Mae’r e-becyn cymorth yn eich galluogi i adolygu y ffordd y mae eich corff llywodraethu yn gweithio i nodi cryfderau a meysydd ar gyfer gwelliant. Mae hwn yn ddarpariaeth arloesol yn seiliedig o amgylch fframwaith arolygu Estyn a fydd yn helpu eich corff llywodraethu i wella ei wybodaeth a’i effeithlonrwydd mewn dull syml. Gellir uwchlwytho dogfennau allweddol yn hawdd a’u rhannu gyda chyd lywodraethwyr. Gellir cwblhau adrannau o’r pecyn cymorth ar unrhyw adeg sydd yn gyfleus i’ch corff llywodraethu. Y ffi blynyddol ydy £38.48 a TAW.
Ysgol Bryn Derw, Casnewydd (2020)
The governing body consists of highly committed members with a variety of relevant skills and experience. The school benefits greatly from their contribution. They provide extremely effective support and challenge for the school. In addition to full governing body and sub-committee meetings, governors take part in beneficial quality assurance activities, including learning walks and work scrutiny and projects such as looking at transport issues. This project resulted in training for taxi drivers. Governors have a clear understanding of national priorities, and the work that the school is doing in relation to these, including the curriculum for Wales and the ALN Act. Headteacher reports to the governing body are strategic and highly informative, with a clear focus on data. Governors provide robust challenge.
Ysgol Bryngwyn, Sir Gaerfyrddin (2017)
Mae’r ffordd y caiff y ffederasiwn ei lywodraethu yn gryfder sylweddol. Mae gan lywodraethwyr ddealltwriaeth fanwl o berfformiad y ddwy ysgol, ac maent yn darparu lefelau uchel o gymorth a her i’r ffederasiwn. Gwnânt gyfraniad effeithiol at brosesau hunanarfarnu a chynllunio gwelliant y ffederasiwn. Defnyddir profiad ac arbenigedd llywodraethwyr yn dda i gefnogi llawer o agweddau ar ddarpariaeth y ffederasiwn. Mae llywodraethwyr unigol yn gysylltiedig â meysydd pwnc ac agweddau penodol eraill ar ddarpariaeth yr ysgolion, ac mae hyn yn rhoi cymorth gwerthfawr i arweinwyr canol.
Ysgol Brynrefail, Gwynedd (2020)
Mae aelodau’r corff llywodraethol yn brofiadol iawn a gwneir defnydd effeithiol o’u harbenigeddau i gefnogi ac i herio’r ysgol. Drwy’r is-bwyllgorau gweithgar a thrwy eu cyfarfodydd cyswllt gwerthfawr gydag adrannau, mae gan y llywodraethwyr ddealltwriaeth glir o gryfderau’r ysgol a’r meysydd i’w gwella. Maent yn chwarae rhan flaenllaw yn pennu cyfeiriad strategol yr ysgol ac yn parhau i herio’r ysgol er mwyn gwella’r ychydig o feysydd lle ceir tanberfformio. Maent yn cynnal adolygiad blynyddol o’u gwaith er mwyn sicrhau eu bod yn cyfrannu’n fuddiol at waith yr ysgol.
Ysgol Cefn Coch, Gwynedd (2018)
Nodwedd gref yw’r modd mae’r pennaeth wedi datblygu rôl y corff llywodraethol yn ystod y blynyddoedd diwethaf. Mae wedi sicrhau bod ganddynt ddealltwriaeth gadarn o berfformiad a gweithdrefnau’r ysgol trwy raglen o ymweliadau ac arsylwadau perthnasol. Enghraifft effeithiol o hyn yw’r modd heriol a thrylwyr mae’r llywodraethwyr yn ystyried safonau a chynnydd disgyblion. Mae’r corff llywodraethol yn grŵp cefnogol iawn sy’n cynnig cymorth adeiladol i’r tîm arweinyddol ac yn rhannu arbenigeddau proffesiynol, gwerthfawr mewn meysydd penodol. Mae eu mewnbwn strategol cyson i drefniadau hunanarfarnu’r ysgol yn effeithiol.
Ysgol Cynwyd Sant, Pen y Bont ar Ogwr (2016)
Mae’r corff llywodraethol yn chwarae rhan allweddol wrth sicrhau cyfeiriad strategol clir i’r ysgol. Mae’r aelodau yn gefnogol iawn i waith yr ysgol, ac yn ymgymryd â’u cyfrifoldebau yn effeithiol. Maent yn ymweld â’r ysgol yn rheolaidd i ymgymryd â gweithgareddau monitro ac i drafod darpariaeth a safonau gydag arweinwyr a staff. O ganlyniad, mae ganddynt wybodaeth sicr am gryfderau’r ysgol a’r blaenoriaethau ar gyfer gwelliant. Mae hyn yn eu galluogi i herio a dwyn yr ysgol i gyfrif am ei pherfformiad yn effeithiol. Enghraifft dda yw’r ffordd mae aelodau’r corff yn herio’r ysgol ynglŷn â safonau rhifedd gan sicrhau bod gweithdrefnau penodol ar waith i ymateb i hyn. Trwy fentora llywodraethwyr newydd, maent yn sicrhau bod pob aelod yn cyfrannu’n effeithiol mewn cyfarfodydd ac at y rhaglen hunanarfarnu.
Ysgol Dolbadarn, Gwynedd (2018)
Mae gan aelodau’r corff llywodraethol wybodaeth drylwyr am berfformiad yr ysgol drwy chwarae rhan flaenllaw yn ei phrosesau monitro, hunanarfarnu a chynllunio strategol. Trwy gydweithio’n effeithiol gyda’r uwch dîm rheoli, arsylwi ar wersi a chraffu ar lyfrau, mae ganddynt ymwybyddiaeth gadarn o safonau’r dysgu a’r addysgu. Mae hyn yn eu galluogi i ddwyn yr ysgol i gyfrif yn llwyddiannus a gosod cyfeiriad strategol clir i ddatblygu’r ysgol fel cymuned ddysgu effeithiol.
Ysgol Fabanod Bedwas, Caerffili (2020)
The governing body is highly supportive of the school. Many governors undertake monitoring activities that enable them to engage fully in discussion, particularly about pupils’ wellbeing. This ensures that governors have a very good understanding of the school’s strengths and areas for development, enabling them to challenge the school successfully to improve standards and ensure provision of high quality.
Ysgol Gyfun Bryntirion, Pen y Bont ar Ogwr (2106)
Governors understand their roles well, and provide a clear sense of direction for the school. They know its strengths and weaknesses, the departments and subjects that perform well and those that are not performing to the high standards required. The standards committee provides effective challenge to departments. Governors understand and use data very well to effectively support and challenge the school on its performance.
Ysgol Gyfun Pontarddulais, Abertawe (2016)
The governing body holds the school strongly to account. It provides a high level of both challenge and support. The governing body has reviewed beneficially their committee structure in order to streamline and sharpen their robust scrutiny. Alongside the link governor role, this allows them to acquire a clear understanding of the school’s work.
Ysgol Gyfun y Bont-faen, Bro Morgannwg (2019)
Governors play an important role in setting the school’s strategic vision. They have a clear understanding of the school’s strengths and improvement priorities, and offer valuable support and challenge to leaders.
Ysgol Gyfun Y Pant, Rhondda Cynon Taf (2017)
Governors know the school well. They challenge leadership decisions and performance outcomes rigorously to help to set the strategic direction of the school.
Ysgol Gymraeg Brynsierfel, Sir Gaerfyrddin (2018)
Mae gan y llywodraethwyr ddealltwriaeth gadarn iawn o berfformiad yr ysgol. Maent yn derbyn cyfrifoldebau am amrywiol agweddau o feysydd cwricwlaidd a blaenoriaethau gwella. Trwy gydweithio’n llwyddiannus gyda’r uwch dîm rheoli, ac wrth arsylwi ar wersi, craffu ar lyfrau a chynnal teithiau dysgu perthnasol, maent yn chwarae rôl weithredol yng ngweithdrefnau hunanarfarnu a monitro’r ysgol. Adroddiad ar Ysgol Gymraeg Brynsierfel Mai 2018 10 Defnyddiant y wybodaeth yn effeithiol iawn i wneud penderfyniadau sy’n gosod cyfeiriad strategol pwrpasol i waith yr ysgol. Enghraifft gref o hyn yw’r modd y mae’r llywodraethwyr yn herio’n gadarnhaol a gwneud awgrymiadau ynglŷn â chynnydd mewn safonau, a’r gorddefnydd o daflenni gwaith. Mae’r corff llywodraethol yn hybu llais y disgyblion yn effeithiol drwy gefnogi eu dyheadau. Maent hefyd yn cefnogi cynlluniau a threfniadau’r ysgol i sicrhau bod pob disgybl yn cael cyfle cyfartal i ymgymryd â gwahanol weithgareddau. Mae’r pennaeth a’r llywodraethwyr yn rheoli cyllideb yr ysgol yn dynn, er eu bod wedi wynebu sefyllfa ariannol anodd yn ddiweddar. Maent yn gwneud penderfyniadau ariannu effeithlon er mwyn ymateb i anghenion yr ysgol. Mae’r gyllideb ar gyfer gweithredu blaenoriaethau gwella’r ysgol wedi ei chlustnodi’n glir. Mae’r ysgol yn defnyddio ystod o grantiau’n llwyddiannus iawn, gan gynnwys y grant datblygu disgyblion, i godi safonau llythrennedd a mathemateg ac i ddatblygu lles disgyblion yn hynod effeithiol.
Ysgol Gymraeg Ifor Hael, Casnewydd (2016)
Mae gan y llywodraethwyr ddealltwriaeth gynhwysfawr o gryfderau’r ysgol ac o’r meysydd sydd angen eu datblygu ymhellach. Maent yn diweddaru eu gwybodaeth yn rheolaidd trwy fynychu hyfforddiant perthnasol. Maent yn gefnogol iawn i waith yr ysgol ac yn cydweithio’n agos â’r arweinwyr i sicrhau iddi gyfeiriad strategol clir. Trwy gyfarfodydd rheolaidd, ac ymweliadau cyson â’r ysgol, maent yn dwyn yr ysgol i gyfrif yn llwyddiannus wrth gynnal safonau a sicrhau darpariaeth o ansawdd uchel.
Ysgol Gynradd Barry Island, Bro Morgannwg (2020)
Governors understand their roles and responsibilities well. They conduct effective termly and sub-committee meetings. They link, according to their strengths, to specific curriculum areas. For example, governors responsible for literacy or wellbeing foster useful links with the relevant school staff to monitor the development of their areas of responsibility. As a result most governors have a good understanding of the school’s strengths and weaknesses. They are very supportive of the school and contribute successfully to the self-evaluation process through looking at pupils’ work, taking part in learning walks and through interviews with curriculum leaders. Leaders and governors monitor the budget effectively and ensure that the school secures value for money. They make prudent decisions to ensure that financial planning conforms to regulations and meets the needs of the school.
Ysgol Gynradd Birchgrove, Abertawe (2016)
The governing body is strategic in its actions and highly supportive of the school’s work. Governors have a good understanding of the school’s performance through discussions with pupils, undertaking ‘learning walks’ and receiving detailed reports from the headteacher and other members of the senior leadership team. They have a secure grasp of the school’s performance relative to that of other similar schools. Their role in monitoring the quality of the provision and challenging leaders and managers has contributed to the significant improvements made by the school, for example in literacy, numeracy and attendance.
Ysgol Gynradd Cae Top, Gwynedd (2016)
Caiff yr ysgol gefnogaeth dda gan y llywodraethwyr. Mae ganddynt ddealltwriaeth gynyddol o gryfderau’r ysgol ac o’r meysydd sydd angen eu datblygu ymhellach. Mae trefn drylwyr yr ysgol o fonitro data yn sicrhau eu bod yn wybodus am berfformiad yr ysgol dros amser o’i gymharu ag ysgolion eraill. Mae ymweliadau â dosbarthiadau yn eu galluogi i ddod i farn sicrach ynghylch safonau gwaith a chyrhaeddiad disgyblion ac i herio a chwestiynu arweinwyr am berfformiad yr ysgol. Er hynny, nid yw rôl strategol y corff llywodraethol yn y broses hunanarfarnu a chynllunio ar gyfer gwelliant wedi datblygu’n llawn.
Ysgol Gynradd Clwyd, Abertawe (2022)
Mae’r corff llywodraethol yn deall ac yn cyflawni ei ddyletswyddau’n effeithiol. Mae gan lywodraethwyr ddealltwriaeth gadarn o flaenoriaethau’r ysgol a’r sail resymegol y tu ôl iddynt. Maent yn deall eu rôl o ran cynorthwyo’r ysgol i roi ei strategaeth wella ar waith. Mae cadeirydd y llywodraethwyr yn gyfrifol am y ganolfan blant sy’n gysylltiedig â’r ysgol, ac mae hyn yn hyrwyddo cydweithio cadarnhaol â’r lleoliad cyn-ysgol. Mae llywodraethwyr yn cyfrannu’n briodol ar weithgarwch monitro ac mae hyn yn eu helpu i sicrhau bod ganddynt wybodaeth gyfredol am gynnydd yr ysgol wrth roi gwaith gwella ar waith. Maent yn sicrhau bod gan yr ysgol drefniadau priodol i hyrwyddo bwyta ac yfed yn iach.
Ysgol Gynradd Cwmfelinfach, Caerffili (2016)
The governing body provides a strong level of support for the school and challenges school leaders appropriately. Members of the governing body undertake learning walks regularly and are beginning to provide useful feedback on their findings to school staff. They have a secure understanding of the school’s performance relative to that of other similar schools. The governing body is an active, reassuring partner in judging the school’s progress and strategic priorities. Governors have a sound oversight of the improvement plan’s implementation through regular summary reports on progress from the headteacher. However, their role in self-evaluation is at an early stage of development.
Ysgol Gynradd Ewloe, Flintshire (2018)
The governing body carries out its statutory duties diligently and effectively, providing an appropriate balance of challenge and support. The dialogue between governors and senior leaders is purposeful and productive. As a result, governors have a thorough understanding of the school’s performance and co-operate closely and effectively with leaders to ensure a clear strategic direction. Individual members support the school’s activities effectively, for example, by supporting more able and talented pupils in science and mathematics and in leading aspects of the school’s performing arts productions.
Ysgol Gynradd Gaer, Casnewydd (2018)
The members of the governing body undertake their roles very conscientiously and look actively for ways to expand and develop their effectiveness. They embrace new initiatives and respond positively to change. They have an excellent understanding of the school’s strengths and areas for improvement. The dialogue between themselves and with the senior leadership of the school is very purposeful and productive. The governing body monitors the school’s self-evaluation processes very effectively. They undertake regular learning walks with pupils to discuss areas of the curriculum, standards of work and the latest developments in learning, for example the digital competency framework. This ensures that they challenge the school successfully to improve standards and ensure provision of high quality.
Ysgol Gynradd Glasllwch, Casnewydd (2019)
Leaders, staff, governors and pupils have key roles within the school’s self-evaluation processes. Leaders have grouped staff and governors into teams based on the six areas of learning in the new curriculum for Wales. A notable feature of the school improvement process is the way in which staff collaborate with learners, parents, governors and staff from other local schools and colleges, for example as the lead school for the Pupil Participation Learning Network. This supports the school well as a highly effective learning organisation. Governors use an effective system to identify the skills of individual governors that enables each governor to use their particular skills very well in support of the school. For example, governors use their specific expertise to improve provision in Welsh, the DCF and coding skills. They provide purposeful challenge to school leaders, where needed, for example, when ensuring that health and safety is a high priority and taking part in regular health and safety checks.
Ysgol Gynradd Hendredenny Park, Caerffili (2017)
Governors are very supportive of the school and fulfil their statutory duties well. They visit the school regularly to observe lessons, meet with groups of pupils and review their books. Consequently, governors have a clear grasp of the school’s strengths and areas for improvement. They ask challenging questions routinely and make suggestions about the deployment of staff, for instance to maximise the expertise of learning support assistants across the school. Consequently, these staffing arrangements have been highly beneficial for pupils.
Ysgol Gynradd Kitchener, Caerdydd (2016)
The governing body has a very effective oversight of the school and carries out its duties very successfully. Governors are knowledgeable and supportive of the school’s work and its performance. They are fully involved in decision-making and provide a clear strategic direction. The chair of governors is particularly well informed and proactive and takes a leading role in moving the school forward.
Ysgol Gynradd Nant y Parc, Caerffili (2019)
Governors know the school well and play a key role in ensuring an effective strategic direction for the school. Their strategic input into self-evaluation procedures is highly effective. Learning walks and regular visits to school by governors have enhanced their knowledge of the school, based on first-hand knowledge. The headteacher and senior leaders provide regular, detailed reports and presentations to governors, outlining the work of the school. As a result, the governing body has a thorough understanding of the school’s performance, enabling it to act as an effective critical friend. The headteacher and governing body manage the school’s budget rigorously and purchase resources effectively to enrich the curriculum and to raise pupils’ standards.
Ysgol Gynradd Oakfield, Caerdydd (2019)
The governing body is very supportive of the school and governors undertake their responsibilities conscientiously. They regularly undertake monitoring and evaluation tasks and, as a result, they have a very good understanding of the school’s main strengths and areas for improvement. There is an excellent balance between support and challenge in the way governors undertake their role as critical friends and hold senior leaders to account. The headteacher and governors manage the school’s budget well. They make efficient funding decisions in order to respond to the school’s needs. The school makes very effective use of additional funding, for example, to increase resources, such as ICT equipment, and to improve the outdoor areas, which impact positively on pupils’ skills and wellbeing.
Ysgol Gynradd Penllergaer, Abertawe (2019)
Governors contribute positively to the life and work of the school. They regularly visit the school to undertake supportive activities, for example to consider pupils’ progress in developing their digital skills to create databases. This work provides governors with a secure understanding of the school’s strengths and areas it is working to improve. Governors keep progress against improvement priorities under review. They provide the school’s leaders with a good balance of support and challenge.
Ysgol Gynradd Pontnewydd, Torfaen (2022)
Senior leaders and governors at Pontnewydd Primary School provide clear strategic direction for the development of the school. They work successfully with parents, pupils and staff to set the school’s vision, evaluate the quality of provision and plan and deliver improvements.The role of the governing body in supporting and challenging the work of the school is highly effective. Governors bring a wide range of knowledge, skills and experience, which they use well to support the school. For example, one governor provided chaplaincy support to pupils and staff as they dealt with the impact of the pandemic. As a result of frequent engagement with staff through their link governor work and regular visits to the school, governors have a clear understanding of the quality of provision and the challenges that the school faces. They support the school to manage and deploy its resources effectively, including the use of the pupil development grant. They work with leaders to ensure that suitable policies and procedures are in in place to promote the importance of healthy eating and drinking among pupils.
Ysgol Gynradd Rogerstone, Casnewydd (2020)
Members of the governing body know the school well and undertake their roles effectively. Governors have valuable professional expertise and a varied range of interests, which they use purposefully to support the school. Governors have a sound knowledge of the school’s performance data and its strengths and areas for development. Individual governors support the school’s activities effectively. For example, they undertake regular learning walks and hold meetings with pupils to gather information about the impact of school initiatives. As a result, governors challenge the leadership team effectively as critical friends and hold the school suitably to account for its performance.
Ysgol Gynradd Severn, Caerdydd (2016)
Governors are knowledgeable about the school and provide highly effective support and challenge in relation to pupils’ performance and school improvement. Embedded in the work of the school is a clear commitment to addressing local and national priorities. There is a considerable focus on ensuring high standards of literacy and numeracy and reducing the impact of poverty on pupils’ attainment. The school has already begun to consider its readiness for curriculum reform.
Ysgol Gynradd St. Julian’s, Casnewydd (2018)
Highly committed governors make a strong contribution to the success of the school. For example, they have supported the school very well in the improvements made to the building. They monitor finances effectively and successfully challenge the school to maintain high standards.
Ysgol Gynradd St. Philip Evans, Caerdydd (2019)
Governors have a very good understanding of the school’s work and discharge their responsibilities productively. They participate effectively in setting the school’s strategic priorities and in monitoring progress against improvement targets. They undertake high quality monitoring and evaluation tasks, and hence have a very good understanding of the school’s main strengths and areas for improvement. There is an effective balance between support and challenge in the way governors discharge their role in holding the senior leaders to account.
Ysgol Gynradd Talsarnau, Gwynedd (2020)
Caiff yr ysgol gefnogaeth dda iawn gan y llywodraethwyr. Maent hwythau hefyd yn cymryd rhan weithredol mewn weithdrefnau hunanwerthuso cynhwysfawr sy’n eu galluogi i adnabod cryfderau’r ysgol a’r rhan fwyaf o feysydd i’w gwella yn effeithiol. Mae eu harfer o fonitro a chasglu tystiolaeth ar ansawdd y ddarpariaeth a chyflawniad disgyblion yn eu cynorthwyo i ddod i farn glir a chywir ar safonau gwaith a chyrhaeddiad disgyblion. O ganlyniad, mae rôl strategol y llywodraethwyr fel cyfeillion beirniadol yn datblygu’n llwyddiannus iawn ac yn eu galluogi i herio’r ysgol am ei pherfformiad yn gydwybodol ac effeithiol.
Ysgol Gynradd Trinant, Powys (2019)
Members of the governing body are enthusiastic, supportive and take a detailed interest in the work of the school. They are very knowledgeable about the school’s strengths and improvement priorities. Their role in self-evaluation is well developed and allows them to contribute effectively to the school’s strategic decision-making. For instance, the member of the governing body identified as the ‘self-evaluation champion’, visits the school each month to work with staff to monitor the progress of the school’s improvement priorities. The governing body takes an active role in formulating school improvement actions and is involved directly in working with senior leaders to write aspects of the school development plan.
Ysgol Gynradd Ynysowen, Merthur Tudfil (2019)
An excellent feature is the way the governing body provides constructive support, challenge and valuable professional expertise for the school. Governors have an exceptional understanding of the school’s performance, guidance and finances. They visit the school regularly and support both pupils and teachers to monitor and focus on the school’s priorities and progress. They receive exemplary reports from the headteacher about the development and progress of the schools’ plans for improvement. They know the school exceptionally well and their strategic input into all areas of school life is highly effective. Another innovative practice of the governing body’s work is that it has established a forum for governing bodies from other local schools to share and work collaboratively on good practice.
Ysgol Pencae, Caerdydd (2017)
Mae’r corff llywodraethol yn adnabod yr ysgol yn dda iawn. Maent yn wybodus tu hwnt am berfformiad yr ysgol, ac yn gwneud defnydd effeithiol iawn o ddata a thystiolaeth uniongyrchol er mwyn cyfrannu’n sylweddol at lunio cyfeiriad strategol yr ysgol. Maent yn ddadansoddol iawn ac mae’r cadeirydd yn defnyddio’i arbenigedd a chryfderau unigolion yn effeithiol er mwyn cefnogi a herio’r pennaeth a’r staff yn drwyadl pan fo’n briodol gwneud hynny. Mae llywodraethwyr yn ymweld â’r ysgol yn rheolaidd er mwyn arsylwi gwersi, trafod â disgyblion a chraffu ar lyfrau. Mae hyn yn sicrhau bod ganddynt ddealltwriaeth ardderchog o gryfderau’r ysgol, y meysydd sydd angen newid, ynghyd â chyfleoedd buddiol i fonitro a gwerthuso gwelliant.
Ysgol Tregarth, Gwynedd (2020)
Mae’r corff llywodraethol yn gefnogol iawn i waith yr ysgol. Trwy gydweithio effeithiol â’r staff a thrafod enghreifftiau o waith disgyblion, mae gan lywodraethwyr ddealltwriaeth dda o gryfderau’r ysgol a’r meysydd i’w gwella. Defnyddiant y wybodaeth hon yn drwyadl i wneud penderfyniadau wrth osod cyfeiriad strategol i waith yr ysgol. Mae hyn yn eu alluogi i ddwyn yr ysgol i gyfrif a helpu i osod cyfeiriad strategol clir i ddatblygu’r ysgol fel cymuned ddysgu effeithiol iawn.
Ysgol y Foryd, Conwy (2019)
Mae’r corff llywodraethol yn hynod gefnogol i’r ysgol. Mae llawer o lywodraethwyr yn ymgymryd â gweithgareddau monitro sy’n eu galluogi i gymryd rhan yn llawn mewn trafodaethau, yn enwedig am les disgyblion. Mae athrawon neu grwpiau bach o gynorthwywyr addysgu yn ymuno â chyfarfodydd y corff llywodraethol yn rheolaidd, ac yn rhannu agweddau ar eu gwaith. Mae hyn yn sicrhau bod gan lywodraethwyr ddealltwriaeth dda o gryfderau’r ysgol, a’r meysydd i’w datblygu, gan eu galluogi i herio’r ysgol yn llwyddiannus i wella safonau a sicrhau darpariaeth o ansawdd uchel.
Ysgol Uwchradd Bishop of Llandaff CIW, Caerdydd (2018)
The governing body has a clear understanding of the school’s strengths and areas for development. It makes very good use of the skills and experience of individual members to contribute to the school’s strategic agenda. Governors monitor the school’s progress towards achieving its goals and provide very robust challenge on all matters. A wide range of stakeholders, including senior leaders, teaching staff, members of the student congress and representatives from the governing body, make valuable contributions to the school improvement plan. It is ambitious and comprehensive.
Ysgol Uwchradd Caerdydd, Caerdydd (2019)
Governors know and understand the school’s strengths and areas for improvement well. They support the headteacher and the senior leadership team effectively to deliver their vision for the school. They have the knowledge and expertise to challenge leaders to continually reflect and improve all aspects of the school’s work, when necessary.
Ysgol Uwchradd Fitzalan, Caerdydd (2017)
Governors have a comprehensive understanding of the school. They work in close partnership with the headteacher to set the school’s strategic direction and use their wide range of experiences and expertise well to support and challenge the school.
01443 844532 / 029 2075 3685
[email protected]
Sam MacNamara – 07943 887275 / Jane Morris – 07957 969708
