Adroddiad Estyn / Estyn Report
Arolwg Estyn Mai 2016
Perfformiad presennol yr ysgol: RHAGOROL
Rhagolygon gwella’r ysgol : RHAGOROL
Safonau: RHAGOROL
Darpariaeth: RHAGOROL
Arweinyddiaeth: RHAGOROL
Mae perfformiad yr ysgol yn rhagorol oherwydd bod:
- rhan fwyaf y disgyblion yn gwneud cynnydd da iawn o’u mannau cychwyn, gan alw i gof ddysgu blaenorol yn dda a chymhwyso eu medrau mewn amrywiaeth o sefyllfaoedd yn llwyddiannus iawn
- medrau llafar Cymraeg rhan fwyaf y disgyblion yn datblygu’n fuan iawn o ystyried eu cefndir ieithyddol, a’u bod yn cyrraedd safon dda o ddwyieithrwydd, gan newid yn rhwydd o un iaith i’r llall wrth drafod eu gwaith
- rhan fwyaf y disgyblion yn cymhwyso eu medrau llythrennedd yn effeithiol yn y ddwy iaith ac, erbyn diwedd cyfnod allweddol 2, yn defnyddio eu medrau darllen ac ysgrifennu estynedig Saesneg i safon uchel ar draws y cwricwlwm
- rhan fwyaf y disgyblion yn cymhwyso eu medrau rhifedd yn effeithiol iawn i amrywiaeth o gyd-destunau ac, erbyn diwedd cyfnod allweddol 2, yn arddangos medrau trin data rhagorol
- disgyblion ar draws yr ysgol yn gwneud defnydd effeithiol iawn o’u medrau technoleg gwybodaeth a chyfathrebu (TGCh)
- agwedd disgyblion tuag at ddysgu yn eithriadol gyda bron pob disgybl yn dangos ddiddordeb yn eu tasgau ac yn gweithio'n ddiwyd am gyfnodau estynedig
- gallu’r disgyblion i wella’u dysgu eu hunain yn agwedd gref iawn o waith ym mhob dosbarth a’u bod, erbyn Blwyddyn 6, yn dangos aeddfedrwydd arbennig wrth arfarnu a gwella eu gwaith
- athrawon yn cynllunio rhaglenni dysgu hyblyg, ymatebol ac arloesol sy’n sicrhau ystod arbennig o brofiadau dysgu o ansawdd uchel i ddisgyblion
- perthynas waith dda yn bodoli rhwng staff a disgyblion sy’n creu ethos cynhwysol a chartrefol lle teimla’r disgyblion yn hapus a diogel
- yr ysgol yn rhoi bri amlwg ar gefndiroedd a diwylliannau amrywiol disgyblion er mwyn sicrhau bod gan ddisgyblion ddealltwriaeth ddwys o grefyddau a thraddodiad
Mae’r rhagolygon gwella yn rhagorol oherwydd bod:
- arweinyddiaeth flaengar a chadarn y pennaeth a’r uwch dîm rheoli yn gosod cyfeiriad strategol clir i ddatblygiad yr ysgol
- gan arweinwyr ddisgwyliadau uchel iawn sy’n cyfleu gweledigaeth i’r staff, disgyblion a’r llywodraethwyr yn seiliedig ar sicrhau llwyddiant pob disgybl yn cyrraedd ei lawn botensial
- cyfrifoldebau yn cael eu dosrannu’n hynod o effeithiol sy’n sicrhau bod pawb yn defnyddio’i chryfderau a chymwysterau unigol i sicrhau’r effaith fwyaf
- yr holl staff yn cydweithio’n hynod o effeithiol fel tîm i gydgynllunio er mwyn hyrwyddo gwelliannau parhaus a chynaliadwy
- cymuned ddysgu gref iawn lle mae staff yn dysgu oddi wrth ei gilydd yn effeithiol
- diwylliant o hunanarfarnu a gwella, sy’n ystyried llais y dysgwyr yn gyson dda, yn treiddio’r ysgol gan yr holl athrawon ddarlun clir a chywir o gryfderau’r ysgol a’i meysydd sydd angen eu gwella
- y cynllun datblygu ysgol yn pennu blaenoriaethau ar gyfer gwella sy’n addas i anghenion yr ysgol, ac yn rhoi sylw pennaf i ddeilliannau’r disgyblion
- ystod effeithiol o bartneriaethau sy’n cael effaith gadarnhaol ar ddysgu a lles disgyblion
Estyn Inspection May 2016
The school’s current performance: EXCELLENT
The school’s prospects for improvement: EXCELLENT
Standards: EXCELLENT
Provision: EXCELLENT
Leadership: EXCELLENT
The school’s current performance is excellent because:
- Most pupils make very good progress from their starting points, recall previous learning well and apply their skills in a variety of situations very successfully
- Most pupils’ oral skills in Welsh develop very quickly considering their linguistic background and attain a good standard of bilingualism, changing easily from one language to the other when discussing their work
- Most pupils apply their literacy skills effectively in both languages and, by the end of key stage 2, use their reading skills and extended writing skills in English to a high standard across the curriculum
- Most pupils apply their numeracy skills very effectively to a variety of contexts and, by the end of key stage 2, demonstrate excellent data-handling skills
- Pupils across the school make very effective use of their information and communication technology (ICT) skills
- Pupils’ attitude to learning is exceptional and nearly all pupils show interest in their tasks and work diligently for extended periods
- Pupils’ ability to improve their own learning is a very strong element of work in every classroom and they show especially good maturity by Year 6 in evaluating and improving their work
- Teachers plan flexible, responsive and innovative learning programmes that ensure an especially good range of high-quality learning experiences for pupils
- There is a good working relationship between staff and pupils, which creates an inclusive and homely ethos in which pupils feel happy and safe
- The school gives obvious prominence to pupils’ various backgrounds and cultures in order to ensure that pupils have a deep understanding of the religions and cultures of the world and the way in which other cultures enrich their lives
The school’s prospects for improvement are excellent because:
- The innovative and robust leadership of the headteacher and the senior management team sets a clear strategic direction for the school’s development
- Leaders have very high expectations that convey the vision to staff, pupils and governors based on ensuring every pupil’s success in attaining their full potential
- Responsibilities are allocated extremely effectively, which ensures that everyone uses their individual strengths and qualifications to ensure the greatest effect
- All staff co-operate extremely effectively to plan jointly in order to promote continuous and sustainable improvements
- There is a very strong learning community in which staff learn from each other effectively
- A culture of self-evaluation and improvement, which considers the learner’s voice consistently well, permeates the school
- All teachers have a clear and accurate picture of the school’s strengths and areas that need to be improved
- The school development plan sets priorities for improvement that are suitable to the school’s needs and pay the utmost attention to pupils’ outcomes
- There is an effective range of partnerships that have a positive effect on pupils’ learning and wellbeing