GarthOlwg_Prospectus (s)word

Deuparth Ffordd ei Gwybod
Prospectus: 2013 - 2014
t h i n k
. . .
l e a r n
. . .
s u c c e e d
In lessons and around the school,
pupils behave exceptionally well.
Pupils are polite and respond well
to visitors.
Nearly all pupils enjoy school
and they have a very positive
attitude towards learning.
In many lessons, pupils make
good progress and apply their
thinking skills effectively.
Attendance figures over the last
four years have increased, and
they are now higher than the
average figures of the family,
the local authority and Wales.
ESTYN May 2013
3
It gives me great pleasure to present to you the Prospectus for
Ysgol Gyfun Garth Olwg. It outlines our aims, values and ethos as
a school. It will also provide a taste of the wide range of
academic experiences and the lively extra-curricular activities
which are offered here.
Our school has a long standing history of excellence and is
renowned for its rich and numerous successes in academic,
cultural and sporting fields, consistently reaching national
standards. We are proud of our achievements, and recognise and
celebrate the contribution, effort and personal progress of each
individual, whatever their talent and interest.
Ours is a Welsh speaking community which promotes a caring,
supportive ethos, nurturing respect and tolerance, and the
essential feeling of belonging. We take pride in our identity, our
heritage and our language. We feel confident that individuals
educated in such an environment will develop a sense of
personal pride in belonging to this family, proud of their
Welshness and bilingualism, and able to make positive and
confident contributions to their communities as well as to a
multi-lingual Wales and Europe.
Our aim is to ensure that each individual enjoys their educational
experience and have the opportunity to develop as a whole
person. We aim to develop and adopt teaching strategies that
motivate and excite, giving pupils an active and central role in
their learning. By providing children and young people with a
variety of opportunities to develop as independent learners, the
essential foundations of successful learning - self-worth and selfesteem - are encouraged and established.
The comprehensive information contained in this booklet cannot
fully convey the special ethos of our school. Should you wish to
visit us to experience our happy, friendly atmosphere for yourself,
please contact us to arrange a visit.
I look forward to meting you and I wish your child every success
and happiness as a new member of the close family of Ysgol
Gyfun Garth Olwg.
Mrs. Angela Williams Headteacher
Y s g o l
G y f u n
G a r t h
O l w g
P r o s p e c t u s :
2 0 1 3
-
2 0 1 4
4
Transition Process
5
School Curriculum
5
Key Stage 3
6
Links with Parents
8
Additional Education Needs
and Pupil Welfare and Support
9
General Arrangements
11
Code of Positive Behaviour
15
School Uniform
18
The Governing Body
21
Dates of School Holidays 2013-2014
23
Pupils with Disabilities
23
Antisocial Behaviour Policy
24
National Comparative Results 2012-2013
School Targets 2010-2012
Ysgol Gyfun Garth Olwg
Garth Olwg Community Campus
Main Road
Church Village
Pontypridd
CF38 1DX
T: 01443 219580
E: [email protected]
www.gartholwg.co.uk
Appendix
5
The Transition Process from Primary to Secondary School
Our school places great emphasise on developing a transition process
which supports every individual to move from primary to secondary
school confidently, motivated and excited by the experiences ahead.
The Garth Olwg Cluster includes five associated primary schools:
Castellau, Evan James, Garth Olwg, Heol y Celyn and Pont Sion Norton.
Annually, numerous pupils also come from outside the school catchment
area. We are committed to successfully working together to develop
plans, processes and our curriculum in such a way that ensures
progression and development for every pupil, as they transfer from one
Key Stage to the other.
Provision for
transition is detailed
and rigorous, and
there are good links
with the primary
sector, which ensure
effective continuity.
The Cluster believes strongly that building upon previous attainment and
achievement is a key factor for success and potential achievement in
KS3. We are keen for our pupils to benefit from sharing good practise
between both sectors.
The main objective of the Transition Plan is for the best educational and
social experience for every individual under our care as we aim to make
them independent and successful learners who are able to make a
positive contribution to their communities and grow to be life long
learners.
ESTYN May 2013
Aims of the Transition Plan
• To establish a joint understanding of teaching and learning through
the establishment of cross-phase Professional Learning Communities.
• Ensure continuity and progression in the academic, personal and
social development of all individuals who transfer to Ysgol Gyfun
Garth Olwg.
• To provide every individual the best opportunity to settle quickly and
successfully to become good, happy and engaged learners.
School Curriculum
The Curriculum and organisation of teaching and learning
Ysgol Gyfun Garth Olwg provides a broad and balanced curriculum
across all age groups. It includes the core subjects of the National
Curriculum, Welsh, English, Mathematics and Science along with the
non-core subjects – History, Geography, Music, Art, Modern Languages,
Technology and Religious Education. Religious Education is a statutory
subject and is taught at every Key Stage. All pupils will participate in
Drama as well as in a wealth of other experiences which contribute to
personal and social development. Every pupil has the opportunity to
develop Key Skills in Information Technology with specific lessons on the
timetable in various years; it is also integrated more widely in all subject
areas in line with the new Skills Curriculum. Every pupil will achieve a
qualification in Information Technology by the end of year 11.
Y s g o l
G y f u n
G a r t h
O l w g
P r o s p e c t u s :
2 0 1 3
-
2 0 1 4
6
Organising Learning
We endeavour to ensure that all our pupils enjoy their
learning experiences, developing teaching and learning
strategies which gives every individual the opportunity to
become successful learners with lively, enquiring minds. In
lessons they have the opportunity to work collaboratively
on problem solving tasks, formulating hypothesis and
developing their personal opinions and points of view.
Specific strategies are developed to promote the vital skill
of thinking. The result of these teaching strategies is to
develop self-confidence, self-esteem and to enable them
to be independent learners.
Key Stage 3 (KS3)
Year 7
A discreet learning programme has been developed
“Think-Learn-Succeed”. This exciting programme is based
on developing competencies and skills which will help
young people become successful learners. Our young
people are a part of an evolving and ever changing world.
This programme will empower them with the skills to
become confident and active participators in our global
society. Along with the more traditional curriculum, they
will follow a series of Integrated Learning Modules
through which they learn about their own personal
learning styles and how best they learn.
The Aims of the Think-Learn-Succeed programme is to:
- encourage effective learning skills;
- develop thinking skills;
- encourage independent learning;
- develop literacy and numeracy skills;
and to develop individuals who can
- improve their own performance;
- adapt easily in an ever changing world;
- be confident individuals and global citizens.
Years 8 and 9
The learning programme for Years 8 and 9 follows the
National Curriculum:
• “Core Subjects” – Welsh, English, Mathematics and
Science;
• Non-core subjects which are History, Geography,
Technology, IT, Music, Art, PE and French;
• Religious Education is taught from Year 7 – 13 it is a
statutory subject;
• Drama is also taught in KS3 it provides pupils with
opportunities to build confidence as well as fostering
many of the Key Skills needed in life.
Year 8 will continue to enhance the pupil’s “thinking and
learning” skills established in Year 7 programme, by
following the “I-learner programme” – “I” the person, “I”
the learner and “I” the citizen.
Most pupils make
good progress in
lessons.
ESTYN May 2013
7
Post-14 Learning Pathways
During the Spring Term, Year 9 pupils have the opportunity to choose
specific learning pathways to follow in Years 10 and 11. We offer a
wide range of both academic and vocational courses. We are constantly
expanding our provision to meet the needs of our students.
Post-16 Learning Pathways
The number of students who return to the Year 12 to continue their
studies is high at Garth Olwg and increases annually.
Students in Years 12 and 13 have the opportunity to follow a wide
variety of both academic and vocational courses reflecting their
personal strengths and needs.
Collaboration with our three sister Welsh medium schools in Rhondda
Cynon Taf, Further Education Colleges of Morgannwg enable us to offer
a broad and inclusive programme. We also have a variety of external
providers who come into school to ensure that our Post-16 pathways
are as inclusive as possible – to do so we work close together under
the CYFLEOEDD Consortium banner.
We are very proud to be one of the schools to be made a Welsh
Baccalaureate Centre by the Welsh Assembly Government. Annually
14-19 students have the opportunity to study for this qualification
which provides them excellent opportunities to develop a wide variety
of skills, attributes and experiences.
Y s g o l
G y f u n
G a r t h
O l w g
P r o s p e c t u s :
2 0 1 3
-
2 0 1 4
8
Links With Parents
From September 2013, to improve communication with parents we are
adopting a new system using Parentmail. Additionally for 2014 parents
will be able to pay for a range of school activities and services using
‘parent pay’. The system enables messages to be relayed safely and
efficiently to parents or guardians. This will eliminate the risk of
messages being lost at the bottom of the school bag!
The school values the close and open relationship between the home
and school. This special relationship is essential to pupils’ success and
ensures a solid foundation and continued support to the educational,
social and emotional development of each individual. This relationship is
established early in Yr.5 with a series of meetings and visits that enable
both parents and pupils to experience our school. Visits are organised
throughout the year to ensure valuable curricular experiences:
Autumn Term:
Yr. 5 and 6
An ‘Open Evening’ at Ysgol Gyfun Garth Olwg
provides parents and pupils the opportunity to visit
the school and its broad resources.
Spring Term:
Yr.6
During the Spring Term the Assistant Headteacher
with responsibility for Inclusion and Young People
Support, will spend time in each Primary School. This
will give those parents who wish to discuss the
individual learning needs of their child, the
opportunity to do so, well in advance of pupils start
in September. This will give us the time needed to
organise support as well as ensuring parents are
aware of the available support.
All cluster schools visit Garth Olwg to commemorate
Einstein’s birthday. This provides excellent
opportunity to share both facilities and expertise
between sectors.
Autumn Term:
Yr.7
Target Setting Day gives parents the opportunity to
meet the Personal Tutor of their son/daughter.
This is a very special meeting to discuss how the
pupils have settled with us, as well as to discuss
pupils’ potential and how we will meet that challenge
in partnership and fulfil these expectations by the
end of Key Stage 3.
Summer Term:
Yr.7
Parents Evening - an opportunity to discuss
progress towards the targets set in October.
Summer Term:
Yr.6
Pupils meet their Personal Tutor and follow a
structured day with their peers.
9
Additional Education Needs
Ysgol Gyfun Garth Olwg is an inclusive school. We believe in a policy of
full integration, built on the sound belief that every individual is entitled
to fair and equal access to opportunities which develop them
academically and socially. Every pupil has access to the National
Curriculum and to a wide variety of Learning Pathways at Post-14 and
Post 16.
Subject Leaders provide differential schemes of work, teaching and
learning resources, experiences and strategies which meet the needs of
every pupil whatever their academic ability, challenging and supporting
in equal measures. Specific support is given to pupils who would benefit
from such strategies in the core subjects of Welsh, English and
Mathematics. Differential support is also provided by Learning Support
Assistants within the classroom environment, enabling pupils to make
the most of the learning opportunities provided and to overcome any
additional learning needs.
The school also works closely with the Local Authority additional
learning needs team who provide support for pupils who have a specific
learning need and external experts in their field will come into school to
work with pupils. Dyslexia support within RCT is very good.
By developing Assessment for Learning strategies every child has the
opportunity to develop an understanding of their personal strengths, as
well as the areas which need developing. Within the school we aim to
foster a safe and stimulating learning environment by recognising the
efforts and successes of every individual.
If, as a school, we feel that a pupil will benefit from specific essential
skills sessions to strengthen such skills as numeracy or literacy, these
will be provided by a designated skills teacher.
Pupils will also have access to skill enhancing programmes such as
Success Maker. Reading and Numeracy skills recovery programmes such
as Catch-up, Dyfal Donc and Spotlight are available to build pupils
confidence, in order to achieve success across the curriculum.
Y s g o l
G y f u n
G a r t h
O l w g
P r o s p e c t u s :
2 0 1 3
-
2 0 1 4
10
Pupil Welfare and Support
One of the school’s main objectives is to ensure a caring and supportive
ethos where each pupil is appreciated as an individual. In order to
ensure this happy and caring environment the school must provide a
framework for care and support.
All teachers have a responsibility towards the welfare and support of
their pupils as well as ensuring standards of achievement. Each pupil
has a Personal Tutor, who has a unique role within the care of pupils.
This Personal Tutor meets his/her class each morning and leads a
specific session each fortnight with their particular class. They form a
special relationship therefore, and this personal understanding leads to
being able to offer guidance and support when necessary.
The framework of Support and Pupil Welfare, as well as the framework
in place for ‘Progress File’, ensures that each child receives a personal
interview with their Tutor. It is an opportunity to discuss various aspects
of school life as well as keeping an eye on academic and personal
development. It also provides an opportunity to discuss any concerns
and worries they may have.
The Personal Tutor works closely with the Year Leader and parents in
order to ensure the full and successful development of each individual
pupil. This is further supported by the Assistant Heads, Deputy Heads
and the Principal.
The Pupil Support Team
To ensure that children and young people have access to the services
which they may need at specific points in their lives. We have a
successful support network that provides a strong support system for
our young people that is easily available when necessary:
Crime
Prevention
Officer
Independent
Counsellors
Youth
Worker
Educational
Psychologist
Community
Police
Officer
Learning
Coach
Pupil
Support
Team
Behaviour
Support
Attendance
Officer
School
Nurse
Key
Worker
Welfare
Officer
11
General Arrangements
1. Organisation of the School Day:
Morning registration, assembly and morning session:
Morning break:
10.45
LUNCH:
Afternoon session:
END OF THE DAY:
8.30 - 1.05
-11.05
1.05 - 2.00
2.00 - 3.00
3.00
We operate a ten day timetable of five lessons a day.
2. Arrangements for the New School Year:
The Autumn term will begin on 3 September, 2013 following the
arrangements below:
2
September
3
September
4
September
4-6 September
Staff only
Years 7 and 12 will return.
Pupils from all years will return
Year 7 – Llangrannog course
An exciting school Eisteddfod!
A good range of experiences is provided to expand
pupils’ awareness of Welsh culture and heritage. ESTYN
May 2013
Y s g o l
G y f u n
G a r t h
O l w g
P r o s p e c t u s :
2 0 1 3
-
2 0 1 4
12
Some Frequently Asked Questions . . .
1.
How will my child travel to school?
The Local Education Authority is responsible for providing pupil
transport. During the Open Evening a school travel pass will be
distributed to each pupil.
If a problem arises with regard to the organisation of transport,
Rhondda Cynon Taff L.E.A. should be contacted on:
01443 494700.
If a pupil misses the bus at the end of the day, he/she should
inform the school office immediately and support will be given to
make suitable arrangements for the parent to collect the pupil.
2.
What should my child do if late for school?
If a pupil arrives late for school he/she should inform the
receptionist in the school office. If he/she arrives after 9:45 a.m.
he/she is regarded as absent from the morning session.
3.
What about school meals?
School meals are provided by a private company, namely
“Catering Direct”, using an effective cafeteria system. There is a
wide range of healthy dishes provided to encourage pupils to
make healthy choices as part of the Welsh Assembly’s Healthy
Eating Programme “Appetite for Life”.
Pupils may also bring packed lunches if they so wish. A variety
of freshly made sandwiches and salads are available daily. Pupils
other than 6th Form students are not allowed to leave the school
site during lunch break.
At Ysgol Gyfun Garth Olwg we operate a ‘Cashless Catering’
system. This means that pupils have a personal account and are
able to place money in this account for the week or even longer.
We are also the only school in Rhondda Cynon Taff to introduce
biometric recognition. This means pupils flow through the
lunchtime queue quickly.
Pupils arriving at school early can enjoy the variety of
breakfast dishes available at the “Ffreutur” between
8.00-8:30a.m. Likewise hot drinks and hot food is provided
during morning break.
The school
promotes
pupils’ health
and wellbeing
very
successfully.
ESTYN May 2013
13
4.
What if my child is ill at school?
The provision and role of the school nurse has changed
considerably, like the majority of secondary schools, we no longer
have a full time nurse. First aid is administered efficiently and
effectively by a member of the administrative staff. A successful
system is in place to provide care and support for pupils.
• If illness or a minor injury occurs during a lesson, the teacher
should be informed.
• If illness or slight injury occurs during a lesson the teacher will
send the pupil to the Schools Reception where he/she will be
seen by a Designated First Aider.
• If the above occurs outside of lesson time he/she should go to
the Reception area and they will be seen there.
• If a serious illness or accident occurs, a friend should go
immediately to the Reception area or to another member of staff
in order that a member of staff can provide suitable attention.
If it is necessary for the pupil to go home because of illness,
arrangements will be made with the parent/guardian. A pupil
should not leave the school site on their own accord for
health and safety reasons.
It is important that the school has an up to date emergency
telephone number for every pupil in case of an emergency.
Please ensure that we have your telephone number –
especially if you renew your mobile phone.
It is not possible for the school to transport a child who is unwell to
either their home or the hospital for treatment. If we feel it is an
emergency situation an ambulance/paramedic will be called and
parents informed immediately.
It is important that pupils inform Mrs. Elizabeth West, Assistant
Head Teacher with responsibility for Welfare of Pupils, of all
information regarding any medication they are taking.
5.
How do I contact the School?
You can contact us at school in several ways:
• by telephone – 01443 219580;
• by letter – to the Personal Tutor e.g. to explain the child’s
absence or to raise any matters of concern and to the Progress
Leader regarding any other matter;
• by using the Personal Work Planner – regarding school matters
specifically;
• e-mail – [email protected];
• visiting the school – we have an open door policy at the school,
but it is always wise to make a pre-arranged appointment as you
may be disappointed if the person you wish to speak to is not
available to speak with you due to teaching commitments or
external training;
• when you visit school, please enter by Main Reception. There will
be a Receptionist to welcome you.
Mobile phones.
Pupils are not allowed to carry mobile phones in school due
to safety and welfare reasons. For matters to do with school,
pupils may have permission to use the phone in the Front
Office. In exceptional cases, where a pupil may need to bring
a mobile phone to school a letter should be sent to the
Progress Leader explaining the reason. The phone should be
handed in to the Front Office first thing in the morning and
picked up at 3.00 p.m.
Y s g o l
G y f u n
G a r t h
O l w g
P r o s p e c t u s :
2 0 1 3
-
2 0 1 4
14
6.
What if my child loses an item of clothing or other
property?
The Receptionist manages any items found or lost around the
school. If a pupil finds anything which is likely to have been lost,
he/she should take it to the school Reception. If your child has
lost personal belongings, he/she should contact Reception. We
ask that EVERY ITEM of school clothing is labelled with your
child’s name. Annually a considerable amount of lost property
remains unclaimed. This year any unclaimed lost property will be
recycled or sold by the school’s Eco Group.
7.
What if the school has to close unexpectedly?
It is important that parents have contingency plans for rare
incidents when the school may have to close or fail to open as a
result of severe weather or other unexpected conditions.
When school closure occurs a statement will be broadcasted on
BBC Radio Wales / Radio Cymru – usually before 6.40 in the
morning. An announcement will be made on the school website
www.gartholwg.org.uk early each morning. Both the BBC and RCT
website provide the up-to-date information on school closures due
to inclement weather.
8.
Is there a formal complaints procedure?
In accordance with statutory requirements, the School has
procedures to follow in dealing with complaints regarding the
school curriculum or any other aspect of the school’s work. The
first step is for parents to contact the Headteacher in order that
any concerns can be resolved. The Complaints Procedure Policy is
available on the school website and copies readily available for
any parent who wishes to follow the official complaints procedure.
9.
Are there any extra curricular activities?
Many subject areas organise lunch time and after school clubs.
E3+ also organise a comprehensive programme of activities,
which includes, digital animation, climbing, theatrical make up,
cooking skills, mountain biking and skate-boarding. As many of
these activities take place after school, free buses are provided to
transport pupils home at 4:30 p.m.
Further opportunities for health and fitness are provided by our
5x60 programme.
Many pupils take part in
sports and other activities
to develop their fitness.
ESTYN May 2013
15
Code of Positive Behaviour
Every pupil has the right to be happy in school, and we are constantly endeavour to
create a safe and happy community within the school – a community environment
based on mutual respect between pupils and teachers, positive behaviour strategies
and self discipline. The codes of behaviour and school regulations are the foundation
for the development of a supportive school community.
1.
GENERAL BEHAVIOUR
We believe that proper behaviour towards people and property, including the
school building and environment, is vital. This fosters the respect which is
essential in a safe and happy community. It is equally important outside the
confines of the school, especially on the buses and in public places.
2.
SCHOOL UNIFORM
We take pride in the official school uniform and it is important that every pupil
wears the correct uniform to and from school and whilst in school. School
uniform is also worn on special school occasions or when pupils represent the
school. For health and safety reasons, no-one is allowed to wear earrings or other jewellery to school. There will be no recompense for
jewellery lost at school. (Years 12 and 13 have a special arrangement.)
The ‘School Uniform List’ (page 17) gives clear guidelines regarding
acceptable dress, including girls’ shirts/trousers and shoes. Parents are kindly
requested to ensure that pupils do not wear ‘high fashion’ items, which are
unsuitable for school wear.
Apart from PE and Drama, trainers are not allowed to be worn except for
informal games during lunchtime.
3.
A POSITIVE LEARNING ENVIRONMENT
Within the school community, our code of behaviour is based on the principle
of mutual respect. Pupils are requested to display and enjoy this respect by
undertaking three basic steps:
Self respect
Respect of others
Respect the environment.
These principles promote the successful relationship between fellow pupils and
pupils and teachers that are so evident in our school community. Pupils react
positively to these principles by:
• being courteous to teachers and others e.g. greeting, holding open a door;
• walking on the left in the corridors and on the stairs in order that easy
movement around the school is maintained at all times;
• waiting in an orderly manner outside the room until the teacher arrives
(registration/lesson);
• entering the classroom, preparing equipment ready to make a positive
contribution to the lesson.
For health and safety issues no pupil is allowed into a room without a teacher’s
permission.
Y s g o l
G y f u n
G a r t h
O l w g
P r o s p e c t u s :
2 0 1 3
-
2 0 1 4
16
4.
ATTENDANCE
The school closely monitors pupils’ attendance and our attendance
rates are amongst the highest in the LA. If pupils are absent they miss
out on valuable educational experiences. Regular absences adversely
affect the academic and social development of an individual. We
therefore, kindly ask that you ensure your child maintains a high level
of attendance.
It is important that pupils make every effort to be punctual for
registration. Being late can count as an absence. If a pupil is absent,
the school will expect a telephone call with an explanation. If no
message has been received by 10:00 the school operates a first day
absence contact system. After a period of absence, a note of
explanation is required from the parent/guardian on the first day back
in school. A telephone call does not take the place of a note of
explanation.
Permission to attend courses, clinics etc., must be obtained from the
Progress Leader prior to the event. Every attempt should be made to
arrange dental appointments during school holidays or after school
hours.
5.
SAFETY ON THE BUSES
The following instructions and procedures are to ensure the
personal welfare of all pupils travelling to and from school.
1. Ensure you have your bus pass at all times –
‘no ticket – no travel’
2. Walk quietly to and from the buses.
3. Wait in an orderly line outside the main entrance until your bus
arrives.
4. Help the driver to drive safely by behaving responsibly.
5. Wear a seatbelt and stay in your seat at all times: never stand
when the bus is moving.
6. Create a relaxed, calm and happy environment for all pupils to
enjoy the journey to and home from school – anti-social behaviour
gets on everyone’s nerves!
7. If you wish to be dropped at a different stop from your usual one
ask your parents to write a note to the Personal Tutor.
8. If the bus breaks down, do not misbehave. Sit quietly in your
seats. Do not, on any account, try to make your own way
home.
9. Listen to all instructions given by the driver – he /she is
responsible for the health and safety of every pupil on the bus.
Help him/her to ensure that every pupil reaches the school and
home at the end of the day in safety.
10. Always respect the safety and comfort of others.
11. Take care as you enter and leave the bus. Do not cross the road
until the bus has moved off and it is safe for you to cross.
If a pupil behaves in an inappropriate way on the school bus, the
school will take appropriate action. The Transport Department has the
right to exclude pupils from Home-School transport if the health and
safety of others is being jeopardised.
17
6.
ENJOYING THE SCHOOL ENVIRONMENT
We have a very pleasant environment here on the Garth Olwg
Campus; therefore pupils do not need to leave the site.
For health and safety reasons, no pupil from Year 7 to
Year 11 is allowed outside the school grounds at any time
during the school day. (Special arrangements have been agreed
with Year 12 and 13.)
We are an eco friendly school and strive continuously to care for
our environment here. Ensuring a clean and rubbish free
environment creates a better atmosphere for all. We expect
everybody to place all paper, plastic cups, cans etc. in the
appropriate recycling bins and rubbish bins which are located all
around the school. Chewing gum is not permitted on school
grounds.
Eco Council 2012-13
Joining the Community Council
rubbish collection team in the park
7.
BOOKS AND EQUIPMENT
Every pupil is expected to bring the necessary books and
equipment to each lesson. By doing so it contributes to a positive
learning environment within the class shows a commitment to
learning and the responsibility of the individual as an independent
learner.
Cookery
Winners
Wales
Youth
Activities
Pupils are expected to keep their books in good condition so that
they can be returned after they have finished with them. If books
or equipment are damaged or lost, the pupil will have to pay the
cost of a replacement.
8.
SOME HEALTH AND SAFETY ISSUES
Correcting fluid (e.g. Tippex) or felt pens: these are not
allowed in school.
In accordance with Welsh Assembly Government legislation the Campus
is designated a NON SMOKING area.
Pupils are not allowed to carry mobile phones, iPods, MP3 players,
or computer programmes on data sticks. Some of the above items
are expensive items and they are not an essential part of school life – the
school cannot accept responsibility for their safekeeping. Due to the fast
development of technology it is important to safeguard the welfare of
everybody on the campus. A few easy ways to contact your child during
the school day have been noted previously. If a pupil is seen with one of
the items listed above they will be required to place the item in the
school office for safe keeping until the end of the day.
The school has made creative use of technology to produce
multi-media resources to capture pupils’ attention and boost
their motivation
ESTYN Mai 2012
Y s g o l
G y f u n
G a r t h
O l w g
P r o s p e c t u s :
2 0 1 3
-
2 0 1 4
18
School Uniform
Our uniform is a visual symbol of our pride in the school community to
which we belong. We take pride in our pupils appearance and it is
frequently stressed to pupils that wearing the correct uniform is essential
– within and outside the school, on the way to school and on the way
home at the end of the day.
Parents are kindly requested to support the school by ensuring that
pupils do not wear ‘high fashion’ items, which are unsuitable for every
day school wear. (This includes tight trousers such as
leggings/jeggings, short skirts and jean style or denim trousers.)
The ‘School Uniform List’ below gives clear guidelines regarding
acceptable dress.
YEARS 7 – 11
Pupils are allowed to wear the official school sports hoodies or the Peer
Mentoring hoodies outside the school building at break and lunch
times only. No other hoodies are allowed.
Apart from PE and Drama lessons, trainers are not allowed to be
worn except for informal games during lunchtime.
For practical and health and safety reasons, wearing ear-rings or
other jewellery is not allowed. We cannot offer recompense for
jewellery lost at school.
APPEARANCE
In order to ensure the highest standards of appearance, the school does
not allow make-up nor coloured nail varnish and only hair of natural
colours is permitted.
19
If a pupil wears make-up or coloured nail varnish to school, they
will be required to remove it at the start of the day. If a pupil’s hair
colour is unacceptable, the school reserves the right to withdraw the
pupil from timetabled lessons and provide work under supervision until
the matter is resolved.
For practical health and safety reasons, jewellery and ear-rings
are not allowed in school.
If a pupil is wearing jewellery, he/she will be required to deposit the
item in the school office for safe keeping until the end of the school day.
We cannot offer compensation for jewellery which is lost in school.
Should your child wish to have their ears pierced, we kindly ask
you to ensure that this happens at the start of the summer
holidays to allow plenty of time for the piercings to heal.
PHYSICAL EDUCATION
Girls
Boys
Black tracksuit bottoms (optional)(white stripe acceptable)
Black rugby shirt with school badge
Grey hoody – school badge and name
Grey hoody – school badge and name
Black Polo shirt with school badge
Rugby /football boots
Black skort
Black Polo shirt with school badge
Black and white hockey socks
Black rugby shorts
Trainers
Black and white rugby socks
Black leotard (plain)
Trainers
Black shorts or cycling shorts or black leggings (plain)
Black shorts
Gymnastic or dance shoes (optional)
Ysgol Gyfun Garth Olwg Uniform
Acceptable trousers and skirt shown below:
Y s g o l
G y f u n
G a r t h
O l w g
P r o s p e c t u s :
2 0 1 3
-
2 0 1 4
20
Official Stockists
Eden School & Sportswear,
edenuniforms.com.
Tel. 01443 501003.
The Welsh Shop (1st Image),
Unit B1, Taffsmead Road, Treforest Industrial Estate, RCT, CF37 5TF
(opp. Greggs).
Tel. 01443 844721.
Merlin Sports Ltd.,
Unit F6, Main Avenue, Treforest Industrial Estate, PONTYPRIDD, CF37 5UR.
(next to Ford garage)
Tel. 01443 843431
(www.merlin-sports.co.uk)
Pontypridd Embroidery Services,
11 Market Street, Pontypridd, CF37 2ST.
Tel. 01443 408308;
Email: [email protected]
(www.ppes.co.uk)
The Eco Council selling uniform for re-use
Through the activities of the school
council and the eco Group many pupils
contribute towards a variety of aspects of
school life
ESTYN May 2013
21
The Governing Body
The school has a Governing Body made up of 19 members. They
include six parents elected by the school parents. The next election for
Parent Governors will be in May 2014.
The Governors have a very important role including responsibility for
monitoring all aspects of school life. Also they have an important
contribution to make in helping the school to achieve its aims and
objectives.
The Governors are pleased to provide a link between the parents and
the school. In July the Governors will publish their Annual Report to
Parents.
The Governing Body 2012 - 2013
Local Education Authority Representatives (5 members)
Mr. J. Bell
Mr. R. Butler
Councillor W. J. David
Councillor G. Stacey
Mr. S. Davies
Parent Representatives (6 members)
Mr. B. Davies
Mr. D. Davies
Mr. D. I. Edwards
Mr. M. Geraint
Mr. H. Masters-Williams
Mrs. S. Thomas
Headteacher (ex-officio)
Mrs. Angela Williams
Staff Representatives (3 members)
Ms Ff. Hawkins
Mrs. A. Jones
Mr. G. Jenkins
Co-opted Representatives (5 members)
Mrs. J. Barton
Dr. D. Hughes
Mr. E. P. Jones
Mr. R. Llewelyn
Dr. J. M. Pugh
CHAIR
Dr D. Hughes
Y s g o l
G y f u n
G a r t h
VICE CHAIRMAN
Mr E. P. Jones
O l w g
P r o s p e c t u s :
2 0 1 3
-
2 0 1 4
22
Dates of School Holidays
Autumn 2013
Term begins
Half term begins
Half term ends
Term ends
Monday
2 September
Monday
28 October
Friday
1 November
Friday
20 December
Friday
28 February
Friday
11 April
Friday
30 May
Friday
21 July
75 Days
Spring 2014
Monday
6 January
Monday
24 February
50 Days
Summer 2014
Monday
28 April
Monday
26 May
70 Days
May Bank Holiday Monday, 5 May, 2014
Pupils show their concern for others by
raising money for a wide range of
charities.
ESTYN May 2013
Charities
Our pupils are very aware of their responsibilities towards others and
are very willing and keen to raise money for a variety of charitable
causes. They arrange class, year and whole school activities to raise
much needed funds.
During the
academic year,
2012-2013, our
pupils raised
£2,890.05 for
charities including
Cancer Research,
Marie Curie,
Ty Hafan, Tenovus,
Red Nose Day and
Children in Need.
23
Pupils With Disabilities
Principles
Compliance with the DDA is consistent with the school’s aims, equal
opportunities policy, inclusion policy and our charter (‘The Right to be
Happy’).
Accessibility Plan
This plan is drawn up in accordance with the planning duty in the
Disability Discrimination Act (DDA) 1995, as amended by the SEN and
Disability Act 2001 (SENDA). It draws on guidance from ‘Accessible
Schools: Planning to increase access to schools for disabled pupils’,
issued by the DfES in July 2002. The school recognises its obligation
under the legislation:
• not to discriminate against disabled pupils in their admissions and
exclusions, and provision of education and associated services;
• not to treat disabled pupils less favourably;
• to take reasonable steps to avoid putting disabled pupils at a
substantial disadvantage;
• to publish an Accessibility Plan.
Access to Curriculum
The school provides all pupils with a broad and balanced curriculum,
differentiated and adjusted to meet the needs of individual pupils and
their preferred learning styles; and endorses the key principles in the
National Curriculum framework, which underpin the development of a
more inclusive curriculum:
• setting suitable learning challenges;
• responding to pupils’ diverse learning needs;
• overcoming potential barriers to learning and assessment for
individuals and groups of pupils.
The plan will contribute to the review and revision of related school
policies including:
• School Development Plan;
• Staff Development Plan;
• AEN Policy;
• Equal Opportunities Policy;
• Curriculum Policy;
• Inclusion Policy.
Y s g o l
G y f u n
G a r t h
O l w g
P r o s p e c t u s :
2 0 1 3
-
2 0 1 4
24
Antisocial Behaviour Policy
Message To Parents
We believe that every pupil who comes to Ysgol Gyfun Garth Olwg has
the right to be happy in the school and to have every opportunity to
grow in confidence, self-worth and self-esteem. We also believe that we
have a responsibility to create a safe and caring environment, which
promotes social and emotional development as well as academic
achievement.
These observations are offered to you as parents in order that we can
co-operate to secure this. If a child is unhappy, or feels threatened or
bullied, we are very anxious to do everything in our power to remedy the
situation. We hope that this will not happen to anyone in Garth Olwg, but
as one case is too many, we will try to explain our system in a question
and answer form.
What is our definition of bullying?
It is not simply physical attacks which are counted as bullying: the term
includes verbal attacks, leg pulling over a long period, name calling,
pulling faces, threatening, frightening, extortion and ignoring. One of the
most damaging forms that bullying can take is ignoring. In short, any
behaviour which consistently isolates an individual is regarded as
bullying.
How do I know if my child is being bullied?
Your child will usually discuss the matter with you. But this is not true in
every case. It is appropriate therefore to note any indications of anxiety.
He/She will possibly be unwilling to come to school, with a frequent
headache or stomach ache, or possibly personal items will go missing.
Asking for more pocket money, damaged clothing and of course obvious
bruising are clear indications that something is wrong.
What is the first step if I suspect that bullying is occurring?
Contact the school immediately in order to speak to the Progress Leader,
either on the telephone or at the school. Insist on the matter receiving
attention. Record the incidents (Who? What? Where? When?) in order to
help the Progress Leader deal with the matter.
How can I help my child?
There are several steps to take in addition to contacting the school. It is
important to give your child the confidence to realise that it is not
him/her who is odd; it is important that the child has every
encouragement and help to “tell”. Encourage the child to extend his/her
group of friends, and help him/her to do this. Work with the school to
form a strategy for avoiding bullying and for action if bullying occurs
again. Emphasise that the child is not to buy peace through “presents”
or money. Above all, encourage your child to tell – you, a teacher or a
friend.
25
What about hitting back?
Some parents advise their child to hit the bully back. Although some
would argue in favour of this response on the basis of effectiveness, the
school cannot approve of it as an acceptable strategy. In fact,
circumstances could arise when the school would have to punish those
who have taken upon themselves the role of administering justice as
they would see it.
What will the school do to help?
The school will take your concerns seriously. Meetings will be held
between individuals, witnesses and the two sides together in the first
instance under “no blame” conditions. The school will contact the home
of the pupil causing trouble. It will give advice to your child and
guidance to the bully. If there is no change in the bully’s attitude, contact
the school again in order that we can deal with the individual once more
and make further contact with the parents.
What if I am unhappy with all these steps?
Contact us; discuss, share your concerns. Together we must find a way
forward. Bullying in its essence occurs in places and circumstances
where staff are not present: it is not an easy matter, therefore, to change
patterns of behaviour established perhaps long before a pupil has
reached Garth Olwg. But our policy and commitment is firm: everyone
has the right to be happy unless he/she has forfeited that right through
anti-social attitudes. We conscientiously undertake the responsibility of
working with you to ensure that your child is happy here.
EBP Day – Robots
Crane Challenge
The school offers a wide range of valuable extracurricular opportunities and experiences which
also promote the pupils’ use of Welsh. ESTYN May 2013
In addition, a comprehensive programme of
external visits is arranged. ESTYN May 2013
Y s g o l
G y f u n
G a r t h
O l w g
P r o s p e c t u s :
2 0 1 3
-
2 0 1 4
26
A Charter for Everyone
- Yr hawl i fod yn hapus Some are teachers and some are pupils
Some work in the office or kitchen,
The work of others is to take care of buildings – or children
Others look after us when we are ill.
BUT EVERYONE HAS THE RIGHT TO WORK IN A HAPPY AND POSITIVE
ENVIRONMENT
SO NO ONE HAS THE RIGHT TO MAKE LIFE A MISERY FOR SOMEONE
ELSE, TO INSULT AND HURT THEM, BECAUSE THEY ARE DIFFERENT.
WE BELIEVE IN
friendship, tolerance and forgiveness
Everyone in Garth Olwg is different
But we can all learn from each other.
As we live our everyday lives in this, our community,
treating others as we would wish to be treated ourselves.
You and the Bully
Pupils
feel safe
at
school.
ESTYN May
2013
MESSAGE TO PUPILS
Who is the bully?
It can be a boy or a girl. It can be an individual or a group. Through
words or actions the bully obtains pleasure from making someone else’s
life a misery.
What do we do with the pupil who is bullying other pupils?
Tell a teacher or someone older about him/her: THIS IS NOT TELLING
TALES. This is defending and caring for you fellow pupils. Where the
bully reigns life is a misery.
Often, the bully is doing these things because of his/her own anger and
unhappiness. So it’s important to tell someone what is happening so
that the bully can also get help. This is a person who we should feel
sorry for and not fear.
What if someone is bullying me?
Tell someone! You must tell your parents, teacher or a friend. There is no
need to suffer in silence. There will always be someone to help you.
SHARE YOUR PROBLEMS = YOU MUST TELL.
You have the right to be happy too!
In fact everyone – apart from those who forfeit it through negative
attitudes has the right to be happy!
27
Privacy Statement
To meet the requirements of the Data Protection Act 1998, schools are
required to issue a Privacy Notice to children and young people and/or
parents and guardians.
The School collects information about pupils and their parents or legal
guardians at key times during their child’s education. For example:
•
•
•
•
the provision of educational services to individuals;
monitoring and reporting on pupils’/children’s educational progress;
the provision of welfare, pastoral care and health services;
the giving of support and guidance to children and young people,
their parents and legal guardians;
• the organisation of educational events and trips;
• the planning and management of the school.
Further information regarding the Privacy Statement is available
on the school website www.gartholwg.co.uk or through contacting
school directly.
Y s g o l
G y f u n
G a r t h
O l w g
P r o s p e c t u s :
2 0 1 3
-
2 0 1 4
28
APPENDIX
CYRCHFANNAU DISGYBLION 16 OED
PUPIL DESTINATIONS AT THE AGE OF 16 2011 - 2012:
DYDDIAD YR AROLWG: 31 HYDREF 2012
DATE OF SURVEY: 31 October, 2012
Blwyddyn/Year 11
Blwyddyn/Year 12
Blwyddyn/Year 13
G/M
B
C/T
G/M
B
C/T
G/M
B
C/T
Nifer o ddisgyblion
Number of pupils
64
79
143
38
58
96
38
29
67
Yr un ysgol
Same school
38
43
81
29
30
59
0
1
1
Ysgol arall
Other school
0
2
2
0
0
0
0
0
0
Addysg bellach
Further Education
20
23
43
3
23
26
1
1
2
Addysg uwch
Higher education
0
0
0
0
0
0
33
24
57
Blwyddyn fwlch
GAP year
0
0
0
0
0
0
0
0
0
Cyflogaeth arall – heb hyfforddiant
Employment – without training
0
1
1
0
0
0
2
1
3
Cyflogaeth arall – â hyfforddiant
Employment - with training
0
0
0
0
0
0
0
1
1
Hyffordd. heb statws cyflogedig
Training employed status
0
2
2
2
2
4
1
0
1
Di-waith – wedi cofrestru
Unemployed - registered
5
4
9
1
1
2
0
0
0
Di-waith – heb eu cofrestru
Unemployed – not registered
0
1
1
3
1
4
1
1
2
Anhysbys: wedi symud
Unknown - moved
0
1
1
0
0
0
0
0
0
Dim ymateb i’r arolwg
Did not reply to survey
1
2
3
0
1
1
0
0
0
CANLYNIADAU CENEDLAETHOL CYMHAROL 2011 – 2012
NATIONAL COMPARATIVE RESULTS 2011 – 2012
(Drosodd / Over)
29
SSSP 2012
Ysgol G yfun Garth O lwg
Sum ma ry of Se condary Sc hool Perform ance (1 )
674 /
4054
LA/School No.
Pupils aged 15
Number of pupils age d 15 who were on roll in Janu ary 2 01 2 :
140
Percentage of pupils aged 15 who:
achieved the
Level 2 threshold
achieved the Level 2
threshold including a GCSE
pass in English or Welsh
first language and
mathematics
Core
Subject
Indicator
(2)
Average
capped
(3) wider
points
score per
pupil
Average wider
points score
per pupil
92
75
56
56
323
440
99
89
69
44
43
305
424
99
92
73
51
49
324
465
99
93
71
54
54
318
434
99
93
71
55
54
..
434
Core
Subject
Indicator
(2)
Average
capped
(3) wider
points
score per
pupil
Average wider
points score
per pupil
315
425
290
398
310
439
308
414
..
411
achieved the
Level 1
threshold
99
entered at least
one qualification
School
2011/12
LA Area
2011/12
Wales
2011/12
School
10/11/12
School
09/10/11
Number of boys aged 15 who were on roll in January 2012 :
76
Percentage of boys aged 15 who:
achieved the
Level 1
threshold
achieved the
Level 2 threshold
achieved the Level 2
threshold including a GCSE
pass in English or Welsh
first language and
mathematics
99
91
72
57
57
99
86
64
39
39
99
90
68
47
45
99
90
66
54
53
99
90
67
55
54
entered at least
one qualification
School
2011/12
LA Area
2011/12
Wales
2011/12
School
10/11/12
School
09/10/11
Num ber of girls aged 15 who were on roll in January 2012 :
Percentage of girls aged 15 who:
6 4
Average
achieved the
Level 2 threshold
achieved the Level 2
threshold including a GCSE
pass in English or Welsh
first language and
mathematics
Core
Subject
Indicator
(2)
capped
(3) wider
points
score per
pupil
94
78
55
55
332
457
99
93
75
49
48
320
451
100
94
78
55
53
338
493
99
95
77
55
54
330
456
achieved the
Level 1
threshold
98
entered at least
one qualification
School
2011/12
LA Area
2011/12
Wales
2011/12
School
10/11/12
School
09/10/11
Average wider
points score
per pupil
(1)
99
96
75
56
55
..
456
For details on approved qualifications, point scores and contribution to thresholds, please see the Database for Approved Qualifications in
Wales
(2)
(3)
(4)
(5)
(6)
(DAQW) at http://www.daqw.org.uk/
For information about which syllabuses are included in each subject area see Notes for Guidance.
Average capped wider point scores are calculated using the best 8 results.
Entry Level Qualification.
As defined under the National Performance Indicator EDU/002.
Used for all Free School Meal benchmarking tables.
..
Data not available.
Y s g o l
G y f u n
G a r t h
O l w g
P r o s p e c t u s :
2 0 1 3
-
2 0 1 4
30
SSSP 2012
Ysgol G yfun Garth O lwg
Summa ry of S econdary Sc hool Performanc e (1)
LA/S chool No.
674 /
4054
Pupils
aged 15
Percentage of pupils aged 15
whob
Percentage of J oys aged
15
whob
Percentage of girls
aged 15
whob
achie: ed one or
more q Lv (4)
only
Left full time
education
without a
Cualification
(5)
1.E
0
1.6
2
1.0
1
0.j
0.4
1
0.5
1
0.4
0
1.1
0
1.E
0
1.0
0
1.1
0
1.4
0
0.W
Left full time
School
2011/12
LA Area
2011/12
I ales
2011/12
School
10/11/12
School
0W/10/11
achie: ed one or
more q Lv (4) only
Left full time
education without a
Cualification (5)
achie: ed one or
more q Lv (4) only
education
without a
Cualification (5)
0
1.4
0
1
0.W
1
Pupils
aged 17
School
2011/12
LA Area
2011/12
I ales
2011/12
School
10/11/12
School
0W/10/11
NumJ er of pupils aged 17
who were on roll in
NumJ er of J oys aged 17
who were on roll in
3a n u a r y 2 0 1 2 b
3a n u a r y 2 0 1 2 b
67
2 7
NumJ e r of girls aged
17
who were on roll in
3a n u a r y
20 12b
4 0
A: era
ge
wider
points
score
for
pupils
aged
17
Percentage of 17
year old pupils
entering a : olume
eCui: alent to 2 A
le: els who
achie: ed the Le: el
E threshold
A: erage
wider
points
score for
pupils
aged 17
Percentage of 17 year
old pupils entering a
: olume eCui: alent to 2 A
le: els who achie: ed the
Le: el E threshold
A: erage wider
points score for
pupils aged 17
Percentage of 17 year old
pupils entering a : olume
eCui: alent to 2 A le: els who
achie: ed the Le: el E
threshold
W5
7W0
WE
j 7W
W7
7E0
W6
665
W5
62j
W7
6W6
W7
77E
W6
725
Wj
j 1E
W4
70E
W2
7E4
W6
6j 2
(1)
W5
671
WE
672
W6
9or details on appro: ed Cualifications8point scores and contriJution to thresholds8please see the F ataJase for Appro: ed
v ualifications in I ales
(2)
(E)
(4)
(5)
(6)
(F Av I ) at httpb//www.daCw.org.u, /
9or information aJout which syllaJuses are included in each suJDect area see Notes for Guidance.
A: erage capped wider point scores are calculated using the Jest j GQSq results or the : ocational eCui: alent.
q ntry Le: el v ualification.
As defined under the National Performance kndicator q F U/002.
Used for all 9ree School Meal Jenchmar, ing taJles.
..
F ata not a: ailaJle.
670
31
This report uses data for 2013 for LA and Wales comparative information
Ysgol Gyfun Garth Olwg
LA/School no: 674/4054
Rhondda Cynon Taf
School comparative information: National Curriculum Assessments 2013 with benchmarking
Key Stage 3
Percentage of boys, girls, and pupils achieving at least the expected level (Level 5+):
Boys
English
Welsh
Maths
Science
CSI
School 2013
LA 2013 Wales 2013
84
73
77
82
78
83
92
78
82
89
81
84
84
68
72
Girls
Pupils
School 2013 LA 2013 Wales 2013
90
86
89
97
94
92
92
85
86
97
89
90
90
79
82
School 2013 LA 2013 Wales 2013
87
79
83
88
86
88
92
81
84
93
85
87
87
74
77
School Performance over time (2009 - 2013)
Contextual Information
Benchmarked against schools with a similar percentage of pupils eligible for free school meals.
School's results shown in greyed boxes. Column headings refer to.
Quarter 1
School is in the top 25 per cent.
Free School Meal Group
Quarter 2
Quarter 3
Quarter 4
School is in the top 50 per cent but not the top 25 per cent.
School is in the bottom 50 per cent but not the bottom 25 per cent.
School is in the bottom 25 per cent.
More than or equal to 10 per cent and up
to 15 per cent eligible for FSM
Quarter 4
Lower
Quartile
Quarter 3
Median
Quarter 2 Upper Quartile Quarter 1
English
87
88
90
Welsh
88
89
93
Maths
88
90
Science
92
93
93
CSI
83
86
The benchmarks have been calculated using a three-year average for Free School Meal data.
92
87
Notes:
1. Figures for Welsh refer to attainment in Welsh first language only.
2. CSI = Core Subject Indicator. To achieve the CSI a pupil must achieve at least the expected level 5 in both Mathematics and Science
and either English or Welsh first language.
3. If there were no pupils eligible for assessment in a subject for a particular year the graph will discontinue and show a gap for that
year.
Report created by DEWi on 29/08/2013 Page 1 of 2
Y s g o l
G y f u n
G a r t h
O l w g
P r o s p e c t u s :
2 0 1 3
-
2 0 1 4
32
Ysgol Gyfun Garth Olwg
LA/School no: 674/4054
Rhondda Cynon Taf
School comparative information: National Curriculum Assessments 2013 with benchmarking
Key Stage 3
Percentage of pupils achieving the expected level (Level 5+)
School 2013
Welsh Second Language
Modern Foreign Language
Design and Technology
Information and Communic
History
Geography
Art and Design
Music
Physical Education
0
91
96
95
86
88
89
84
95
Boys
LA 2013 Wales 2013
62
65
67
71
80
83
83
86
75
80
76
80
79
83
80
83
82
85
Girls
School 2013 LA 2013 Wales 2013
0
78
82
97
80
86
97
90
93
98
91
93
95
88
90
98
88
89
100
94
95
98
90
92
92
83
87
Pupils
School 2013 LA 2013 Wales 2013
0
70
73
94
74
78
96
85
88
96
87
89
90
82
85
93
82
85
94
87
89
91
85
87
94
83
86
School Performance over time (2009 - 2013)
Contextual Information
Benchmarked against schools with a similar percentage of pupils eligible for free school meals.
School's results shown in greyed boxes. Column headings refer to.
Quarter 1
School is in the top 25 per cent.
Free School Meal Group
Quarter 2
Quarter 3
Quarter 4
School is in the top 50 per cent but not the top 25 per cent.
School is in the bottom 50 per cent but not the bottom 25 per cent.
School is in the bottom 25 per cent.
More than or equal to 10 per cent and up
to 15 per cent eligible for FSM
Quarter 4
Lower
Quartile
Quarter 3
Median
Quarter 2 Upper Quartile Quarter 1
72
78
85
Modern Foreign Language
80
85
88
Design and Technology
90
94
95
Information and Communication Technology
90
94
96
History
88
89
90
92
Geography
87
89
93
Art and Design
89
93
94
96
Music
89
91
93
94
Physical Education
88
91
92
The benchmarks have been calculated using a three-year average for Free School Meal data.
Welsh Second Language
94
96
96
93
94
Notes:
1. If there were no pupils eligible for assessment in a subject for a particular year the graph will discontinue and show a
gap for that year.
Report created by DEWi on 29/08/2013 Page 2 of 2