Pontyberem C.P. School

Highlights from Latest Inspection

The school's leadership is strong and effective and respects the contributions of everyone associated with it. As a result, the school is an inclusive one where leaders and staff promote healthy relationships well, with a specific emphasis on ensuring equality, equal opportunities and fairness for all individuals within its community. They respect the contributions of all pupils to the school's life and work and implement procedures to ensure that they are all in a good place emotionally to enable them to learn.

As a result, nearly all pupils are happy and feel safe in the school's caring and inclusive community. A broad and balanced curriculum is provided for pupils that builds effectively on their knowledge, understanding and ski...lls. Provision is exciting and provides an opportunity to pupils to learn about their local area, Wales and places further afield.

This raises their awareness of their place in society and the importance of being responsible and conscientious citizens. As a result, most pupils develop very positive attitudes towards their learning, are keen to take advantage of the rich range of learning experiences and make sound progress from their starting points. Pupils are given a strong voice to contribute to what they would like to learn.

They are very happy about this and particularly about the opportunities they are given to organise interesting activities that add to the richness of the curriculum and that often place a clear focus on supporting humanitarian activities. Pupils are given regular and valuable opportunities to take part in sports, activities, performances and events such as eisteddfodau and concerts, which nurture their self-confidence and their physical, expressive and creative ability. Staff know their pupils very well and meet the needs of different groups masterfully, including those with additional learning needs, others who have challenges in terms of behaviour and others who are vulnerable.

Most teachers have very high expectations and classroom arrangements are effective, on the whole. However, this practice is not consistent or effective enough across the school. Although the school develops most pupils' literacy, numeracy and information and communication technology skills well, strategies to enable a minority of pupils to read fluently and enjoy reading have not been developed consistently enough.

Recommendations R1 Ensure that all teachers and support staff have consistently high expectations and effective classroom organisation R2 Ensure that procedures to promote pupils' skills and enjoyment while reading are widespread and consistently effective across the school