School UniformCY Gwisg ysgol
The official school uniform gives our pupils as members of Ysgol Gyfun Gymraeg Bryn Tawe the opportunity to be proud of their school, giving them a sense of belonging and to be prepared to maintain high standards of behaviour and commitment to the work and aims of the school. We have high expectations in terms of uniform and every pupil is expected to conform to these rules.
Official School Uniform - Boys & Girls
- Plain black shoes. Trousers must cover any plain black ‘boots’ worn. Heels over 4cm are not permitted.
- Plain dark socks or black tights without a pattern.
- Plain black trousers. Jeans (including skinny jeans) cords, skinny lycra trousers or combat trousers of any kind are not permitted.
- Plain black knee length skirt. Tight elasticated skirts are not permitted.
- Long sleeve white shirt with school tie
- Official school jumper (to go with the shirt & tie)
- Plain black or navy coat. Leather or imitation leather coats are not permitted.
Official Physical Education uniform - Boys & Girls
- Suitable training shoes or rugby/football boots.
- Official school socks, maroon with sky blue stripe/white training socks.
- Football shorts/rugby shorts navy with school logo or skirt woth school logo
- Official school sweat trousers.
- Navy blue t-shirt with school logo.
- Official school rugby shirt, maroon and light blue with school logo or PE maroon jumper with school logo
Only the following is acceptable: a wrist watch, one pair of plain studs at the bottom of the ear, one plain ring on one finger. Jewellery is not permitted to be worn on any other part of the body for Health and Safety reasons.
Pupils are not permitted to wear makeup, false eyelashes or fake tan. Nail varnish and nail extensions are not permitted.
Unnatural hair colour or extreme fashion styles are not permitted. The school will decide on what is extreme. An extreme style can include, shaved head, tramlines, dreadlocks, extensions etc.
Thick and or colourful hairbands / clips are not permitted – navy or plain black only.
The school decides what is acceptable in terms of uniform and appearance.
If pupils do not comply disciplinary action will follow.
- Your Guide to Welsh Medium Education
- A parent and carers guide to age ratings of apps and games
- Make time to read
- A revision guide for pupils and parents
Attendance PolicyCY Presenoldeb
Article 28 - Children and young people have the right to education no matter who they are.
"If education is to be effective, regular attendance is a prerequisite, and ensuring this must be a priority for everyone in the school" (school attendance - The Education and Science Department, 1989)
Attendance is a statutory necessity for our pupils until they reach 16 years of age. Also, it's a necessity for earning a successful school career. Regular intermittent absences and/or absences for more extended periods are harmful to our pupils' education. Everyone involved in our pupils' education must work in partnership to ensure a high attendance amongst the pupils at Bryn Tawe.
Raising and maintaining attendance levels continues to be a priority in Bryn Tawe in order to provide the best opportunity for all pupils to reach their potential. There are several aspects of our daily work that have a positive effect on raising attendance:
- Implementing and monitoring clear registration systems
- Promoting and rewarding good attendance
- Monitoring and acting on low attendance - with a graduated response depending on the level of absence
- Expectations and support for parents
Implementing and monitoring clear registration systems
All members of staff who have a registration responsibility are aware of our processes with regards to ensuring that every pupil and student is registered present in order to meet Health and Safety requirements, as well as to ensure that we are able to monitor attendance correctly.
The attendance officer is responsible for the daily monitoring of every member of staff by ensuring they are fulfilling their registration duties for the morning and afternoon sessions. This is done centrally by 9:30 and 13:45.
Promoting and rewarding good attendance
In line with our rewarding policy, we often use prizes as a way of motivating pupils to be proud of their attendance in the school. For example:
- Stickers of praise for good attendance are given every half term to pupils who
- achieve 95% or higher.
- Pupils who are present for 100% of the time during the Christmas term
- receive a certificate of praise for their efforts.
- Similarly, pupils who are present 100% of the time receive various certificates
- during a rewards ceremony at the end of each year: one term = bronze; two
- terms = silver and three terms = gold.
- Pupils also receive merit points that contribute towards their totals in order to win prizes in our reward ceremonies at the end of the Christmas and summer terms. Also, the 10 best pupils of each month/half term, with regards to merit points, who have attendance points to contribute towards their totals, will be given a chance to go out for lunch as a group.
- We run a separate attendance competition for the best class in KS3 and KS4 every month, with the best class receiving the cup for that month.
- Every month, statistics are showcased for the best classes, the pupils who have achieved 100% attendance (100% Club) for the month as well as the whole school's statistics monthly in order to maintain the pupils' interest with regards to where we are with attendance.
Monitoring and acting on low attendance - with a graduated response depending on the level of absence
Some pupils are more likely to miss school than others - the reasons for this can include the following:
- The pupil's medical history
- Family tendencies
- Difficulties with access to the curriculum
- School work
- Ill health
- Problems with regard to care or problems at home
- Transport to and from the school
- Work and money
In light of low attendance we have various graduated responses to overcome the problem. These include:
- Head of Key Stage to receive a printout of the pupils with a percentage under 90% from the Attendance Officer.
- Regular discussions between the Head of Key Stage and the welfare officer to discuss pupils with low attendance percentages
- Weekly meetings between the Head of Key Stage and the welfare officer to discuss specific pupils
- Regular interviews (every half term/4 weeks) for pupils with low percentages (under 90% - PT; under 85% Head of Key Stage; under 80% Welfare Officer)
- Interviews to monitor targets
- Meetings with parents of pupils who have a regular low %
- Targeting particular families
- Dedicated parents' evening for pupils with low attendance
- Referral to the Welfare Officer
- Meetings with the Senior Management Team
- Governors' committee meeting
- Refer the case to the court
The Head of Key Stage the Welfare Officer and members of the Senior Management Team will regularly discuss the most suitable steps for individual pupils in order to respond to their needs in the best way.
Expectations for our parents:
- Ensuring regular attendance of their children
- Work in partnership with the school
- Ensure that their children understand the importance of attendance
- Take an interest in their children's education - ask about their experiences in the school and encourage them to take part in extra-curricular activities in the school
- Discuss any possible problems their children are having in the school - contact the school's teacher or headteacher to discuss any serious incidents.
- Not to allow them to miss school for trivial reasons - especially reasons that parents wouldn't miss work for
- Organise appointments and visits after school, over the weekend or during school holidays as this is an effective way of helping to avoid disrupting the child's education in the school
- Not to take their children on holiday during school time
Support for parents:
- Your child's school is the first point of contact to discuss any attendance problems.
- The school should agree on an improvement plan to improve your child's attendance.
- Keeping in regular contact with the school is crucial.
- Every school has a Welfare Officer who can offer support with regards to problems that involve attendance.
- They can offer specialist help to improve your child's attendance and behaviour whilst at the school.
- The Welfare Officer will work with families and schools to avoid serious problems such as bullying.
- Support is offered to reduce the burden on pupils who find things difficult on different occasions (i.e. if a child spends a lot of time caring for another member of the family).
- Support because of a long-term illness.
- Make sure that your child goes to school regularly, arrives on time and attends every lesson.
- Start developing these routines from a young age. If you feel that your child is having problems, speak with the teachers at the school.
- Contact your child's school as soon as you start to feel worried about your child's attendance.
- Being absent means that your child is missing out on important learning opportunities.
- Punctuality and regular attendance will help your child to develop two valuable aspects in the eyes of an employer, which are reliability and self-organisation.
Penalty Notice Information regarding school absences
Statement for school websites.
The Education (Penalty Notices) (Wales) Regulations 2013 introduced fixed notice penalties for regular non-attendance at school.
The Welsh Government has required all local authorities to draw up and implement their own Local Codes of Conduct to ensure consistency in the issuing of penalty notices. The code will be implemented in Swansea from January, 2015.
The Welsh Government states that penalty notices are one option among a number of different interventions available to promote better school attendance. The introduction of these regulations is one part of the Welsh Government strategy to support improved school attendance across Wales.
The introduction of these regulations mean that parents may now be fined for their child(ren)’s regular non-attendance at school.
The local code of conduct, which explains how penalty notices will operate, is available on the Swansea Council website https://www.swansea.gov.uk/educationpenalty
On the website the local authority has also provided answers to some frequently asked questions. Parents/carers will also receive explanatory letters and information leaflets from their child’s school in January, 2015.
If any parent has concerns about their child/s attendance, then please speak to staff in school for advice and support.
One Hour Parents Session
To be successful at school, students need a healthy dose of the following:
- Ability to remember many pieces of information
- A revision strategy
- Support from home
Without these key ingredients, success becomes more difficult.
As adults, we are well aware of the importance of learning but students don’t necessarily have the motivation to do their best.
It is up to us to provide the structure and support necessary for their success.
Who are we, and what do we do?
Our UK wide seminars have been developed and fine-tuned over the last sixteen years by a team of educational professionals including teachers and psychologists. They highlight a number of proven strategies that enable students to make learning easier and more productive. On average, 90% of attendees rate the seminars as very good or excellent.
Memorising the little things
School work is full of important things to remember such as lists, random facts, formulae, etc. This information is vital to exam success, but the question is: how can students be expected to remember it all?
We teach a selection of easy to use, fun and effective memory techniques which tap into the brains natural ability. We show the students how to use their imagination in a logical way which enables them to use both sides of the brain as they learn.
- Mnemonics (e.g. Never Eat Shredded Wheat)
- Image Chains (placing a list of words into an imaginative story)
- Peg Words (attaching items to an image that is related to a number)
- Loci (imagining items in a location in a room etc)
Memorising the big things
Exam success is dependent on more than just remembering selected facts. How can we help
students to remember an entire unit of work?
In order for students to remember something well, they need to make sure that they understand it first. This can be summed up by the mantra: read it, make sense of it, summarise it.
The best method to understand and summarise something is to look for its THEME, MAIN IDEAS and DETAILS:
- THEME: What is it all about? ;
- MAIN IDEAS: What are the key ideas?
- DETAILS: Who? What? Where? When? Why? How?
Condensing & Creative Note-Taking
Long, boring pages of notes are not the most effective way to get the information into the brain quickly. Creative notes such as indented lists, diagrams, or especially, Association Maps (see picture) are much more productive.
They all require imagination, but also require the student to lay out their information in a clear logical way. This ensures that the information is properly understood and is a tool to aid recall, especially when other memory techniques are employed too.
Once they have understood, condensed and memorised their work, students are advised that a review programme should then be implemented. Once they have completed their summary of a unit, they should test themselves. All they need to do is try to draw out their A-maps, diagrams or lists from memory and see how much they can remember. Depending on their preferred learning style they may prefer to say it out loud to themselves.
The more imaginative and logical their summary, the more they will recall first time. They should then make note of the areas they didn’t recall fully (if any) and focus on them – re-read, re-draw, apply memory techniques, etc. After testing themselves the next day, a week later and a month later they should be able to achieve 90% – 100% recall of the information, all for a couple of minutes every day.
HOW TO SUPPORT YOUR CHILDEncourage your children to follow the review programme. We also looked at time management, so you could encourage them to schedule it alongside homework, coursework and personal time. Perhaps you could provide them with a notice board for their A-Maps, notes, timetables, etc. Encourage the learning and memorising process to be a part of the household. Ensure that they have a suitable space for working, away from distractions. Show them that you are interested in their work; ensure that you are informed about what is expected regarding homework and assignments. From time to time go over their work with them. Give praise for accomplishment and effort, and encourage extra practice in his or her weak areas. Don’t get discouraged! Sometimes the going gets tough; remember to act calm and positive. Don’t let yourself get drawn into arguments and negativity. If a child is angry about school work it is often because they think they can’t do it. It is your job to show them that they can. Remember this:
If you think you can or you think you can’t – you’re right
- Henry Ford.
For more information about our range of programmes for years 6 to 13: Call 01883 334551 or visit www.learningperformance.com
Pupil Deprivation Grant (PDG)CY Grant Amddifadedd Disgyblion
|Pupils at Bryn Tawe at the beginning of September||888||859||821|
|% of pupils eligible for free school meals||Over 14%||Over 12%||12%|
|Pupil Deprivation Grant||£110,000
The Pupil Deprivation Grant (PDG) is directly linked to the number of pupils who receive free school meals (FSM) at the school. Any expenditure from the grant is aimed at raising the standards of pupils who are at risk of underachieving because of poverty and deprivation.
The Sutton Trust is a charitable organization that investigates the effect of additional support aimed at raising the standards of pupils who are at risk of underachieving because of poverty and deprivation. Ysgol Gyfun Gymraeg Bryn Tawe has adopted a range of strategies recognized by the Sutton Trust as strategies that reinforce the school's aims.
The school has used a wide variety of strategies, specifically to support pupils who face the challenge of poverty and deprivation, including:
- Appointing a Literacy (Welsh and English) and Numeracy Assistant to design and distribute programmes and activities for targeted pupils including pupils who receive or are eligible to receive FSM.
- Developing leaders to promote pedagogy and ensure effective staff development within the school. The aim is to ensure that all staff understand the need to overcome the barriers faced by our pupils within society. Specific INSET sessions are held on improving the quality of teaching in these aspects annually.
- Releasing 3 members of staff (pastoral leader, KS3 and 4 class teachers) to plan and monitor an intensive mentoring programme with specific interventions to support pupils, including pupils who receive or are eligible to receive FSM, to raise standards in all key stages.
- All members of staff to prepare a robust mentoring programme to support our pupils' academic progress, including pupils who receive or are eligible to receive FSM, to raise standards in all key stages.
- Releasing KS3 Literacy (Welsh and English) and Numeracy Co-ordinators, who are experienced teachers, to work with specific groups of pupils on intervention strategies for literacy and numeracy.
- We have designated an additional learning class in Mathematics, English and Welsh so that we can develop a number of smaller classes. The classes include a number of pupils who are at risk of underachieving because of poverty and deprivation and we therefore expect them to realize their potential.
- Close collaboration with our primary partner schools on agreed strategies to raise our pupils' literacy and numeracy standards.
- We have identified a group of KS4 pupils who are at risk of being Not in Education, Employment or Training (NEET) when they leave school at 16. The majority of these pupils are at risk of underachieving because of poverty and deprivation. They receive regular mentoring sessions to support them to cope with the requirements of various courses, as well as encouraging them to raise their motivation levels to succeed academically.
- Providing the 'Improvement Room', which is an additional inclusion area to allow pupils with behavioural and emotional needs to receive additional support to succeed.
- Financial support for FSM pupils to attend extracurricular courses and music lessons to ensure participation in order to raise standards.
- Funding an 'Inclusion Officer' in order to provide a very successful inclusion resource which plays a key part in providing continuity in the education of our more vulnerable pupils.
- We monitor attendance closely, and introduce a wide variety of strategies which include targeting specific pupils who are at risk of underachieving because of poverty and deprivation.
The school's PDG and EIG plans are regularly appraised by the Local Authority.