We’re over the moon to announce that our recent inspection report has been published. We’re very proud of all who make Ysgol Penrhyn the happy, inclusive place that it is! From pupils, parents, grandparents, governors, members of the wider community, to teachers, teaching assistants, volunteers, cleaning and dinner staff – we’re one big, supportive family and we’re happy that the Estyn Inspectors got to see and share this to! Altogether We Shine!
Here’s the summary from the report:
Ysgol Penrhyn is a happy, inclusive school that places a high priority on pupils’ and staff
well-being. Leaders, governors and staff work together diligently to ensure the school
vision, ‘Altogether we Shine’, is a lived experience that supports everyone to achieve more
than they ever thought possible.
Leaders and staff provide high levels of care and support for pupils across the school. They
recognise the needs of every pupil and, when appropriate, provide additional support that
meets pupils needs successfully. During their time in school, most pupils, including those
with additional learning needs (ALN) and those affected by poverty and disadvantage,
make good progress in their well-being and learning across the curriculum. Most pupils
make strong progress in writing skills and nearly all develop a love of reading.
Pupils are friendly and kind to each other and most have positive attitudes to learning.
Staff set high expectations for pupils’ behaviour, and nearly all pupils behave well, and
show mutual respect for each other. Teachers nurture a respectful culture that permeates
all areas of school life, helping to create a calm, orderly and supportive learning
environment where everyone can focus on learning.
The school has developed a knowledge rich curriculum which supports pupils to become
curious learners, who are well acquainted with their local community, Wales and the wider
world. Staff make good use of educational and residential visits to further enrich learning
experiences. In general, teachers do not always support pupils to develop their skills
progressively over time.
Members of the governing body are supportive and well-informed. Leaders have identified
many of the school’s strengths and areas for improvement. However, leaders have a selfevaluation and improvement process that is overly complex, and they identify too many
priorities. This makes it difficult to focus well enough on the most important aspects of its
work.
Full Report: