Course School Information

The Welsh Government have two main priorities that are a focus for all schools in Wales:

• Improving pupil progression by ensuring learning is supported by a range of knowledge, skills and experience. 
• Reducing the impact of poverty on pupil progress and achievement 

These priorities are included in our School Development Plan alongside literacy, numeracy and Welsh 2nd Language development.

We have robust procedures at Abercarn Primary to support us with developing an accurate understanding of what we do well (strengths) and where we need to go (areas for development). 

The School Development Plan (SDP) addresses the areas for development. We collate and use a range of evidence throughout the year. We have a robust monitoring, evaluation and review cycle in place. This consists of, but not limited to pupil voice, parent surveys, governor meetings, learning walks, lesson observations, book and work scrutiny, planning scrutiny, AOLE evaluations (MAIDs) and a termly process called CSSR (Celebrate, Share  Support and Refine). Evidence is gathered using all these procedures and more. 

Evidence is analysed and key areas identified to celebrate, share with others, arrange support and refine. AOLE MAIDs identify what needs to be maintained, amended, introduced and discarded within areas of experiences and across the school e.g., Senedd, Criw Cymraeg. Actions within the School Development Plan are detailed and identify who is responsible, the timescale, costs / funding and how it will be monitored. All actions are RAG rated (red, amber and green) every term to monitor progress. 

Progress of pupils is monitored termly. All pupils are discussed individually to ensure appropriate support, progress and challenge. Learner Profiles for each pupil supports our assessment process as well as being a tool for staff to develop a shared understanding of progression and an understanding of the pace of progression. 

The School Development Plan pulls together all stakeholder views and prioritises areas for development. The School Development Plan links to:

• National priorities: 
• National Mission: 
• Regional/Local priorities: Links to EAS and Caerphilly Business Plan 
• Education Improvement Grant. Early Years Pupil Development Grant and Pupil Development Grant (EIG, EYODG and PDG Grants). 
• Professional Learning funded through the PL for Teacher Grant 
• The Community and Cluster of schools:
• Attendance:
• Additional Learning Needs (ALN Code 2021):
• Welsh Government, Estyn and EAS Accountability:

This is in line with the Welsh Governments framework for evaluation, improvement and accountability. The SDP provides an outline over three years. 

The curriculum continues to be well-developed and aligned to Curriculum for Wales. Learning experiences are engaging, authentic and support the four purposes. Teaching across the school is strong and pupils make good progress as a result.

Most pupils make good progress from their starting points. Targeted support for vulnerable learners (including eFSM and ALN) continues to be effective, helping to reduce gaps in attainment.

Provision for literacy and numeracy has improved, with increased consistency across classes. Early reading and numeracy in Early Years have strengthened, and pupils are developing confidence in applying key skills.

Provision for literacy and numeracy has improved, with increased consistency across classes. Early reading and numeracy in Early Years have strengthened, and pupils are developing confidence in applying key skills.

Early Years pedagogy is a strength, with improved enabling environments, outdoor learning and play-based provision supporting independence and engagement.

Leadership is strong at all levels. Staff engage in continuous professional learning and work collaboratively to improve teaching and learning across the school.

The school provides a well-resourced and engaging environment, including excellent outdoor provision and access to digital technology to support learning.

As a result of our self-evaluation process and professional discussion we identify actions to address Welsh Government priorities and school / local priorities. The following priorities and actions have been identified for 2026-2027:

Our SDP directly addresses Estyn recommendations by:

• Reducing over-direction in teaching
• Improving Welsh oracy across the school

Attendance has a separate action plan to improve attendance. ALN has a separate action plan within a MAID document to drive ALN progress. 

Provision for learners is good. The school has well qualified and experienced staff that provides engaging learning experiences to improve skills and knowledge of all learners. The school is well resourced to provide purposeful and authentic learning experiences. All learners have access to 21st Century technology and a stimulating learning environment in order to support and challenge progress. 

All children have a “Learner Profile” that demonstrates individual progress with across the learning experiences and progression steps. 

Key staff are trained in a variety of well-being interventions. Pupil wellbeing is at the heart of our learning organisation. As a result of pupil discussions, pupils believe they are well supported and know there is an adult in school that they could talk to if needed. The school has excellent links with a range of external services to provide fast and efficient advice and strategies to both school staff and families in order to ensure pupil well-being and progress remains strong. 

The school works closely with the Local Authority and our School Improvement Partner to monitor progress and plan improvements.

Governors play an active role in supporting and challenging the school. They are involved in monitoring progress and shaping the School Development Plan.

Staff also work closely with other schools in the cluster, sharing good practice and learning from each other.

The headteacher supports three other schools as their School Improvement Partner and helps support each school on their learning journey. This benefits both Abercarn Primary and the other schools by sharing practice and learning from each other. Many opportunities arise for these schools to work with Abercarn Primary and share practice – this will continue in 2026-2027.

The Headteacher is a trained Peer Inspector and regularly works with Estyn on Primary School Inspections bringing a wealth of knowledge and experience to Abercarn Primary.   

All staff undertake their own Professional Inquiry and are encouraged to visit, share practice and observe other professionals in other schools. 

Progress against 2025-2026 priorities: