SKETTY PRIMARY SCHOOL

TEL: 01792/206655

FAX: 01792/ 200141

“Be the Best You Can Be”

Sketty Primary is a Rights Respecting School

Annual Report from Governors to Parents

Academic Year 2013/2014

City & County of Swansea

Dinas a Sir Abertawe

Sketty Primary School Governing Body 2013/14

This Annual Report to Parents for school year 2013/14 has been prepared by the school’s Governing Body.

Tenure of Office:

For all governors (except Head teachers who are ex officio) the term of office will end four years from the date of appointment.

The school governors in 2013/14 were:

Chairperson of Governors:Prof. Paul Meara

Vice-Chairperson of Governors:Rev. Phillip Gwynn

Clerk to Governors: Mrs. Fran Daniels

Local Education Authority Governors:Date term of office ends

Councillor Mike Day7th October 2015

Mrs. Kath Byrne7th May 2018

Mrs Suzanne Berry28th November 2016

Prof. Paul Meara18th January 2018

Governors elected by Parents of School:

Mrs. Kathryn Bishop11th July 2016

Mrs. Amanda McNamara31st January 2016

Mr. Stewart Mackinnon4th February 2017

Mrs. Kathryn Wallis17th October 2017

Co-opted Governing Body Members:

Dr. Balwinder Bajaj 29th February 2016

Dr. Gareth Smith 2nd October 2016

Mrs. Karen Warwick29th September 2017

Rev. Phillip Gwynn6th October 2018

Governors elected by Teaching Staff of School:

Mr. Samuel Knight14th September 2016

Mrs Elizabeth Copus28th February 2018

Governors elected by Support Staff of School:

Miss. Karen Lewis2nd October 2017

Headteacher:Mr. Peter Evans

Deputy Headteacher:Mr. Richard Edwards

All governors can be contacted via the school
GENERAL INFORMATION

Election of Parent Governors
Arrangements are made for the election of parent governors one school term before a parent governor’s term of office expires, or on receipt of a resignation. Information about the election is sent to parents via pupil post.

Who are the School Governors and what do they do?

School Governors are members of the local community, parents and staff. There are sixteen school governors, including the Headteacher and staff governors. The Governing Body has oversight of all aspects of school life.

The Full Governing Body meets at least once each term. Governors have established two main sub-committees to monitor various aspects of school management and performance closely. These are Finance/Staffing and Curriculum.

These sub-committees meet at least once a term through the year and have delegated powers to make some decisions in their own right. Their decisions are then presented to and ratified by the Full Governing Body. A set number of Governors are needed for every meeting of Governors. This ensures accountability. The Minutes of all meetings are presented at the termly Full Governing Body meeting.

Governors work with the Headteacher to decide on policies relating to what the children learn and how they learn. The Headteacher attends all meetings in an advisory role. At full and sub-committee meetings, Governors consider items such as self evaluation, school improvement plans, curriculum developments, pupil performance and target setting, pastoral care, policies, community links, resource allocation and spending decisions. All major financial, staffing, curricular and building decisions are discussed and approved by the Governing Body.

Further governor sub committees include Appointments, Complaints, Health & Safety, Pay Review, Headteacher Performance Management, Pupil Discipline & Exclusions and Staff Disciplinary & Dismissal. Governors regularly attend training to help them undertake their duties as effectively as possible.

School Governors provide a very valuable and different perspective, which helps us make the most considered and informed decisions possible. Governors attend a variety of training events arranged by the Local Authority. The Governors are fully aware of how the school performs in comparison to similar schools in the Local Authority and across Wales. They act as a ‘critical friend’ to the school and help us provide the best possible education we can. Governors are volunteers, give of their time freely and make a huge contribution to the school. The Governing Body did not claim any travelling and subsistence expenses during the year.

Complaints Procedure

Complaints vary. It is our policy to respond to concerns and complaints in a fair and consistent manner. In many cases, it will be possible to respond to concerns quickly and informally (Stage 1). Formal complaints can be made to the Headteacher if informal procedures fail to resolve a difficulty or if the complaint is more serious (Stage 2). The Headteacher will investigate fully in these circumstances and convey the outcome in writing to the person making the complaint. A formal complaint to the Governing Body can be made when the first two stages have failed and/or the complaint is serious. Stage 3 complaints must be made in writing to the Chair of Governors who will ensure the appropriate procedure is implemented. The Complaints Committee will meet, usually within 15 days, to consider the issues. A hearing will be held where all the information is presented and considered. The decision will be given in writing, usually within 5 days of the hearing.

PUPILS & STAFF

There were 454full time equivalent pupils on roll registered with the Pupil Census in January 2014. These pupils ranged in age from 3 - 11 years. Thirteen full time and eight part time teachers were employed during the year. In addition, twenty three teaching assistants, three administrative staff, twelve lunchtime supervisors, one caretakerand five cleaners wereemployed.

We welcomed new Headteacher Mr Peter Evans in January 2014. Mr Richard Edwards was Acting Headteacher for the Autumn Term 2013. New Teaching Assistants included Mrs Frances Collins, Mrs Laura Davies and Miss Carmi Coles-Cassin.

We said goodbye to several members of staff during the year, including teachers Mrs. Rebecca Ward and Mrs. Julia Trigg, NNEBMrs Yvonne Williamsand Teaching Assistant Mrs Laura Simpson and Administrative Assistant Mrs Elizabeth Leonard. We thank them all for their contribution to Sketty School.

ATTENDANCE

Autumn Term 2013 / Spring Term 2014 / Summer Term 2014
Attendance / 95.3% / 95.4% / 95.5%
Absence / 4.7% / 4.6% / 4.5%

Our attendance target is 95.8%. We use a range of strategies to improve attendance including electronic registration, absence follow up calls and visits from the Educational Welfare Officer. School based Attendance Officer, Rachel Shuker, is responsible for attendance. Her work has significantly reduced the percentage of absence and helped improve punctuality.

Absence through annual holidays during term time has increased and we request parents to avoid holidays during term time wherever possible. Requests for holidays during an academic year can no longer be authorised.

ADDITIONAL LEARNING NEEDS (A.LN.)

Children requiring additional support are placed on the school’s additional learning needs registerto ensure close monitoring and reporting of progress. Children on the register can be placed at School Action, School Action Plus (greater level of individual support)or Statemented (individual funding), depending on level of need.

Additional Learning Needs Funding

Pupils with special needs are given extra support, funded in a number of ways:

(i) formula based on a screening audit of the number of pupils with learning difficulties.

(ii) funding is attached to a pupil with a statement for special needs;

(iii) additional funding provided by the governors out of the school’s overall budget.

Additional LearningNeeds Provision

The school has a comprehensive ALN policy which is available for inspection by parents. Regular consultation between the school and the Authority ensures the effective discharge of our special needs services. The school’s ALNCO (Special Needs Co-ordinator) is Mrs. D. Dalling and she is supported by Senior Teaching AssistantMrs. Helen Davies. All pupils in receipt of a statement of educational needs are formally reviewed on a regular basis.

Pupils requiring additional support are identified through close scrutiny of assessment results and discussion between class teachers and support staff. Any children with A.L.N. are identified as early as possible and supported within the classroom and out of it. The school predicts end of key stage levels for all children and carefully tracks the progress of all pupils identified as having an additional learning need. The class teacher, supported by the Additional Learning Needs Co-ordinator, draws up an individual educational plan (I.E.P.) with individual targets for improvement set. Children requiring additional support may follow set programmes.

The school continues to liaise closely with the Local Authority, outside agencies, other schools, parents and the community. During the past 12 months, resources have been assigned to support pupils with Additional Learning Needs. The school has prioritised staff ratios in classes to enable all pupils to receive support appropriate to their individual needs within an inclusive classroom environment. For those pupils requiring additional support, who are identified either through the Local Authority annual ALN survey, teacher assessment, or school based standardised assessments, additional support is provided by our teaching assistants. Parents are informed on a termly basis about progress.

Pupils identified as not responding to this provision will be referred to outside agencies such as the Educational Psychologist, after consultation with parents.

Pupils with Disabilities

Every effort is made to treat pupils with disabilities equally. We try to ensure every child can access all parts of the curriculum where possible and make modifications when necessary. The school has a number of disabled toilets anda lift to enable pupils with disabilities to have complete access to all areas of the school.

Outside Agencies

The school hasa number of sessions from the Educational Psychologist,Mrs. B. De Wet. We received regular visits from thespeech and language support therapist. We also receive regular visits from the school nurse, police support officers, behaviour support teacher and counsellor.

SCHOOL DEVELOPMENT

The school engages in a continuous self evaluation process, evaluating what went well and what can be improved upon. The subsequent School Development Plan is discussed with governors and progress reported to governors termly. Any parent wishing to see the School Development Plan is most welcome to contact the headteacher.

School strategic priorities in the academic year 2013 – 2014 were:

  1. Safeguarding
  2. Improving Standards of Attainment
  3. Curriculum
  4. Learning Environment
  5. Behaviour Management
  6. Attendance
  1. Safeguarding Development
  • A new Child Protection Policy was ratified by Governors and shared with all staff. A Whistleblowing Policy was also ratified.
  • A parent leaflet detailing child protection procedures was created. A pupil friendly pamphlet is available in all classrooms.
  • The entry and exit procedures were amended to improve safeguarding arrangements.
  • Guidance for Safer Working Practice was issued to all staff.
  • Childline took Assembly and led workshops with older pupils.
  • Two online Protection workshops were held for parents led byUniversity professors Nuria De Lorenzo and Cristina Izura.
  • The Local Authority conducted a full review of safeguarding arrangements at the school in July 2014 and reported ‘The school is a safe environment for pupils to attend with sound procedures in place’.
  1. Standards of Attainment
  • End of Key Stage performance in 2014 was above Local Authority and national averages at expected level. Targets have been set to improve further higher level performance when compared with similar schools (below 8% free school meals).
  • A wealth of pupil performance data has been analysed and used to set challenging targets for individual children, cohorts and key stages. Pupil progress is carefully tracked against these targets.
  • The teaching and development of Literacy andNumeracy skills have been prioritised in timetables.
  1. Curriculum
  • A new English format and a new Foundation Phase Mathematics scheme have been produced by coordinators which provide a framework for the progressive direct teaching of skills and range.
  • The wider curriculum has been taught through the Cornerstones curriculum. Exciting topics are used as the vehicle for delivering the Literacy and Numeracy Framework, alongside subject skills.
  • Phonics programme Read, Write, Inc has been introduced and embedded in the Foundation Phase and lower juniors.
  • Mathematical resource Numicon has been embedded in the Foundation Phase and lower juniors to reinforce mathematical understanding and further develop mathematical skills.
  • Staff undertook Investigative Science training with renowned practitioner Anne Goldsworthy and have implemented strategies from the training into classroom practice.
  1. Learning Environment
  • Stimulating reading areas have been created in each classroom.
  • Cornerstone themed work has been displayed in corridors.
  • Several areas of the school have been decorated with pupil friendly themes; including Space and landscapes of Wales.
  • A redecoration and re-carpetting programme was carried out.
  • Learning walls have been created in each classroom to support children’s learning.
  1. Behaviour Management
  • The school Behaviour Policy has been rewritten and updated.
  • A 1- 5 scale of rewards and proportionate sanctions provides clarity and consistency across the whole school.
  • The sun, star and cloud system was introduced in the Foundation Phase.
  • Reward system of ‘dojos’were introduced in KS2.
  • Weekly Golden time reward for good behaviour introduced.
  • Restorative Practice approach introduced. This develops pupil ownership by giving them a voice and involving them centrally in conflict resolution.
  1. Attendance
  • Overall attendance for the academic year was 95.4%. This was the highest rate for many years.
  • School based attendance officer Rachel Shuker implements attendance procedures daily. This involves first day phone calls and following up all absences.
  • All holidays during term time are classified as unauthorised.
  • An attendance promotion week was held in June 2014. The children took part in a poster competition and undertook activities in class, designed to raise the profile of attendance.

Transition

Olchfa Comprehensive School teachers have visited us to ensure the children’s smooth transition from the Primary to the Secondary stage. A range of meetings and joint training events have been held between the Comprehensive and other schools in our cluster to enable the sharing of good practice and to secure continuity and progression for all children. Transition has focused on standardisation and moderation of pupils work as well as raising standards in reading and writing.

Arrangements for the teaching of Welsh

Sketty is an English medium school and all correspondence is provided in English only. Welsh is taught as a second language from Nursery age. Pupils are expected to acquire certain levels of competency in oracy, writing and reading Welsh by the end of Year 6. Our teaching of Welsh is supported by the LA’s 'Athrawon Bro', who visited the school once a fortnight to work alongside teachers and pupils in promoting the Welsh Language. All staff undertake relevant training to improve their competency in teaching and learning Welsh.

It is the school's aim to use the Welsh language in such a way as to ensure that children see, hear and use it as a natural part of school life. It is given a prominent role in many school activities.

Children also have an opportunity to learn about Welsh culture and heritage, as well as the language of Wales, through activities during Welsh week (which also incorporated St. David's Day celebrations). To enrich the children’s knowledge and understanding of Welsh Culture, World Renowned Harpist Glenda Clwyd performed a 30 minute recital of traditional Welsh Folk Music. Folk duo ‘Ric a do’ conducted workshops throughout the school, teaching each year group a welsh folk song and then performing with each class to the school. The week culminated in ‘the Crowning of the Bard’ ceremony.

ICT

We have a rolling programme of upgrading our whiteboard projectors and leasing of laptops to serve our mobile wireless computer suites. Our ICT Co-ordinator, Mrs. Phillips oversees the installation and use of these valuable learning aids. The school has invested in a large number of I-pads for each year group. Mrs. Phillips also ensures staff are kept abreast on new developments to promote teaching and learning. Staff have continued to receive ICT training, including in the use of Apple Macs. The school has embraced the use of mobile technologies to enhance teaching and learning and has purchased I-pads and apple TVs.

Strategic Equality Plan

The school’s Strategic Equality Plan SEP (Equality Act 2010 legislation), incorporating Race equality, Accessibility and Disability Equality Plans, has been ratified by Governors. It identifies access needs in order that the school may continue to be inclusive to all. This has been used to inform the LA of school priorities in this area. All visitors are asked to inform the office if they have specific needs and we endeavour to meet requests.

Toilet / Washroom facilities

Sketty Primary provides good quality toilet facilities throughout the school, including a shower room for staff. The school recognises that well-maintained toilet facilities where learners feel comfortable and safe and have open access to throughout the school day, are essential for health, well-being and learning. Toilets and washroom facilities are open and available to learners throughout the school day. They are suitable for the range of anticipated users, including learners with disabilities and special needs, with adequate lighting, sanitary disposal, fixtures and fittings.

Sporting achievements

The school offers an hour of Physical Education each week as part of the curriculum. We are proud of our facilities for the outdoor adventurous activities and make extensive use of our woods, timber trails and sports field. Teams in different sports compete in various competitions. There are also numerous after school sports clubs which are arranged and run by staff. (See extra - curricular activities on the school portal).

We also use the expertise and skills of City & County of Swansea sports experts and invite them to school to talk to children about sporting opportunities within the community.