Arolygiadau Estyn Inspections Rôl y Llywodraethwyr Role of Governors

1. Arolygiadau Estyn Inspections Rôl y Llywodraethwyr Role of Governors

2. Inform governors about the new inspection arrangements from September 2010 Role of governors in school improvement Hysbysu llywodraethwyr am drefniadau arolygu newydd o Medi 2010. Rôl llywodraethwyr mewn gwella ysgolion Aims Amcanion

3. greater emphasis on building capacity for self-improvement stronger role for self-evaluation common inspection framework simplified four week notice mwy o bwyslais ar adeiladu’r gallu i hunan-wella rôl mwy canolog i hunan arfarnu symleiddio’r fframwaith arolygu cyffredin rhybudd pedair wythnos The next cycle of inspections Sept 2010 – Aug 2016Y cylch nesaf o arolygiadauMedi 2010 – Awst 2016

4. Tîm ArolyguInspection Team

5. Four judgements: Excellent Many strengths, including significant examples of sector-leading practice Good Many strengths and no important areas requiring significant improvement Adequate Strengths outweigh areas for improvement Unsatisfactory Important areas for improvement outweigh strengths Pedair barn: Rhagorol Llawer o gryfderau, gan gynnwys enghreifftiau arwyddocaol o arfer sy’n arwain y sector Da Llawer o gryfderau a dim meysydd pwysig y mae angen eu gwella’n sylweddol Digonol Cryfderau yn gorbwyso meysydd i’w gwella Anfoddhaol Meysydd pwysig i’w gwella yn gorbwyso cryfderau Graddfa barnau Judgement Scale

6. Summary Overall judgement Prospects for improvement KQ1 Standards and Wellbeing KQ2 Provision KQ3 Leadership Crynodeb Barn gyffredinol Rhagolygon gwella CwA1 Safonau a Lles CwA2 Darpariaeth CwA3 Arweinyddiaeth Fframwaith 2010The 2010 framework

7. Governors’ main tasks are to: provide a sense of direction for the work of the school; support the school as a critical friend; and hold the school to account for the standards and quality it achieves; Prif rôl llywodraethwyr yw i: roi ymwybyddiaeth o gyfeiriad i waith yr ysgol; cefnogi'r ysgol fel ffrind beirniadol; a i ddal yr ysgol yn atebol am y safonau a’r ansawdd mae yn cyflawni. Role of GB Rôl y BLl

8. Governors should: help to set the provider’s strategic direction; regularly monitor the quality of provision; understand their roles; and meet legal and regulatory requirements. Dylai llywodraethwyr: helpu i osod cyfeiriad strategol y darparwr monitro’n rheolaidd ansawdd y ddarpariaeth; yn deall eu rolau; a cwrdd â gofynion cyfreithiol a rheolaethol. The role of governors in securing improvementsRôl Llywodraethwyr i sicrhau gwelliannau

9. Most governing bodies (60%)are doing a good job but our inspections tell us that a small number are failing. Mae’r rhan fwyaf o BLl (60%) yn gwneud ei swydd yn dda ond dengys ein harolygiadau fod nifer fechan yn methu. Feithiau Facts

10. in 4schools governors received a grade 4 for failing to help set the provider’s strategic direction; in 3schools governors received a grade 4 for failing to regularly monitor the quality of provision; in 14 schools governors failed to make sure that their schools met legal and regulatory requirements; mewn 4 ysgol dyfarnwyd gradd 4 i’r BLl am fethu helpu sefydlu cyfeiriadu strategol y darparwr; mewn 3 ysgol dyfarnwyd gradd 4 i’r BLl am fethiant i fonitro yn rheolaidd ansawdd y ddarpariaeth; mewn 14 ysgol methiant y BLl i sicrhau for ei hysgolion yn cwrdd â gofynion statudol a rheolaethol. Inspection Outcomes for GB07-08Deilliannau Arolygiadau BLl 07-08

11. The main failure of governors in the primary sector mainly relates to: not having policies or action plans, for areas such as equal opportunities and racial equality; limited content in the school prospectus and Annual Report; and not enough involvement in monitoring the quality of provision. Prif fethiant BLl yn y sector cynradd yn ymwneud â: polisiau a/neu gweithdrefnau ddim ar gael am ardaloedd fel cyfleoedd cyfartal, a chydraddoldeb hiliol. cynnwys cul ym mrosbectws yr ysgol a’r Adroddiad Blynyddol; a dim digon o ymrwymiad i fonitro ansawdd y ddarpariaeth. Primary schools Ysgolion Cynradd

12. The failure of governors in the secondary sector mainly relates to: no daily act of corporate worship; non-compliance with some aspects of National Curriculum provision, for example, in Welsh and RE; and the content of the prospectus. Methiant BLl yn y sector uwchradd yn ymwneud yn bennaf â: dim addoliad ar y cyd yn ddyddiol; heb gyd-ymffurfio a rhai agweddau o’r ddarpariaeth am y Cwricwlwm Cenedlaethol e.e. Cymraeg a Add Grefyddol; a cynnwys y prosbectws Secondary Schools Ysgolion Uwchradd

13. Be part of, and understand the schools’s self-evaluation process Self-evaluation should focus on what Estyn’s inspections focus on: standards; the quality of education; and leadership and management. By being involved with the process of S.Ev governors will:> Bod yn rhan o, a deall proses hunan arfarniad yr ysgol Dylai hunan arfarniad ganolbwyntio ar y pethau mae Estyn yn arolygu sef: safonau ansawdd yr addysg a arweinyddiaeth a rheloaeth Trwy fod yn rhan o’r broses o hunan arfarniad fe fydd llywodraethwyr yn:> What makes governors effective in securing improvements?Beth sy’n gwneud Llywodraethwyr yn effeithiol yn sicrhau gwelliannau?

14. 1. Help shape the future direction of the school 2. Understand the strengths/ weaknesses of the school 3. Be involved in monitoring and evaluating the work of the school 4. Be visible Helpu i lywio cyfeiriad i ddyfodol yr ysgol 2.Deall cryfderau a gwendidau'r ysgol 3. Fod yng nglwm â monitro ac arfarnu gwaith yr ysgol 4. Bod yn weledig What makes governors effective in securing improvements?Beth sy’n gwneud Llywodraethwyr yn effeithiol yn sicrhau gwelliannau?

15. Governors use objective data, to ensure that comparisons are made between their school and other similar schools and to avoid the complacency that exists in schools that we refer to as ‘coasting’. Get beyond the ‘headline information’ usually provided by the school to help ask relevant questions about the performance of the school. Important role in challenging and providing externality to the school’s self-evaluation process. Llywodraethwyr i ddefnyddio data gwrthrychol er mwyn sicrhau gwneud cymariaethau rhwng ei hysgol ac ysgolion tebyg ac i osgoi bod yn ymfodlonus sy’n bodoli mewn ysgolion sy’n gorffwys ar ei rhwyfau Mynd tu hwnt i ‘benawdau’r wybodaeth’ a rhoddir gan yr ysgol i ofyn cwestiynau perthnasol am berfformiad yr ysgol. Rôl bwysig mewn rhoi ychydig o her a gweledigaeth allanol i broses hunan arfarnu’r ysgol.

16. Shaping the future direction of the school engage in robust and challenging dialogue about what steps should be taken to deliver high standards of pupil achievement and excellence for all. Llywio cyfeiriad i ddyfodol yr ysgol ymglymiad i drafodaethau cadarn a heriol am y camau i’w cymryd i sicrhau safonau cyflawniad uchel a rhagoriaeth i bawb. Actions to take Camau i’w cymryd

17. Probe the information on pupil achievement to make sure that underachievement is not masked. Ask for the 3 year trend in NC Teacher assessment results; GCSE/A level. Ask for benchmark information with schools with the same FSM. Where are we over last 3 years in comparison. Upper, mid or bottom quartile? Comparison with the Family of Schools (FOS) data. Twriwch y wybodaeth ar gyflawniadau disgyblion i sicrhau nad ydynt yn tangyflawni. Gofynnwch am dueddiadau'r canlyniadau Asesiadau Athrawon am y CC; TAGAU/level A. Gofynnwch am wybodaeth meincnodi am ysgolion yn yr un PBDd. Pa chwartel ydyn ni i gymharu uwch, canolig neu waelod am 3 blynedd diwethaf? Cymhariaeth a data Teulu’r Ysgol Actions to take Camau i’w cymryd

18. Does the school monitor performance, standards and trends rigorously? Is this done, not only by analysing school information over a period of years to monitor trends, but by also comparing with other schools of a similar kind? Is this information available to governors? Ydy'r ysgol yn monitro perfformiad, safonau a thueddiadau yn nhrwyadl? A wneir hyn trwy nid yn unig dadansoddi gwybodaeth ysgolion dros gyfnod o flynyddoedd i fonitro tueddiadau ond hefyd trwy gymhariaethau ac ysgolion eraill tebyg eu math? Ydy'r wybodaeth yma ar gael i lywodraethwyr? Governors need to ask the following questions:Mae angen i lywodraethwyr ofyn y cwestiynau canlynol:

19. Is the information, provided in an accessible form that all governors can understand? Do the agendas of meetings reflect the monitoring role of the governors? Does the monitoring role of governors keep them in touch with progress being made in the school? Ydy'r wybodaeth, a rhoddir mewn dull ddealladwy i bob llywodraethwr? Ydy agenda's cyfarfodydd yn adlewyrchu rôl monitro'r llywodraethwyr? Ydy rôl monitro'r llywodraethwyr yn ei cadw mewn cysylltiad â'r cynnydd a wnaed yn yr ysgol? Governors need to ask the following questions:Mae angen i lywodraethwyr ofyn y cwestiynau canlynol:

20. Ask - How the self- evaluation outcomes are informing and updating priorities in the school development plan especially regarding raising pupils’ standards? Gofynnwch - Sut mae deilliannau hunan arfarniad yn bwydo mewn ac yn diwedddaru cynllun datblygu’r ysgol yn enwedig ar gyfer gwella safonau disgyblion? School development planning Cynllun Datblygu Ysgol

21. Estyn’s Excellence for All publication. On a rolling basis over the next few years ask the school to keep you updated on how well it is performing against Estyn’s four key challenges: >>> Cyhoeddiad Estyn - Rhagoriaeth i bawb O bryd i’w gilydd ar hyd y blynyddoedd nesaf gofynnwch i’r ysgol i’ch diweddaru ar ba mor dda mae yn perfformio yn erbyn pedair her Estyn:>>> Read Estyn’s Annual Report Darllenwch Adroddiad Blynyddol Estyn

22. Challenge 1 Making sure that all learners can reach their potential Challenge 2 Meeting the needs of bilingual learners Her 1 Gwneud yn siwr bod pob disgybl yn cyflawni ei botensial Her 2 Diwallu anghenion dysgwyr dwyieithog

23. Challenge 3 Working together to make things better for learners Challenge 4 Self-evaluation and using information about learner performance Her 3 Gweithio gyda’n gilydd i wella pethau ar gyfer dysgwyr Her 4 Hunanarfarnau a defnyddio gwybodaeth am berfformiad dysgwyr Excellence for all Rhagoriaeth i bawb

24. Governors and the School Effectiveness Framework (SEF) Llywodraethwyr a’r Fframwaith effeithiolrwyd Ysgolion(FFEY)

25. Governors and the School Effectiveness Framework (SEF)Llywodraethwyr a’r Fframwaith effeithiolrwyd Ysgolion(FFEY)

26. Cymariaethau rhwng Teuluoedd o Ysgolion

27. The previous slide has a graph that shows the performance of the ‘target school’ in relation to the performances of the other family members. ‘my school’ is identified by the red border. Schools are in order of the family grouping – family member 1 is the ‘most challenged’ and family member 10 is the ‘least challenged’ of this family – members 5 and 7 are the most similar to ‘me’ (according to the model used) Mae'r sleid blaenorol a graff yn dangos perfformiad o'r ysgol darged mewn perthynas â pherfformiadau gweddill y teulu ysgol Adnabyddir 'fy ysgol' gan forder coch Mae'r ysgolion mewn trefn teulu - aelod 1 o'r teulu ydy'r un sydd wedi herio fwyaf ac aelod 10 ydy'r un sydd wedi herio lleiaf yn y teulu yma – aelod 5 ac aelod 7 ydy'r rhai mwyaf tebyg i 'mi' (yn y fodel yma)

28. Grouped by linguistic delivery then Size of the school (primary only) The proportion of pupils in the school; entitled to free school meals (50% weighting) living in the 20% most deprived areas in Wales - derived from Welsh Index of Multiple Deprivation data (30% weighting) from ethnic minority backgrounds (10% weighting) identified as having special education needs (10% weighting) Identity of family members will be know to the ‘target school’ Grwpio yn ôl cyfrwng ieithyddol, maint yr ysgol (cynradd yn unig) Cyfran y disgyblion yn yr ysgol; sydd â'r hawl i brydau ysgol am ddim (pwysoliad o 50%) sy'n byw yn 20% o'r ardaloedd mwyaf difreintiedig yng Nghymru - ar sail data Mynegai Amddifadedd Lluosog Cymru (pwysoliad o 30%) o gefndiroedd ethnig lleiafrifol (pwysoliad o 10%) a ddynodwyd yn ddisgyblion a chanddynt anghenion addysgol arbennig (pwysoliad o 10%) Bydd enwau aelodau eraill yteulu'n hysbys i'r 'ysgol darged'

29. Schools should be looking to identify other family member from whom they may be able to learn or with whom they could share best practice – it is NOT an exercise in checking ‘who have we beaten’ and by how much! Some schools may not have results for some subjects e.g. for example if there were no pupils in the assessment cohort or for English or Welsh in a bilingual school or for KS1 or KS2 in primary families Dylai ysgolion edrych i adnabod aelodau teulu y medrant efallai dysgu ohonynt neu y gallant rannu arfer da a - NID ymarfer cystadleuol y bo - nid pwy ydyn wedi curo ac i ba raddau! Fydd rhai ysgolion heb ganlyniadau am rhai pynciau e.e. Os nad oedd disgyblion yn y garfan asesu Saesneg neu Gymraeg mewn ysgol ddwyieithog CA1 neu CA2 mewn ysgolion cynradd