Improvement Prorities 24-25

We will be focussing on the following improvement areas during the 2024-2025 academic year to ensure that we continue to provide the best we can for our pupils

Priority 1: Restoring and Strengthening ALN Provision and Inclusion Procedures

• Re-establish robust and accurate ALN systems, with high-quality records and IDPs.
• Strengthen staff confidence and expertise in identifying and supporting learners with ALN.
• Implement whole-school behaviour strategies based on restorative and trauma-informed approaches.
• Develop an effective internal tracking system to monitor learner progress.
• Involve parents and pupils regularly in the review process.
• Ensure consistent use of the ALN Provision Map to target support and secure full inclusion.

Priority 2: Developing Leadership – Re-establishing the School Leadership Structure

• Strengthen the role of the Acting Headteacher and ensure effective delegation.
• Restructure the Senior Leadership Team and phase leaders with clear responsibilities.
• Develop AoLE and subject leaders, ensuring good practice is shared through networks and training.
• Ensure pupils have an active role in leadership through pupil groups and councils.
• Develop the role of governors as critical friends, with up-to-date knowledge of the school’s work.

Priority 3: Securing a Shared Understanding of Progress and Assessment across all Staff

• Create a consistent internal assessment system based on progression principles.
• Ensure effective use of the Tracker to monitor progress and target interventions.
• Link assessment processes to relevant curriculum planning that develops continually.
• Ensure all teachers understand what progression looks like and how to plan for it.
• Use Seesaw and formative assessment methods to collect evidence and involve parents.
• Continually review the school vision and curriculum offer to ensure development of cross-curricular skills.

Priority 4: Developing Meaningful Cluster Collaboration to Improve Standards and Learner Experiences

• Establish a clear vision and structure for cluster collaboration.
• Arrange regular meetings to share good practice and build professional networks.
• Create collaboration groups across schools to involve all staff.
• Share and develop effective teaching practices through learning walks and theme-based meetings.
• Co-plan events and experiences that promote the Four Purposes and place pupil voice at the centre.
• Ensure collaboration leads to measurable improvements in standards and learner experiences.

Our Successes in 24-25

Here’s an overview of the areas that have been developed during the 2024-2025.

1. Leadership Development

• The role of the Acting Headteacher has been established more strategically, with clearer delegation of responsibilities.
• Restructuring of the senior leadership team and strengthening of middle leadership has laid the foundations for improving practice.
• ALN coordinator has begun putting new structures in place, though greater consistency and training are still needed.
• Positive feedback from staff and governors has recognised the headteacher’s clear vision and support.

2. Developing Assessment Processes

• Staff understanding of progression and the role of assessment has increased significantly.
• Cluster discussions have strengthened awareness of transition steps into secondary school.
• Use of the “Tracker” has begun, providing a foundation for more systematic tracking of progress.
• Principles of “Assessment for Learning” have started to embed in classrooms, improving pupils’ awareness of their next steps.

3. Curriculum Development with a Focus on Mandatory Skills

• Termly planning is more coherent, reflecting the “What Matters” statements and progression principles.
• Learners benefit from more authentic and meaningful opportunities to develop literacy, numeracy and digital skills.
• “Planning in the Moment” in Progression Satge 1 has created rich and responsive learning experiences.
• Clear progress has been seen in reading skills (Tric a Chlic) and numeracy (Mental  Maths).

4. Implementing the Welsh Language Charter

• The senior leadership team and governors have placed Welsh and Welsh culture at the heart of school life.
• An active Criw Cymraeg has led assemblies, events and playground activities, increasing natural use of Welsh.
• Clear progress has been seen in oracy and social use of Welsh in the playground and clubs.
• Parents and the community have been part of the journey through projects, social media and local events.

Improvement Prorities 24-25

We will be focussing on the following improvement areas during the 2024-2025 academic year to ensure that we continue to provide the best we can for our pupils

1. Leadership Development - Re-establishing the school's leadership structure

• Develop the acting headteacher's role.
• Restructuring the senior management team/ phase leaders.
• Development of ALE and ALN co-ordinators.
• Develop professional review processes with classroom assistants.
• Develop the role of the governors as a critical friend.
• Develop the role of children in the leadership system.

2. Develop the assessment processes in order to plan the next step in learning

• Establish a shared understanding of progress across the school.
• Develop a shared understanding of progress across the cluster.
• Ensure effective use of 'Traciwr'.
• Assessment for Learning.
• ALN Coordinator.

3. Continue to develop Curricular provision with a specific focus on the mandatory skills

• Response to the document 'Curriculum for Wales: continuing the journey' in order to continue to evolve our Curricular provision.
• Successful Curriculum Planning.
• Ensuring a shared understanding of progress across the school (* This is linked to the assessment priority)
• Ensuring purposeful assessment processes across the school to support curriculum planning for learners to make progress (*This is linked to the assessment priority).
• Continuously review the curricular vision and provision.
• Ensure consistent and effective provision for developing the mandatory cross-curricular skills - Literacy, Numeracy and Digital Competence.

4. Implementation of the Welsh Language Charter 

• Strategic leadership to enable the Welsh Language Charter to operate effectively.
• Develop the learners' role in the success of the Welsh Language Charter: Encouraging, Supporting and Celebrating Welshness
• Developing the learners' use and enjoyment of the Welsh Language through enriched experiences.
• Work in partnership with the wider school community.
• Empowering the school's workforce in their use of the Welsh Language.

Our Successes in 23-24

Here’s an overview of the areas that have been developed during the 2023-2024.

1  Improve reading standards throughout the school

• There is a comprehensive system in place for developing reading in all classes, including a daily story routine, 'Tric and Chlic' sessions, and a silent reading period.
• 'Tric a Chlic' sessions have had a positive effect on reading throughout the school, but it is necessary to harmonize the use of the plan in the Foundation Department and ensure that learners complete the plan.
• Book talk sessions have raised learners' enthusiasm for reading.
• Visits to the library and visits to residents of Hafod y Gest have had a positive effect on learners' attitude towards reading.

2. Ensure mutual understanding within the catchment for continuity and how to assess progress

• Use Microsoft Teams to share work and resources, improving communication and collaboration between schools.
• Gather the views of stakeholders to reconsider and revise the school vision, ensuring a solid foundation for the curriculum.
• Mapping the school's provision to ensure consistent development and avoid repetition.

3.  Develop staff leadership

• The planning files with clear instructions help teachers to apply numeracy skills consistently across the curriculum, improving pupils' understanding of mathematical concepts.
• The living document is fed regularly by the majority of teachers, providing clear evidence of the achievement of the curriculum.
• Eco Council and related activities demonstrate a commitment to environmental standards.
• Teachers showing increasing confidence in teaching ICT, ensuring a measurable increase in learners' ability.

4 Develop the staff's ability to successfully implement Additional Learning Needs processes.

• Almost all teachers feel more confident in supporting ALN learners.
• There is a culture to hold regular opportunities to hold dedicated professional discussions in order to discuss attainment and the next steps in the education of Ysgol Eifion Wyn learners.