NEW categorisation information published by the Welsh Government suggests that there has been an improvement in school performance.
Introduced in 2014, the National School Categorisation System places schools into one of four colour-coded support categories to demonstrate the level of support they need – green, yellow, amber and red.
There are now more schools in the green and yellow categories when compared to last year. Green schools require just four days of support and yellow schools receive up to 10 days of support.
This year sees a small change to the factors that decide a school’s category. Instead of just looking at areas such as performance, including GCSE results, there is now a much broader assessment that considers areas such as teacher assessments from other subjects, wellbeing and the quality of teaching and learning.
The National Categorisation System was introduced in 2014 to help identify schools in need of support to improve.
Under the system there are four categories – green, yellow, amber and red. Schools in the green category are deemed to be in need of the least support while schools in the red category are those identified as needing the most support.
This year’s results show that there are fewer schools in Wales in need of the highest levels of support when compared to last year. Similarly, there are more schools categorised as needing lower levels of support.
The purpose of including a broader and more sophisticated range of factors is to understand the kind of support needed by a school and to give parents a better picture of how a school is performing.
Out of over 1,500 schools across Wales only 4 appealed against their category.
85.3 per cent of primary schools and 68.3 per cent of secondary schools are now in the green and yellow categories. This increase from last year continues the upward trend since 2015.
There has been a very small rise in the proportion of red schools – those identified as needing most support – by 0.4 percentage points in the primary sector and 2.9 percentage points in the secondary sector.
45 per cent of special schools have been categorised as green, and needing less support, with no schools categorised as red and in need of most support.
Cabinet Secretary for Education Kirsty Williams said: “I’m pleased to see that more schools are now in the green and yellow categories, which continues with the upward trend we have seen over the past few years.
“These schools have a key role to play in supporting other schools to improve by sharing their expertise, skills and good practice.
“Last September, I announced that to further raise schools standards we would make changes to the school categorisation system following advice from the OECD.
“As well as taking into account a much broader range of factors about a school’s ability to improve, categorisation now places more of an emphasis on discussions about how the school could improve – leading to a tailored programme of support, challenge and intervention.
“I’m confident that the changes we have made to the categorisation process are in the best interests of pupils and will help ensure schools are given the right support at the right time.”
David Evans, Wales Secretary of the National Education Union Cymru, said: “There are some real positives in the figures published today. The significant increase in the number of primary schools placed in the green category is particularly pleasing and highlights the trend of good news we’ve seen relating to school standards following on from the recent Estyn report that highlighted the greater cooperation that has been taken place between schools. Of course these are but one measure of performance and while schools and teachers should rightfully be applauded in light of these results we have always warned against seeing them as a definitive picture of how and why schools are performing. The really important take away is to ensure that where support is needed it is delivered, where resources and finances are identified as lacking they are provided and where excellence is identified it is shared across the sector.”
Ceredigion music teacher presented with Honorary Fellowship
A PERIPATETIC music teacher who worked for Ceredigion Music Service for 35 years has been presented as an Honorary Fellow of Aberystwyth University.
Originally from Treherbert in the Rhondda Valley, Alan Phillips began his music career playing brass with the local Treherbert Band whilst at school.
After leaving school he became a bricklayer – a skill which took him all over the UK and to Europe. Then, at the age of 23 he embarked on a Music degree at Aberystwyth, graduating in 1981.
After gaining a Post Graduate Certificate in Education from Cardiff, a chance encounter with some of his Aberystwyth friends led him to apply for the vacant brass peripatetic post in Ceredigion, to which he was duly appointed.
Over a 35 year career working for Ceredigion Music Service, Alan started the Aberystwyth Town Youth Band, and took numerous groups of young musicians to competitions at home and abroad.
Alan was presented as Honorary Fellow during the first of the University’s 2019 graduation ceremonies on Tuesday 16 July by Dr Rhodri Llwyd Morgan, Director of Welsh Language and External Engagement.
Hwyl yr Haf – Your guide for the summer holidays in Ceredigion
CERED’S 2019 Hwyl yr Haf programme was launched on July 5 at Gŵyl Aber. It is the essential guide for parents looking for Welsh and bilingual activities for their children in Ceredigion over the school summer holidays.
Cered has been creating Hwyl yr Haf programmes since 2017 to coordinate Welsh language activities during the school summer holidays in the Aberystwyth area, and to raise awareness of the wealth of Welsh language activities that are on the doorstep. This year’s programme will see Hwyl yr Haf include partners in south Ceredigion for the first time to ensure that Hwyl yr Haf actvities are accessible to children, young people and families across the county.
There are a number of new and exciting activities in Hwyl yr Haf 2019 including Ceredigion Museum’s planetarium and Gwersyll yr Urdd Llangrannog’s Activity Days. There are also art, music, drama and dance workshops; Gigs Cantre’r Gwaelod’s Sunday Afternoon Series; mountain biking sessions and much more.
Non Davies is Cered’s Manager. She said: “Over ten thousand people saw our Hwyl yr Haf programme in 2018 and many of the activities sold out. With new partners such as Cardigan Castle, Gwersyll yr Urdd Llangrannog and Llandysul Library on board for the first time, this year we hope that even more Ceredigion families can enjoy a wealth of Welsh language activities over the summer holidays.”
To find Hwyl yr Haf activities search for Cered on Facebook, Twitter and Instagram or go to www.cered.cymru/hwyl-yr-haf-19.
First Minister officially opens Ysgol Henry Richard
ON THURSDAY , July 11, Ysgol Henry Richard in Tregaron was officially opened by Mark Drakeford AM, First Minister of Wales.
During the opening, Dorian Pugh, Headmaster of Ysgol Henry Richard said: “We have been on an exciting journey in recent years and today we are celebrating solidarity. Today is a milestone for this school. With the new facilities, I am confident that our pupils receive valuable, up-to-date experiences and opportunities. On the teaching route from the smallest, at age three, to the oldest at age sixteen, they are co-working, co-travelling and co-succeeding, now at one campus, in one family. Today our motto was realised, ‘Mewn Llafur mae Elw’ (In labour there is profit) and we stick to the words here now going forward.
“I would like to thank the Welsh government and Ceredigion County Council for the investment in securing a bright future for education in this community. I am today a very proud head of the unique, special school here, Ysgol Henry Richard. One school, one site and one vision.”
Following the completion of a new building to accommodate 120 pupils of primary school age and 30 nursery places on the existing secondary school site, Ysgol Henry Richard now provides education for pupils from 3 to 16 years old on one location.
The 3-16 school first opened its doors to pupils on 1 October 2018 having previously occupied multiple sites including the former Tregaron and Llanddewi Brefi Primary Schools.
Councillor Catrin Miles, Cabinet member for Learning Services and Lifelong Learning said: “Ysgol Henry Richard is Ceredigion’s third ‘through-age school’ following Ysgol Bro Pedr and Ysgol Bro Teifi and we have increasing evidence of the benefits of co-location of primary and secondary provision. Locating the new primary school facility on the secondary school site has resulted in Ysgol Henry Richard having the ability to share facilities such as the dining hall, gymnasium, technology suite, main hall and science classrooms. Teaching resources can also be deployed across phases allowing subject specialisms and teaching pedagogy to be used flexibly to for pupils of all ages.”
Councillor Miles continued: “The Ysgol Henry Richard project was funded equally by Ceredigion County Council and Welsh Government’s 21st Century Schools Fund. We are grateful to the contractors, local authority officers and the school for their work in enabling this complex project whilst maintaining secondary provision on the site throughout. The school is now well placed to provide excellent educational provision and opportunities in Tregaron and the surrounding area for many years to come.”
Mark Drakeford AM, First Minister said: “The remodelling of Ysgol Henry Richard is the final project in Ceredigion’s school programme, receiving £2.5 million from the first wave of funding of the Welsh Government’s 21st Century Schools and Colleges Programme. The most important thing about our Programme is that it has been co-designed, co-governed and co-delivered with local authorities and colleges throughout Wales. This means that these projects have been delivered strategically to meet local demand.
“Here in Ceredigion that has certainly been achieved by adopting school settings for nursery through to secondary age children, of which Ysgol Henry Richard is one. What an innovative way to provide continuity and familiarity for pupils, while delivering education in a sustainable way in a rural county.”
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