1. Seminar Penaethiaid Headteacher Seminar Medi 2016 September 2016

2. Agenda Ein perfformiad 2015-16  Prif Ddeilliannau Categoreiddio a threfniadau ar gyfer Ymweliad Craidd 1 Tymor Yr Hydref 2016 Grant Amddifadedd Cefnogaeth i Ysgolion Diweddariad STAP Adroddiad arolwg Estyn Diweddariad Cenedlaethol Our 2015-16 performance  Main Outcomes Categorisation and arrangements for Autumn Term Core Visit 1 2016 PDG Grant School Support STAP Update Estyn inspection report National update

3. 85.787.1 85.9 13/1414/1515/16 FPI Cyfnod Sylfaen Foundation Phase CSI 87.388.3 88.0 13/1414/1515/16 Cyfnod Allweddol 2 Key Stage 2 Cyfnod Allweddol 3 Key Stage 3 Cyfnod Allweddol 4 Key Stage 4 58.061.0 64.1 13/1414/1515/16 (Prov) 81.784.3 85.6 13/1414/1515/16 L2+CSI

4. FP (FPI): 2011/12 – 2015/16 ERW figures are shown, with Wales averages in background ERW (blue) figures are shown - Wales in green

5. KS2 (CSI): 2011/12 – 2015/16 ERW figures are shown, with Wales averages in background ERW (blue) figures are shown - Wales in green

6. KS3 (CSI): 2011/12 – 2015/16 ERW figures are shown, with Wales averages in background ERW (blue) figures are shown - Wales in green

7. KS4 (L2+): 2011/12 – 2015/16 ERW figures are shown, with Wales averages in background ERW (blue) figures are shown – Wales in green

8. Atchwel / Regression – Powys

9. Atchwel / Regression – Ceredigion

10. Atchwel Sir Benfro Pembrokeshire regression

11. Atchwel Sir Gâr Carmarthenshire regression

12. Atchwel Abertawe Swansea regression

13. Atchwel Castell-nedd Port Talbot Neath Port Talbot regression

14. National School Categorisation System Update - September 2016 Quality and Standardisation Group Grŵp Ansawdd a Safoni

15. Introduction and Background The Minister for Education and Skills announced the introduction of the National School Categorisation System in September 2014. This system is not purely data driven but also takes into account the quality of leadership, teaching and learning in our schools. Introduced into schools in September 2014. Jointly constructed between Welsh Government and the 4 regional consortia. Revised and updated for 2015-2016 and 2016-2017. Revisions approved by WG and ADEW in July 2016

16. To be a collaborative process starting with the school’s self- evaluation; To be an effective tool for improving standards of achievement and attainment; To be a diagnostic tool to improve leadership, learning and teaching; To have a common categorisation, with the appropriate use of resources to bring about improvement. Core Principles

17. Categorisation Overview Step 1: Standards Primary and secondary systems Data-driven judgement Based on 3 years’ performance set against FSM context Will provide a single figure indicator (1 – 4) A judgement of A-D is generated in relation to the school’s capacity to self-improve. Step 3: Support Category The outcomes of Step 1 and Step 2 will be combined to determine the school’s support category. The colour indicates the level of support a school requires. Step 2: Improvement Capacity

18. Step 1 (Standards): Secondary In autumn 2016, for 2015-16 results, Welsh Government will move to reporting school performance on a year 11 cohort basis rather than for learners aged 15 at the start of the year. The attainment of eFSM pupils at L2+ will remain in step 1. Where performance of eFSM L2EWM learners is below the agreed eFSM target (32% in 2016, 34% in 2017) the schools standards group defaults to at least a 3 on the standards axis.

19. The full guidance document has been updated with page numbers and a contents page (embedded in PowerPoint). The National Categorisation report template (page 10) has been updated to include revised headings - evaluation and areas for further improvement for Step 1 and Step 2. The School’s Improvement Capacity (Annex 2) has been revised to reflect A-D judgements. Updated Guidance: The ADEW Quality Standards Group has made the following refinements for 2016-2017:

20. Additional refinements for 2016-2017: The Potential Rare Exceptions guidance (Annex 5 – page 32) has been revised to ensure a thorough data analysis over 3 years, looking at performance trends. Any F1 Disagreement Form must be submitted at least two weeks before the regional moderation (page 20 – Timing). An additional form (F8) has been included - Senior Challenge Adviser’s Review in Response to Receipt of a F1 Disagreement. Standard letters have been created for the outcomes of regional moderation and national verification.

21. Categorisation Timeline Regional Moderation – 25.11.16 (Primary) / *Secondary tbc National Verification - 9.01.17 and 10.01/17 Categorisation published on ‘My Local School’ – by end of January 2017

22. Prif neges ‘Categoreiddio’ yw... Categorisation – the main message... Categoreiddio = Cefnogaeth Proses gydweithredol yw ‘categoreiddio’ gyda phwyslais o hyd ar ‘gytuno ar y lefel o gefnogaeth priodol’ Categorisation = Support ‘Categorisation’ is a collaborative process which focuses wholly on ‘agreeing the appropriate level of support’

23. Autumn Term Core Visit 1 Ymweliad Craidd 1 Tymor yr Hydref Standing Agenda Items Indicative Timing Morning Progress since last visit  Follow up on targets in last year’s SDP  Position on Estyn recommendations 45 mins Data – analysis, discussion and interrogation of themes emerging from performance and attendance data  Discussion on use of test data  Target setting – challenge and discuss  Other lines of enquiry that have been issued to the school in advance 1.5 hrs Afternoon Leadership  Leadership of learning  Quality of documentation to support school improvement  Challenge on the use of EIG/ PDG to improve outcomes  Self knowledge and evaluation 1.5 hr Indicative category discussion  Bespoke menu of support discussion and agreement45 mins 4 p.m. Formal review of Headteacher’s performance management with the relevant Governors in attendance 1 hr

24. Autumn Term Core Visit Ymweliad Craidd Tymor yr Hydref Ysgol Gymorth Tudalen 39 Ladder of Support Page 39 Ysgol Gymorth Tudalen 39 Ladder of Support Page 39

25. Effaith y Grant Amddifadedd PDG Grant Impact cyflawniad a deilliannau PYaDd? cynllunio a chefnogi ar gyfer PYaDd? datblygu gwybodaeth ac arbenigedd i ddarparu strategaethau effeithiol? rhannu arfer gydag eraill? eFSM outcomes and achievement? planning & support for eFSM ? developing knowledge & expertise to deliver effective strategies? sharing practice with others?

26. Digital Competence Framework September 2016 – the DCF is available to schools and settings Strands 1. Citizenship 2. Interacting and Collaborating 3. Producing 4. Data and computational thinking From September 2016 schools and settings should: familiarise themselves with the DCF and develop a vision for translating it into practice review skills needs (an audit tool will be made available) review resource needs (to avoid knee-jerk technology purchases) begin to implement the DCF as understanding and confidence grows provide feedback to inform further development

27. Menu of Support Available to all schools on the ERW internet Main areas: Leadership of Learning Teaching and Learning Support for Learning Support is bespoke to your schools needs Consider the menu of support prior to your CV1 Training is regionally planned and agreed but delivered locally to support you more effectively Bwydlen Gymorth Ar gael i bob ysgol ar fewnrwyd ERW Prif feysydd: Arwain Dysgu Addysgu a Dysgu Cymorth ar gyfer Dysgu Mae’r cymorth yn benodol i anghenion eich ysgol Ystyriwch y fwydlen gymorth cyn eich Ymweliad Craidd cyntaf Caiff hyfforddiant ei gynllunio a’i gytuno’n rhanbarthol, ond caiff ei ddarparu’n lleol er mwyn eich cefnogi’n fwy effeithiol

28. Asesu a Chymedroli Assessment and Moderation

29. Canfyddiadau STAP Findings 2015-16

30. Argymhellion i Ysgolion / Recommendations for Schools 1.Further develop and evidence their own internal moderation processes throughout the academic year ensuring all staff are involved in the process. 2.Plan, develop and evidence a greater number of oracy tasks across the range 3.Plan and develop a greater range of rich tasks – particularly for reading.

31. Argymhellion i ERW / Recommendations for ERW 1.Clarify the expectations with regard to the commentary for each learner profile, taking into account the workload issues for class teachers. 2.Minimise the changes to the process next year 3.Consider the use of an INSET day for the purpose of moderation.

32. Camau nesaf ERW Next Steps for ERW 1.Fe fydd ERW yn cynhyrchu enghreifftiau o broffiliau effeithiol gyda phwyslais ar leihau baich gweinyddol. (ar gael cyn hanner tymor yr Hydref) ERW will produce exemplars of effective profiles with an emphasis on reducing bureaucratic burden. (available before half term) 2.Ni fydd ERW yn gwneud unrhyw newidiadau sylfaenol i brosesau a threfniadau 2015/16. Erw will not make any fundamental changes to the process introduced in 2015/16 3.Fe fydd ERW yn ystyried y posibilrwydd o ddefnyddio dyddiadau HMS i bwrpas gweithgarwch cymedroli clwstwr. ERW will explore the possibility of using inset days for the purpose of cluster moderation.

33. STAP 2016-17 Nid oes gwybodaeth ynghylch trefniadau STAP 2016-17 ar gael ar hyn o bryd. Information regrading STAP 2016-17 is yet to be published.

34. Negeseuon / Considerations Bydd Arweinwyr Asesu Clwstwr yn helpu i gydlynu a chofnodi deilliannau’r cyfarfodydd dylai pob ysgol yn y clwstwr baratoi'n drylwyr ar gyfer y digwyddiadau hyn Mae’n allweddol fod ERW yn derbyn pob hawl am gyllid erbyn Mawrth 31, 2017. Hyn drwy law Arweinydd Asesu eich Awdurdod Lleol. Cluster Leaders of Assessment will help coordinate and record the outcomes of the meetings all schools within the cluster should prepare thoroughly for these events It is essetnial that all claims are received by ERW by March 31, 2017. These to be sent to your Local Authority Assessment Lead.

35. Negeseuon / Considerations gwirwyr allanol yn ymwneud â chymedroli’r clwstwr ffenest posibl ar gyfer safoni clystyrau 20% o ysgolion a chlystyrau gwirio ysgolion yn parhau ym mis Mehefin Cymraeg / Cymraeg 2 a Saesneg involvement of external verifiers during the cluster moderation provisional window for cluster moderation 20% of schools and clusters school verification remains in June Cymraeg / Welsh 2nd and English

36. Cymedroli / Moderation tasks are valid and assessment of individual pieces of work is reliable; the outcomes and level descriptions for each subject in the National Curriculum orders are the only criteria which can be applied when ascribing a level to a learner profile; a full range of evidence for each pupil must be in place; if there is no documented evidence of certain characteristics of a level, the pupil cannot be credited as having achieved those standards; a consensus is reached on the best-fit level of each learner profile, making reference to the level above or level below if the judgement is a borderline one.

37. Cyfrifoldebau’r Pennaeth Responsibilities of the Headteacher Bod cynrychiolwyr eu hysgolion eu hunain yn mynd i holl gyfarfodydd cymedroli’r grŵp clwstwr. Eu bod yn neilltuo digon o amser ar gyfer cyfarfodydd cymedroli’r grŵp clwstwr, ac yn rhwydweithio â phenaethiaid eraill yn y grŵp clwstwr i gydlynu’r broses o sicrhau bod athrawon ar gael. Bod eu hathrawon eu hunain yn dewis proffiliau dysgwyr o’u dosbarthiadau i fod yn dystiolaeth ar gyfer proses gymedroli’r grŵp clwstwr. Their own school representatives attend all cluster group moderation meetings. They allow appropriate time for cluster group moderation meetings, and network with other headteachers within the cluster group to coordinate teachers’ availability. Their own teachers select learner profiles from their classes as evidence for the cluster group’s moderation.

38. Cyfrifoldebau’r Pennaeth Responsibilities of the Headteacher bod yn cynorthwyo eu hathrawon sy’n cynrychioli i rannu deilliannau cyfarfodydd y grŵp clwstwr â staff eraill. Bod penderfyniadau a deilliannau y cytunir arnynt yng nghyfarfodydd y grŵp clwstwr yn cael eu gweithredu gan yr holl staff perthnasol yn eu hysgol eu hunain, cyn asesiadau athrawon ar ddiwedd cyfnod allweddol They support their teacher representatives to share the outcomes of cluster group meetings with other staff. Agreed decisions and outcomes from cluster group meetings are implemented by all relevant staff within their own school, prior to end of key stage teacher assessment.

39. Hanfodol / Important bod cyfarfodydd y grŵp clwstwr ynglŷn â phontio rhwng Cyfnodau Allweddol 2 a 3 yn cynnwys trefniadau cadarn Os nad oes tystiolaeth o agwedd benodol o lefel, yna nid oes modd dyfarnu fod y plentyn wedi cwrdd a’r safonau hynny. Cluster group meetings for Key Stages 2 and 3 transition include robust arrangements if there is no documented evidence of certain characteristics of a level, the pupil cannot be credited as having achieved those standards

40. Mynychu digwyddiadau cymedroli? Attending cluster moderation events? pennaeth sydd i benderfynu ynghylch pa athro neu athrawon yw’r un / y rhai mwyaf priodol i fynd i’r digwyddiadau. the headteacher to decide the most appropriate teacher(s) to attend.

41. Pryd y dylid cymedroli? When should moderation take place rhan o galendr yr ysgol yn gynnar yn y broses rhai ysgolion, cynhelir y cyfarfodydd hyn fesul tymor, a gallant gynnwys ysgolion eraill hefyd yn cynorthwyo athrawon yn eu gwaith beunyddiol o addysgu ac asesu dysgwyr Yn paratoi ar gyfer cymedroli clwstwr statudol programmed into the school’s calendar at an early stage some schools these meetings happen termly and may involve other schools too supports teachers in their daily teaching and assessing of learners Preparation for statutory moderation

43. Trefniadau / Arrangements Cluster Chair (nominated by cluster) should;Headteachers should;Teachers should;  Work with the Cluster Assessment Leads to ensure compliance by all schools.  Set dates for all cluster standardisation and moderation events, informing the LA/consortium of cluster moderation dates. (Agree appropriate time allocations for each subject within the cluster (at least half a day is suggested for each subject)  Remind cluster headteachers of the criteria in this guidance for the selection of pupils whose books and other records of learning will constitute the learner profiles (see also subject guidance in this document).  Secure agreement on a common approach to signposting within the learner profiles, such as the use of post- its.  Remind all relevant staff of feedback from previous cluster moderations and ensure advice has been acted upon.  Network with other head teachers within the cluster group to coordinate teachers’ availability.  Plan for the release of relevant teachers and ensure they attend moderation training events in the autumn term.  Plan for the release of relevant teachers for preparation activities and guarantee their attendance at cluster moderation events.  Ensure that any agreed protocols for cluster moderation are shared with appropriate staff.  Ensure in-school standardisation and moderation are completed prior to cluster moderation.  Quality assure (standardise and moderate) the judgements already made in-house.  Ensure that tasks are designed to enable pupils to demonstrate skills across a wide range of activities and contexts, addressing the requirements of the subject’s programmes of study.  For each subject, select the pupils whose books and other records of learning will constitute the learner profiles considered during cluster moderation. At the end of key stage 2 this will be the work of one pupil judged overall to be at level 4 and one at level 5. At the end of key stage 3 this will be the work of one pupil judged overall to be at level 5 and one at level 6.  Prepare the learner profiles, as above, by writing a commentary on each, justifying the overall level awarded and signposting where, in the body of work, characteristics of the level or levels are in evidence (Appendix 2)  Prepare to attend cluster events as a representative of the school and be ready to demonstrate understanding of the application of National Curriculum levels across the range of work expected in the subject.

44. Trefniadau / Arrangements Cluster Chairs (nominated by cluster) should;Headteachers should;Teachers should;  Lead moderation meetings ensuring: -there is a clear understanding by all attendees of the purposes of the moderation meeting; -relevant, focused and unambiguous discussion is at the heart of debate on levels of attainment seen in the learner profiles; -all participants understand the concept and application of ‘best fit’ judgements; -NC level descriptions are the ONLY reference used when deciding on best-fit levels; -appropriate time is dedicated to moderating all attainment targets for each learner profile; -learner profiles from every cluster school are moderated in each of the core subjects; -key messages from the cluster moderation are recorded and sent to all cluster schools; -suitable technology is available, where appropriate e.g. laptop, visualiser, projector and speakers;  Summarise and note down feedback from headteachers and teachers on the procedures followed, range of work seen and levels agreed for each of the learner profiles.  Attend end-of-key-stage cluster moderation meetings with their relevant teachers. If this is not practicable for all subjects a member of the SLT could deputise for the headteacher.  Ensure their own teachers take the required collections of pupils’ work (learner profiles), including commentaries, as evidence for consideration at the cluster group’s moderation meeting.  Bring to the meeting the required learner profiles. Each learner profile is the collection of each pupil’s work, with commentary which explains the level awarded and also signposts the reader to evidence in the books. It is important that the collection of work includes pupils’ books and where supplemented by other relevant evidence it is not necessary to bring multiple copies of these collections (learner profiles).  Bring the commentary, which forms part of the learner profile, on each pupil’s attainment and justifies the best-fit level awarded.  Contribute to the moderation of work with professional objectivity and constructive comment.  Observe and note good practice to feed back into the teacher’s own practice and across the school.

45. Trefniadau / Arrangements Cluster Chairs (nominated by cluster) should;Head Teachers should;Teachers should;  Complete feedback proforma for each school cluster  Complete and return report sheet for the meeting to LA/consortium along with cluster report.  Support and provide opportunities for their teachers to share the outcomes of cluster group meetings with other staff.  Allow time for class teachers to revisit teacher assessment levels, where appropriate, following cluster feedback.  Agree revised levels with relevant teachers.  Ensure agreed decisions and outcomes from cluster group meetings are implemented by all relevant staff within their own school i.e. prior to end of key stage teacher assessment where these relate to levels awarded to pupils in year 6 and 9.  During the summer term or beginning of the autumn term implement recommendations from the cluster meeting which relate to whole school planning and assessment and provide appropriate professional development opportunities.  Review and amend, as necessary, levels awarded to pupils in years 6 and 9 prior to cluster moderation.  Participate in any further internal moderation to finalise levels for all pupils with colleagues.  Share outcomes of cluster moderation with other relevant staff and review current practices.

46. Beth y mae angen i athrawon gyflwyno yn y cyfarfodydd What do teachers need to take to the meeting? Dylai proffil dysgwr fod ar ffurf mor syml â llyfr neu lyfrau’r disgybl Cyfnod Allweddol 2 – un ar gyfer disgybl y mae ei waith yn cyd-fynd orau â lefel 4, ac un arall ar gyfer disgybl y mae ei waith yn cyd-fynd orau â lefel 5 Cyfnod Allweddol 3 – un ar gyfer disgybl y mae ei waith yn cyd-fynd orau â lefel 5, ac un arall ar gyfer disgybl y mae ei waith yn cyd-fynd orau â lefel 6 A learner profile should be as straightforward as the pupils’ book or books KS2 - one for a pupil whose work is a best-fit level 4, and another for a pupil whose work is a best-fit level 5 KS3 - one for a pupil whose work is a best-fit level 5, and another for a pupil whose work is a best-fit level 6

47. Sylwebaeth / Commentary Mae angen i sylwebaeth gan yr athro fod o safon uchel i gadarnhau’r lefel a ddyfarnwyd ac i dynnu sylw’r darllenydd at y dystiolaeth. Mae hyn yn cwblhau’r proffil. High quality commentary by the teacher to confirm the level awarded and signpost the reader to the evidence completes the learner profile.

48. Ffit Orau / Best Fit Best-fit judgement is when work shows characteristics of mainly one level across the range of work, though there may still be some characteristics of the previous or next level in aspects of the work. When the judgement places a significant majority of work firmly within a level, that judgement can be said to represent a ‘secure’ level. A best fit judgement must take account of different weightings for attainment targets in certain subjects. The judgement must also take account of the amount of support a pupil has received.

49. Ffit Orau / Best Fit Arriving at a level which best–fits the evidence is a professional judgement by the teacher and not a formulaic process of aggregating scores or sub- levels, though it should take into account weightings across Attainment Targets. A rounded or best fit judgement is one that: is based on knowledge of how the pupil performs across the range of work required in the subject; takes into account different strengths and weaknesses in the learner’s performance and the degree of support the pupil has been given; is checked against adjacent level descriptions to ensure that the level judged to be the most appropriate is the closest overall match to the learner’s performance; is criteria referenced (i.e. commentary, with signposting to the relevant examples in the body of a pupil’s work, indicates why work is characteristic of the level

50. Ffit Orau / Best Fit Typically, a learner at the lower end of a level shows mainly characteristics of that level across a range of work, but may still show characteristics of the previous level in some aspects of the work. A learner securely within the level demonstrates the characteristics of that level across a range of work. A learner at the top end of a level demonstrates clearly characteristics of that level across a range of work with some examples of characteristics of the next level.

51. Crynodeb Adroddiad Arolwg Estyn Summary of Estyn Inspection Report Support for School Improvement: Good ERW knows most of its schools well and helps them to improve. Challenge Advisers provide beneficial guidance to schools on appropriate uses of the funding. However, ERW’s evaluation of the impact of funding on learners’ standards is limited. Leadership: Good The six local authorities in this region have together established a strong identity for ERW. As a consequence of this joint working, there has been improved support and challenge to schools. The Executive Board and the Managing Director are supported by a range of other groups in developing the work of ERW, and in delivering its core business.

52. Crynodeb Adroddiad Arolwg Estyn Summary of Estyn Inspection Report Improving quality: Adequate ERW has sound arrangements for evaluating the effectiveness of its school improvement services. ERW engages constructively with key stakeholders to inform their self-evaluation and planning processes. However, evaluations lack sufficient detail about the performance of groups of pupils, including vulnerable pupils, at a regional level. However, the business plan and related documentation do not set out clearly enough how the impact of ERW’s work is to be evaluated and how progress against ERW’s priorities will be tracked and measured. Partnership working: Good ERW has proactively engaged with a range of partners. Headteachers and local authority officers contribute well in influencing the strategic direction and priorities of ERW.

53. Crynodeb Adroddiad Arolwg Estyn Summary of Estyn Inspection Report Resource management: Good ERW has a strong ethos of working collaboratively across the six local authorities and agreed responses to specific support needs within a few LAs. Recommendations R1 Ensure that school improvement services address the performance of schools causing concern, particularly in the secondary sector R2 Ensure that planning for education improvement clearly integrates local and regional priorities R3 Ensure that the work of the main boards and working groups is recorded carefully and consistently, so that concerns, decisions and actions are clear, auditable and fully costed, and that they enable leaders to monitor progress R4 Refine the framework for assessing value for money so that all relevant costs across the six authorities are taken into account fully when set against outcomes

54. Diweddariad Cenedlaethol National Update Safonau Athrawon CPCP Rhaglen Arloesi Dysgu proffesiynol HAGA Teacher Standards NPQH Pioneer programme Professional learning ITET

55. Dwy neges allweddol i orffen... Two key messages to finish... Dathlu a rhannu ein gwledd o ragoriaeth... Mae angen i ni barhau i rannu ac elwa o’n rhagoriaeth ac arloesi ar draws y Rhanbarth ‘Diolch’ am eich ymdrechion diflino wrth gefnogi ein plant Celebrate and share our wealth of excellence... We must continue to share and benefit from our excellence and innovation across the Region ‘Thank you’ for your tireless efforts in support of our children