Ysgol Gynradd Rhosgadfan

Highlights from Latest Inspection

ICT skills develop as they move from one year to the nest. Schemes of work ensure that they meet the requirements of the curriculum in full. The planning system considers the views of all staff and pupils successfully.

For example, pupils identify what they would like to learn about eating healthily in the theme 'Y Frechdan Ych a Fi'. The increasing range of interesting activities for pupils prompts them to think more independently and creatively, for example when constructing and evaluating air beacons. Teachers ensure that these tasks engage and hold pupils' interest successfully.

As a result, most pupils make sound progress. Schemes of work to develop the principles of the foundation phase are developing consistently an...d are beginning to have an effect on pupils' outcomes. Plans identify suitable opportunities to develop pupils' skills through various activities.

Staff now provide a range of challenges to develop pupils' independent learning skills, for example as they use recycling resources to create a home for worms. Teachers and assistants support pupils effectively as they develop their skills in enhanced and continuous provision. Provision in the outdoor area develops pupils' skills successfully.

Schemes of work show valuable opportunities to develop religious education across the school. Teachers plan a range of beneficial activities as part of their theme work, for example as they compare religious holidays. They invite visitors to the school in order to ask them about their culture and beliefs.

R4. Ensure that planning and teaching provide challenging tasks to respond to the needs of all pupils Staff have developed detailed schemes of work that are tailored to respond to pupils' different needs and interests. An effective range of activities is identified in teachers' short-term plans in order to ensure the participation of pupils of all abilities.

In the foundation phase, staff provide an appropriate range of activities that challenge pupils suitably. They plan guided tasks that develop pupils' skills appropriately. They promote independent learning efficiently in enhanced and continuous provision.

However, teachers do not always facilitate learning effectively enough or show high enough expectations of pupils in order to challenge them to achieve to the best of their ability. Key stage 2 pupils facilitate learning effectively by asking open-ended questions and challenging pupils to think for themselves. As a result, most pupils play a more active part in their learning, for example when measuring the effect of physical activity of the heart rate.

They understand what and how to improve their own work and that of their peers by responding purposefully to specific criteria. Many pupils act on feedback in order to develop their work further. R5.

Ensure that arrangements for additional learning needs meet the requirements of the code of practice Arrangements for additional learning needs meet the requirements of the code of practice. They include the steps necessary when considering individual pupils' needs from the time they are first admitted to the school. There are robust arrangements in order for staff to share relevant information about pupils who need additional support.

The headteacher provides valuable opportunities for staff to develop their ability to support pupils with additional learning needs, for example when teaching pupils how to foster better resilience when they face challenges in their activities. As a result, many pupils understand the importance of striving regularly and persevering for extended periods. There is sound evidence that pupils with additional learning needs make consistent progress in their learning.

R6. Ensure that the school's leaders act more effectively when setting a strategic direction and monitoring priorities for improvement The headteacher has a robust vision and shares it effectively with all of the school's stakeholders. It focuses effectively on raising standards of achievement and supporting pupils' wellbeing in an inclusive learning environment.

She works successfully with staff and governors, and they have established a robust and sustainable strategic direction. The headteacher has high expectations of all staff. She supports and challenges them successfully, for example when supporting staff to develop challenging activities in the outdoor area.

The headteacher provides rich training experiences for teachers and assistants. As a result, they support pupils with various needs skilfully. The headteacher and governors work together effectively in order to ensure improvements.

Many governors operate skilfully as critical friends, ensure the headteacher's accountability and set clear expectations in terms of progress. Members of the improvement sub-panel visit the school regularly to scrutinise pupils' work and conduct learning walks. They produce useful reports following visits and provide sensible recommendations in order to support the school to improve.

The headteacher and members of the improvement sub-panel scrutinise first-hand evidence with the regional consortium's challenge adviser. They ensure that the recommendations of the monitoring visits are given full attention. As a result, this contributes to positive developments in provision and pupils' progress across the school.

Leaders use suitable techniques to gather evidence about standards and provision. They measure progress against the school's priorities skilfully. Since the core and learning.

Leaders also consider the effectiveness of teachers' curricular plans by scrutinising pupils' books in order to measure progress in specific areas. © Crown Copyright 2019: This report may be re-used free of charge in any format or medium provided that it is re-used accurately and not used in a misleading context. The material must be acknowledged as Crown copyright and the title of the report specified.