Ty Sign Primary School

Highlights from Latest Inspection

Ty Sign Primary School provides a welcoming, caring and inclusive environment for its pupils.

Staff value pupils highly and understand and support their well-being needs effectively. Throughout the school, relationships are strong and there is a positive atmosphere of mutual respect. The Specialist Resource Base (SRB) further enhances the school's inclusive ethos and staff cater very well for the needs of the pupils who attend the SRB.

Behaviour across the school is good. In most cases, pupils are polite, kind and respectful both in class and at playtimes. Staff work hard to ensure that the school is a safe place, and the governing body supports the school's work to ensure that pupils feel safe, valued and celebrated.
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Pupils, parents and staff have welcomed the new headteacher and ensured that her very short time at the school has been valuable. There is a good culture of staff working and planning together. However current plans for the school's curriculum do not identify the progression of pupils' skills well enough.

As a result, despite the interesting nature of much of the curriculum offer, pupils do not always make the progress they are capable of. The governing body is supportive of the school and proud of the pupils and staff. However, the work of leaders and governors to evaluate the school's effectiveness does not clearly identify aspects that need to be improved.

The school does not always address its most important improvement needs and as a result there are inconsistencies in elements of the school's practice and provision. Over time, the school has not provided staff with enough opportunities to develop their professional skills, such as through sharing effective practice to support improvements in teaching and learning. Across the school, pupils enjoy their learning and the opportunities they have to experience new things, play with their friends and become ethically informed citizens.

In general, they understand the value of a healthy lifestyle, staying safe online and attending school daily. However, not enough pupils attend school regularly enough and too many arrive at school late each day. In general, pupils who do not attend school regularly do not make enough the progress in their learning.

During their time at the school, pupils develop a strong sense of belonging to both their local community and Wales. School staff ensure that all pupils have a wide variety of interesting opportunities to learn about their locality, visit places further afield and take part in cultural events. Pupils enjoy these and talk with pride about their school experiences, local area and cultural heritage.

Recommendations R1 Improve self-evaluation and school improvement processes so that they focus on the school's immediate needs and fully include all staff and governors R2 Improve attendance and punctuality R3 Ensure that all staff engage in high quality and strategically planned professional learning that supports whole school improvement, in particular by addressing inconsistencies in teaching R4 Develop a whole-school understanding of, and plan for, progression in the curriculum to improve the progress pupils make as they move through the school What happens next In accordance with the Education Act 2005, HMCI is of the opinion that this school is in need of significant improvement. The school will draw up an action plan to show how it is going to address the recommendations. Estyn will monitor the school's progress about 12 months after the publication of this report.

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