School Summary

Key stage 4 indicators
Year L2+

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

(LIT from 2019)
L2 maths L2 science

(GCSE only)
CPS

(*capped 9)
5 A*-A L2 threshold L1 threshold
2019 58.9% 40 41

points
(LA 40, Wales 39)
39

points
(LA 38, Wales 37)
41

points
(LA 38, Wales 37)
374 19%

(maths numeracy)
N/A 99%
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%
Key:
Not available from 2019 Top 25% of similar schools across Wales
Not available from 2019 Higher 50% of similar schools in Wales
Not available from 2019 Lower 50% of similar schools in Wales
Not available from 2019 Bottom 25% of similar schools in Wales
School data
Year 2019

(cf. modelled outcomes)
2018

(cf. modelled outcomes)
2017

(cf. modelled outcomes)
Attendance 94.5% (+0.0) 95% (+0.6) 95% (+0.6)
FSM TBC 93.5% 93.5%
Boys 94.3% 94.7% 94.7%
Girls 94.7% 95.3% 95.3%
Fixed term exclusions TBC TBC 19
Permanent exclusions 0.0 0 1

Estyn inspection – April 2016

Current performance – GOOD
Prospects for improvement – GOOD

R1 Improve standards in English and boys’ performance across all indicators
R2 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).
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 +90%); and L2+ (aim for +70%); further improve capped points; lower ability boys’ progress/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: New curriculum trials; 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; 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: Federation; 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: Deficit recovery; secure local authority commitment to address shortcomings in infrastructure; 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.
  • Embed ‘Gwella’ 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.