Estyn has published its report into Abertillery 3 – 16 Learning Community following a recent inspection. The report highlighted many positives and acknowledged the significant improvements made which included strong and able leadership; a significant increase in pupils attending school regularly and an emphasis on the wellbeing of pupils and staff.
It was identified that aspects of teaching are still developing in a number of areas and that there is a need to improve the quality of teaching and learning and the challenge to learners, particularly in the secondary phase, to ensure all make progress. Estyn has recommended that the school is placed in their School Improvement category and a Post Inspection Action Plan has been drawn up as a priority to address the areas for improvement.
The report demonstrated confidence in the school’s Headteacher and senior leadership to continue to lead and to build on the existing good work to make the further improvements required.
Headteacher at Abertillery Learning Community, Tracey Jarvis says:
“We fully accept Estyn’s findings and the recommendations and will be working closely with the Local Authority; our school improvement partners and our whole school community to make further progress. A Post Inspection Action Plan has been drawn up as a priority, which will set out how we will address the recommendations and work to make improvements to ensure we are maximising learning and opportunities for all our children and young people.
“I am pleased that senior leadership was recognised as a strength by Estyn, and that this is resulting in high expectations, a clear vision and positive changes to wellbeing, safeguarding and attendance. We are truly committed to bringing about further improvements and building on our successes to date, and I am confident we can do this working in partnership with our whole school community.
“Improving attendance has been a top priority for us and I am pleased that this work has been recognised. Learners can’t make progress and reach their full potential without being in school first. Significant changes made at school to manage behaviour was also recognised and that this has resulted in a substantial improvement in pupil behaviour and attitudes to learning.
“We are committed to putting our learners at the heart of this work going forward, their wellbeing, happiness, potential and achievement is paramount.”
Estyn found there is good support and provision for pupils with Additional Learning Needs at the school, and this continues to develop. These provisions were judged to provide a calm and caring environment for pupils, with staff focused on pupils’ social and emotional well-being, resulting in positive behaviour and attitude from pupils in primary and secondary.
Estyn also found that pupils have a voice and are actively involved in decisions; that staff have positive relationships with pupils which promotes calm, positive working environments and there is support and guidance for learners wishing to progress to further education or training, resulting in nearly all pupils successfully securing an opportunity when they leave the school.
The report made the following recommendations:
- Improve the quality of teaching so that pupils of all abilities make suitable progress, particularly in the secondary phase
- Provide meaningful challenging opportunities for pupils to develop their literacy and numeracy skills
- Ensure that leaders identify clear and specific actions when planning for improvement, particularly in relation to improving teaching
- Ensure that the school meets the statutory requirement for pupils to study Welsh up to the age of 16