Hunanarfarniad a Gwella Ysgol
Self-evaluation & School Improvement

 

Hunanarfarniad a Gwella Ysgol yn
Ysgol Gymraeg Pwll Coch

 

'Prif bwrpas hunanarfarnu yw gwella deilliannau ar gyfer disgyblion. Pan fydd hunanarfarnu yn rhan sefydledig o'r cylch cynllunio gwelliant, mae'n gyfrwng rheoli allweddol ar gyfer datblygu ar bob lefel. Fel proses flynyddol, mae hunanarfarnu'n llywio cynlluniau strategol a gwella, gan helpu ysgolion i ganolbwyntio ar eu blaenoriaethau ar gyfer datblygu.’

Canllaw hunanarfarnu ar gyfer ysgolion cynradd, Estyn, 2014

                                                       

Mae hunan-arfarnu yn broses hanfodol a pharhaus yn Ysgol Gymraeg Pwll Coch. Mae'n digwydd yn anffurfiol, o ddydd i ddydd, trwy drafodaeth a rhyngweithio ac yn fwy ffurfiol trwy weithgareddau a gynlluniwyd megis dadansoddi data, arsylwi gwersi, archwilio gwaith disgyblion, adolygu arferion a gweithdrefnau, monitro ymdriniaeth cwricwlwm, monitro safonau ac ymateb i brosesau gwerthuso allanol .

 

Rhan bwysig o hunan-arfarnu hefyd yn gwrando ar safbwyntiau disgyblion, rhieni, llywodraethwyr, staff ac unrhyw un arall sydd â chyfranogiad a diddordeb yn yr ysgol. Unwaith eto, gall gasglu safbwyntiau o'r fath ddigwydd yn anffurfiol, drwy sgyrsiau yn yr iard, dros goffi yn yr ystafell staff neu pan fyddwch yn talu arian cinio. Ar adegau eraill mae'n cymryd dull mwy ffurfiol, trwy holiadur neu wahoddiad i ddod i mewn i drafod mater. Ar bob adeg, mae eich barn yn bwysig i ni.

 

Mae Ysgol Gymraeg Pwll Coch yn sicrhau bod disgyblion yn gwybod bod ganddynt lais pwysig yn yr ysgol ac maent hefyd yn cael eu hatgoffa o'u hawl i gael llais ar bethau sy'n effeithio arnynt yn uniongyrchol, fel y nodir yn Erthygl 12 o Gonfensiwn y Cenhedloedd Unedig ar Hawliau'r Plentyn. Mae'r Cyngor Ysgol yn darparu ffordd ardderchog i lais y disgybl gael ei gynrychioli ar draws yr ysgol, ond mae'r disgyblion yn gwybod y gallant bob amser rhannu eu barn neu farn yn uniongyrchol gyda phwy bynnag y maent yn dymuno siarad â.

 

Wrth gynnal hunan arfarnu onest, mae'r ysgol yn gofyn tri chwestiwn er mwyn creu Adroddiad Hunanwerthuso ei hun:

 

• Pa mor dda ydym ni'n gwneud?

 

• Sut rydym yn gwybod pa mor dda yr ydym yn gwneud?

 

• Sut allwn ni wella pethau ymhellach?

 

Trwy ofyn y cwestiynau hyn, rydym yn nodi'r hyn sy'n mynd yn dda, ond rydym hefyd yn nodi'r hyn mae angen i ni ganolbwyntio ar i wella ymhellach. Mae'r meysydd i'w gwella yn ffurfio blaenoriaethau'r ysgol ar gyfer y flwyddyn academaidd ganlynol ac fe'u nodir yng Nghynllun Gwella'r Ysgol (CGY).

Self Evaluation & School Improvement at
Ysgol Gymraeg Pwll Coch
 

'The prime purpose of self-evaluation is to improve outcomes for pupils.  When self-evaluation is an established part of the improvement planning cycle, it is a key management tool for development at all levels.  As an annual process, self-evaluation informs strategic and improvement plans, helping schools to focus on their priorities for development.

A self-evaluation manual for primary schools, Estyn, 2014

Self-evaluation is an integral and ongoing process at Ysgol Gymraeg Pwll Coch. It takes place informally, day to day, through discussion and interaction and more formally through planned activities such as analysis of data, lesson observations, scrutinising pupils' work, reviewing practises and procedures, monitoring curriculum coverage, monitoring standards and responding to external evaluative processes.

 

An important part of self-evaluation is also listening to the views of pupils, parents, governors, staff and anyone else who have an involvement and interest in the school. Again, the gathering of such views can take place informally, through chats in the yard, over a coffee in the staff room or when you pay dinner money into the office. On other occasions it takes a more formally approach, through a questionnaire or an invitation to come in to discussion an issue. At all times, your views are important to us.

 

Pupils' views are particularly important to us, as they are why we are all here. Ysgol Gymraeg Pwll Coch ensures that pupils know they have an important voice in the school and they are also reminded of their right to have a say on things which directly affect them, as set out in Article 12 of the United Nations Convention on the Rights of the Child. The School Council provides an excellent way for pupil voice to be represented across the school but pupils know they can always share their views or opinions directly with whomever they wish to speak to.

 

When carrying out honest self-evaluation, the school asks itself three questions in order to create a Self-Evaluation Report (SER):
 

·         How well are we doing? 
 

·         How do we know how well we are doing? 
 

·         How can we improve things further?

By asking these questions, we identify what is going well but we also identify what we need to concentrate on to improve further. These areas for improvement then form the school's priorities for the following academic year and are set out in the School's Improvement Plan (SIP).

Blaenoriaethau 2022/23
2022/23 Priorities

Rhai blaenoriaethau mae’r ysgol wedi nodi ar gyfer y
flwyddyn academaidd  2022/23:

Some priorities the school have identified for the
academic year 2022/23 include:

 

1. Lles Disgyblion.
    Pupil Wellbeing
 

2. Cwricwlwm i Gymru ac Asesu
    Curriculum for Wales and Assessment
 

3. Anghenion Dysgu Ychwanegol
    Additional Learning Needs
 

4. Y Medrau Allweddol

    Key Skills

 

5. Arweinyddiaeth a Dysgu Proffesiynol

Leadership and Professional Learning

Mae prosesau hunanarfarnu’r ysgol yn effeithiol ac wedi eu seilio’n gadarn ar dystiolaeth eang.  Mae gan arweinwyr wybodaeth drylwyr am safonau dysgu ac addysgu ac maent yn gwerthuso perfformiad yr ysgol yn fanwl....Mae’r ysgol yn defnyddio gwybodaeth o weithgareddau hunanarfarnu yn effeithiol i nodi nifer hylaw o flaenoriaethau priodol fydd yn cael yr effaith fwyaf ar safonau’r  disgyblion".

Adroddiad Arolwg Estyn 2018, Ysgol Gymraeg Pwll Coch.

 

 

"The school’s self-evaluation processes are effective and are based soundly on broad evidence.  Leaders have thorough knowledge of standards of learning and teaching, and they evaluate the school’s performance in detail....The school’s self-evaluation processes are effective and are based soundly on broad evidence.  Leaders have thorough knowledge of standards of learning and teaching, and they evaluate the school’s performance in detail".

Estyn Inspection Report 2018, Ysgol Gymraeg Pwll Coch.

Os oes gennych unrhyw sylwadau neu syniadau yr hoffech eu rhannu, sicrhewch eich bod yn gwneud hynny drwy gysylltu â ni.

If you have any comments or ideas you wish to share, please ensure you do so by contacting us.

ysgolpwllcoch@cardiff.gov.uk