School Summary

Key Stage 4 Indicators
Year L2+

(cf. modelled outcomes)
Welsh Bacc. SCC L2 Eng L2 maths L2 science

(GCSE only)
CPS

(*capped 9)
5 A*-A L2 threshold L1 threshold
2018 61.9%

(+2.8 percentage points)
95.8% 73.2% 69.1%

(maths numeracy)
76.3% 365.5 15.5% 69.1% 97.9%
2017 67.4%

(+2.8 percentage points)
95.8% 83.2% 70.5%

(maths numeracy)
73.7% 382.3

+5.7*

27.4% 76.8% 100%
2016 70.7

(+1.5 percentage points)
78% 81.7% 68.3% 365.3

+1.5

24.4% 85.4% 100%
Key:
Top 25% of similar schools across Wales
Higher 50% of similar schools in Wales
Lower 50% of similar schools in Wales
Bottom 25% of similar schools in Wales

 

School Data
Year 2017

(cf. modelled outcomes)
2016

(cf. modelled outcomes)
2015

(cf. modelled outcomes)
Attendance 95% (+0.6) 95.4%(+0.6) 95% (+0.1)
FSM 93.5% 93% 92.2%
Boys 94.7% 95.5% 94.9%
Girls 95.3% 95.4% 95%
Fixed term exclusions TBC 19 20
Permanent exclusions TBC 1 1

Estyn inspection – April 2016

Current performance – GOOD
Prospects for improvement – GOOD

R1 Improve standards in English and boys’ performance across all indicators
R2 Improve the consistency of curriculum area self-evaluation reports
R3 Develop systems to evaluate the work of the pastoral teams
R4 Improve the consistency of teachers’ feedback on pupils’ work

 

Self-Evaluation
Standards Good Strengths: L2+; Welsh Baccalaureate; GCSE English; GCSE maths; GCSE science; A-level performance (The Times top 10) and ALPs scores; good overall value added performance in many subjects at key stage 4 (second highest best practice areas in Powys).

Areas to develop: Consolidate Welsh Baccalaureate Skills Challenge Certificate (aim for 80% National Award);and L2+ (aim for 80%+); improve capped points, 5 A*-A, Level 1 / 2 threshold performance; boys’ outcomes.

Wellbeing and attitudes to learning Good Strengths: Nearly all pupils feel safe; behaviour throughout the day; attitude/respect towards visitors; healthy/sports participation; confident, independent learners; perseverance; engagement in tasks and completion rate; respectful in disagreement; engagement in extra-curricular learning opportunities; attendance.

Areas to develop: A few pupils’ ambition; reduce days lost through fixed term exclusions.

Teaching and learning experiences Good Strengths: Broad and balanced curriculum at key stage 3 and 4; high proportion of good/excellent, engaging and enjoyable teaching; teachers’ very good subject knowledge; a collaborative learning culture through ‘Gwella’ programme; Welsh ethos and bilingualism; extra-curricular programme; numeracy skills development; teachers’ subject knowledge and positive working relationships with pupils.

Areas to develop: Extend breadth of options at key stage 5; extend vocational options at key stage 4; improve consistency of feedback on pupils’ work; improve challenge in a few lessons; Pioneer Schools programme at key stage 3; formalise Welsh entry protocol; digital competency.

Care, support and guidance Good Strengths: Strong pastoral system; very effective behaviour management system overseen by Gofal Centre;inclusive ethos; Autistic Spectrum Disorder centre support; Cymorth intervention for vulnerable learners;partnership working to secure effective and co-ordinated support to meet individual pupil needs.

Areas to develop: Tracking impact of interventions; Additional Learning Needs accommodation.

Leadership and management Good Strengths: Consistently high impact of leadership at all levels on outcomes in key performance indicators; clear vision for long term whole school improvement; distributed leadership model, extended senior leadership development opportunities; creativity and innovation encouraged; self-evaluation and improvement planning effective at securing strong pupil outcomes; impact of pupil development grant on outcomes and wellbeing of pupil accessing free school meals; effective Governing Body that provides well-considered challenge and support; vision and oversight to explore federation model.

Areas to develop: Business management/deficit recovery; secure local authority commitment to addressshortcomings in infrastructure; pace of curriculum development connected to Pioneer Schools programme; cross-curricular skills formal development planning.

 

Current School Priority Areas

  • Work closely with Local Authority partners to secure 21st Century Schools funding for significant infrastructure development to address building conditions shortcomings and realise potential in this area.
  • Develop and extend breadth of curriculum both within the sixth form through digital visual interfacing with excellent off site provision and at key stage 4 in the area of vocational/accessible learning pathways and accreditation.
  • EmbedGwella’ professional learning programme to improve further the quality of teaching.
  • Deficit recovery, in particular by directly supporting the Local Authority throughout its fair funding formula review process.