School Improvement Plan Evaluation Report 2024 2025
- Priority 1- Raise pupils’ standards in mathematical recall, number bonds, mental maths and tables to enable them to better apply them in their work.
Objective 1: Monitoring Teaching Practices
Monitoring current teaching practices is essential for continuous improvement. Staff questionnaires provided valuable insights into instructional effectiveness and pupil engagement. Classroom observations revealed a need to strengthen basic numeracy recall skills, particularly in early years. By analysing pupil responses, strategies can be adapted to better support engagement and understanding.
Planned activities should aim to foster focus and enthusiasm, ensuring lessons remain stimulating and impactful. A structured review of numerical recall tests and professional dialogue around data will support targeted improvements.
Objective 2: Strengthening Home-School Engagement
Digital platforms such as RM Easimaths and TTRockstars have positively influenced pupil engagement at home. Parents expressed appreciation for detailed progression guides shared during the recent information evening, which enhanced their understanding of their children’s learning journeys.
The Year 3–6 Volcano Project received overwhelmingly positive feedback, with parents highlighting the practical application of numeracy in research and presentation. This hands-on approach deepened pupils’ understanding of both mathematical and scientific concepts.
To build on this success, inviting parents into classrooms to observe numeracy in action will foster stronger collaboration between home and school.
Objective 3: Cross-Curricular Integration
A curriculum mapping exercise identified opportunities to embed numeracy within Science, Geography, and PE. The newly adopted Cwestiwn Mawr medium-term planning highlights numeracy through overarching questions, while Taith360 tracking supports monitoring of coverage and progress.
Twilight training sessions have facilitated meaningful discussions with GWE officers and peers, promoting best practice sharing and addressing Estyn recommendations. Monitoring indicates a need to improve numerical recall and application for pupils aged 3–7, while data collection skills are strong among 8–11-year-olds.
Objective 4: Collaborative Learning Projects
Plans for Summer Term 2025 include pupil-led initiatives to organise events for parents and the wider community. These projects aim to promote engagement, communication, and social responsibility. While not yet realised, they present valuable opportunities to enrich learning and develop key skills.
Monitoring the impact of these collaborative efforts will be essential to ensure they contribute meaningfully to pupils’ educational experiences.
Conclusion
The evaluation highlights strong progress in digital engagement, curriculum integration, and parental involvement. However, consistent attention is needed to improve numerical recall, especially in younger pupils. Continued collaboration between staff, parents, and pupils will be key to sustaining momentum and enhancing outcomes.
Areas for further development
Numeracy Recall Development
Implement targeted interventions for ages 3–7.
Review recall test data and engage in professional dialogue.
Parental Engagement
Schedule classroom visits for parents.
Continue sharing numeracy strategies via newsletters and events.
Curriculum Integration
Expand use of Taith360 for tracking.
Continue staff training on cross-curricular numeracy.
Collaborative Projects
Support pupils in planning community events.
Monitor and evaluate educational impact.
Priority 2
Further develop whole school behaviour and personal, social, health and wellbeing education.
Attendance Overview
Autumn, Spring, and Summer Terms
Weekly attendance displayed on classroom doors.
Termly attendance certificates awarded to pupils.
These consistent strategies have helped reinforce the importance of regular attendance and celebrate pupil commitment across all year groups.
Objective 1: Mental Health Monitoring and Support
A pupil survey was conducted to evaluate the effectiveness of current mental health initiatives. Key strengths included pupils’ awareness of trusted adults and the importance of having time to discuss emotions. The Jigsaw programme for ages 3–7 has positively impacted wellbeing, though pupils expressed a need for more structured relaxation opportunities.
Objective 2: Communication and Curriculum Development
Efforts to improve communication—through pupil discussions and school-wide posters—have increased awareness of support systems. However, pupils rarely referenced mental health lessons, indicating a need for a more robust curriculum.
Objective 3: Anti-Bullying and Playtime Engagement
Fortnightly KiVa assemblies have significantly raised awareness of bullying. Pupil-led discussions prompted the creation of activity boxes to improve playtime experiences. Staff meetings revealed stronger relationships between the headteacher and parents, especially vulnerable families.
Objective 4: Attendance Systems and Parent Engagement
New attendance flow charts have clarified procedures for staff. The My School app has been widely adopted for absence reporting, improving communication and response times. Morning attendance discussions and consistent follow-ups have strengthened relationships with families.
Behaviour, Wellbeing, and Mindfulness
The school-wide behaviour programme, incorporating Jigsaw and KiVa, has led to improved staff confidence and reduced bullying reports. Younger pupils benefit from Robi Robot strategies, and all pupils now understand daily behavioural expectations. Mindfulness, yoga, and team-building activities have enhanced peer collaboration and emotional wellbeing.
Areas for further development
Expand PSHE curriculum to include Jigsaw, KiVa, and mindfulness.
Conduct lesson observations to assess Jigsaw delivery.
Encourage more detailed parental feedback in future questionnaires.
Introduce Jigsaw for ages 7–11
Invest in additional resources to support self-regulation and relaxation. Continue daily attendance check-ins and phone follow-ups.
Celebrate attendance with certificates and positive reinforcement.
Arrange support for pupils and parents when attendance drops below 95% and is consistent absenteeism.
School to follow Conwy attendance policy and procedures
Continue KiVa assemblies and pupil-led initiatives.
Maintain open communication channels with parents.
Monitor playtime engagement and wellbeing outside.
Continue developing outdoor wellbeing activities.
Reinforce behaviour strategies through assemblies and staff training.
Monitor impact through pupil feedback and behaviour data.
Conclusion
This evaluation highlights significant progress in mental health support, behaviour management, and attendance systems. Initiatives such as Jigsaw, KiVa, and mindfulness have created a more supportive and emotionally aware school environment. Continued investment in pupil wellbeing, structured communication, and collaborative learning will ensure sustained success.
Priority 3 Enhancing Collaboration with School, Parents & Community
Objective 1: Strengthening Church-School Partnerships
The school has actively cultivated a meaningful relationship with the local church, led by Headteacher’s coordination with the Church Warden. A comprehensive annual plan has been established, including a timetable of pupil-led activities that promote engagement with the church community. These efforts culminated in a Community Christmas service and shared meal for staff and clergy.
Additional initiatives include:
Linking the school’s Facebook page with the church’s digital platforms.
Creating a designated children’s window in the church to display pupil work.
Hosting seasonal events such as bird watching, Easter bonnet parades, and window decoration projects.
A well-received Easter service delivered by the new vicar, strengthening ties between pupils, staff, and clergy.
Strengths:
High pupil engagement in church-linked activities.
Strong community spirit fostered through regular interaction.
Visible celebration of pupil work within the church setting.
Objective 2: Building Community Council Collaboration
Progress toward a formal partnership agreement with the Community Council has been slower than anticipated due to external factors. Despite this, the school has successfully initiated collaboration through a joint event at the memorial hall, showcasing school achievements to the wider community.
Further developments include:
Strengths:
Positive reception of joint events by community members.
Enhanced digital presence through website integration.
Outstanding potential for future pupil-led community projects.
Areas for Development:
Monitor individual pupil targets linked to community engagement.
Evaluate impact of church-based activities on pupil wellbeing and learning.
Accelerate formalisation of the partnership agreement.
Establish clear roles and expectations for community-led projects.
Planning a community-led project involving pupil participation.
Full integration of the school website into the new community website, improving visibility and outreach.
Conclusion
Thank you for taking the time to read our evaluative report outlining the 2024–2025 school priorities. This document reflects our ongoing commitment to fostering a nurturing, inclusive, and ambitious learning environment for all pupils. Through strengthened collaboration with families, the community, and our dedicated staff, we continue to build a school culture rooted in wellbeing, achievement, and shared purpose.
We look forward to the year ahead with optimism and determination, confident that our collective efforts will lead to meaningful progress and lasting impact.
2025 2026 Summary Report- School Improvement Priorities
Priority 1- Enhancing Music Education at Ysgol Talhaiarn
Priority Focus:
To improve the quality, consistency, and progression of music education across the school, ensuring it aligns with the Curriculum for Wales and supports pupils’ creative, emotional, and cognitive development.
Rationale
Current provision for music is inconsistent and lacks integration with the Cwricwlwm Cymreig. Staff confidence in teaching music is low, and progression pathways for pupils are unclear. Free resources such as Charanga are not being fully utilised. Addressing these issues is essential to provide a rich, inclusive, and high-quality music education for all learners.
Intended Outcomes
- Embed Charanga across all year groups to ensure consistent delivery and progression.
- Build staff confidence and competence through targeted professional development.
- Enhance pupils’ creativity, emotional literacy, and collaboration through composing, performing, and responding to music.
- Strengthen listening and analytical skills through structured musical activities.
- Promote cross-curricular links with other expressive arts to enrich learning experiences.
- Increase pupil engagement and community involvement through performances and creative showcases.
Expected Impact:
- Improved staff confidence and consistency in music teaching.
- Clear progression in pupils’ musical understanding and skills.
- Greater pupil engagement and emotional expression through music.
- Stronger links between music and other areas of learning.
- Increased visibility of music within the school and wider community.
Monitoring & Evaluation:
Progress will be tracked through lesson observations, planning scrutiny, pupil voice, staff feedback, and performance showcases. Governors will receive termly updates on implementation and impact.
Resources & Budget:
- Charanga subscription and INSET training
- Journals and art materials (£300)
- Instrumental resources (£200/year)
- Existing digital devices and IT support
- Internal event setup and community engagement activities
Priority 2-Enhancing RVE at Ysgol Talhaiarn
Priority Focus:
To strengthen the integration and delivery of Religion, Values and Ethics (RVE) across the school, ensuring alignment with thematic curriculum planning and fostering inclusive, ethical learning environments.
Rationale:
Staff currently lack confidence and familiarity in embedding RVE within the curriculum, particularly in relation to the school’s overarching big questions. The RVE Jigsaw framework remains underutilised, and there is a need for structured professional development to support staff in delivering meaningful, inclusive RVE experiences. This initiative aims to build capacity, promote ethical discussions, and support pupils’ personal and moral development.
Intended Outcomes:
- Increased staff confidence and competence in teaching RVE.
- Effective use of the Jigsaw RVE framework across mixed-age classes.
- A whole-school culture that values diversity, inclusion, and ethical reflection.
- Improved pupil engagement and understanding of RVE concepts.
- Stronger cross-curricular links and pupil-led contributions to school life.
Priority 3- Improving Pupil Attendance
Priority Focus:
To improve the attendance of pupils who are persistently absent, ensuring targeted support and monitoring systems are in place to promote better engagement and learning outcomes.
Rationale:
Following a recent Estyn inspection and internal school evaluation, a small cohort of pupils was identified as having significantly low attendance. This priority addresses the need for targeted interventions, staff training, and parental engagement to improve attendance and ensure all pupils have equitable access to learning.
Intended Outcomes:
- A minimum 10% improvement in attendance among identified pupils over the next terms.
- At least 75% of families report satisfaction with the support provided.
- Increased staff engagement with attendance monitoring systems, reflected in consistent usage and data input.