the inspection
The staff, pupils and governors at Dyffryn Banw Community Primary School would like
to thank the inspection team for their co-operation and courtesy before and during the
whole process of inspecting the school, particularly in remembering the severe
weather conditions that forced the headteacher to close the school for a day during
the inspection. We appreciate their judgement and respect the findings of the
inspection.
We take pride in the fact that the inspection team found and identified the outstanding
qualities:
the outstanding relationship that exists throughout the school between the
teachers, the assistants and the pupils;
the quality of teaching which is an important aspect in the outstanding progress
that pupils make and in the high standards achieved;
the progressive leadership of the headteacher and the governing body;
the rich curriculum, which includes developing mental skills as identified within
the 2008 Curriculum;
the extended learning experiences provided;
the exceptional collaboration amongst all the school's partners.
We look forward to continuing to maintain the outstanding standards that exist in all
aspects of the school's life and work and to develop an action plan to ensure that the
high standards which the school has continue.
We are confident that we shall continue to work together as staff, governors and
parents to nurture pupils who will develop a sound awareness towards Welshness,
respect each other and do their utmost in all aspects of the life and work of Dyffryn
Banw Community Primary School.
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Report by Sylvia Clough
Dyffryn Banw Community Primary School, 12/01/10
Appendix 1
Basic information about the school
Name of school
School type
Age-range of pupils
Address of school
Dyffryn Banw Community Primary School
Primary including Foundation Phase
4-11
Llangadfan
Powys
Postcode
Telephone number
SY21 0NW
01938 820226
Headteacher
Date of appointment
Chair of governors
Registered inspector
Date of inspection
Mrs Delyth Jones
January 1993
Mr Alwyn Hughes
Ms Sylvia Clough
12 January 2010
Appendix 2
School data and indicators
Number of pupils in each year group
Year group
N (fte)
R
Y1
Number of pupils
9
4
Y2
5
Y3
5
Y4
8
Y5
5
Y6
7
Total
45
Total number of teachers
Full-time
Number of teachers
Part-time
0
3
Staffing information
Pupil: teacher (fte) ratio (excluding nursery and special classes)
Pupil: adult (fte) ratio in nursery classes
Pupil: adult (fte) ratio in special classes
Average class size, excluding nursery and special classes
Teacher (fte): class ratio
Percentage attendance for three complete terms prior to inspection
Term
N
R
Spring 2009
91.59
Summer 2009
96.82
Autumn 2009
94.75
Percentage of pupils entitled to free school meals
Number of pupils excluded during 12 months prior to inspection
32
Full-time equivalent (fte)
3
1:5
0
0
22
1:5
Rest of school
93.29
95.06
95.01
7
0
Report by Sylvia Clough
Dyffryn Banw Community Primary School, 12/01/10
Appendix 3
National Curriculum Assessment Results
End of key stage 1:
National Curriculum Assessment KS1 Results 2009
Number of
6
pupils in Y2
As the number of pupils eligible for assessment at the end of key stage 1 was greater
than four but fewer than 10, overall performance indicators only are included
Percentage of pupils attaining at least level 2 in mathematics, science and English or
Welsh (first language) according to teacher assessment
In the school
100
In Wales
80.7
National Curriculum Assessment Results
End of key stage 2:
National Curriculum Assessment KS2 Results 2009
Number of
9
pupils in Y6
As the number of pupils eligible for assessment at the end of key stage 2 in was
greater than four but fewer than 10, overall performance indicators only are included
Percentage of pupils attaining at least level 4 in mathematics, science, and either
English or Welsh (first language) by teacher assessment
In the school
88.9
In Wales
75.5
Appendix 4
Evidence base of the inspection
Visitors inspected:
20 lessons;
every class;
collective worship sessions.
Members of the inspection team held meetings with:
staff, governors and parents before the inspection;
teachers, members of support staff and groups of pupils during the inspection.
The team considered:
the school's self-evaluation report;
responses to the parents'/carers' questionnaire;
a wide range of documentation provided by the school both before and during
the inspection;
a range of pupils' work;
displays.
Following the inspection, a meeting was held between the registered inspector and the
headteacher, the staff and governors at the school.
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Report by Sylvia Clough
Dyffryn Banw Community Primary School, 12/01/10
Appendix 5
Composition and responsibilities of the inspection team
Team member
Sylvia Clough
Registered Inspector
Glyn Griffiths
Team Inspector
Gwynoro Jones
Lay Inspector
Gwen John
Delyth Jones
Headteacher
Responsibilities
Context, Summary, Recommendations, Appendices
Key Questions 1, 5, 6 and 7
Welsh first language, geography, information
technology
Key Questions 2, 3 and 4
Foundation Phase, design technology, physical
education
Supporting with Key Questions 1, 3 and 4
Lesson observations and contributing towards Key
Questions 1 to 7
Peer Assessor
Nominee
Acknowledgement
The inspection team would like to thank the governors, headteacher, staff and
pupils for their co-operation and courtesy throughout the inspection.
Contractor: EPPC/Severn Crossing Ltd
Suite F2A, Britannic House, Britannic Way, Llandarcy, Neath SA10 6JQ
34