Craigcefnparc Primary School is in the village of Craigcefnparc about a mile from Clydach near Swansea. It currently has 80 pupils from the ages of 3 to 11, including 15 part-time nursery children. There are four mixed-age classes. The number on roll has been relatively stable for the last three years. About 12% of pupils are eligible for free school meals, which is well below the national average of approximately 21%. Around 25% have additional learning needs, which is similar to the national average and a substantial reduction from the previous year’s figure of 47%. No pupils currently have a statement of special educational needs, speak Welsh as a first language or receive support in English as an additional language. A very few pupils come from an ethnic minority background or are looked after by the local authority. The last inspection was in March 2009. The headteacher took up her post in January 2009. The individual school budget per pupil for Craigcefnparc Primary School in 20142015 means that the budget is £4218 per pupil. The maximum per pupil in the primary schools in Swansea is £7839 and the minimum is £2665. Craigcefnparc Primary School is 11th out of the 80 primary schools in Swansea in terms of its school budget per pupil 1 A report on Craigcefnparc Primary School May 2015 Summary The school’s current performance The school’s prospects for improvement Adequate Adequate Current performance The current performance of the school is adequate because:  Most pupils make steady progress in their literacy and numeracy skills as they move through the school  Nearly all pupils have well-developed speaking and listening skills  Most pupils in the Foundation Phase and lower key stage 2 read with increasing fluency, accuracy and understanding.  Most pupils make good progress in their writing skills  Pupils eligible for free school meals generally perform as well as other pupils  Most pupils behave well and enjoy school  The school provides a broad and balanced curriculum, which meet the needs of pupils well  The school is a friendly, inclusive and caring community However:  Pupils’ performance in the Foundation Phase at the higher outcome 6 has been consistently in the bottom 25% of similar schools over the last three years  Pupils’ performance in key stage 2 has declined over the last two years, placing the school in the bottom 25% of similar schools in all three core subjects at the expected level 4  In upper key stage 2, many pupils do not read fluently enough for their age and the standard of their mental mathematics is too low  Most pupils’ skills in speaking Welsh are underdeveloped across the school  Attendance has been in the bottom 25% of similar schools for several years  A minority of teachers do not always match tasks sufficiently well to pupils’ abilities or enable them to work independently enough Prospects for improvement The school’s prospects for improvement are adequate because:  The headteacher leads the school efficiently and conscientiously, and records and monitors its progress meticulously  The deputy headteacher supports the headteacher well and models good classroom practice  All staff feel valued and work together well  Most governors are supportive and well informed about the school’s performance  Procedures for self-evaluation are sufficiently robust 2 A report on Craigcefnparc Primary School May 2015  The school works with a wide range of partners effectively  The school manages its budget well However:  The role of the senior leadership team is undeveloped  Governors’ involvement in the school’s strategic direction and self-evaluation procedures is limited  The main priorities for improvement in the self-evaluation report are not clear  The school has not fully addressed all the recommendations from the previous inspection  There is scope to improve levels of communication and trust with parents 3 A report on Craigcefnparc Primary School May 2015 Recommendations R1 Raise standards in reading and mental mathematics, particularly in key stage 2 R2 Improve pupils’ Welsh oracy skills across the school R3 Ensure that all teachers match tasks to pupils’ ability levels and promote their independent learning skills R4 Raise levels of attendance R5 Develop the role of the governing body and the senior leadership team in moving the school forward R6 Ensure that self-evaluation procedures lead to continual improvement What happens next? The school will draw up an action plan which shows how it is going to address the recommendations. Estyn will monitor the school’s progress.