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 £48.99 a TAW.
- Ysgol Stryd y Rhos, Sir Ddinbych – Creu fframwaith strategol
- Ysgol Gynradd yr Eglwys yng Nghymru Llansannor, Bro Morgannwg – Arweinyddiaeth gryf a chynlluniau strategol ar gyfer gwella’r ysgol
- Ysgol Gynradd Trinant, Caerffili – Corff llywodraethol yn helpu cryfhau gwelliant ysgol
- Ysgol Gynradd Glasllwch, Casnewydd – Defnyddio arweinyddiaeth wasgaredig i yrru gwelliant
- Ysgol Gynradd Bontnewydd, Gwynedd – Cynorthwyo llywodraethwyr i gyflawni eu rôl yn fwy effeithiol
- Ysgol Gymunedol Troedyrhiw, Merthyr Tudful – Grwpiau Gwella Llywodraethwyr – Yr effaith ar allu llywodraethwyr i gynorthwyo uwch arweinwyr
- Adroddiad thematig – Llywodraethwyr Ysgol – Gweithredu fel ffrindiau beirniadol ac effaith hyfforddiant i lywodraethwyr
- Cyfranogiad disgyblion: canllaw arfer orau
Ffederasiwn Point of Ayr Federation, Sir y Fflint (2024) – Ysgol Gronant and Ysgol Trelogan
Governors demonstrate a strong commitment to their role and use a breadth of expertise to support the work of the federation. They focus appropriately on evaluating the quality of teaching and learning across both schools and develop a clear understanding of strengths and areas for improvement. Governors support senior leaders well to promote a positive culture of safeguarding and ensure that effective policies are in place to promote the importance of healthy eating and drinking among pupils.
Ysgol Alun, Sir y Fflint (2024)
Governance is a strength of the school. The governing body is supportive of the school. Governors carry out their roles as critical friends of the school effectively. They are fully aware of their responsibility to promote healthy eating and drinking. Together with the headteacher and business manager, governors manage the school budget carefully. They plan the spending of the pupil development grant and other grants prudently.
Ysgol Bro Dyfrdwy, Sir Ddinbych (2023)
Mae llywodraethwyr yn deall eu rolau’n dda ac yn cyflawni eu cyfrifoldebau’n gydwybodol a llwyddiannus. Maent yn cyfrannu’n bwrpasol at osod blaenoriaethau strategol yr ysgol, ac yn meddu ar ddealltwriaeth glir o’r ddarpariaeth, a’i heffaith ar ddysgu disgyblion. Maent yn darparu cydbwysedd priodol o gymorth a her ac yn dwyn yr ysgol i gyfrif ar ran y gymuned leol yn eu rôl fel ffrindiau beirniadol. Mae’r corff llywodraethol yn sicrhau bod y bwydydd a’r diodydd a ddarperir gan yr ysgol yn cydymffurfio â deddfwriaeth ac mae ganddo drefniadau priodol i hyrwyddo bwyta ac yfed yn iach. Mae’r ysgol yn rheoli ei chyllid yn effeithlon ac yn ei defnyddio’n synhwyrol yn unol â’r blaenoriaethau yng nghynllun gwella’r ysgol. Maent yn gwneud defnydd pwrpasol o gyllid grant ychwanegol, gan gynnwys y grant datblygu disgyblion a ddefnyddir yn ddoeth i ddarparu cymorth â ffocws i helpu ac annog dysgu a lles disgyblion.
Ysgol Bryn Deva, Sir y Fflint (2024)
Governors understand and discharge their duties effectively. They carry out monitoring alongside staff and pupil ambassadors. These first-hand experiences ensure they have a clear understanding of pupil progress. The governing body fulfil their statutory responsibilities in relation to healthy eating and drinking and understand their responsibility in safeguarding pupils. They support leaders to promote a strong culture of safeguarding. Link governors work closely with school staff to develop a good understanding of curriculum implementation. Governors and school leaders manage the school’s finances efficiently and deploy appropriate resources to support improvement priorities. Senior leaders use grant funding, such as the pupil development grant, prudently and monitor the impact on learners closely.
Ysgol Caer Elen, Sir Penfro (2023)
Mae’r corff llywodraethol yn brofiadol a theyrngar ac yn gwarchod buddiannau’r ysgol yn ofalus. Mae ganddynt ddealltwriaeth lawn o rôl yr ysgol i gynnig darpariaeth addysg Gymraeg i’w chymuned. Meddant ar wybodaeth gynhwysfawr am ei chryfderau a’i meysydd i’w gwella ac mae ganddynt ddealltwriaeth sicr o flaenoriaethau gwella’r ysgol. Defnyddiant y wybodaeth hon yn effeithiol i herio’r uwch dîm arwain ar nifer o faterion pwysig. Mae ganddynt gysylltiadau defnyddiol â meysydd dysgu a phrofiad penodol ac maent yn defnyddio eu harbenigeddau i weithredu fel cyfaill beirniadol i arweinwyr canol. Mae’r corff llywodraethol yn cymryd y cyfrifoldeb i sicrhau trefniadau priodol ar gyfer bwyta ac yfed iach.
Ysgol Gyfun Gymraeg Llangynwyd, Pen y Bont (2023)
Mae’r corff llywodraethol yn cynnig cefnogaeth gref i holl waith yr ysgol. Dan arweiniad cadarn y cadeirydd a’r is-gadeirydd, mae’r corff llywodraethol yn wybodus iawn am gryfderau a meysydd gwella’r ysgol. Mae ganddynt afael da ar y prif flaenoriaethau ac maent yn chwarae rhan allweddol wrth osod cyfeiriad strategol yr ysgol. Drwyddi draw, maent yn gweithredu’n effeithiol yn eu rôl fel cyfaill beirniadol gan herio uwch arweinwyr ac arweinwyr canol ar faterion pwysig pan fydd yn briodol. Maent yn gweithredu eu rôl statudol i hyrwyddo bwyta ac yfed yn iach yn effeithiol.
Ysgol Gyfun Trefynwy, Sir Fynwy (2023)
Mae llywodraethwyr yn gefnogol iawn i’r ysgol ac yn darparu her briodol o addas i’r holl arweinwyr. Maent yn aelodau balch o gymuned yr ysgol ac yn cyflawni eu dyletswyddau’n ddiwyd, gan gyfrannu’n gadarnhaol at gyfeiriad strategol yr ysgol. Maent wedi ymrwymo i sicrhau bod yr ysgol yn hyrwyddo bwyta ac yfed yn iach yn briodol.
Ysgol Gymraeg Bro Ogwr, Pen y Bont ar Ogwr (2025)
Mae’r llywodraethwyr yn eiriolwyr cadarn dros yr ysgol. Maent yn adnabod yr ysgol yn dda ac yn dwyn uwch arweinwyr i gyfrif yn briodol. Mae’r llywodraethwyr yn cynnig cefnogaeth gadarn i’r ysgol ac yn dangos ymwybyddiaeth addas o’u cyfrifoldebau.
Ysgol Gymraeg Dewi Sant, Sir Gaerfyrddin (2025)
Mae arweinwyr, gan gynnwys y llywodraethwyr, yn sicrhau bod gan yr ysgol drefniadau cadarn ar gyfer adolygu cynnydd, nodi meysydd i’w gwella ac adnabod y camau i’w gweithredu i ddatblygu’r ysgol ymhellach. Mae ganddynt ddealltwriaeth gadarn o gryfderau’r ysgol a’r meysydd i’w gwella. Er enghraifft, maent wedi adnabod yr angen i ddatblygu arferion asesu ac adborth effeithiol i gefnogi disgyblion i ddatblygu eu dealltwriaeth o sut i wella eu gwaith ymhellach.
Ysgol Gymunedol Ferndale, Rhondda Cynon Taf (2024)
Governors are passionate, reflective and well-informed supporters of the school who provide an important link between the school and its community. They have a suitable understanding of their role in ensuring that the school promotes healthy eating and drinking. Governors challenge senior leaders robustly and play an appropriate role in evaluating the school’s work and setting improvement priorities.
Ysgol Gymunedol Trimsaran (2025)
Mae llywodraethwyr yn herio a chefnogi arweinwyr yn ddoeth, ac yn canolbwyntio ar wella addysgu a dysgu trwy gylch monitro ystyrlon. Mae llywodraethwyr yn cefnogi a herio arweinyddiaeth yr ysgol yn effeithiol. Ar y cyd â’r staff, maent yn canolbwyntio ar wella ansawdd yr amgylchedd, y ddarpariaeth a’r dysgu yn effeithiol. Mae’r llywodraethwyr yn cymryd rhan mewn gweithgareddau addas o fewn y cylch monitro rheolaidd sy’n dwyn athrawon i gyfrif am effaith eu gwaith yn synhwyrol.
Ysgol Gynradd Barkers Lane, Wrecsam (2024)
Governors understand and discharge their duties effectively. They conduct monitoring observations alongside staff and join pupil progress meetings. These firsthand experiences ensure that they have a clear understanding of the strengths and areas of improvement for the school. The governing body fulfil their statutory responsibilities in relation to healthy eating and drinking. Working alongside senior leaders, they promote a strong culture of safeguarding. Governors have a strong understanding of the school’s financial situation. They collaborate constructively with senior leaders to prioritise spending to ensure that they use resources effectively to support the needs of their pupils. They make effective use of grant funding, such as the pupil development grant, to support the most vulnerable pupils. For example, the school ensures equality by offering access to extra-curricular provision for music.
Ysgol Gynradd Buttington Trewern, Powys (2025)
Governors are committed to the school and fulfil the role of critical friend purposefully. They have a strong understanding of the school’s context, its strengths and important areas for development, such as improving pupils ’mathematical skills. They play an active role in the life of the school, using their experience and expertise to support leaders and staff to improve provision for pupils. During a period of uncertainty for the school, governors have worked hard to prioritise the well-being of pupils and staff.
Ysgol Gynradd Casllwchwr, Abertawe (2023)
The governing body is well informed and effective in its role in supporting the school. Members use their skills and expertise to ask professional questions and provide valuable guidance to school leaders and staff. They undertake a variety of relevant monitoring and evaluation though their sub-committees’ activities and have sound knowledge of the school’s strengths and areas for improvement. They value the work of the whole staff and are particularly proud of the role they play in supporting the needs of the local community. Governors make appropriate arrangements for healthy eating and drinking and support leaders to manage finances effectively in line with the school’s priorities. With the support of the headteacher, they monitor the budget prudently and support staff to ensure that they have high quality resources to best meet the needs of learners.
Ysgol Gynradd Coed Glas, Caerdydd (2023)
Mae’r corff llywodraethol yn wybodus ac yn effeithiol yn ei rôl yn cefnogi’r ysgol. Mae aelodau’n defnyddio eu hystod eang o fedrau ac arbenigedd i ddarparu cymorth, arweiniad a her werthfawr i arweinwyr a staff yr ysgol. Maent yn gwerthfawrogi gwaith pob un o’r staff ac yn falch iawn o natur gynhwysol yr ysgol a’r rôl mae’n ei chwarae yn cefnogi anghenion y gymuned leol. Mae llywodraethwyr yn gwneud trefniadau priodol ar gyfer bwyta ac yfed yn iach ac yn cynorthwyo arweinwyr i reoli cyllid yn effeithiol yn unol â blaenoriaethau’r ysgol.
Ysgol Gynradd Creigiau, Caerdydd (2025)
Mae llywodraethwyr yn cefnogi’r ysgol yn llwyddiannus ac yn dwyn staff i gyfrif yn synhwyrol, lle bo angen. Drwy arsylwi mewn sesiynau, siarad â disgyblion a staff, a thrwy dderbyn adroddiadau cyson gan y pennaeth, mae ganddynt ddealltwriaeth gadarn o safonau a darpariaeth. Mae hyn yn eu galluogi i gydweithio’n effeithiol â’r pennaeth i bennu blaenoriaethau ar gyfer gwella. Maent yn rheoli adnoddau’r ysgol yn synhwyrol a deallus, yn hybu cyfradd presenoldeb uchel yn barhaus ac yn sicrhau bod diwylliant cryf o ddiogelu yn bodoli yno.
Ysgol Gynradd Gwyrosydd, Abertawe (2023)
Governors understand the school’s strengths and challenges well. They are aware of the impact periods of uncertainty around leadership are having on the school. Governors work well with the acting headteacher, for example through supporting the development of an extended senior leadership team. They are beginning to resume their roles as part of staff teams that are developing areas of the curriculum. Governors understand the school’s main developmental priorities and why they are a focus for improvement. They are aware of the school’s financial position and plan ahead their spending priorities. They understand their statutory duties for ensuring healthy eating and drinking and, as a result, made changes to the school’s tuckshop.
Ysgol Gynradd Hafod y Wern, Wrecsam (2024)
Governors are well informed and take an active role in the life of the school. They have a sound understanding of the progress the school is making towards achieving its current priorities as well as implementing national priorities. They act effectively in their role as critical friend and their input often has a positive impact on school improvement, for example in contributing to transition arrangements and to improving consistency in the quality of teaching and learning experiences. The governing body ensures the school complies with its statutory requirement to promote healthy eating and drinking and supports the headteacher and senior leaders well to promote a strong culture of safeguarding.
Ysgol Gynradd Kitchener, Caerdydd (2024)
Governors know the school, pupils, parents and the community well. They are proud and supportive and have a sound knowledge of the school’s context. Governors and the headteacher place a strong emphasis on the well-being of pupils and staff and on creating an inclusive environment for learning. Governors and leaders plan and monitor the school’s budget rigorously. They ensure that the school is well resourced and that funding benefits pupils appropriately. Leaders make effective use of the pupil development grant (PDG) to deploy skilled learning support assistants. The support they provide enables identified pupils to make sound progress in their learning, well-being, and in the development of their social skills. Governors take a diligent approach to promoting healthy eating and drinking. For example, the school provides fruit to all pupils, ensuring that financial constraint is not a barrier to pupils consuming a nutritious snack at break time. Members of the governing body discharge their duties successfully through a range of committees and individual responsibilities, often bringing useful expertise to their roles. They support the school’s leaders in prioritising pupils’ well-being and in promoting positive behaviour. Governors use their skills to support leaders to manage finances effectively and to develop a strong safeguarding culture within the school.
Ysgol Gynradd Lakeside, Caerdydd (2024)
Governors support the work of the school effectively. They are knowledgeable about the school because they receive detailed information from the headteacher, take part in monitoring activities, and meet with teachers. They have a thorough understanding of their roles, responsibilities and statutory duties, including ensuring that the school has appropriate arrangements to promote healthy eating and drinking. Many governors provide good levels of challenge to school leaders, asking probing questions and holding them to account appropriately for pupil progress and school improvement. They support the headteacher to manage the school’s budget and A report on Lakeside Primary School March 2024 9 additional funding effectively. This includes allocating and monitoring the use of the pupil development grant appropriately to support identified pupils to improve their early literacy skills and well-being.
“*Ysgol Gynradd Llandeilo, Sir Gar (2023)*
Governors have a secure understanding of the schools’ strengths and areas for development. They take an active role in school life and self-evaluation and challenge the school to ensure provision is robust. For example, governors challenge the school on provision to develop higher order reading skills and challenge for more able pupils. Governors actively support senior leaders to discharge their responsibilities and ensure staff development and well-being is a priority. For example, governors take a lead on ensuring that all statutory policies are reviewed and ratified, which allows senior leaders time to focus on developing teaching and learning. Governors monitor spending robustly and prioritise provision for pupils. Governors ensure that the school complies with heathy food and drink legislation. Governors work with school leaders to ensure a robust safeguarding culture.
Ysgol Gynradd Maes yr Haul, Pen y Bont (2024)
Senior leaders and governors use the pupil development grant well to support pupils from low-income families, for example, by subsidising school trips and providing reduced cost school uniform. Governors are supportive of the school and fulfil the role of critical friend well. They have a suitable understanding of the school’s strengths and areas for development. The school has a positive relationship with parents, it is a welcoming environment where leaders and staff value parents’ views.
Ysgol Gynradd Radnor Valley, Powys (2023)
The governing body is highly effective in its support for the school. Governors are regularly involved in self-evaluation processes, undertaking monitoring activities in partnership with the headteacher, teachers and pupils. They have a good understanding of the school’s priorities for improvement and are beginning to challenge leaders successfully as a critical friend and suggest changes to better support the needs of learners. The partnership work between governors and pupils is a strength of the school. Governors make time to gather pupils’ opinions on the life of the school and their learning experiences and support them when change is needed. The headteacher and governors monitor spending plans and their impact efficiently. The school allocates its grant funding effectively to ensure equity of experience for all pupils. For example, the school uses the pupil development grant to put in place a range of measures to address the impact of poverty, such as the use of additional staff to support learning through intervention groups.
Ysgol Gynradd Sirol Cwmdâr, Rhondda Cynon Taf (2024)
Mae’r corff llywodraethol yn dod â phobl at ei gilydd o ystod eang o gefndiroedd sydd â set medrau eang y mae arweinwyr yn ei defnyddio’n effeithiol i lywio gwaith yr ysgol. Er enghraifft, mae’r llywodraethwr cyswllt ar gyfer ADY yn gweithio’n agos gyda’r cydlynydd anghenion dysgu ychwanegol ac wedi trefnu ymweliadau ag ysgolion eraill sydd wedi cynorthwyo arweinwyr i ddatblygu eu dealltwriaeth o ddiwygio ADY. Mae llywodraethwyr yn hynod gefnogol i’r ysgol ac wedi ymrwymo i gefnogi lles staff a disgyblion. Mae ganddynt ddealltwriaeth dda o’u cyfrifoldebau statudol, er enghraifft o ran eu rôl yn ymgorffori diwylliant diogelu cadarnhaol. Maent yn sicrhau bod gan yr ysgol bolisi clir i hyrwyddo bwyta ac yfed yn iach. Mae llywodraethwyr yn meddu ar wybodaeth gadarn am waith yr ysgol a’i effaith wrth sicrhau deilliannau cadarnhaol ar gyfer pob disgybl. Mae llawer ohonynt yn ymgymryd â gweithgareddau monitro a hunanwerthuso, er enghraifft, cymryd rhan mewn craffu ar lyfrau, gwrando ar ddysgwyr a theithiau dysgu. Mae ganddynt ddealltwriaeth glir o gryfderau’r ysgol ac maent yn dechrau nodi meysydd i’w datblygu a herio arweinwyr yn briodol.
Ysgol Gynradd Tairgwaith, Castell-nedd Port Talbot (2024)
Governors contribute well to the school’s work and take pride in their roles. They are regular visitors to the school where they play a very active role. They have a good understanding of the school’s improvement initiatives and are particularly involved in the school’s work on building connections with the community and the pupils’ sense of belonging. Their role in evaluating the school’s progress in relation to its improvement priorities and in challenging school leaders is developing appropriately. They support leaders to monitor and use financial resources including grant funding, effectively. For example, they deploy the pupil development grant successfully to fund intervention programmes to improve pupils’ reading skills. Governors ensure that there are suitable arrangements to promote healthy eating and drinking and work well with leaders to contribute to the school’s robust safeguarding culture.
Ysgol Gynradd yr Eglwys yng Nghymru St Pauls, Caerdydd (2023)
The governing body knows the school well and provides effective support and challenge for school leaders. Governors have an effective understanding of the school’s strengths and areas for development. For example, they know that the strong shared values and inclusive ethos of the school is a strength, and they monitor the impact of interventions on pupil progress. The governing body has appropriate committees in place to meet the needs of the school and its statutory obligations. Governors have a good understanding of the school’s finances, which allows them to keep track of spending and make decisions that contribute to improving provision for pupils. Governors are proactive and know the school community well. For example, they meet with parents to discuss the school’s revised relationships and sexuality education (RSE) curriculum and, as a result, answer parents’ questions and concerns successfully. Governors ensure a strong culture of safeguarding in the school and promote healthy eating and drinking effectively.
Ysgol Gynradd Venerable Edward Morgan R.C., Sir Fflint (2025)
The school’s self-evaluation processes are effective and ensure leaders have a sound awareness of the strengths and priorities for improvement. Members of the Governing Body support the headteacher and staff purposefully. They know the school and its community very well and use this knowledge effectively to target the pupil development grant in the areas where it will have the most impact.
Ysgol Llandegfan, Ynys Mon (2024)
Mae aelodau’r corff llywodraethol yn hynod gefnogol i’r ysgol, ac yn ei hadnabod yn dda. Mae’r corff yn deall ac yn cyflawni eu dyletswyddau’n briodol. Mae llywodraethwyr yn cyfrannu’n llwyddiannus at weithgarwch monitro ac mae hyn yn eu helpu i sicrhau bod ganddynt wybodaeth gyfredol am gynnydd yr ysgol wrth weithredu ar y meysydd i’w gwella. Mae gan yr aelodau ddealltwriaeth gadarn o flaenoriaethau’r ysgol sydd wedi ei sylfaenu ar sail resymegol. Maent yn deall eu rôl wrth gynorthwyo arweinwyr i roi ei strategaeth gwella ar waith. Mae aelodau’r corff yn sicrhau bod gan yr ysgol drefniadau priodol i hyrwyddo bwyta ac yfed yn iach. Maent yn defnyddio eu profiadau o’u hymweliadau cyson i herio a chefnogi’r arweinwyr yn briodol. Mae’r pennaeth a’r llywodraethwyr yn adolygu gwariant yn ofalus ac yn rheoli cyllid yn briodol. Maent yn sicrhau bod cynllunio ariannol a phenderfyniadau gwariant yn cysylltu’n fwriadus â blaenoriaethau gwella strategol. Defnyddir amrywiaeth o grantiau yn hynod effeithiol i gefnogi’r ddarpariaeth ac i hyrwyddo lles disgyblion. Mae’r ysgol yn defnyddio ei grant datblygu disgyblion yn effeithiol i sicrhau cymorth priodol i ddisgyblion.
Ysgol Llanfair Dyffryn Clwyd, Syr Ddinbych (2024)
Mae llywodraethwyr yn deall eu rolau’n dda ac yn cyflawni eu cyfrifoldebau’n gydwybodol ac yn llwyddiannus. Maent yn cyfrannu’n bwrpasol at osod blaenoriaethau strategol yr ysgol, ac yn meddu ar ddealltwriaeth glir o’r ddarpariaeth, a’i heffaith ar ddysgu disgyblion. Maent yn darparu cydbwysedd priodol o gymorth a her ac yn dwyn yr ysgol i gyfrif ar ran y gymuned leol. Mae’r corff llywodraethol yn sicrhau bod y bwydydd a’r diodydd a ddarperir gan yr ysgol yn cydymffurfio â deddfwriaeth ac mae ganddo drefniadau priodol i hyrwyddo bwyta ac yfed yn iach.
Ysgol Llanllechid, Gwynedd (2025) – Dim argymhellion ar wahân i barhau ar eu taith gwelliant!
Mae cyfraniad y llywodraethwyr yn gaffaeliad arwyddocaol i’r ysgol. Mae’r aelodau’n gorff gwybodus a gweithgar sy’n gweithredu’n rhagweithiol yng ngweithgareddau’r ysgol i sicrhau darpariaeth o’r ansawdd uchaf i ddisgyblion. Er enghraifft, mae aelodau’r corff yn cymryd rhan mewn teithiau dysgu cyson i gasglu gwybodaeth a gwerthuso elfennau pwysig o waith yr ysgol, megis y ddarpariaeth gwyddoniaeth a thechnoleg. Yn ogystal, maent yn ymgysylltu’n fuddiol â’r disgyblion i gaffael eu barn am eu lles a’r profiadau dysgu sydd ar gael iddynt. Maent yn cynnig cefnogaeth sylweddol i’r pennaeth ond hefyd yn barod iawn i herio syniadau a phenderfyniadau mewn modd strategol, adeiladol a synhwyrol. Mae eu cyfraniad i fywyd yr ysgol yn nodwedd gref o arweinyddiaeth yr ysgol.
Ysgol Maes Owen, Conwy (2023)
Governors know the school well and their regular input creates systematic improvements throughout the school. They are supportive of the headteacher and hold her and other senior leaders to account as critical friends. The headteacher informs governors about pupils’ learning regularly and advises them realistically on how to improve provision, such as creating a library and nurture areas to promote pupils’ learning and well-being. Governors develop a sound first-hand understanding of the school’s activities. Alongside teachers, they undertake learning walks and discuss pupils’ work to measure its quality. This promotes a valuable understanding of the school’s current work. Governors monitor the budget carefully. They ensure that spending decisions, over well-planned timescales, are in line with the school’s priorities for improvement, such as investments in digital hardware, outdoor equipment and reading resources.
Ysgol Parc y Llan, Flintshire (2024)
The governing body is highly supportive of the school and knows the community it serves well. The diligent input of governors, through sub-committees and the full governing body, creates positive improvements across the school. For example, following a learning walk governors recognised the need to develop pupils’ investigative skills in science. As a result, the governors held the senior leadership team to account effectively as critical friends. The governing body fulfil their statutory duties well, for example around healthy eating and drinking. In addition, leaders and staff promote a strong culture of safeguarding that permeates the work of the school. Leaders manage the school’s finances carefully. They ensure that decisions on expenditure align with the school’s priorities for improvement, such as developing adult support within the classroom for pupils with additional needs. Leaders make purposeful use of funding and specific grants, such as the pupil development grant, to provide support programmes to develop pupils’ emotional, social, literacy and numeracy skills.
Ysgol Pencoed, Pen y Bont (2024)
Governors are knowledgeable and supportive. They are diligent in their work, committed to self-improvement, and well equipped to hold the school to account securely. They challenge school leaders effectively and support them in holding others to account.
Ysgol Rhos Helyg, Sir y Fflint (2025)
Mae arweinwyr, gan gynnwys y llywodraethwyr, yn sicrhau bod gan yr ysgol drefniadau cadarn ar gyfer adolygu cynnydd, nodi meysydd i’w gwella ac adnabod y camau i’w gweithredu i ddatblygu’r ysgol ymhellach. Mae ganddynt ddealltwriaeth gadarn o gryfderau’r ysgol a’r meysydd i’w gwella. Er enghraifft, maent wedi adnabod yr angen i ddatblygu arferion asesu ac adborth effeithiol i gefnogi disgyblion i ddatblygu eu dealltwriaeth o sut i wella eu gwaith ymhellach.
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 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 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 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 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 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 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 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 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 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.
01443 844532 / 029 2075 3685
[email protected]
Sam MacNamara – 07943 887275 / Jane Morris – 07957 969708
