200 All children in the reception classes listen attentively to adults and respond appropriately to instructions. They join in with the words and actions to familiar rhymes and songs and take part enthusiastically in stories. Most children under five are able to retell familiar stories accurately using their own words.
201 Most children are developing good language skills. They speak in sentences and convey what they want to say, for example when discussing holidays.
202 All children show an interest in books and almost all demonstrate the attributes of a reader. They know that print conveys meaning and distinguish between pictures and words. Nearly all children have a good awareness of phonics and many are beginning to read books at an appropriate level. Over half have a good sight vocabulary, which enables them to "read" with some fluency at an age
appropriate level.
203 Many children write for a number of purposes to convey meaning, for example writing postcards from their holiday destination. They write words and phrases with accurate, phonic based spelling and demonstrate a good understanding of how sentences work.
204 Nearly all children make marks with a range of writing tools and their independent writing skills are emerging well. When practising patterns and letters in various materials, many children demonstrate a good knowledge of letter shapes and are able to form them clearly.
Shortcomings
205 There are no important shortcomings.
Welsh language development
Grade 2: Good features and no important shortcomings Good features
206 All learners in the Foundation Phase class make good progress in their speaking and listening and reading skills. They confidently respond in Welsh and use a wide range of vocabulary. Overall, their pronunciation is clear. Most learners "read" with confidence and accurately from computer programs and are beginning to read the big book 'Jojo 5' with a little support. Many are able to attempt reading by using their newly acquired phonic skills.
207 In their role play, many learners use Welsh phrases and words naturally as they play in the creative corner and some are able to ask each other questions in Welsh independently.
208 Most learners respond positively to new linguistic experiences and show an increasing awareness and ability in Welsh. They confidently respond in Welsh during whole-group sessions. Nearly all use simple words and phrases
accurately. They carefully repeat words spoken by adults and understand more words than they speak.
209 All learners respond quickly and purposefully in a range of situations which demonstrates they understand instructions given in Welsh. Most learners listen attentively and enthusiastically to songs and rhymes in Welsh. Children respond in Welsh at registration time.
210 Overall, most learners have a positive attitude towards the Welsh language and are confident in their responses.
Shortcomings
211 There are no important shortcomings.
Mathematical development
Grade 2: Good features and no important shortcomings Good features
212 All children use mathematics as an integral part of their classroom activities. They order, count and add numbers up to 10 objects. All join in number rhymes and songs and match numbers to objects accurately. Most children sequence numbers correctly and identify missing numbers on a number line.
213 Most Foundation Phase children recognise and match numbers 10–20. They count forwards and backward in English and Welsh and know which number comes next. They accurately form numbers when recording and understand 'one more' and 'one less'. Many are able to add two numbers and record the answer correctly. A few children demonstrate an understanding of numbers beyond 20 and are beginning to understand the concept of counting in tens.
214 Most children recognise and correctly name two-dimensional shapes. They match these accurately and use them effectively to create patterns and pictures.
215 All children are familiar with the range of coins and use them correctly in the course of their play. Many understand that coins can have different values and also that sometimes they may need to give or receive change if they do not give the right money.
Shortcomings
216 There are no important shortcomings.
Knowledge and understanding of the world
Grade 2: Good features and no important shortcomings Good features
217 All children move freely and confidently around their classroom environment both indoors and outdoors, making appropriate choices about which materials and equipment to use to carry out tasks.
218 Through their work in the outdoor classroom all children develop a good
understanding of the environment as they explore and experiment independently with natural resources. Most have a good first-hand understanding of what plants need to grow as a result of their planting and harvesting of flowers and
219 Many children observe the changing seasons and weather as they play in the outdoor classroom. They slowly extend their knowledge of the environment around the school and many can now describe the main features accurately. 220 During their frequent walks into the town, all children observe significant features
of their local area and most begin to understand about different places and their communal use as they develop their knowledge of the wider world. Many
enhance this by linking their own experiences of holidays and extended trips to their place of origin.
221 All children help to plan their role play areas together. For example when
planning a beach shop as part of their topic of holidays they discuss the different items they would want to buy. As part of their planning they visited a local
supermarket where they were able to handle money and choose a suitable item for the shop.
222 Most children in the Foundation Phase show a good understanding of the differences between the forces of pushing and pulling and many are able to identify which force they are using when moving a chosen object.
223 As part of their topic on the 'sea', most children know the features of a beach, what shells are and that waves make patterns. They observe what happens to boats on the water and in their water play experiment with the forces of floating and sinking.
Shortcomings
224 There are no important shortcomings.
Physical development
Grade 2: Good features and no important shortcomings Good features
225 Most children have good control of their bodies. Outdoors, they negotiate confidently while walking, running and riding bikes. They understand and immediately respond to instructions to move in different ways such as running, hopping and jumping and to start and stop. The majority can control their speed with enthusiasm. All children are well aware of their personal space and form a circle, moving appropriately to make room for others.
226 Many children use scissors accurately to cut out shapes. They show increasing dexterity when manipulating and linking apparatus, when building towers of blocks and when playing with small world settings. When using the interactive whiteboard, most children demonstrate good control in dragging and placing objects on the screen.
227 Many children grasp writing implements appropriately and have very good control of crayons and pencils when drawing and writing. They refine their fine motor skills as they bend, squeeze and manipulate play dough to make objects related to their topic work.
Shortcomings
Creative development
Grade 2: Good features and no important shortcomings Good features
229 Many children produce very good representations of objects when drawing from observation, paying attention to details of shape, size and colour. They use a variety of materials, often combining them to create interesting textures. 230 Nearly all the children are beginning to use commercial art programs on the
computer with appropriate skill and dexterity making clear choices of colour to enhance their pictures.
231 When playing in role play areas and with small world settings many children demonstrate a good level of imagination. They take on roles of different characters and act out familiar situations.
232 The majority of children make good use of the creative area to make images and objects; choosing from a wide range of materials. They confidently make
decisions about which tools to use for a specific task and a considerable number are able to discuss their end product with an adult and make refinements. They make careful choices about colours and use them effectively in their drawings and paintings. They understand that if they mix two colours together they create a new one.
233 All children know a good range of songs which they sing enthusiastically and with clear diction. Most show a good understanding of musical elements such as loud and soft or quick and slow and demonstrate these effectively with voices and instruments. In both the indoor and outdoor classrooms they play a range of simple tuned and unturned musical instruments which they handle correctly. Most maintain a consistent beat.
Shortcomings
234 There are no important shortcomings.
English
Key Stage 1: Grade 3: Good features outweigh shortcomings Key Stage 2: Grade 3: Good features outweigh shortcomings Good features
235 Pupils in key stage 1 listen carefully during lessons and assemblies. Most pupils speak clearly in a range of contexts, including small groups and whole-class situations. Pupils learn new vocabulary and use it to describe situations and explain their ideas. Many older pupils use good vocabulary and speak in extended sentences.
236 Most pupils in key stage 1 make good progress with reading skills and develop an appropriate awareness of phonics. They use this knowledge to decode unfamiliar words with increasing confidence. They enjoy talking about the books they have read.
237 The majority of pupils in Y1 recognise familiar words in simple contexts and have a developing understanding of the relationship between letters and sounds. They correctly order and sequence the events of a story and record their favourite part
of each book in the school reading scheme. Most pupils in Y2 develop sufficient awareness of letters and sounds to read their books and class work with
accuracy, fluency and understanding. They use the text to help answer simple questions.
238 Most pupils know about the features of books, for example, they understand the difference between authors and illustrators. Throughout the school, pupils reinforce their reading skills by taking reading books home regularly.
239 Nearly all key stage 1 pupils write with some support, for a variety of reasons. Many pupils form their letters correctly but this skill is not present in a significant minority. Many pupils develop their ideas through sentences which are often separated by capital letters and full stops. They use their knowledge of phonics, common letter strings and simple spelling patterns well when writing for various purposes.
240 In key stage 2, most pupils contribute enthusiastically to class discussions and demonstrate good listening skills. They speak clearly and with increasing confidence and accuracy. Strategies such as debates are used effectively in classes for older pupils, enabling most pupils to ask and answer questions well and state their point of view clearly.
241 Most pupils in Y5 and Y6 confidently state their reasons for and against
measures to reduce global warming. They listen carefully to other opinions and make interesting comments when debating the issues. Throughout the school, pupils' oral skills are enhanced by using the "talking partners" scheme.
242 In key stage 2, most pupils are beginning to read with increasing fluency, accuracy and understanding. Many read with expression. Most pupils express enjoyment of reading. Older pupils talk enthusiastically about their favourite authors and the characters and stories they are currently reading. More able pupils discuss their reactions to texts.
243 Pupils in key stage 2 write in both narrative and non-narrative form. Written work of a minority of pupils is descriptive, thoughtful and lively. In Y3 and Y4 pupils' writing includes giving instructions, for example, how to make a cup of tea, acrostic poems, story settings, character profiles, reports, letters and stories. 244 Pupils in Y5 and Y6 continue to improve their writing skills. A significant minority
plan and draft a report about Wrexham; write with empathy, from the perspective of the Orphan Boy and construct poems, play scripts, letters and imaginative stories.
Shortcomings
245 Standards in handwriting and presentation are variable. Throughout key stages 1 and 2 a significant minority of pupils use capital letters and lower case letters inappropriately.
246 Overall, in both key stages pupils do not produce extended, quality writing independently in a creative or imaginative manner. Too much time is spent by pupils on recounting experiences outside of school; for example their weekly news.
247 Many pupils in key stage 2 have a limited ability to revise and improve their written work and do not transfer the skills practiced in numerous out of context "exercises" in their subsequent independent writings.
248 In a significant minority of cases pupils in key stage 2 do not always transfer their reading skills across to other areas of learning within the curriculum.
Welsh second language
Key Stage 1: Grade 2: Good features and no important shortcomings Key Stage 2: Grade 3: Good features outweigh shortcomings
Good features
249 In key stage 1, pupils are developing their use of incidental Welsh well. Pupils understand a variety of familiar sentences and reply appropriately in short phrases or simple words. They are able to answer the register in Welsh. 250 Pupils are increasing their vocabulary bank daily and the majority are able to
count in Welsh to 20; they are also familiar with their colours. Pupils' diction is good. They have a quick recall of a range of vocabulary such as fruit and clothes and name these when working on various activities.
251 Most pupils in key stage 1 are able to discuss the weather by using single words or short sentences. Pupils respond positively to the vocabulary used by the teacher and their language patterns are developing systematically. The older pupils are developing early reading skills. They attempt to use their knowledge to read words accurately and make an effort to correct themselves.
252 Many pupils' writing shows suitable development as they label their drawings using familiar words and write short phrases.
253 In key stage 2 many pupils extend their knowledge of sentence patterns to include 'Beth wyt ti …?' and use this in conjunction with their vocabulary related to common nouns. Pupils at this level are beginning to distinguish between masculine and feminine terms as they write descriptions of a friend using a template based on 'Edi Esgus'.
254 About half the pupils respond accurately to questions such as 'Wyt ti'n hoffi …?' using 'Ydw/Nag ydw' and many can extend their language patterns by developing a range of different sentence structures.
255 Nearly all pupils' use of incidental Welsh is developing well in relation to their personal experiences and well-being.
256 A small minority of key stage 2 pupils read simple passages and sentences with reasonable accuracy.
Shortcomings
257 In both key stages the majority of pupils make insufficient use of incidental Welsh in their daily routines and they are reluctant to engage in conversation for any length of time.
258 More able pupils in key stage 2 do not have sufficient knowledge of sentence patterns and vocabulary to extend their conversation skills.
259 Overall, pupils in key stage 2 make insufficient progress in developing their ability to write independently in Welsh and their independent reading skills are
Mathematics
Key Stage 1: Grade 2: Good features and no important shortcomings Key Stage 2: Grade 2: Good features and no important shortcomings Good features
260 Most pupils throughout the school make appropriate use of mathematical terms and explain their mathematical reasoning very well. In both key stages, the majority respond enthusiastically and accurately to mental arithmetic activities, especially when they take the form of competitive games.
261 Most pupils in key stage 1 are able to accurately recall a range of work learned previously, according to their age and ability. They know a range of consecutive numbers and count forwards and backwards confidently. Many pupils are
sufficiently confident to talk about and use numbers in their work and play. In Y2, most pupils count correctly in groups of ten and successfully add and subtract two-digit numbers. The more able pupils can multiply a given number by five and add three numbers together well.
262 Overall in Y2, most pupils recognise odd and even numbers and their mental work is developing well as they double numbers, recognise place value and arrange numbers in numerical order.
263 The majority understand the connection between addition and subtraction. They use these skills effectively when dealing with money. Nearly all use correct mathematical language to describe and discuss two-dimensional shapes and use them effectively to draw pictures and patterns.
264 In key stage 2, many pupils progressively develop their mathematical knowledge and understanding and by the time they reach Y6, nearly all can correctly carry out calculations using the four rules of number.
265 The majority of pupils in key stage 2 have good and often a very good
understanding of the place value of digits in decimal places. Most have a good understanding of multiplication and the common multiples of numbers. They are able to calculate correctly fractions and convert these to percentages.
266 In lower key stage 2, most pupils use a range of graphical representations to record data and use their understanding of shape to recognise symmetrical patterns. Overall, pupils' problem solving skills are developing well and a good many are able to create a matrix to calculate sums of pocket money over a period of time. The majority solve problems associated with money using their tables. 267 Many pupils can identify patterns in their calculations and reason accurately on
their findings. They are aware of the strategies for multiplying and dividing
numbers and use these effectively in mental work at the higher end of the school. 268 In Y6, many pupils' recognition of factors, prime numbers and fractions is very
good.
269 Most pupils successfully interpret data that is presented in a variety of forms. They correctly interpret line, pie or bar graphs. They have a good understanding of co-ordinates, relating to shape and position. An outstanding skill, acquired by a considerable number of pupils, is the way in which they can calculate the area of complex shapes effectively using different methods of calculations and
Shortcomings
270 There are no important shortcomings.
Science
Key Stage 1: Grade 2: Good features and no important shortcomings Key Stage 2: Grade 3: Good features outweigh shortcomings
Good features
271 In key stage 1, younger pupils demonstrate good knowledge and understanding of life processes and living things. Many are able to explain the life cycle of a butterfly and to correctly order a plant life-cycle. They understand the conditions these living things need to survive and enhance their learning through first hand