Working Together to Tackle Poverty's Impact on Education

 
Gweithio gyda’n gilydd i fynd i’r afael
ag effaith tlodi ar gyflawniad
addysgol
Working together to tackle the impact
of poverty on educational
achievement
 
Cefndir
 
Background
 
Dyma’r trydydd adroddiad mewn
cyfres ar beth y gellir ei wneud i
wella deilliannau i ddysgwyr
difreintiedig. Mae’r adroddiad
diweddaraf hwn yn bwrw golwg
fanylach ar y gwaith mewn
partneriaeth rhwng ysgolion,
awdurdodau lleol ac amrywiol
asiantaethau a gwasanaethau i
fynd i’r afael ag effaith tlodi ar
gyflawniad addysgol.  Mae’r
adroddiad yn cynnwys
astudiaethau achos o arfer orau.
 
 
This is the third report in a
series on what can be done to
improve outcomes for
disadvantaged learners. This
latest report looks more closely
at the partnership work
between schools, local
authorities and various
agencies and services to tackle
the impact of poverty on
educational achievement.  The
report includes case studies of
best practice.
 
Cefndir
 
Background
 
Mae’r adroddiad hwn wedi’i
seilio ar dystiolaeth o
ymweliadau â 26 ysgol.  Roedd
y sampl yn cynnwys 10 ysgol
uwchradd ac 16 ysgol gynradd.
Mae o leiaf 20% o ddisgyblion
pob ysgol yn yr arolwg yn
gymwys i gael prydau ysgol am
ddim ac mae’r ysgolion wedi’u
lleoli mewn ardaloedd o
ddifreintedd economaidd-
gymdeithasol uchel.  Ymwelodd
arolygwyr â chwech awdurdod
lleol ar draws Cymru, bob un
ohonynt â lefelau uchel o
amddifadedd.
 
 
This report is based on
evidence from visits to 26
schools.  The sample included
10 secondary schools and 16
primary schools.  All schools in
the survey have at least 20% of
their learners eligible for free
school meals and are situated
in areas of high socio-economic
disadvantage.  Inspectors
visited six local authorities
across Wales, all with high
levels of deprivation.
 
Prif ganfyddiadau
Main findings
 
Er bod llawer o ysgolion wedi
canolbwyntio’n fwy ar
bwysigrwydd gwella safonau a
lles disgyblion difreintiedig yn
ddiweddar, nid yw mynd i’r afael
â thlodi yn flaenoriaeth digon
uchel o hyd i bob ysgol.  Er
enghraifft, dim ond lleiafrif o
ysgolion oedd â chynlluniau
penodol ar gyfer hyfforddiant
mewn swydd ar leihau effaith
tlodi ar gyrhaeddiad yn 2012-
2013.
 
Although many schools have
recently become more focused
on the importance of improving
the standards and wellbeing of
disadvantaged pupils, tackling
poverty is still not a high enough
priority for all schools.  For
example, only a minority of
schools had specific plans for in-
service training on reducing the
impact of poverty on attainment
in 2012-2013
.
 
Prif ganfyddiadau
Main findings
 
Mae’r ychydig ysgolion sydd
wedi llwyddo i godi safonau a
lles dysgwyr difreintiedig yn
canolbwyntio ar anghenion
dysgwyr unigol.  Pan fydd gan
ddysgwyr anghenion cymhleth
nad yw’r ysgol yn gallu’u bodloni
ar ei phen ei hun, mae’r ysgolion
hyn yn gweithio gydag
asiantaethau i gynnig
gwasanaethau teuluol eang i
fodloni’r anghenion hynny, neu
gallant weithio gyda
gwasanaethau arbenigol i fodloni
anghenion iechyd neu les
penodol.
 
The few schools that succeed in
raising the standards and
wellbeing of disadvantaged
learners focus on the needs of
individual learners.  Where
learners have complex needs
that the school cannot meet on
its own, these schools work with
agencies to provide broad
family-related services to meet
those needs, or they may work
with specialist services to meet
specific health or wellbeing
needs.
 
Prif ganfyddiadau
Main findings
 
Mae disgyblion mewn ysgolion
sy’n mabwysiadu dulliau’r ‘Tîm o
amgylch y teulu’ yn elwa o
weithio amlasiantaeth.  Mae’r
gronfa o fedrau yn y tîm yn
golygu bod modd mynd i’r afael
â phryderon iechyd, domestig a
lles cymdeithasol dysgwyr a’u
teuluoedd. Roedd lleiafrif o
ysgolion yr ymwelom â nhw wedi
nodi diffygion wrth weithredu’r
model hwn, gan gynnwys methu
sicrhau bod pob asiantaeth
wedi’i chynrychioli mewn
cyfarfodydd i drafod cynnydd a
chytuno ar strategaethau.
 
Pupils in schools that are
involved in ‘Team around the
family’ (TAF) approaches benefit
from multi-agency working.  The
pool of skills within the team
means that the health, domestic
and social welfare concerns of
learners and their families can
be addressed. A minority of
schools we visited identified
shortcomings in the
implementation of this model,
including failing to ensure that all
agencies are represented at
meetings to discuss progress
and agree strategies.
 
Prif ganfyddiadau
Main findings
 
Mae cydlynu a rheoli gwaith
nifer o bartneriaid allanol yn
her i ysgolion.  Mae’r ychydig
ysgolion sy’n codi safonau a
lles dysgwyr difreintiedig yn
sylweddol, yn dewis uwch
aelod staff i gydlynu’r gwaith
gyda phartneriaid.  Mae’r
ysgolion hyn yn gwybod am y
cymorth y mae’r disgybl yn ei
gael gan bartner allanol, ac
yn ei ddeall, ac mae staff yn
monitro cynnydd yn ofalus.
 
It is a challenge for schools  to
co-ordinate and manage the
work of several external
partners.  The few schools that
raise the standards and
wellbeing of disadvantaged
learners significantly, identify a
senior member of staff to co-
ordinate the work with partners.
These schools know about and
understand the support that the
pupil receives from an external
partner and staff monitor
progress carefully.
 
Prif ganfyddiadau
Main findings
 
Mae ychydig ysgolion wedi
llunio dulliau o wella deilliannau
ar gyfer dysgwyr difreintiedig ar
draws cyfnodau drwy eu gwaith
clwstwr.  Mae hyn yn wedi
helpu’r disgyblion i symud o’r
ysgol gynradd i’r ysgol
uwchradd drwy eu cefnogi, er
enghraifft, yn eu dysgu
cymdeithasol ac emosiynol, ac
mewn llythrennedd.
Ychydig o ‘gymunedau dysgu
proffesiynol’ o athrawon sy’n
canolbwyntio’n uniongyrchol ar
dlodi.
 
A few schools have designed
approaches to improving
outcomes for disadvantaged
learners across phases through
their cluster work.  This has
helped the pupils move from
primary to secondary school by
supporting them, for instance in
their social and emotional
learning, and in literacy.
Few ‘professional learning
communities’ of teachers  focus
on poverty directly.
 
Prif ganfyddiadau
Main findings
 
Yn yr achosion gorau, mae
ysgolion yn arfarnu eu gwaith eu
hunain a gwaith asiantaethau
allanol yn ôl mesurau clir o
berfformiad dysgwyr.  Mae’r
ysgolion hyn yn defnyddio data i
arfarnu effaith mentrau newydd
a rhannant wybodaeth am
berfformiad gyda phartneriaid er
mwyn helpu i gysylltu dulliau’r
ysgol ag ymyriadau eraill.
 
 
In the best cases, schools
evaluate their own work and that
of external agencies against
clear measures of learner
performance.  These schools
use data to evaluate the impact
of new initiatives and share
performance information with
partners to help to join up the
school’s approaches with other
interventions.
 
Prif ganfyddiadau
Main findings
 
Mae cyflwyno’r Grant
Amddifadedd Disgyblion wedi
ehangu ystod y strategaethau ar
gyfer gwella deilliannau i
ddysgwyr difreintiedig.  Fodd
bynnag, mewn llawer o ysgolion,
mae’r grant yn cael ei
ddefnyddio i wella cyflawniad
pob dysgwr gallu is ac ni chaiff ei
gyfeirio’n benodol tuag at
ddysgwyr difreintiedig.  Yn yr
ysgolion hyn, mae diffygion o ran
sut caiff y Grant ei wario yn
debyg i’r diffygion a amlygodd
Estyn yn gysylltiedig â chyllid
Rhagori yn y gorffennol.
 
The introduction of the Pupil
Deprivation Grant (PDG) has
widened the range of strategies
to improve the outcomes for
disadvantaged learners.
However, in many schools, the
grant is used to raise the
achievement of all lower-ability
learners and is not specifically
directed towards disadvantaged
learners.  In these schools, there
are shortcomings in how the
PDG is spent that are similar to
those that Estyn identified in
relation to RAISE funding in the
past.
 
Prif ganfyddiadau
Main findings
 
Er bod awdurdodau lleol yn
canolbwyntio ar fynd i’r afael ag
effaith tlodi, dim ond ychydig
ohonynt sydd wedi gwella
safonau a lles dysgwyr
difreintiedig yn sylweddol.
Mae’r ychydig awdurdodau lleol
sy’n codi safonau a lles dysgwyr
difreintiedig yn mabwysiadu dull
ataliol o fynd i’r afael ag effaith
tlodi.
 
 
Although local authorities have a
focus on tackling the impact of
poverty, only a few have
significantly improved the
standards and wellbeing of
disadvantaged learners.  The
few local authorities that do raise
the standards and wellbeing of
disadvantaged learners take a
preventative approach to
tackling the impact of poverty.
 
Prif ganfyddiadau
Main findings
 
Nid yw awdurdodau lleol bob
amser yn rhannu gwybodaeth
am ddysgwyr difreintiedig gydag
asiantaethau a gwasanaethau
eraill.
 
At ei gilydd, nid yw
gwasanaethau gwahanol mewn
awdurdod lleol neu gonsortia yn
alinio eu cynlluniau nac yn
defnyddio dangosyddion
perfformiad cyffredin ar gyfer
mynd i’r afael â thlodi.  Mae hyn
yn golygu ei bod hi’n anodd
mesur cynnydd ar y cyd.
 
Local authorities do not always
share information about
disadvantaged learners with
other agencies and services.
 
Generally, different services in a
local authority or consortia do
not align their plans or use
common performance indicators
for tackling poverty.  This means
that it is difficult to measure
progress jointly.
 
 
Prif ganfyddiadau
Main findings
 
Nid oes amcanion digon penodol
yn ymwneud â chau’r bwlch rhwng
deilliannau dysgwyr breintiedig a
difreintiedig gan lawer o
awdurdodau lleol. Nid ydynt yn
herio ysgolion yn ddigon cadarn i
wella deilliannau ar gyfer dysgwyr
difreintiedig.
Dim ond ychydig awdurdodau lleol
sy’n rhoi cyngor da i ysgolion ar
sut i ddefnyddio eu Grant
Amddifadedd Disgyblion.  Nid oes
digon o gyfleoedd hyfforddi lle y
gall arweinwyr ysgol ddysgu am
ddulliau strategol o fynd i’r afael ag
effaith tlodi.
 
Many local authorities do not
have specific enough objectives
related to closing the gap in
outcomes between advantaged
and disadvantaged learners.
They do not challenge schools
robustly enough to improve
outcomes for disadvantaged
learners.
Only a few local authorities give
good advice to schools about
how to use their PDG.  There are
too few training opportunities for
school leaders to learn about
strategic approaches to tackling
the impact of poverty.
 
 
Argymhellion
Recommendations
 
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fabwysiadu systemau clir ar gyfer
gweithio gydag asiantaethau
allanol i gefnogi dysgwyr
difreintiedig, er enghraifft dull y
‘Tîm o amgylch y teulu’;
gweithio gydag asiantaethau eraill
i gynnwys teuluoedd difreintiedig
yn fwy ym mywyd yr ysgol;
gweithio’n agosach gydag
ysgolion partner i ddatblygu dull
cyffredin o fynd i’r afael â thlodi a
chefnogi disgyblion wrth bontio o’r
ysgol gynradd i’r ysgol uwchradd;
 
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:
adopt clear systems for working
with outside agencies to support
disadvantaged learners, for
example the ‘Team around the
family’ approach;
work with other agencies to engage
disadvantaged families more in
school life;
 work more closely with partner
schools to develop a common
approach to tackling poverty and to
support pupils’ transition from
primary to secondary school;
 
 
Argymhellion
Recommendations
 
dewis uwch aelod staff i gydlynu
gwaith gyda gwasanaethau ac
asiantaethau allanol;
gwneud yn siwr bod staff yn
gwybod sut i gynyddu cyflawniad
dysgwyr difreintiedig;
defnyddio systemau i olrhain
cynnydd disgyblion er mwyn
arfarnu mentrau sy’n ceisio
gwella lles a safonau; a
defnyddio’r Grant Amddifadedd
Disgyblion i dargedu anghenion
disgyblion difreintiedig yn
benodol, waeth beth yw eu gallu.
 
 
identify a senior member of staff
to co‑ordinate work with external
services and agencies;
make sure that staff know how to
raise the achievement of
disadvantaged learners;
use systems to track pupils’
progress in order to evaluate
initiatives that seek to improve
wellbeing and standards; and
use the Pupil Deprivation Grant
to target the needs of
disadvantaged pupils specifically,
whatever their ability.
 
 
Argymhellion
Recommendations
 
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:
weithio gyda gwasanaethau ac
asiantaethau perthnasol i fapio
anghenion penodol disgyblion
difreintiedig a’u teuluoedd a
rhannu’r wybodaeth hon gydag
ysgolion ac asiantaethau eraill yn
ôl protocol y cytunwyd arno;
mabwysiadu dull ataliol o fynd i’r
afael â thlodi a defnyddio dulliau’r
‘Tîm o amgylch y teulu’ wrth
gydlynu gwasanaethau ar gyfer
teuluoedd difreintiedig;
 
 
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:
work with relevant services and
agencies to map the specific
needs of disadvantaged pupils
and their families and share this
information with schools and
other agencies on the basis of an
agreed protocol;
take a preventative approach to
tackling poverty and use ‘Team
around the family’ approaches in
co-ordinating services for
disadvantaged families;
 
Argymhellion
Recommendations
 
sicrhau bod cynlluniau strategol ar
gyfer mynd i’r afael â thlodi wedi’u
halinio i gynnwys gwasanaethau
mewnol a phartneriaid allanol a
bod ganddynt amcanion penodol
a mesuradwy;
darparu hyfforddiant a chymorth i
ddatblygu medrau arweinwyr
ysgol i reoli gwaith mewn
partneriaeth er mwyn mynd i’r
afael â thlodi; a
darparu neu frocera cyngor gwell i
ysgolion ar ffyrdd ymarferol o fynd
i’r afael ag effaith tlodi.
 
 
make sure that strategic plans to
tackle poverty are aligned to include
internal services and external
partners and have specific and
measurable objectives;
provide training and support to
develop the skills of school leaders
to manage partnership working to
tackle poverty; and
provide or broker better advice to
schools on practical ways to tackle
the impact of poverty.
 
Arfer orau
Best practice
 
Mae Ysgol Gynradd Alexandra yn Wrecsam
wedi gwella presenoldeb a lles drwy ariannu
rheolwr lles gan ddefnyddio’r Grant
Amddifadedd Disgyblion.  Mae’r rheolwr yn
cydweithio â gwasanaethau arbenigol a rhieni.
Caiff y rôl ei harfarnu drwy brosesau rheoli
perfformiad wedi’u seilio ar welliannau o ran
presenoldeb, perfformiad ac agweddau. Mae’r
effaith yn cynnwys:
gwelliannu i bawb yn y dangosydd pwnc
craidd a lleihau’r bwlch rhwng perfformiad
dysgwyr difreintiedig a dysgwyr eraill;
gwelliant flwyddyn ar ôl blwyddyn o ran
presenoldeb a dim gwaharddiadau;
addysgu a dysgu mwy effeithiol a mwy o
amser i’r pennaeth ganolbwyntio ar wella’r
ysgol;
gostyngiad yn absenoldeb athrawon oherwydd
straen; a
pherthynas well â disgyblion a rhieni.
 
Alexandra Primary School in Wrexham has
improved attendance and wellbeing by funding
a wellbeing manager using the PDG.  The
manager liaises with specialist services and with
parents.  The role is evaluated through
performance management processes based on
improvements in attendance, performance and
attitudes. The impact includes:
improvement in core subject indicator for all
and narrowing of gap in performance
between disadvantaged and other learners;
year-on-year improvement in attendance
and no exclusions;
more effective teaching and learning and
more time for headteacher to focus on
school improvement;
a reduction in teachers’ sickness absence
due to stress; and
improved relationships with pupils and
parents.
 
10
 
cwestiwn i ddarparwyr
10 questions for providers
 
Y
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A yw mynd i’r afael â difreintedd yn
flaenoriaeth uchel yn ein cynllun
gwella?
Pa mor dda ydym ni’n deall anghenion
ein dysgwyr difreintiedig ac yn gwybod
sut i wella’u cyflawniad?
Pa mor dda ydym ni’n cydweithio ag
asiantaethau a gwasanaethau allanol
ac a yw’r dulliau wedi’u cydlynu’n dda?
A ydym ni’n arfarnu effaith pob dull o
fynd i’r afael â thlodi gan ddefnyddio
targedau penodol a mesuradwy?
Beth yn fwy allwn ni ei wneud i
ymgysylltu â theuluoedd dysgwyr
difreintiedig?
 
S
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Is addressing disadvantage  a high
priority in our improvement plan?
How well do we understand the
needs of our disadvantaged learners
and know how to raise their
achievement?
How well do we liaise with outside
agencies and services and are
approaches well co-ordinated?
Do we evaluate the impact of all
approaches to tackling poverty using
specific and measurable targets?
What more can we do to engage with
the families of disadvantaged
learners?
 
10
 
cwestiwn i ddarparwyr
10 questions for providers
 
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A yw ein cynllunio wedi’i alinio’n dda –
a oes gennym dargedau penodol a
mesuradwy, wedi’u rhannu ar draws
gwasanaethau, i wella deilliannau ar
gyfer dysgwyr difreintiedig?
Sut gallwn ni weithio mewn ffordd fwy
ataliol?
Sut gallwn ni gefnogi a herio ysgolion i
weithio gydag asiantaethau allanol?
Pa hyfforddiant gallwn ni ei ddarparu i
arweinwyr ysgol er mwyn mynd i’r
afael â materion tlodi a gweithio mewn
partneriaeth?
 
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How well aligned is our planning -do
we have specific and measurable
targets, shared across services to
improve outcomes for disadvantaged
learners?
How can we work in a more
preventative way?
How can we support and challenge
schools to work with outside
agencies?
What training can we provide for
school leaders to address issues of
poverty and work in partnership?
 
Dolen i’r adroddiad cyfan Cymraeg
Web-link to full report
 
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This report delves into partnership efforts among schools, local authorities, and various agencies to address the effects of poverty on educational achievement. Highlighting best practices through case studies, the study emphasizes the importance of prioritizing poverty alleviation in educational settings. Findings reveal varying degrees of focus on improving outcomes for disadvantaged learners, with successful schools prioritizing individual student needs to raise standards and well-being. Collaboration with specialized services plays a significant role in meeting diverse learner requirements.


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  1. Gweithio gydan gilydd i fynd ir afael ag effaith tlodi ar gyflawniad addysgol Working together to tackle the impact of poverty on educational achievement

  2. Cefndir Background This is the third report in a series on what can be done to improve outcomes for disadvantaged learners. This latest report looks more closely at the partnership work between schools, local authorities and various agencies and services to tackle the impact of poverty on educational achievement. The report includes case studies of best practice. Dyma r trydydd adroddiad mewn cyfres ar beth y gellir ei wneud i wella deilliannau i ddysgwyr difreintiedig. Mae r adroddiad diweddaraf hwn yn bwrw golwg fanylach ar y gwaith mewn partneriaeth rhwng ysgolion, awdurdodau lleol ac amrywiol asiantaethau a gwasanaethau i fynd i r afael ag effaith tlodi ar gyflawniad addysgol. Mae r adroddiad yn cynnwys astudiaethau achos o arfer orau.

  3. Cefndir Background Mae r adroddiad hwn wedi i seilio ar dystiolaeth o ymweliadau 26 ysgol. Roedd y sampl yn cynnwys 10 ysgol uwchradd ac 16 ysgol gynradd. Mae o leiaf 20% o ddisgyblion pob ysgol yn yr arolwg yn gymwys i gael prydau ysgol am ddim ac mae r ysgolion wedi u lleoli mewn ardaloedd o ddifreintedd economaidd- gymdeithasol uchel. Ymwelodd arolygwyr chwech awdurdod lleol ar draws Cymru, bob un ohonynt lefelau uchel o amddifadedd. This report is based on evidence from visits to 26 schools. The sample included 10 secondary schools and 16 primary schools. All schools in the survey have at least 20% of their learners eligible for free school meals and are situated in areas of high socio-economic disadvantage. Inspectors visited six local authorities across Wales, all with high levels of deprivation.

  4. Prif ganfyddiadau Main findings Er bod llawer o ysgolion wedi canolbwyntio n fwy ar bwysigrwydd gwella safonau a lles disgyblion difreintiedig yn ddiweddar, nid yw mynd i r afael thlodi yn flaenoriaeth digon uchel o hyd i bob ysgol. Er enghraifft, dim ond lleiafrif o ysgolion oedd chynlluniau penodol ar gyfer hyfforddiant mewn swydd ar leihau effaith tlodi ar gyrhaeddiad yn 2012- 2013. Although many schools have recently become more focused on the importance of improving the standards and wellbeing of disadvantaged pupils, tackling poverty is still not a high enough priority for all schools. For example, only a minority of schools had specific plans for in- service training on reducing the impact of poverty on attainment in 2012-2013.

  5. Prif ganfyddiadau Main findings Mae r ychydig ysgolion sydd wedi llwyddo i godi safonau a lles dysgwyr difreintiedig yn canolbwyntio ar anghenion dysgwyr unigol. Pan fydd gan ddysgwyr anghenion cymhleth nad yw r ysgol yn gallu u bodloni ar ei phen ei hun, mae r ysgolion hyn yn gweithio gydag asiantaethau i gynnig gwasanaethau teuluol eang i fodloni r anghenion hynny, neu gallant weithio gyda gwasanaethau arbenigol i fodloni anghenion iechyd neu les penodol. The few schools that succeed in raising the standards and wellbeing of disadvantaged learners focus on the needs of individual learners. Where learners have complex needs that the school cannot meet on its own, these schools work with agencies to provide broad family-related services to meet those needs, or they may work with specialist services to meet specific health or wellbeing needs.

  6. Prif ganfyddiadau Main findings Pupils in schools that are involved in Team around the family (TAF) approaches benefit from multi-agency working. The pool of skills within the team means that the health, domestic and social welfare concerns of learners and their families can be addressed. A minority of schools we visited identified shortcomings in the implementation of this model, including failing to ensure that all agencies are represented at meetings to discuss progress and agree strategies. Mae disgyblion mewn ysgolion sy n mabwysiadu dulliau r T m o amgylch y teulu yn elwa o weithio amlasiantaeth. Mae r gronfa o fedrau yn y t m yn golygu bod modd mynd i r afael phryderon iechyd, domestig a lles cymdeithasol dysgwyr a u teuluoedd. Roedd lleiafrif o ysgolion yr ymwelom nhw wedi nodi diffygion wrth weithredu r model hwn, gan gynnwys methu sicrhau bod pob asiantaeth wedi i chynrychioli mewn cyfarfodydd i drafod cynnydd a chytuno ar strategaethau.

  7. Prif ganfyddiadau Main findings It is a challenge for schools to co-ordinate and manage the work of several external partners. The few schools that raise the standards and wellbeing of disadvantaged learners significantly, identify a senior member of staff to co- ordinate the work with partners. These schools know about and understand the support that the pupil receives from an external partner and staff monitor progress carefully. Mae cydlynu a rheoli gwaith nifer o bartneriaid allanol yn her i ysgolion. Mae r ychydig ysgolion sy n codi safonau a lles dysgwyr difreintiedig yn sylweddol, yn dewis uwch aelod staff i gydlynu r gwaith gyda phartneriaid. Mae r ysgolion hyn yn gwybod am y cymorth y mae r disgybl yn ei gael gan bartner allanol, ac yn ei ddeall, ac mae staff yn monitro cynnydd yn ofalus.

  8. Prif ganfyddiadau Main findings Mae ychydig ysgolion wedi llunio dulliau o wella deilliannau ar gyfer dysgwyr difreintiedig ar draws cyfnodau drwy eu gwaith clwstwr. Mae hyn yn wedi helpu r disgyblion i symud o r ysgol gynradd i r ysgol uwchradd drwy eu cefnogi, er enghraifft, yn eu dysgu cymdeithasol ac emosiynol, ac mewn llythrennedd. Ychydig o gymunedau dysgu proffesiynol o athrawon sy n canolbwyntio n uniongyrchol ar dlodi. A few schools have designed approaches to improving outcomes for disadvantaged learners across phases through their cluster work. This has helped the pupils move from primary to secondary school by supporting them, for instance in their social and emotional learning, and in literacy. Few professional learning communities of teachers focus on poverty directly.

  9. Prif ganfyddiadau Main findings Yn yr achosion gorau, mae ysgolion yn arfarnu eu gwaith eu hunain a gwaith asiantaethau allanol yn l mesurau clir o berfformiad dysgwyr. Mae r ysgolion hyn yn defnyddio data i arfarnu effaith mentrau newydd a rhannant wybodaeth am berfformiad gyda phartneriaid er mwyn helpu i gysylltu dulliau r ysgol ag ymyriadau eraill. In the best cases, schools evaluate their own work and that of external agencies against clear measures of learner performance. These schools use data to evaluate the impact of new initiatives and share performance information with partners to help to join up the school s approaches with other interventions.

  10. Prif ganfyddiadau Main findings Mae cyflwyno r Grant Amddifadedd Disgyblion wedi ehangu ystod y strategaethau ar gyfer gwella deilliannau i ddysgwyr difreintiedig. Fodd bynnag, mewn llawer o ysgolion, mae r grant yn cael ei ddefnyddio i wella cyflawniad pob dysgwr gallu is ac ni chaiff ei gyfeirio n benodol tuag at ddysgwyr difreintiedig. Yn yr ysgolion hyn, mae diffygion o ran sut caiff y Grant ei wario yn debyg i r diffygion a amlygodd Estyn yn gysylltiedig chyllid Rhagori yn y gorffennol. The introduction of the Pupil Deprivation Grant (PDG) has widened the range of strategies to improve the outcomes for disadvantaged learners. However, in many schools, the grant is used to raise the achievement of all lower-ability learners and is not specifically directed towards disadvantaged learners. In these schools, there are shortcomings in how the PDG is spent that are similar to those that Estyn identified in relation to RAISE funding in the past.

  11. Prif ganfyddiadau Main findings Er bod awdurdodau lleol yn canolbwyntio ar fynd i r afael ag effaith tlodi, dim ond ychydig ohonynt sydd wedi gwella safonau a lles dysgwyr difreintiedig yn sylweddol. Mae r ychydig awdurdodau lleol sy n codi safonau a lles dysgwyr difreintiedig yn mabwysiadu dull ataliol o fynd i r afael ag effaith tlodi. Although local authorities have a focus on tackling the impact of poverty, only a few have significantly improved the standards and wellbeing of disadvantaged learners. The few local authorities that do raise the standards and wellbeing of disadvantaged learners take a preventative approach to tackling the impact of poverty.

  12. Prif ganfyddiadau Main findings Nid yw awdurdodau lleol bob amser yn rhannu gwybodaeth am ddysgwyr difreintiedig gydag asiantaethau a gwasanaethau eraill. Local authorities do not always share information about disadvantaged learners with other agencies and services. At ei gilydd, nid yw gwasanaethau gwahanol mewn awdurdod lleol neu gonsortia yn alinio eu cynlluniau nac yn defnyddio dangosyddion perfformiad cyffredin ar gyfer mynd i r afael thlodi. Mae hyn yn golygu ei bod hi n anodd mesur cynnydd ar y cyd. Generally, different services in a local authority or consortia do not align their plans or use common performance indicators for tackling poverty. This means that it is difficult to measure progress jointly.

  13. Prif ganfyddiadau Main findings Nid oes amcanion digon penodol yn ymwneud chau r bwlch rhwng deilliannau dysgwyr breintiedig a difreintiedig gan lawer o awdurdodau lleol. Nid ydynt yn herio ysgolion yn ddigon cadarn i wella deilliannau ar gyfer dysgwyr difreintiedig. Dim ond ychydig awdurdodau lleol sy n rhoi cyngor da i ysgolion ar sut i ddefnyddio eu Grant Amddifadedd Disgyblion. Nid oes digon o gyfleoedd hyfforddi lle y gall arweinwyr ysgol ddysgu am ddulliau strategol o fynd i r afael ag effaith tlodi. Many local authorities do not have specific enough objectives related to closing the gap in outcomes between advantaged and disadvantaged learners. They do not challenge schools robustly enough to improve outcomes for disadvantaged learners. Only a few local authorities give good advice to schools about how to use their PDG. There are too few training opportunities for school leaders to learn about strategic approaches to tackling the impact of poverty.

  14. Argymhellion Recommendations In order to continue improving the performance of disadvantaged learners,schools should: adopt clear systems for working with outside agencies to support disadvantaged learners, for example the Team around the family approach; work with other agencies to engage disadvantaged families more in school life; work more closely with partner schools to develop a common approach to tackling poverty and to support pupils transition from primary to secondary school; Er mwyn parhau i wella perfformiad dysgwyr difreintiedig, dylai ysgolion: fabwysiadu systemau clir ar gyfer gweithio gydag asiantaethau allanol i gefnogi dysgwyr difreintiedig, er enghraifft dull y T m o amgylch y teulu ; gweithio gydag asiantaethau eraill i gynnwys teuluoedd difreintiedig yn fwy ym mywyd yr ysgol; gweithio n agosach gydag ysgolion partner i ddatblygu dull cyffredin o fynd i r afael thlodi a chefnogi disgyblion wrth bontio o r ysgol gynradd i r ysgol uwchradd;

  15. Argymhellion Recommendations dewis uwch aelod staff i gydlynu gwaith gyda gwasanaethau ac asiantaethau allanol; gwneud yn siwr bod staff yn gwybod sut i gynyddu cyflawniad dysgwyr difreintiedig; defnyddio systemau i olrhain cynnydd disgyblion er mwyn arfarnu mentrau sy n ceisio gwella lles a safonau; a defnyddio r Grant Amddifadedd Disgyblion i dargedu anghenion disgyblion difreintiedig yn benodol, waeth beth yw eu gallu. identify a senior member of staff to co-ordinate work with external services and agencies; make sure that staff know how to raise the achievement of disadvantaged learners; use systems to track pupils progress in order to evaluate initiatives that seek to improve wellbeing and standards; and use the Pupil Deprivation Grant to target the needs of disadvantaged pupils specifically, whatever their ability.

  16. Argymhellion Recommendations Local authorities and consortia should: work with relevant services and agencies to map the specific needs of disadvantaged pupils and their families and share this information with schools and other agencies on the basis of an agreed protocol; take a preventative approach to tackling poverty and use Team around the family approaches in co-ordinating services for disadvantaged families; Dylai awdurdodau lleol a chonsortia: weithio gyda gwasanaethau ac asiantaethau perthnasol i fapio anghenion penodol disgyblion difreintiedig a u teuluoedd a rhannu r wybodaeth hon gydag ysgolion ac asiantaethau eraill yn l protocol y cytunwyd arno; mabwysiadu dull ataliol o fynd i r afael thlodi a defnyddio dulliau r T m o amgylch y teulu wrth gydlynu gwasanaethau ar gyfer teuluoedd difreintiedig;

  17. Argymhellion Recommendations sicrhau bod cynlluniau strategol ar gyfer mynd i r afael thlodi wedi u halinio i gynnwys gwasanaethau mewnol a phartneriaid allanol a bod ganddynt amcanion penodol a mesuradwy; darparu hyfforddiant a chymorth i ddatblygu medrau arweinwyr ysgol i reoli gwaith mewn partneriaeth er mwyn mynd i r afael thlodi; a darparu neu frocera cyngor gwell i ysgolion ar ffyrdd ymarferol o fynd i r afael ag effaith tlodi. make sure that strategic plans to tackle poverty are aligned to include internal services and external partners and have specific and measurable objectives; provide training and support to develop the skills of school leaders to manage partnership working to tackle poverty; and provide or broker better advice to schools on practical ways to tackle the impact of poverty.

  18. Arfer orau Best practice Mae Ysgol Gynradd Alexandra yn Wrecsam wedi gwella presenoldeb a lles drwy ariannu rheolwr lles gan ddefnyddio r Grant Amddifadedd Disgyblion. Mae r rheolwr yn cydweithio gwasanaethau arbenigol a rhieni. Caiff y r l ei harfarnu drwy brosesau rheoli perfformiad wedi u seilio ar welliannau o ran presenoldeb, perfformiad ac agweddau. Mae r effaith yn cynnwys: gwelliannu i bawb yn y dangosydd pwnc craidd a lleihau r bwlch rhwng perfformiad dysgwyr difreintiedig a dysgwyr eraill; gwelliant flwyddyn ar l blwyddyn o ran presenoldeb a dim gwaharddiadau; addysgu a dysgu mwy effeithiol a mwy o amser i r pennaeth ganolbwyntio ar wella r ysgol; gostyngiad yn absenoldeb athrawon oherwydd straen; a pherthynas well disgyblion a rhieni. Alexandra Primary School in Wrexham has improved attendance and wellbeing by funding a wellbeing manager using the PDG. The manager liaises with specialist services and with parents. The role is evaluated through performance management processes based on improvements in attendance, performance and attitudes. The impact includes: improvement in core subject indicator for all and narrowing of gap in performance between disadvantaged and other learners; year-on-year improvement in attendance and no exclusions; more effective teaching and learning and more time for headteacher to focus on school improvement; a reduction in teachers sickness absence due to stress; and improved relationships with pupils and parents.

  19. 10 cwestiwn i ddarparwyr 10 questions for providers Ysgolion: A yw mynd i r afael difreintedd yn flaenoriaeth uchel yn ein cynllun gwella? Pa mor dda ydym ni n deall anghenion ein dysgwyr difreintiedig ac yn gwybod sut i wella u cyflawniad? Pa mor dda ydym ni n cydweithio ag asiantaethau a gwasanaethau allanol ac a yw r dulliau wedi u cydlynu n dda? A ydym ni n arfarnu effaith pob dull o fynd i r afael thlodi gan ddefnyddio targedau penodol a mesuradwy? Beth yn fwy allwn ni ei wneud i ymgysylltu theuluoedd dysgwyr difreintiedig? Schools: Is addressing disadvantage a high priority in our improvement plan? How well do we understand the needs of our disadvantaged learners and know how to raise their achievement? How well do we liaise with outside agencies and services and are approaches well co-ordinated? Do we evaluate the impact of all approaches to tackling poverty using specific and measurable targets? What more can we do to engage with the families of disadvantaged learners?

  20. 10 cwestiwn i ddarparwyr 10 questions for providers Local authorities and consortia: How well aligned is our planning -do we have specific and measurable targets, shared across services to improve outcomes for disadvantaged learners? How can we work in a more preventative way? How can we support and challenge schools to work with outside agencies? What training can we provide for school leaders to address issues of poverty and work in partnership? Awdurdodau lleol a chonsortia: A yw ein cynllunio wedi i alinio n dda a oes gennym dargedau penodol a mesuradwy, wedi u rhannu ar draws gwasanaethau, i wella deilliannau ar gyfer dysgwyr difreintiedig? Sut gallwn ni weithio mewn ffordd fwy ataliol? Sut gallwn ni gefnogi a herio ysgolion i weithio gydag asiantaethau allanol? Pa hyfforddiant gallwn ni ei ddarparu i arweinwyr ysgol er mwyn mynd i r afael materion tlodi a gweithio mewn partneriaeth?

  21. Dolen ir adroddiad cyfan Cymraeg Web-link to full report

  22. Cwestiynau... Questions

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