Diocese of Llandaff

Report on the Inspection of a Church in

Wales School under Section 50 of the
Education Act 2005





All Saints Church in Wales Primary School

Plas Cleddau, Severn Avenue, Cwm Talwg, Barry CF62 7FG

Schools Unique Reference Number: 6733372










Section 50 Report by Dr. Peter David Ellis
All Saints Church in Wales Primary School, Barry

1. Characteristics of the school

All Saints Church in Wales Voluntary Aided Primary School is situated in the
western suburbs of Barry within the Cwm Talwg housing estate, serving the Area
Deanery of Penarth and Barry within the Diocese of Llandaff. Constructed
originally in 1986, the building has recently been substantially extended. There
are now individual classrooms for each year group with an enlarged hall, an
information communications technology (ICT) suite and several smaller
specialist rooms. Outside there are increased facilities for outdoor learning and
ample playground space, leading on to an extensive level playing field.

There are currently 242 full-time equivalent pupils between the ages of three
and eleven on roll taught in seven single age classes plus, since 2002, 60 part-
time children of nursery age. There has been a continued steady rise in
numbers since the last inspection.

Most pupils come from homes in Barry, although a few travel from the
surrounding rural area, mainly because their parents have chosen a church
school education. Families are relatively prosperous and advantaged; only
3.5% are currently entitled to free school meals, which is well below the
national and local averages. Around 11% are identified as requiring additional
learning needs (ALN) support, which is also below the national average. Very
few, about 1%, are from an ethnic minority background or speak Welsh at
home. Attendance for the last three terms was around 95%, which is above the
national average.

According to the school, around 56 families regularly attend the local All Saints
Parish Church on Sundays and five other families attend other denominational
churches. Eight Year 6 pupils are currently confirmed. There is no Church in
Wales secondary school in the local authority (LA) to provide a continuity of
Anglican education, but a minority of pupils proceed to the Bishop of Llandaff
Secondary School in Cardiff.

During the inspection the deputy headteacher was on secondment. Her
position was filled by two members of staff, both in an acting capacity.

2. Summary

Four acts of collective worship and eight religious education lessons, covering
all classes, were observed.

The three Key Questions were judged as follows:

1. Does the school have a distinctive Christian character and is
this reflected in the experience of learners?

Good
2. How does the schools Christian character impact on the
wellbeing of each pupil and the whole school community?

Excellent
3. How well is the school led and managed as a Church school?
Excellent

N.B. Estyns four point scale is used: Excellent, Good, Adequate and
Unsatisfactory.

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Section 50 Report by Dr. Peter David Ellis
All Saints Church in Wales Primary School, Barry

Does the school fulfil its statutory requirements for collective worship,
religious education, admissions and information for parents?

Statutory requirements for collective worship and religious education are met.
No pupils are withdrawn from either collective worship or religious education,
although parents are not directly informed about their rights in this respect.

3. Remarks on the Key Questions

3.1 Does the school have a distinctive Christian character and is this
reflected in the experience of learners?

The school has a very distinctive Christian character which underpins its life
and work and which has a very positive impact on pupils all round
development. This is evident in the values and principles that the school
promotes and in the high quality of relationships between pupils and with staff.

3.1.1 How distinctive is the schools Christian character?

The schools Christian ethos is an excellent feature. Its Church in Wales
foundation is very prominently promoted by means of Christian signs and
symbols and through religious education lessons and acts of collective worship.
There is a strong emphasis on prayer. Pupils are encouraged to pray
spontaneously and reflectively. They frequently write their own prayers, which
are kept in class prayer books and celebrated in collective worship. Prayers are
also said before lunch and at the end of the day in every class.

3.1.2 What is the impact of collective worship on the school
community?

Acts of collective worship have some excellent features. They are a central
focus of the school day and are very reverent occasions, based on a central
theme or value. They involve praise, prayer, reflection and participation by
pupils, who enter and sit very quietly and contribute skilfully to live music and
drama presentations. Sessions are very well prepared and regularly evaluated
by both staff and pupils.

Every act of worship involves a focal point displaying a cross and other
Christian artefacts and begins with the lighting of a candle followed by an
opening prayer. There is an appropriate emphasis on Bible stories and the
teaching of J esus. ICT and music, in particular, are used to very good effect.
Welsh hymns and prayers are regularly sung or recited, as is the school creed
and the Lords Prayer.

Teachers lead their own class based worship and most periodically have the
opportunity to lead whole school or key stage sessions, which all staff attend.
Visitors also make a valuable contribution and parents, governors and
parishioners are regularly invited to attend special occasions.

The Eucharist, led by the rector, is an excellent feature. It is celebrated on a
half-termly basis, either in the school hall or the Parish Church. Pupils help to
lead the service through singing, reading prayers and playing musical
instruments. A very effective feature is the contribution by staff and other
adults, which helps to make the worship a real community occasion. Special
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Section 50 Report by Dr. Peter David Ellis
All Saints Church in Wales Primary School, Barry

booklets are produced and the form of service is very suitable for primary
school pupils.

3.1.3 How does the schools curriculum support its Christian
character?

The school treats religious education as a core subject; it is generally taught
discretely, but appropriate links are made to other subjects and topics. The
curriculum follows the Church in Wales syllabus and the Diocesan skills
ladders, which form the basis of a comprehensive and well-organised scheme
of work. Half-termly and weekly planning is consistent. Each class is allocated
a minimum of one hour per week for the subject, supplemented by additional
contact time for various events and themes.

Overall, pupils achieve at least good standards in religious education. They
display a secure knowledge and understanding of the main beliefs, practices
and characteristics of Christianity, commensurate with their age. They become
familiar with stories from both the Old and New Testaments and are able to use
Bibles to locate particular passages. Most work is well presented and of a good
quality.

In many religious education lessons pupils make particularly good use of
drama and ICT. There is good coverage of the Welsh dimension and visits are
made to local places of Christian worship, such as Llandaff Cathedral and the
Greek Orthodox Church in Cardiff. J udaism and Islam are studied as part of
the syllabus; visits have not been made recently to a synagogue or mosque,
but they are being planned.

The quality of teaching is consistently good with some excellent features.
Religious education lessons are well prepared, effectively organised and
carefully managed. They are generally conducted at a good pace and provide
appropriate learning tasks that engage and maintain pupils interest. Due
attention is given in most lessons to independent learning and matching tasks
to ages and abilities, although assessment for learning strategies are less
evident. Teachers have high expectations and consistently give praise and
encouragement to motivate pupils to succeed.

Pupils progress in religious education is regularly assessed and recorded and
examples of work are retained to exemplify the standards achieved. Pupils
from Y1 onwards have targets in religious education and all work is marked
and commented on to help them move on to the next stage of their learning.
Reports to parents contain detailed information on progress in religious
education. Standardisation and moderation work is being developed in the
subject within the cluster.

Resources for religious education are of good quality and quantity and include
a range of reference books and artefacts, as well as computer programs.

3.2 How does the schools Christian character impact on the wellbeing
of each pupil and the whole school community?

The schools Christian character has a marked impact on the wellbeing of each
pupil and the whole school community, particularly through its strong emphasis
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Section 50 Report by Dr. Peter David Ellis
All Saints Church in Wales Primary School, Barry

on Christian values, individual care and guidance and the implementation of
social and emotional support programmes.

3.2.1 How effective is the school in shaping spiritual and moral
development?

The school very effectively promotes spiritual and moral development through
its ethos, learning experiences and daily routines. Relevant policies are in
place, which are consistently applied across the school. Each classroom
contains a spirituality area, which pupils can use through the day.

Pupils are encouraged to appreciate the awe and wonder of Gods world, for
example through visits to the Parish Church and particularly beneficial
pilgrimages to Buckfast Abbey and Llantwit Major.

The schools integrated approach to pupils social and emotional development
is very impressive and is currently enhanced by participation in a national
research project. Circle time is a feature of the personal and social education
curriculum and is undertaken in every class. Sessions are very well conducted
and help to raise pupils self-esteem and sense of wellbeing.

Behaviour overall is excellent. The school takes a very positive approach and
expectations for good behaviour are clearly communicated through appropriate
policies and procedures. Pupils clearly understand the difference between right
and wrong and they devise their own class rules at the start of each year. No
pupils have been recently excluded.

The school is developing a faith garden, which is beginning to be used for circle
time and by pupils and local senior citizens as a place of tranquillity and
reflection.

3.2.2 How well does the school develop pupils personal qualities and
achievements?

The school places a strong emphasis on developing personal qualities and
self-confidence. As a result, pupils have a very positive attitude to school. They
show initiative and undertake responsibilities willingly and proudly. Their
successes are praised and their views are valued. They are actively involved in
the decision-making process through the democratically elected school council
and eco committee. Older ones help younger ones through peer support
schemes and other pupils volunteer to help in various ways.

3.2.3 To what extent do the schools Christian values underpin
wellbeing?

The school has a strong inclusive ethos and pupils state that they feel safe,
happy, valued and respected. They take pride in the school and their
achievements. They participate in a range of sports and after school activities
that contribute to their physical and mental wellbeing.

Staff act as good Christian role models and every child is known individually;
needs are quickly identified and progress is carefully monitored and tracked.
The provision for those with ALN is effective and attention is given to the more
able, although tasks set for them at times could be more challenging.
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Section 50 Report by Dr. Peter David Ellis
All Saints Church in Wales Primary School, Barry


Pupils are very aware that all individuals are different and that there is a need
to treat everyone with equal respect. Relevant policies and strategies are in
place to ensure they are protected, have equal opportunities and are free from
bullying and harassment; any incidents of this nature are dealt with promptly
and effectively.

3.3 How well is the school led and managed as a Church school?

The school is very effectively led and managed as a Church school. All adults,
including teachers, support staff and administrative personnel, very much feel
part of the school family. They have clearly defined roles and are committed to
the Christian ethos of the school.

3.3.1 How effective is the school at securing distributed and sustained
Church school leadership?

The school has a clear mission statement, that is overtly Christian in nature
and which is directly stated in the prospectus. It is regularly reviewed by the
governing body.

The headteacher provides very caring and empathetic leadership. He
effectively ensures that the Christian ethos of the school is sustained. He
successfully oversees the life and work of the school and its strategic direction.
He has a visible presence around the school.

Distributed leadership is a feature of the school. All staff have specific
managerial responsibilities and make a valuable contribution to the schools
distinctive Christian character. The religious education and collective worship
co-ordinator liaises closely with the headteacher and the rector and very
effectively carries out her responsibilities. The acting deputies perform their
roles very efficiently and conscientiously, one of whom undertakes classroom
observations in religious education.

The school improvement plan is a well-constructed document that contains
three priority targets. These include elements of the schools ethos, collective
worship and religious education, although these aspects are not prominently
emphasised. There is a separate Section 50 self-evaluation report, which is
very comprehensive and which clearly outlines the schools strengths and
emerging priorities for development. All staff and governors contribute to these
documents and the views of parents and pupils are taken into account.

The governing body is very supportive and performs its duties and
responsibilities very effectively. It is committed to promoting the Christian ethos
of the school. There is a governor with special responsibility for religious
education and collective worship; this is the rector, who has also recently taken
over as Chair.

All relevant documentation is in place for a voluntary aided school. The
admissions policy is currently being updated to ensure it meets statutory
requirements in relation to looked after children.

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Section 50 Report by Dr. Peter David Ellis
All Saints Church in Wales Primary School, Barry

Both recommendations from the last Church inspection have been addressed.
The religious education curriculum continues to have some excellent features
and the provision for ICT is now considerably improved.

3.3.2 How well does the leadership and management of the school
secure and support a sense of Christian belonging within and
beyond the Church in Wales?

There are very close links with the parish. Pupils visit the Parish Church for
services and curriculum purposes regularly and the schools news is published
in almost every parish newsletter. The rector visits the school at least once a
week to take collective worship and periodically contributes to religious
education lessons. Parishioners are invited to Eucharist services and special
events at the school and pupils from two classes in turn attend a special
Sunday service at the Church three times a year.

Eight Year 6 pupils are currently confirmed, although confirmation classes are
not directly linked to the religious education curriculum. However, liaison with
the school is being considered.

Good support is provided by the Diocesan Schools Officer, who visits
periodically, and various members of staff attend the annual Diocesan
conference. There has been recent whole school in-service education and
training on values education. In addition, the religious education and collective
worship co-ordinator attends relevant courses and feeds back the outcomes to
staff.

There are good links with other Anglican and local schools as well as with the
community and parents, all of whom know the school is a Church school based
on Christian values. Around 98% agreed with the questions on the pre-
inspection questionnaire with the other 2% being neutral. Pupils from various
other denominations attend the school and all are accepted into the family.

The school is beginning to reach out to the wider world. It has developed links
with Atlantic College in the Vale of Glamorgan, as well as Kenya and India and
it is considering establishing contact with an Anglican school overseas. Various
charities and good causes that help those less fortunate at home and abroad
are supported. Communication with pupils abroad is also made through the
Thinkquest programme.

4. Strengths

4.1 The school has a very distinctive Christian character which underpins its
life and work and which has a marked impact on pupils wellbeing.
4.2 Acts of collective worship are consistently good with some excellent
features.
4.3 The half-termly celebration of the Eucharist is an excellent aspect.
4.4 There are some excellent features in religious education lessons.
4.5 The school is very effectively led and managed as a Church school.
4.6 There are very close links with the parish.

5. Focus for development

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Section 50 Report by Dr. Peter David Ellis
All Saints Church in Wales Primary School, Barry

8
5.1 Ensure parents are directly informed about their rights in relation to
pupils attendance at collective worship and religious education lessons.
5.2 Provide opportunities for pupils to visit places of worship of other world
faiths.
5.3 Explore possible links between the school and the parish in relation to
confirmation classes.
5.4 Include aspects of collective worship and/or religious education more
regularly and prominently in the school improvement plan.

The content of this report should be considered alongside Estyns Section 28 report.


Appendix

Headteacher: Mr. Richard Ware
Chair of Governors: Canon Adrian Berry
Diocesan Director of Education: Father Edwin Counsell
Dates of Section 50 Inspection: 23
rd
to 26
th
May 2011
Date of Previous Section 23 Inspection: 25
th
to 27
th
April 2005
Section 50 Inspector: Dr. P. David Ellis
National Society Inspector Number: 101
Date of publication: 27
th
J une 2011

I would like to thank the headteacher, staff, governors and pupils of All Saints Church
in Wales Primary School for their welcome and assistance during the inspection, as
well as Mr. Gwyn Roberts and his Estyn team for their help and co-operation.

Dr. P. David Ellis
27
th
J une 2011