Pupils at Blaen y Cwm Primary School experience high quality care, support and guidance. This raises their levels of wellbeing and confidence very effectively and engenders positive attitudes towards learning. Consequently, most pupils achieve well in mathematics, information and communication technology (ICT), Welsh and, in particular, literacy in key stage 2. Nearly all pupils demonstrate exemplary behaviour and they are polite and courteous to each other and to adults. The quality of teaching is good overall and all pupils experience interesting and engaging learning experiences across the curriculum. The headteacher and senior leadership team have ensured the implementation of their vision for the school through strong and supportive leadership of the close-knit staff team. Inspection area Judgement Standards Good Wellbeing and attitudes to learning Good Teaching and learning experiences Good Care, support and guidance Excellent Leadership and management Good 2 A report on Blaen-Y-Cwm C.P. School May 2018 Recommendations R1 Improve the quality of independent, extended writing in the foundation phase R2 Plan to widen pupils’ application of their numeracy skills in work across the curriculum R3 Ensure that tasks, particularly in mathematics, challenge more able pupils R4 Develop the role of the governing body as a critical friend What happens next The school will draw up an action plan to address the recommendations from the inspection. Estyn will invite the school to prepare a case study on its work in relation to its support for vulnerable pupils for dissemination on Estyn’s website 3 A report on Blaen-Y-Cwm C.P. School May 2018 Main findings Standards: Good Most pupils enter the school with basic skills and levels of wellbeing below those expected for their age. As they move through the school, the confidence, attainment and social skills of many pupils develop rapidly and, by the time they reach Year 6, most achieve good standards, particularly in literacy. Pupils with additional learning needs and those who require additional help to improve their basic skills receive exemplary levels of support and this enables them to achieve well in relation to their abilities and personal targets. Pupils in key stage 2 who are more able achieve high standards in literacy, but this group of pupils does not always reach its full potential. Across the school, most pupils’ speaking and listening skills develop well. They listen carefully to one another and to adults and they learn from an early age the importance of respecting points of view that are different to their own. Most pupils enjoy talking about their work and speak with enthusiasm about class activities and ‘happenings’. For example, pupils in Year 3 talk eloquently about the meteorite that ‘landed’ on the playground during their topic on ‘Space’. Most pupils in the foundation phase are developing good reading habits. They enjoy books and use their knowledge of sounds well to decode simple, unfamiliar words. More able older pupils talk about and explain their reading preferences. They understand the functions of authors and illustrators and the role of index and contents pages. Most pupils in key stage 2 enjoy reading for a variety of different purposes and achieve good standards. They are developing effective research skills, for example to find out facts about the American mission to land men on the moon in the 1960s. Most older pupils are developing more complex reading skills. For instance, when they consider an image of and text about the witches in ‘Macbeth’, they infer and deduce successfully to build up a picture of the witches’ lives and characteristics. In the foundation phase, pupils are beginning to write for a range of interesting reasons. By the time they reach Year 2, many spell simple common words independently and they use basic punctuation with increasing awareness. However, in general, their letter formation, handwriting and presentation are not good enough. Most older pupils write independently, for example to recount familiar stories such as ‘Jack and the Beanstalk’, but their ability to write extended, independent pieces of good quality is underdeveloped. In key stage 2, many pupils develop their literacy skills to a high standard in work across the curriculum. They use an extensive range of interesting vocabulary and stylistic techniques to make their writing compelling to the reader. For example, pupils in Year 4, as part of their topic on ‘Colour’, write impressive persuasive pieces as a gold crayon seeking election as leader of the box over other crayons. Older pupils write well-crafted letters from Macbeth to his wife, recounting the journey back to camp after the battle of Dunsinane. In the foundation phase, most pupils develop a sound grasp of mathematical skills. By the end of the phase, they show a secure grasp of number facts that are appropriate for their age and ability. In key stage 2, most pupils continue to improve their skills in all aspects of mathematics. Based on a solid understanding of place 4 A report on Blaen-Y-Cwm C.P. School May 2018 value and the relationships between numbers, they tackle problem-solving exercises with confidence. However, pupils across the school apply only a narrow range of numeracy skills in other areas of the curriculum. Most pupils develop their ICT skills successfully. Pupils in the nursery and reception classes use tablet computers well in their planned activities. For example, they begin to use quick response codes to view images and information. In Year 1 and 2 classes, most pupils make good progress finding information for their tasks. For example, they use tablets successfully to research information about ‘Amazing Animals’ in literacy and they create tables and present bar charts when studying their favourite outdoor areas. Lower key stage 2 pupils use a range of devices effectively to locate, store and retrieve information and to present information using a variety of text and images. Year 4 pupils develop coding skills very well to programme their robot ‘JD Dino’ as part of the collaborative work with Cardiff University. Older pupils create videos adding text, graphics and sound confidently. Most pupils use an online platform successfully as they move through the school, for example to create interesting fact files about Tim Peake as part of their ‘Space’ topic. Most pupils use basic graph and database programs appropriately, but their knowledge of spreadsheets is less well developed. Nearly all pupils have a good understanding of the measures they need to take to stay safe online. Across the school, nearly all pupils develop strong Welsh language skills and communicate in Welsh with enthusiasm. Most pupils in the early years respond well to a wide range of words and phrases. By the end of the foundation phase, pupils talk with increasing confidence about how they feel and what they like to eat. As they move through the school, pupils build effectively on the complexity of the language patterns they use. In Year 6, many pupils respond confidently with a good level of intonation and emphasis, for instance when acting out the character of Harri Morgan in Welsh during an imaginary interview. Wellbeing and attitudes to learning: Good Nearly all pupils enjoy their time in school and have a good understanding of the importance of regular attendance. They behave very well and are polite and welcoming towards visitors. There are strong working relationships between staff and pupils, which foster most pupils’ social and life skills effectively. Throughout the school, pupils show positive attitudes towards their work, concentrate well in lessons and work diligently for extended periods. Pupils behave well at break times. They play well together and make good use of the range of activities and resources available to them. These include climbing frames and staging, which the school provided at the request of pupils. Most pupils show a real pride in their work and are eager to discuss and explain what they have been doing. Pupils in the foundation phase share with their class information they have researched, such as the fact that pandas have unusual feet. Across the school, pupils have opportunities to make suggestions about what they would like to learn. Teachers develop these ideas effectively. This ensures that pupils have a high level of interest and engagement in the topics they study. A strong feature of the school is the commitment of pupils to the UN Convention on the Rights of the Child. As a direct result of the work of the school council, pupils 5 A report on Blaen-Y-Cwm C.P. School May 2018 throughout the school identify rights and apply them in their learning. For example, pupils in the foundation phase discuss their right to care for their environment sensibly, as they work outside in the forest school area. Most pupils understand the importance of eating and drinking healthily. For example, they eat fruit at break-time and understand what makes a healthy lunchbox. They enjoy their regular opportunity for exercise as they challenge themselves on the ‘daily mile’ track. Pupils feel safe in school and know that there are members of staff available for them to discuss any problems or concerns they may have. Pupils have a strong sense of community and an awareness of the world around them. Pupils of all ages visit local churches for their harvest festival celebrations, sing to the residents of a care home and take part in a range of fund-raising activities for various charities, including the local food bank. Classes in key stage 2 take turns to become ‘rotakids’, during which time they work together to raise money for a charity of their choice. Teaching and learning experiences: Good The quality of the curriculum for all pupils is rich, varied and interesting. Teachers plan a range of exciting learning experiences, which they often deliver through topics with a strong emphasis on science and the creative arts. For example, through the Arts Council for Wales, three classes have completed a ‘Space’ project recently. This included work with a local artist to produce large three-dimensional alien models and a creative practitioner to stage a ‘space’ performance of ‘Zong the Alien’ for the rest of the school as a culmination of the topic. Regular working with a local music organisation provides many opportunities for pupils to develop an appreciation of different aspects of music. For instance, pupils in key stage 2 experience African drumming and the chance to learn to play the ukulele. The school links effectively with Cardiff University to develop pupils’ scientific knowledge and enquiry skills, for example through a robotics workshop and work on chemistry. Outdoor learning experiences are developing well and all classes have opportunities to acquire useful new skills in the forest school area. A wide range of lunchtime and after-school clubs, such as science, chess, reading and a variety of sports, further enhance pupils’ learning in both key stages. Staff develop pupils’ knowledge of the history and culture of Wales effectively, such as through the study of Welsh authors, artists and photographers. For example, during their topic on ‘Homes’, older key stage 2 pupils visited Nantyglo Ironworks with a local historian to study life in the 1800s. The annual school Eisteddfod is a popular event. Staff make good provision to encourage pupils to speak Welsh regularly throughout the day. Opportunities for pupils to apply their literacy skills in work across the curriculum are good and, as a result, key stage 2 pupils in particular produce many examples of extended, independent writing of high quality. For example, they write vivid recounts of their visit to the ironworks. However, planning to enable pupils to apply a wide range of numeracy skills in cross-curricular work is more limited. Teachers differentiate work well for pupils who are less able, but, in general, planning to challenge more able pupils, particularly in mathematics, is less effective, although there are pockets of strong practice in a few classes