The following should be read in the light of the Confidence Statement following the Bronze Award which this complements, not replaces. The school has provided a wide range of high quality evidence over the course of the three assessment days to illustrate all twenty statements. It has effectively demonstrated its significant developmental journey and progress from Bronze to Gold. Self Evaluation processes and practice have become more rigorous, sophisticated and effective. Good examples include the ability of children to reflect on their own learning and evaluate their achievements, the development of peer teaching and the innovative approaches taken to develop bilingualism throughout the school. The leadership of self evaluation is excellent at all levels. All members of the school community - children, staff, governors and parents demonstrate a very good shared understanding of their roles and responsibilities in helping the school to continuously develop and improve. The school's vision and aims for self evaluation have been effectively communicated and embedded throughout. Self Evaluation is clearly focused on meeting the needs of individual learners and improving the quality of their learning. The climate for learning and enquiry is a notable strength. Pentrepoeth Junior is a self critical, self confident and information rich school. In order to enhance the quality of teaching and learning Action Research is undertaken regularly and the continuous professional development of all staff is given a high profile. Support staff are empowered to play significant roles, effective teamwork and very good curriculum leadership are used to enhance staff skills and staff apply the principles of critical enquiry in fulfilling their roles. There is a growing culture of team learning developing within an established culture of sharing good practice. Peer Observation is an established way for staff to learn from each other. Ongoing initiatives are monitored thoroughly and the processes of review are strong. Collaboration with outside partners and quality providers serve to enrich the inclusive skills based curriculum on offer and challenge the school in its efforts to continuously improve. Technological expertise is used to good effect to generate and analyse performance data and to strengthen further home/school links and whole family engagement in the learning process. The role that parents and governors play in the process of self evaluation is a strength and 'pupil voice' is strong. The school leadership team is reflective and self critical. Processes of self evaluation are continuously being developed and refined and an impressive range of evidence has been included to support the judgements made. |