Agenda Item No.17
THE VALE OF GLAMORGAN COUNCIL
CABINET MEETING: 04 JULY 2007
REPORT OF THE DIRECTOR OF LEARNING & DEVELOPMENT
SCHOOL INSPECTION REPORTS
Purpose of Report
1. To apprise members of the outcomes of School Inspections
undertaken in the Spring Term 2007.
Background
2. All schools are inspected under section 10 of the Schools
Inspection Act 1996 which has been amended by the Education Act
2002. In a school inspection, Inspectors are required to report
on:
i. The standards achieved by pupils
ii. The quality of education provided by the school
iii. Quality of leadership and the management of the school
iv. Whether the financial resources made available to the school
are managed efficiently and
v. The contribution made by the school to its pupils’ spiritual,
moral, social and cultural development.
3. Under the revised arrangements which came into force in
September 2004, inspectors will address the above mentioned areas
by responding to seven key questions. These questions are divided
into three distinct areas:
Standards
KQ1. How well do learners achieve?
Quality of Education and Training
KQ2. How effective are teaching, training and assessment?
KQ3. How well do learning experiences meet the needs and
interests of learners and the wider community?
KQ4. How well are learners cared for, guided and supported?
Leadership and Management
KQ5. How effective are leadership and strategic management?
KQ6. How well do leaders and managers evaluate and improve
quality and standards?
KQ7. How efficient are leaders and managers in using
resources?
4. Inspectors use a five-point scale when making their
judgements:
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 short comings in some important
areas.
Grade 5 many important short comings.
5. The process of inspection is no longer the same for everyone.
There are now three types of inspections:
§ Short – in a short inspection, inspectors will not be required
to report on standards in subject specific areas.
§ Standard – inspectors will report on no more than six subjects
or areas of learning. The number of core subjects inspected will
usually only be one and highly unlikely to be more than 2 of the
core subjects i.e. English / Welsh, Maths and Science.
§ Full – inspectors will report on all subjects and areas of
learning.
Relevant Issues and Options
6. During the Spring Term 1 nursery, 1 infants, 1 primary and 1
comprehensive school were inspected, namely:-
Cogan Nursery (Full)
Dinas Powys Infants (Short)
Peterston-Super-Ely Church in Wales Primary (Standard)
Barry Comprehensive (Standard)
Resource Implications (Financial and Employment)
7. None directly arising from this report.
Legal Implications (to include Human Rights Implications)
8. Inspections are undertaken in accordance with section 10 of
the Schools Inspection Act (1996).
Crime and Disorder Implications
9. Delivery of high quality and appropriate education in locally
managed schools has a direct and beneficial contribution in
enabling the Council to achieve its community safety standards.
Equal Opportunities Implications (to include Welsh Language
Issues)
10. The Estyn Inspection Framework helps to ensure that all
schools and pupils have access to equal education
opportunities.
Corporate/Service Objectives
11. To help support the raising of standards in accordance with
the Directorate objectives for Lifelong Learning.
Policy Framework and Budget
12. This matter is for Executive decision by the Cabinet.
Consultation (Including Ward Member Consultation)
13. Individual schools detailed in the report receive a copy of
the inspection report from their Registered Inspector.
Appropriate Scrutiny Committee
14. Lifelong Learning
RECOMMENDATIONS
The Cabinet is invited to:-
a. Note the outcomes of the School Inspection.
b. Congratulate the schools concerned on the many positive
elements
of the reports.
Reasons for recommendations
a. To enable Elected Members to be kept informed of the progress
of
maintained schools.
b. To recognise the achievements of schools.
Background Papers
None
Contact Officer -
Sandra Aspinall
Head of School Improvement Service
01446 709734
Officers Consulted -
BRYAN JEFFREYS
Director of Learning and Development
Summary Report for Head of Service
Inspection under Section 10
of the Schools Inspection Act 1996
_____________________________________________________
Name:Cogan Nursery
Headteacher:
Mrs P Rowlands
Chair of Governors Section:
Mrs J Griffiths
Short Standard Fullx Inspection
8 Standards
Cogan Nursery is a good school that sets high standards for all
children in its care. The school’s self-evaluation report matches
the findings of the Inspection Team in 6 out of 7 key
questions.
The overall quality of the educational provision for the
under-fives is appropriate to their needs and the children are
making good progress towards the Desirable Outcomes for Children’s
Learning.
Early Years:
Standards of achievement in 100% of lessons observed were good
or better, being above the Welsh Assembly Government (WAG) All
Wales Target for 2007 for at least 65% of lessons to be Grade 1 or
Grade 2.
The school has made good progress in maintaining the high
standards of achievement since the last inspection.
Quality of Teaching
The quality of teaching in lessons observed is as follows:
Grade 1Grade 2Grade 3Grade 4Grade 5
21%
79%0%0%0%
Leadership:
The Acting Headteacher provides highly effective, caring
leadership and ensures a sense of purpose and clear direction in
the work of the school. Policies include clear aims and objectives
which show a commitment to equality of opportunity for all.
School performance is continuously monitored.
The Governing Body was established in April 2006, is very
enthusiastic, supportive and works well with the Acting
Headteacher. It is quickly developing its strategic planning role
and already makes a good contribution to the leadership.
As far as the school is able, it has successfully addressed the
three key issues from the last inspection.
Ethos:
The School has a supportive ethos and children are made to feel
part of a caring community with learning experiences successfully
promoting pupils’ spiritual, moral, social and cultural
development. Personal and social education is given a high priority
in the school and it keenly promotes good manners, care and respect
for others. Children’s spiritual awareness is developed well and
there is good provision for their cultural development, for both
the culture of Wales and the wider world. Partnership with parents
and carers is good and a number of good links with the local
community often impact positively on children’s learning.
Cogan Nursery strongly promotes equality of access and
opportunity for all and is robust in its efforts to tackle social
disadvantage.
Summary Report for Head of Service
Inspection under Section 10
of the Schools Inspection Act 1996
_____________________________________________________
Name:Dinas Powys Infant School
Headteacher:
Mrs Julie Thompson
Chair of Governors Section:
Shortü Standard Full Inspection
Standards
Early Years:
The overall quality of the educational provision for the under
fives is
appropriate to their needs and the pupils are making good
progress towards
the Desirable Outcomes for Children’s Learning.
Children in the early years make very good progress in
developing their key
skills within all the areas of learning. The standards they
achieve in their skills
of speaking, listening, early reading, writing and numeracy are
good, often
very good.
KS1:
In Key Stage 1 a similar picture prevails. Pupils achieve good
standards in their use of the key and basic skills. Although some
pupils start school with limited communication skills they progress
very well. By the end of year 2, pupils achieve above average
standards in their listening, speaking, reading and writing skills.
More able pupils read with fluency and expression. All pupils read
with accuracy and enthusiasm and enjoy using books to find out
information. Pupils regularly produce pieces of good quality
extended writing that is legible, well presented and engage the
reader. Numeracy skills are also good.
Core Subject/sKS 1 GradeKS 2 Grade
Pupils’ standards of achievement in lessons are as follows:
Grade 1Grade 2Grade 3Grade 4Grade 5
Pupils enter Dinas Powys Infants’ School with ability levels
slightly above the
LEA average. An outstanding feature of the school is the very
good progress
pupils make and the excellent standards they achieve in their
knowledge,
understanding and skills, regardless of their background. Pupils
very
successfully achieve the targets they are set.
Over recent years, pupils have maintained high standards in the
end of Key
Stage 1 assessments in the three core subjects of English,
Mathematics and
Science. Pupils’ performance is above both local and national
averages by
the end of year 2 in English, Mathematics and Science. They are
in the upper
25 per cent in the three core subjects.
Quality of Teaching
Grade 1Grade 2Grade 3Grade 4Grade 5
27%
60%
13%
Leadership:
The head teacher makes an outstanding contribution to the life
and work of
the school. She is a very positive, committed, enthusiastic and
well informed
professional who provides outstanding leadership. There is a
very strong
sense of purpose and direction to the work of Dinas Powys
Infants’ School.
There are excellent working relationships and a genuine sense of
teamwork with a common purpose of maintaining high standards.
Ethos:
The school provides a very happy, caring and safe environment
for pupils to
learn. There is a strong and well-structured pastoral system
within the school.
The provision for learners with special educational needs is
another
outstanding feature of the school. The school is committed to
meeting the
special needs of all pupils and provides invaluable support to
the families as
well as the individual pupils. Dinas Powys Infants is an
inclusive school.
Discrimination in any form is not tolerated.
Summary Report for Head of Service
Inspection under Section 10
of the Schools Inspection Act 1996
_____________________________________________________
Name:Peterston-Super-Ely Church in Wales Primary
Headteacher:
Mr David Griffiths
Chair of Governors Section:
Ms Anna Cory
Short Standardü Full Inspection
Standards
Early Years:
The overall quality of provision for the under 5’s is
appropriate to their needs and children make good progress towards
the Desirable Outcomes for Children’s Learning. Baseline
assessments indicate the ability on entry of the majority of
children is above average.
KS1:
In National Curriculum (NC) assessments in 2006, seven-year-old
pupils’ attainments, according to teacher assessment, were higher
than local and national averages in the three core subjects of
English, mathematics and science. In mathematics and science they
were in the upper 25% of schools. Results over the last three years
have been consistently good. The core subject indicator (CSI),
which is the number of pupils who attain at last a level 2, the
level expected of seven year olds in all three subjects, was also
significantly above national averages. Compared with other schools
in Wales, on the basis of Free School Meals (FSM), results in
English were in the lower 50%, in mathematics they were in the
lowest 25%, while in science they were in the upper 50%.
KS2:
At the end of KS2, pupils’ attainments in NC assessments in 2006
in all three core subjects and the CS1 which is the number of
children who attain level four, the level expected of eleven year
olds in all three subjects was higher than local and national
averages, as in previous years. Compared with other schools in
Wales, on the basis of FSM, results in all three subjects were
about the average.
Standards in the key skills of literacy, numeracy and
information and communication technology (ICT) across the school
are good with outstanding features. All pupils display outstanding
listening skills in class and whole school collective worship.
Their bilingual competence is good in the under fives’ class and in
KS1; in KS2 it is outstanding. Good progress is made in creative
and problem solving skills across the school and skills in working
independently are an outstanding feature at the upper end of the
school. grade 1
Core SubjectsKS1KS2
EnglishGrade 2Grade 1
ScienceGrade 2Grade 1
Pupils’ standards of achievement in lessons are as follows:
Grade 1Grade 2Grade 3Grade 4Grade 5
35%65%
Quality of Teaching
Grade 1Grade 2Grade 3Grade 4Grade 5
35%65%
The quality of teaching, particularly in KS2 is often
outstanding; this impacts significantly on the high standards
achieved by pupils by the time they are eleven.
Leadership:
The headteacher has a clear vision which is translated into
specific plans to raise standards and establish a culture of
sharing and co-operating between staff. He is highly visible and
approachable to pupils and praised highly by parents for his caring
attitude towards both them and their children.
Ethos: The outstanding features of provision include the
enriching curriculum which is presented to all pupils alike, the
school’s high quality response to initiatives such as promoting key
skills, provision for raising awareness of sustainable development
and global citizenship, the development of learners’ spiritual,
moral and social awareness and the promotion of bilingualism.
Pupils are cared for, guided and supported very well in a happy
and nurturing environment. The strong Christian ethos of the school
makes sure that every pupil is a valued member of the school
community. The importance of respect, kindness and tolerance is a
strong emphasis in the life of the school; these are outstanding
features.
Summary Report for Head of Service
Inspection under Section 10
of the Schools Inspection Act 1996
_____________________________________________________
Name:Barry Comprehensive School
Headteacher:
Mr. D. Swallow
Chair of Governors Section:
Dr. M. Griffiths
Short StandardX Full Inspection
Standards
KS3:
Standards in achievement for those National Curriculum subjects
inspected were judged as Grade 1 (good with outstanding features),
Grade 2 (good features and no important shortcomings) and Grade 3
(good features outweigh shortcomings) Standards in key skills were
generally judged as good although standards in bilingualism are not
well developed.
KS4:
KS5:
Standards in achievement for those National Curriculum subjects
inspected were judged as Grade 2 (good features and no important
shortcomings) and Grade 3 (good features outweigh shortcomings.
Standards in key skills were judged as for KS3
Standards in achievement for those National Curriculum subjects
inspected were judged as Grade 2 (good features and no important
shortcomings). Standards in key skills were judged as for KS3 &
4.
Core Subject/sKS3 GradeKS 4 GradePost 16 Grade
Mathematics
1
2
2
Pupils’ standards of achievement in lessons were as follows:
Grade 1
Grade 2Grade 3Grade 4Grade 5
KS 3&413%52%29%6%0%
Post 160%92%8%0%0%
Total11%58%26%5%0%
Quality of Teaching (for all Key Stages)
Grade 1Grade 2Grade 3Grade 4Grade 5
25%49%23%3%0%
Leadership:
The effectiveness of leadership and management in the school was
judged as Grade 1 (good with outstanding features). The headteacher
is inspired and inspiring and has demonstrated exceptionally good
leadership. He is well respected and staff are highly motivated in
sharing his commitment and vision for the school. The senior
leadership team have clearly defined roles and support the
headteacher very effectively. Governors also demonstrate very good
leadership in their involvement in strategic planning and
monitoring and evaluating school performance. All statutory
requirements are met with the exception of minor omissions from the
school prospectus.
Ethos:
During recent years, the school has been transformed due to the
leadership of the headteacher. Barry Comprehensive is now a good
school with a significant number of outstanding features. The
school is an orderly and respectful community and standards of
behaviour are good overall. Pupils make outstanding progress in
their spiritual, moral, social and cultural development. The
planning, management and co-ordination of pastoral care and support
are also outstanding. The school is particularly effective in
monitoring pupils’ behaviour and takes unusual responsibility for
pupils’ behaviour outside school and in promoting good standards.
Absences and punctuality are monitored rigorously and has resulted
in improved levels of attendance. The school has developed good
partnerships and close working relationships with parents, carers
and employers which enhances the very good care, support and
guidance offered to pupils. The quality of provision for pupils
with additional learning needs is good with outstanding features.
The school promotes social inclusion very successfully and all
learners are valued as individuals and integrated into a cohesive
community. All are provided with equal and appropriate
opportunities to succeed.