RHAGORI – RAISE-

Zephyr Cynhadledd Traws-AwdurdodCross-Authority Conference

The InterchangeBae Colwyn – Colwyn Bay

Mawrth 9fed, 2010NWR

Y DARLUN MAWR - THE BIG PICTURE

SEF

ESTYN SDP/

SIP

UNCRC

WAG

7 CoreAims

CYPP

LEA

UNCRC• Article 28• Article 28 of the UN Convention on the Rights of the Child concerns a child's right to

education:• "1. States Parties recognize the right of the child to education, and with a view to achieving

this right progressively and on the basis of equal opportunity, they shall, in particular: • (a) Make primary education compulsory and available free to all; • (b) Encourage the development of different forms of secondary

education, including general and vocational education, make them available and accessible to every child, and take appropriate measures such as the introduction of free education and offering financial assistance in case of need;

• (c) Make higher education accessible to all on the basis of capacity by every appropriate means;

• (d) Make educational and vocational information and guidance available and accessible to all children;

• (e) Take measures to encourage regular attendance at schools and the reduction of drop-out rates.

UNCRC• Article 29• Article 29 of the UN Convention on the Rights of the Child relates to a child's right to

education:

"1. States Parties agree that the education of the child shall be directed to: • (a) The development of the child's personality, talents and mental and physical abilities to

their fullest potential; • (b) The development of respect for human rights and fundamental freedoms, and for the

principles enshrined in the Charter of the United Nations; • (c) The development of respect for the child's parents, his or her own cultural identity,

language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own;

• (d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin;

• (e) The development of respect for the natural environment.

WAG – 7 Core Aims‘We have adopted the UNCRC as the basis of all our work for children and young

people. This is expressed in seven core aims that all children and young people:• have a flying start in life• have a comprehensive range of education and learning opportunities• enjoy the best possible health and are free from abuse, victimisation

and exploitation• have access to play, leisure, sporting and cultural activities• are listened to, treated with respect, and have their race and cultural

identity recognised• have a safe home and a community which supports physical and

emotional wellbeing• are not disadvantaged by poverty.’

School Effectiveness Framework

Children and young people are safe,

happy and able to learn

better.

School effectiveness framework

School Effectiveness Framework• As part of the Framework, the Welsh Assembly Government and its partners (including representatives of local

authorities and head teachers) have developed a statement of national purpose for schools. It describes the purpose of schools as being to:

• enable all children and young people to develop their full potential by acquiring skills, knowledge, understanding and attitudes, including personal, social and emotional skills, to enable them to become economically, socially and personally active citizens and lifelong learners;

• promote a culture of social inclusion and respect for diversity, particularly through developing the wellbeing of learners and personalising their learning;

• establish strong professional learning communities in schools where practitioners can develop and share their professional knowledge on learning and teaching;

• offer children and young people a curriculum that engages and motivates them to learn and to achieve their potential;

• provide a learning community for all engaged in school life, with children and young people and their families at the centre, and including governors, teachers, other school staff and adults training to work in schools;

• be a key player with other schools and partner service providers in planning and delivering integrated services for children and young people to improve their well-being; and

• provide or facilitate education so that schools contribute to meeting the needs of the community and engage the community as partners to ensure that all schools are community focussed.

• The School Effectiveness Framework seeks to draw together the range of programmes which address the challenges facing schools in achieving the national purpose.

Sept 2010 – Aug 2016

Key Features• Greater emphasis on building capacity for self-improvement• Stronger role for self-evaluation• Local authority involvement in follow-up work• Common inspection framework simplified• Four week notice• Greater focus on customer satisfaction• Greater learner involvement• Improved reporting on wellbeing• More accessible reports

Rhagoriaeth i bawb – Excellence for all

Judgement ScaleFour judgements:• EXCELLENTMany strengths, including significant examples of sector-leading practice

• GOODMany strengths and no important areas requiring significant improvement

• ADEQUATEStrengths outweigh areas for improvement

• UNSATISFACTORYImportant areas for improvement outweigh strengths

SUMMARY•Overall judgement•Prospects for improvement

Three Key Questions• KQ1 – How good are outcomes?1.1 – Standards 1.1.2 – Trends in performance 1.1.4 – pupils’ progress to the next level of education, training or employment 1.1.5 – progress in learning 1.1.6 – skills 1.1.7 – Welsh language

1.2 – Wellbeing 1.2.1 – development of healthy and safe attitudes 1.2.2 – participation and enjoyment in learning, including attendance, behaviour

and attitudes 1.2.3 – community involvement and decision making 1.2.4 – social and life skills

• KQ2 – How good is provision?2.1 – Learning experiences 2.1.1 – meeting the needs of learners, employers and the wider community 2.1.2 – provision for skills

2.2 – Teaching 2.2.1 – the range and quality of teaching approaches 2.2.2 – assessment for learning

2.3 – Care, support and guidance 2.3.1 – impartial guidance and information 2.3.2 – personal and specialist services 2.3.3 – provision for health and wellbeing 2.3.4 – safeguarding arrangements 2.3.5 – additional learning needs 2.3.6 – spiritual, moral, social and cultural development

2.4 – Learning environment 2.4.1 – equality and diversity 2.3.2 – staffing, resources and accommodation

• KQ3 – How good are leadership and management?3.1 – Leadership 3.1.1 – the impact of leadership 3.1.2 – strategic direction 3.1.3 – meeting national and local priorities 3.1.4 – governors

3.2 – Partnership working 3.2.1 – strategic partnerships 3.2.2 – joint planning, resourcing and quality assurance

3.3 – Quality improvement 3.3.1 – self-evaluation, including listening to pupils and others 3.3.2 – planning improvement 3.3.3 – improvement in professional learning communities 3.3.4 – progress since the last inspection

3.4 – Resource management 3.4.1 – management of resources 3.4.2 – value for money

Ysgol Uwchradd Caergybi Ysgol Bryn Elian

Rhosnesni High School Rhyl High School

Jig-sô Jigsaw

Zephyr

• "lull'd by soft zephyrs" [Quote by – Alexander Pope]

• ‘Soft is the strain when zephyr gently blows.’ (Quote by - Alexander Pope

• ‘a soft, gentle breeze from the west that brings about change’

Cultural Dictionary

Zephyr [(zef-uhr)]

The Greek and Roman god of the west wind, considered the most pleasant of the winds.

Diolch – Thank you

Cwestiynau - Questions