Adroddiad Blynyddol 2011-2012 (Ysgolion uwchradd) Annual Report 2011-2012 (Secondary schools)

Perfformiad a Rhagolygon Performance and Prospects Mae perfformiad yn dda neu’n well ar y cyfan mewn 46% o’r 35 o ysgolion uwchradd a arolygwyd. Mae’n rhagorol ar y cyfan mewn 14% o ysgolion. Mae rhagolygon gwella yn dda neu’n well mewn 67% o ysgolion uwchradd ac yn rhagorol mewn 23%. Mae cyfran yr ysgolion sy’n perfformio’n dda ac a’r rhagolygon gwella da yn llawer is na’r llynedd. Performance is good or better overall in 46% of 35 secondary schools inspected. It is excellent overall in 14% of schools. Prospects for improvement are good or better in 67% of secondary schools and excellent in 23%. The proportion of schools with good performance and good prospects for improvement is much lower than last year.

Gweithgarwch dilynol – mynd i mewn i gategori Follow-up activity – going in Mae angen gweithgarwch dilynol ar 71% o ysgolion uwchradd: - mae angen i 3 o ysgolion gael eu monitro gan yr awdurdod lleol. - mae angen ymweliad monitro gan Estyn ar 16 o ysgolion; ac - mae angen i 5 o ysgolion gael eu gwella’n sylweddol; ac - mae 1 ysgol yn y categori mesurau arbennig. 71% of secondary schools require follow-up activity: 3 need local authority monitoring. 16 require an Estyn monitoring visit; and 5 are in need of significant improvement; and 1 is in special measures.

Gweithgarwch dilynol – mynd i mewn i gategori Follow-up activity – going in Bu gwelliant ym mhob un o’r 12 o ysgolion uwchradd a arolygwyd yn 2010-2011 yr oedd angen iddynt gael eu monitro gan yr awdurdod lleol neu ymweliadau monitro gan Estyn, ac nid oes angen ymweliadau dilynol arnynt mwyach. Mae 1 ysgol yn parhau i fod yn y categori o ysgolion y mae angen eu gwella’n sylweddol. Astudiaeth achos – yn dod allan o’r categori monitro gan Estyn All 12 secondary schools inspected in 2010-2011 that needed local authority monitoring or Estyn monitoring visits made improvement and no longer need further follow-up visits. 1 school remains in need of significant improvement. Case study – coming out of Estyn monitoring

Deilliannau Outcomes Mae safonau yn rhy amrywiol: yn rhagorol ac yn anfoddhaol mewn 14% o ysgolion; yn dda mewn 31% o ysgolion uwchradd a arolygwyd; yn ddigonol mewn 40% o ysgolion uwchradd. Standards are too variable: both excellent and unsatisfactory in 14% of schools; good in 31% of secondary schools inspected; adequate in 40% of secondary schools.

In schools with excellent standards: there are no differences in the performance of different pupil groups; there is consistently high performance in examinations over several years, compared with similar schools; and pupils have well-developed literacy skills. Mewn ysgolion sydd â safonau rhagorol: nid oes unrhyw wahaniaethau ym mherfformiad gwahanol grwpiau o ddisgyblion; mae perfformiad cyson uchel mewn arholiadau dros sawl blwyddyn, o gymharu ag ysgolion tebyg; ac mae gan ddisgyblion fedrau llythrennedd datblygedig

Mewn ysgolion lle mae safonau’n dda: mae’r rhan fwyaf o ddisgyblion yn gwneud cynnydd da; mae perfformiad mewn arholiadau yn CA4 yn gwella ond nid yw wedi sicrhau patrwm cyson uchel; mae’r rhan fwyaf o ddisgyblion yn siarad yn glir ac yn gwrando’n astud; mae llawer ohonynt yn darllen yn dda ac yn ysgrifennu darnau ystyriol yn gywir; mae ychydig o ddisgyblion yn gwneud gormod o gamgymeriadau mewn sillafu, atalnodi a gramadeg; ac nid yw ychydig o’r disgyblion mwy abl yn gwneud cymaint o gynnydd wrth ddatblygu medrau darllen ac ysgrifennu ar lefel uwch. In schools with good standards: most pupils progress well; KS4 examination performance is improving but has not achieved a consistently high pattern; most pupils speak clearly and listen attentively; many read well and write thoughtful pieces accurately; a few pupils make too many errors in spelling, punctuation and grammar; and a few of the more able pupils do not make as much progress in developing higher order reading and writing skills.

Mewn ysgolion lle mae safonau’n ddigonol: Mae perfformiad mewn arholiadau yn gwella ar y cyfan, ond mae islaw’r hyn y dylai fod o gymharu ag ysgolion tebyg; Er bod llawer o ddisgyblion yn gwrando ac yn siarad yn glir, nid yw lleiafrif sylweddol ohonynt yn darllen nac yn ysgrifennu’n ddigon da. Mewn llawer o’r ysgolion hyn, mae medrau rhifedd disgyblion yn wan neu nid ydynt yn eu cymhwyso’n ddigon da ac nid yw disgyblion sydd â hawl i gael prydau ysgol am ddim yn perfformio’n dda; Nid yw bechgyn yn perfformio’n dda mewn lleiafrif o’r ysgolion hyn. In schools with adequate standards: Examination performance is generally improving, but is below what it should be when compared with similar schools; Although many pupils listen and speak clearly, a significant minority do not read or write well enough. In many of these schools, pupils have weak numeracy skills or do not apply them well enough and pupils entitled to free school meals do not perform well; Boys do not perform well in a minority of these schools.

Mewn ysgolion lle mae safonau’n anfoddhaol: Mae’r ysgolion hyn yn perfformio ar gyfradd sydd ymhell islaw ysgolion tebyg yn arholiadau allanol CA4; Cynnydd gwael o gyfnodau allweddol blaenorol; Mae lleiafrif o ddisgyblion yn gwneud cynnydd araf ac mae eu medrau llythrennedd yn wan; ac Nid yw medrau darllen, ysgrifennu a rhifedd lleiafrif o ddisgyblion wedi eu datblygu’n ddigonol, ac ni chaiff y medrau hyn eu defnyddio’n dda mewn gwersi ar draws y cwricwlwm. In schools with unsatisfactory standards: These schools perform at a rate that is well below similar schools in KS4 external examinations; Poor progress from previous key stages; A minority of pupils make slow progress and have weak literacy skills; and Reading, writing and numeracy of a minority are under-developed and these skills not used well in lessons across the curriculum.

Mae medrau Cymraeg ail iaith yn gwella mewn mwyafrif o ysgolion. Mae mwy o ysgolion yn cofrestru disgyblion ar gyfer arholiadau Cymraeg ail iaith y cwrs llawn. Fodd bynnag, mae Cymraeg ail iaith yn faes pwysig i’w wella mewn tua un o bob pump o ysgolion. Welsh second language skills are improving in a majority of schools. More schools are entering pupils for full course Welsh second language examinations. However, Welsh second language is an important area for improvement in around a fifth of schools.

Attendance is not good enough in under a third of schools. Lles Mae bron pob disgybl yn teimlo’n ddiogel yn yr ysgol, mae llawer ohonynt yn gwybod am bwysigrwydd byw yn iach, yn cymryd rhan mewn ystod o weithgareddau corfforol ac yn datblygu medrau cymdeithasol a bywyd. Caiff disgyblion fwy o gyfle i fynegi barn ynghylch beth a sut maent yn dysgu mewn lleiafrif o ysgolion. Mae ymddygiad ac agweddau at ddysgu yn dda neu’n well yn y rhan fwyaf o ysgolion, ond mewn lleiafrif o ysgolion, nid yw rhai disgyblion yn canolbwyntio neu maent yn tarfu rhywfaint ar y dasg dan sylw. Nid yw presenoldeb yn ddigon da mewn llai na thraean o ysgolion. Wellbeing Nearly all pupils feel safe in school, many know the importance of healthy living, participate in a range of physical activities and develop social and life skills. Pupils have a stronger say in what and how they learn in a minority of schools. Behaviour and attitudes to learning are good or better in most schools but in a minority of schools, a few pupils engage in off-task or low-level disruption. Attendance is not good enough in under a third of schools.

Darpariaeth Provision Mae profiadau dysgu yn dda neu’n well mewn bron i ddwy o bob tair o ysgolion. Mae’r rhan fwyaf o ysgolion yn cynnig ystod eang o gyrsiau academaidd a galwedigaethol yng nghyfnod allweddol 4 a’r chweched dosbarth; mewn chwarter o ysgolion, mae’r ystod ehangach o gyrsiau wedi arwain at ddeilliannau gwell. Mae pedair o bob pump o’r ysgolion a arolygwyd yn cynnig Bagloriaeth Cymru yn CA4 neu’r chweched dosbarth. Nid yw ychydig o ysgolion yn cynllunio’n ofalus ar gyfer dilyniant mewn pynciau o gyfnod allweddol 2. Learning experiences are good or better in almost two-thirds of schools. Most schools offer a broad range of academic and vocational course in key stage 4 and the sixth form; in a quarter of schools the expanded range of courses has led to improved outcomes. Four-fifths of schools inspected offer the Welsh Baccalaureate in KS4 or the sixth form. A few schools do not plan carefully for progression in subjects from key stage 2.

Over half of schools have good arrangements for developing skills. Almost a third of schools do not coordinate and monitor pupils’ literacy and numeracy skills well enough. In around a quarter of schools, subject departments do not adapt work well enough to support the development of pupils’ writing and higher-order reading skills. In one in five schools, provision for Welsh language is strong; but in a few English-medium schools, pupils do not have enough planned opportunities to use Welsh outside lessons. Mae dros hanner o’r ysgolion wedi gwneud trefniadau da ar gyfer datblygu medrau. Nid yw bron i draean o ysgolion yn cydlynu ac yn monitro medrau llythrennedd a rhifedd disgyblion yn ddigon da. Mewn tua chwarter o’r ysgolion, nid yw adrannau pwnc yn addasu gwaith yn ddigon da i gefnogi datblygiad medrau ysgrifennu a medrau darllen lefel uwch disgyblion. Mewn un o bob pump o’r ysgolion, mae darpariaeth gref ar gyfer y Gymraeg; ond mewn rhai ysgolion cyfrwng Saesneg, ni chaiff disgyblion ddigon o gyfleoedd cynlluniedig i ddefnyddio’r Gymraeg y tu allan i wersi.

Mae’r addysgu yn dda neu’n well mewn llai na hanner o’r ysgolion a arolygwyd. Mewn dros hanner o’r ysgolion a arolygwyd: Nid yw disgwyliadau lleiafrif o athrawon yn ddigon uchel, yn enwedig o ddisgyblion mwy abl; Nid yw athrawon yn gosod targedau heriol sy’n gweddu i anghenion a galluoedd disgyblion; ac Mewn rhai gwersi, nid yw athrawon yn rheoli ychydig o ymddygiad sy’n tarfu ar eraill yn ddigon da. Teaching is good or better in fewer than half the schools inspected. In over half the schools inspected: A minority of teachers do not have high enough expectations, particularly of more able pupils; Teachers do not set challenging activities which are matched to pupils’ needs and abilities; and In a few lessons, teachers do not manage low-level disruptive behaviour well enough.

Mae gan lawer o ysgolion systemau da ar gyfer olrhain cynnydd disgyblion; er bod y system yn rhy newydd i gael effaith ar wella safonau mewn un o bob pump o ysgolion. Mewn tua hanner yr ysgolion, nid yw’r marcio yn nodi sut i wella gwaith disgyblion. Yn yr ysgolion hyn, nid yw athrawon yn gwneud yn siwr bod disgyblion yn adolygu ac yn ymateb i farcio, yn enwedig i wella cywirdeb gwaith ysgrifenedig. Many schools have good systems for tracking pupils’ progress; although in a fifth of schools the system is too new to have made an impact on improving standards. In around half of schools, marking does not identify how to improve pupils’ work. In these schools, teachers do not make sure pupils review and respond to marking, particularly to improve the accuracy of written work.

In most schools, care, support and guidance are good or better. Yn y rhan fwyaf o ysgolion, mae’r gofal, y cymorth a’r arweiniad yn dda neu’n well. Mae llawer o ysgolion yn rhoi cymorth da i ddisgyblion ag anghenion dysgu ychwanegol. Mewn ychydig o ysgolion, nid yw disgyblion ag anghenion dysgu ychwanegol mewn dosbarthiadau prif ffrwd yn cael y cymorth sydd ei angen arnynt. Mae llawer o ysgolion yn gwneud defnydd effeithiol o adnoddau dysgu sy’n bodloni anghenion disgyblion a gofynion y cwricwlwm. Mewn dros draean o ysgolion, mae diffygion yn ansawdd yr adeiladau. In most schools, care, support and guidance are good or better. Many schools support pupils with additional learning needs well. In a few schools, pupils with additional learning needs in mainstream classes do not receive the support they need. Many schools make effective use of learning resources that meet pupils’ needs and curriculum requirements. In over a third of schools, there are shortcomings in the quality of accommodation.

Arweinyddiaeth a rheolaeth Leadership and management Mae arweinyddiaeth a rheolaeth yn dda neu’n well ar y cyfan mewn bron i dair o bob pump o ysgolion. Mewn un o bob pump o ysgolion, mae’n rhagorol. Mewn lleiafrif o ysgolion lle mae arweinyddiaeth yn ddigonol yn unig, mae diffygion yn yr arweinyddiaeth ganol, nid yw trefniadau rheoli llinell yn gadarn ac nid yw targedau rheoli perfformiad yn cynnwys ffocws na her. Leadership and management are good or better overall in almost three-fifths of schools. In one-in-five schools, it is excellent. In a minority of schools where leadership is only adequate, middle leadership has shortcomings, line management arrangements are not robust and performance management targets lack focus and challenge.

Mewn llawer o ysgolion, mae llywodraethwyr yn meddu ar ddealltwriaeth glir o gryfderau’r ysgol a’r meysydd i’w gwella. Fodd bynnag, mewn ychydig o ysgolion, nid yw llywodraethwyr yn treulio digon o amser yn herio’r ysgol ynghylch materion arweinyddiaeth a pherfformiad. In many schools, governors have a clear understanding of the school’s strengths and areas for improvement. However, in a few schools governors do not spend enough time challenging the school on issues of leadership and performance.

Dim ond lleiafrif o ysgolion sydd â phrosesau arfarnu rheolaidd a systematig. Mewn bron i dair o bob pump o ysgolion lle mae gwella ansawdd yn ddigonol yn unig, nid yw arweinwyr yn casglu tystiolaeth uniongyrchol ac nid ydynt yn canolbwyntio’n ddigon craff ar effaith yr addysgu ar gynnydd disgyblion. Mae llawer o ysgolion wedi gwneud cynnydd da o ran datblygu gweithgorau sy’n canolbwyntio ar flaenoriaethau cenedlaethol. Fodd bynnag, yn y mwyafrif o achosion, mae’n rhy gynnar i weld effaith y gwaith hwn ar ddeilliannau. Only a minority of schools have regular and systematic evaluation processes. In nearly three-fifths of schools where improving quality is only adequate, leaders do not collect first-hand evidence or have a sharp enough focus on the impact of teaching on pupils’ progress. Many schools have made good progress in developing working parties that focus on national priorities. However, in the majority of cases, it is too early to see the impact of this work on outcomes.

Partnerships with parents and primary schools are generally strong. Mae llawer o ysgolion yn gweithio’n dda gydag ysgolion partner a cholegau i gynnig mwy o ddewisiadau ar gyfer dysgwyr 14 – 19 oed a gwneud defnydd mwy cost effeithiol o adnoddau. Mae partneriaethau gyda rhieni ac ysgolion cynradd yn gryf ar y cyfan. Mewn ychydig o ysgolion sydd â phartneriaethau digonol, ni chaiff gweithgareddau pontio eu cydlynu’n ddigon da ac nid yw’r cysylltiadau gyda rhieni wedi’u datblygu’n ddigonol Many schools work well with partner schools and colleges to offer more choices for 14 – 19 year-olds and make more cost-effective use of resources. Partnerships with parents and primary schools are generally strong. In a few schools with adequate partnerships, transition activities are not coordinated well enough and links with parents under-developed

Mae’r rhan fwyaf o ysgolion yn rheoli materion ariannol yn dda ac yn neilltuo adnoddau yn briodol yn unol â blaenoriaethau a nodwyd. Mae diffyg yng nghyllideb ychydig dros chwarter o ysgolion; mae diffyg sylweddol yng nghyllideb tua 14% o’r rhain sydd wedi cronni dros y blynyddoedd diwethaf. Mewn ychydig iawn o ysgolion, mae gormod o athrawon yn addysgu y tu allan i’w maes arbenigedd ac fe gaiff hyn effaith negyddol ar safonau. Most schools manage financial matters well and allocate resources appropriately to identified priorities. Just over a quarter of schools have a deficit budget; around 14% of these have a significant deficit that has accumulated over the last few years. In a very few schools, too many teachers teach outside their area of expertise and this has a negative impact on standards.

Astudiaethau Achos arfer orau Case Studies of best practice Gwella presenoldeb – Ysgol Gyfun Cefn Hengoed, Abertawe Darpariaeth Gymraeg – Ysgol Gyfun Treorci, Rhondda Cynon Taf Darpariaeth ragorol o ran gofal, cymorth ac arweiniad – Ysgol Gyfun Llangatwg, Castell-nedd Port Talbot Datblygiad proffesiynol i wella addysgu – Ysgol Bryngwyn, Sir Gaerfyrddin Improving attendance – Cefn Hengoed Comprehensive School, Swansea Welsh language provision – Treorchy Comprehensive School, Rhondda Cynon Taf Outstanding care, support and guidance provision – Llangatwg Comprehensive School, Neath Port Talbot Professional development to improve teaching – Bryngwyn School, Carmarthenshire

Cwestiynau i'w hystyried Questions to consider Sut mae perfformiad ein hysgol yn cymharu â pherfformiad ysgolion tebyg? Pa mor dda y mae ein disgyblion yn datblygu medrau ysgrifennu a rhifedd ar lefel uwch ar draws y cwricwlwm? Ym mha ffyrdd ydym ni’n mesur effaith yr addysgu ar gynnydd disgyblion? How does our school’s performance compare with the performance of similar schools? How well are our pupils developing higher order reading and writing and numeracy skills across the curriculum? In what ways do we measure the impact of teaching on pupils’ progress?

Cwestiynau i'w hystyried Questions to consider A yw ein cwricwlwm yn bodloni anghenion pob disgybl? A yw’n e’n helpu i ddatblygu’r medrau sydd eu hangen arnynt yn eu cyfnod dysgu nesaf? A oes gan athrawon ddisgwyliadau digon uchel, yn enwedig o ddisgyblion mwy abl a gallu canolig yn benodol? Is our curriculum meeting the needs of all pupils? Is it helping them to develop the skills that they need for the next stage of their learning? Do teachers have high enough expectations, particularly of more able and middle ability pupils in particular?

Cwestiynau i'w hystyried Questions to consider How consistent and helpful is feedback to pupils? Does it provide them with a clear idea of what they need to do to improve? How well do our leaders at all levels have a clear understanding of the strengths and areas for improvement and are held to account for the performance of their areas of responsibility? Pa mor gyson a buddiol yw’r adborth i ddisgyblion? A yw’n rhoi syniad clir iddynt o’r hyn y mae angen iddynt ei wneud i wella? Pa mor dda y mae ein harweinwyr ar bob lefel yn meddu ar ddealltwriaeth glir o’r cryfderau a’r meysydd i’w gwella ac yn cael eu dwyn i gyfrif am berfformiad eu meysydd cyfrifoldeb?

Cwestiynau i'w hystyried Questions to consider Pa mor dda y mae ein llywodraethwyr yn defnyddio data i herio’r ysgol ynghylch materion arweinyddiaeth a pherfformiad? A yw ein gweithgareddau hunanarfarnu yn canolbwyntio’n ddigonol ar gynnydd a chyflawniad disgyblion? Sut ydym ni’n gwybod? Pa dystiolaeth sydd gennym? How well do our governors use data to challenge the school on issues of leadership and performance? Do our self-evaluation activities focus sufficiently on pupils’ progress and achievement? How do we know? What evidence do we have?

Cwestiynau i'w hystyried Questions to consider A ydym ni’n arfarnu effaith gweithgareddau datblygiad proffesiynol parhaus, gan gynnwys effaith gweithgorau ar gynnydd a chyflawniad disgyblion? Do we evaluate the impact of CPD activities, including the impact of working groups on pupils’ progress and achievement?