School Improvement Priorities

Evaluation & School Development Summary

Priority 1

Embed a whole-school approach to improving attendance by addressing persistent absence, lateness, and EBSA, in order to foster a culture of high expectations, wellbeing, and inclusion.

Why it Matters

Regular attendance is essential for academic success and emotional wellbeing

Current Challenge

Our average attendance is 85%. We aim to reduce persistent absence, improve punctuality, and support learners facing Emotionally Based School Avoidance (EBSA).

What we're Doing

  • Strengthening early intervention and family support.

  • Embedding a whole-school approach to attendance.

  • Promoting mental health and wellbeing for families and learners.

Priority 2

Strengthen early literacy by addressing gaps in phonological awareness and spelling, ensuring all learners develop the foundational skills needed to become confident, fluent readers and writers.

Why it Matters

Strong reading, spelling, and writing skills are the foundation for lifelong learning.

Current Challenge

A growing number of learners are entering school with emerging phonological awareness and scoring below expected levels in assessments.

What we're Doing

  • Embedding high-quality phonics programmes and structured literacy routines across all classrooms.

  • Small-group and one-to-one support for learners needing extra help with phonics, decoding, and spelling.

  • Workshops and resources to help families support reading and writing at home.

Priority 3

Promote independence across the curriculum.

Why it Matters

Independence builds resilience, curiosity, and lifelong learning habits.

Current Challenge

Some learners rely too heavily on adult support and lack confidence in tackling challenges.

What we're Doing

  • Training staff to use open-ended, reflective questioning.

  • Encouraging learners to take ownership of their learning and embrace mistakes.

  • Creating consistent strategies across classes to foster independence o and critical thinking.

Priority 4

Developing a shared understanding of progression across the AOLEs.

Why it Matters

Progression is central to the Curriculum for Wales. It ensures that learning builds over time, helping learners develop deeper understanding and confidence across all subjects.

Current Challenge

We want to further align expectations and assessment practices to that we can support learners next steps.

What we're Doing

  • Strengthening AOLE leadership to guide subject-specific development.

  • Promoting professional dialogue to share strategies and build a shared language around progression.

  • Providing targeted professional development to deepen staff understanding and refine curriculum design.

Priority 5

Cymraeg Campus – Working towards achieving the Silver Award.

Why it Matters

Promoting the Welsh language supports national goals for bilingualism and strengthens learners’ cultural identity.

Current Challenge

Consistency in embedding Welsh across all aspects of school life needs further development.

What we're Doing

  • Increasing incidental and structured use of Welsh throughout the school.

  • Enhancing access to digital tools that make Welsh learning engaging and accessible.

  • Introducing more Welsh celebration events such as themed cultural days, assemblies, and learner-led showcases.

External Support

SIA – LA – Cluster Collaboration – Networking – Research – Staff Training – Sharing Good Practice – Peer Support -In-house Training – Outside Agencies – Families

Our Strengths

Vision & Leadership

 

  • We’ve created a nurturing ethos where every child feels safe, supported and encouraged to thrive.

  • Staff, families and other key people in our community are actively involved in school life.

  • We are committed to working collaboratively for the benefit of all.

  • We have really strong links with outside agencies and local organisations. These partnerships help us provide extra support and opportunities for our learners and families.

Well-being, equity and inclusion

 

  • Reflection and Self-evaluation

  • Knowledge, Skills and Experience

  • Learning Organisations

  • Enabling Learners to Make Progress

  • Supporting Well-being

  • Pedagogical Skills

  • Listening to Learners

  • Community

 

Curriculum, Learning and Teaching

 

  • We’ve made great progress in adapting the Curriculum for Wales to suit the unique needs of our children. It reflects our community and helps learners connect learning to their own lives and beyond

  • We provide authentic indoor and outdoor experiences that spark curiosity and build important skills.

  • We set high expectations for all and learning is tailored to support and challenge all abilities.

  • We provide high-quality emotional support through caring, emotionally available adults. Learners know they can turn to the trusted staff for help, and we create safe spaces where they feel understood and supported.

  • Every class has elected representatives who help share ideas, raise concerns, and contribute to decision-making.

  • We use a person-centred approach so that all learners feel valued and understood.

 

Previous Priority Progress

Develop the outdoor provision throughout the school to develop and realise the Four Purposes.

Our school is making good progress in developing outdoor learning as a key part of every child’s education. A clear vision is now in place, and nearly all staff are committed to using outdoor spaces to support wellbeing, independence, and readiness to learn. Forest School sessions are timetabled weekly for all children, and learner feedback shows it’s one of their favourite activities. Outdoor learning is developing across the curriculum, with staff planning purposeful, hands-on experiences that build resilience, teamwork, and communication skills. Improvements to outdoor areas are underway, and while more time and resources are needed, exciting plans are in motion to expand these spaces further. The children are showing increased confidence, physical awareness, and a positive attitude toward challenge and adventure.

Develop purposeful science leaning experiences ensuring a progressive approach.

We have taken exciting steps to strengthen science teaching and learning, with a clear and purposeful approach to planning that puts curiosity and hands-on investigation at the heart of the curriculum. Teachers are working together to create engaging lessons that connect science to real-world themes, helping children build strong foundations and develop essential skills. Learners are regularly involved in active exploration – both indoors and outdoors and this encourages critical thinking, resilience, and collaboration. Scientific vocabulary is being taught clearly and revisited often, helping learners express their ideas with growing confidence. Cross-curricular links with literacy, numeracy, and digital skills make learning more meaningful, and partnerships with STEM professionals / ambassadors are inspiring children by showing them the exciting possibilities of science in the wider world.

Develop distributed leadership models and clear lines of accountability within AoLE leads.

Through purposeful leadership our school continues to thrive, with a clear strategic direction, ensuring everyone is working towards common goals. Staff collaboration is growing through regular cluster sessions and mentoring, helping to strengthen curriculum delivery and leadership at all levels. Staff are working together more than ever to deliver high-quality learning across all year groups. Regular mentoring and training are helping teachers build confidence and take on AoLE leadership roles. Governors are playing an increasingly active role too, asking questions and contributing their expertise to support school improvement. Together, staff and governors are shaping an inclusive and forward-thinking school community where every voice matters and every learner is supported to succeed.

Promote the use of Welsh culture and language through oracy and reading.

We continue to grow as a proud bilingual community, where Welsh language and culture are woven into everyday learning. Children are becoming more confident in using Welsh, through engaging lessons, real-life experiences, and a rich language environment across the school. From bilingual signs and displays to exciting programmes like Tric a Chlic, learners are immersed in Welsh in meaningful ways. Staff are working together to plan and deliver high-quality Welsh learning. With regular Welsh sessions, cultural activities, and growing opportunities to use the language naturally, our pupils are developing a strong sense of Welsh identity and pride. We’re excited to continue this journey and build on the fantastic progress made so far and we look forward to seeing families continue to come in and support us.