Transcript Document
Arfer Effeithiol wrth Fynd i’r Afael â Thlodi ac Anfantais mewn Ysgolion Effective Practice in Tackling Poverty and Disadvantage in Schools
Cefndir Background
• Mae 200,000 o blant yn wynebu tlodi yng Nghymru.
• Mae strategaeth newydd Cymru ar dlodi plant yn cadarnhau’r ymrwymiad i ddileu tlodi plant erbyn 2020. Mae targed newydd Llywodraeth Cymru ar gyfer tlodi plant yn mynnu bod y gyfradd yn disgyn bedair gwaith yn gyflymach dros y deng mlynedd nesaf nag y mae wedi gwneud dros y deng mlynedd diwethaf.
• Yn gyffredinol, nid yw dysgwyr sydd dan anfantais oherwydd tlodi yn cyflawni cystal â’u cyfoedion mwy breintiedig. • 200,000 children are in poverty in Wales.
• Wales’ new child poverty strategy reaffirms the commitment to eradicate child poverty by 2020. The Welsh Government’s new child poverty target requires the rate to fall four times as fast over the next ten years as it has over the last ten. • In general, learners who are disadvantaged by poverty do not achieve as well as their more advantaged peers.
Cefndir Background
• Mae rhai ysgolion sy’n wynebu amgylchiadau heriol yn mynd i’r afael â thlodi ac anfantais yn effeithiol ac yn gwella safonau a lles dysgwyr dan anfantais. Mae’r ysgolion hyn yn • A few schools in challenging circumstances tackle poverty and disadvantage effectively and improve disadvantaged learners’ standards and defnyddio ystod o strategaethau sydd wedi’u cynllunio’n benodol i fodloni anghenion nodweddiadol dysgwyr dan anfantais.
wellbeing. These schools employ a range of strategies specifically designed to meet the characteristic needs of disadvantaged learners.
Cefndir Background
Mae’r bwlch o ran pwyntiau canran yn cynyddu gyda phob cyfnod allweddol dilynol. Mae’r siart isod yn dangos bod y bwlch mewn canrannau wedi gostwng ychydig dros y tair blynedd diwethaf yng nghyfnodau allweddol 1, 2 a 3. Fodd bynnag, yng nghyfnod allweddol 4, mae’r gwahaniaeth mewn pwyntiau canran o ran y rhai sy’n cyflawni’r dangosydd pwnc craidd rhwng y rhai sydd â hawl i gael prydau ysgol am ddim a’r rhai nad oes ganddynt hawl iddynt wedi cynyddu o 31% yn 2009 i 33% yn 2011.
The percentage point gap increases with each successive key stage. The chart below shows that at key stages 1, 2 and 3 the gap in percentages has decreased slightly over the last three years. However, at key stage 4 the percentage point difference of those attaining the core subject indicator between those entitled to free school meals and those who are not has increased from 31% in 2009 to 33% in 2011.
Gap between FSM and non-FSM pupils in CSI performance at each key stage between 2009 and 2011
100% 80% 2009 2010 2011 60% 40% 20% 20% 19% 18% 22% 22% 21% 32% 32% 30% 31% 33% 33% 0% KS1 KS2 KS3 KS4
Prif ganfyddiadau Main findings
Mae ysgolion sy’n wynebu amgylchiadau heriol sy’n gwella cyflawniad dysgwyr dan anfantais, nid yn unig yn gwneud yr hyn y mae pob ysgol lwyddiannus yn ei wneud i sicrhau cyflawniad dysgwyr, ond hefyd yn creu ethos cadarnhaol iawn sy’n galluogi dysgwyr dan anfantais i gyflawni’n dda ac yn defnyddio ystod o strategaethau ychwanegol.
Schools in challenging circumstances that raise the achievement of disadvantaged learners, not only do what all successful schools do to secure the achievement of learners, they also create an outstandingly positive ethos that allows disadvantaged learners to achieve well and employ a range of additional strategies.
Prif ganfyddiadau Main findings
Mae ysgolion effeithiol sy’n wynebu amgylchiadau heriol:
• yn defnyddio dull strategol, ysgol gyfan o fynd i’r afael ag anfantais – mae ganddynt ddull strwythuredig, cydlynus a ffocysedig ar wella cyflawniad dysgwyr dan anfantais; • yn defnyddio data i olrhain cynnydd dysgwyr dan anfantais – maent yn casglu gwybodaeth o ystod o ffynonellau ac yn ei defnyddio i ddadansoddi cynnydd grwpiau o ddysgwyr; • yn canolbwyntio’n gryf ar ddatblygu medrau llythrennedd a medrau dysgu pob un o’r dysgwyr;
Effective schools in challenging circumstances:
• take a whole-school, strategic approach to tackling disadvantage - they have a structured, cohesive and focused approach to raising the achievement of disadvantaged learners; • use data to track the progress of disadvantaged learners - they gather information from a range of sources and use it to analyse the progress of groups of learners; • have a particularly strong focus on developing the literacy skills and the learning skills of all learners;
Prif ganfyddiadau Main findings
•yn datblygu medrau cymdeithasol ac emosiynol dysgwyr dan anfantais – maent yn deall y berthynas rhwng lles a safonau ac yn aml yn ailstrwythuro eu system gofal bugeiliol i ddelio’n fwy effeithiol ag anghenion penodol dysgwyr dan anfantais; •yn gwella presenoldeb, prydlondeb ac ymddygiad dysgwyr dan anfantais – mae ganddynt gosbau addas, ond yn gweld bod systemau gwobrwyo yn gweithio’n arbennig o dda; • develop the social and emotional skills of disadvantaged learners – they understand the relationship between wellbeing and standards and often restructure their pastoral care system to deal more effectively with the specific needs of disadvantaged learners; • improve the attendance, punctuality and behaviour of disadvantaged learners - they have suitable sanctions, but find that reward systems work particularly well;
Prif ganfyddiadau Main findings
• yn teilwra’r cwricwlwm yn unol ag anghenion dysgwyr dan anfantais – mae ganddynt systemau mentora sy’n tywys dysgwyr trwy eu rhaglenni astudio ac yn eu helpu i gynllunio eu llwybrau dysgu eu hunain; • yn ymdrechu’n fawr i ddarparu profiadau cyfoethog y mae dysgwyr mwy breintiedig yn eu cymryd yn ganiataol – maent yn cynnig dewislen amrywiol o glybiau, gweithgareddau a theithiau diwylliannol ac addysgol; • tailor the curriculum to the needs of disadvantaged learners - they have mentoring systems that guide learners through their programmes of study and help them to plan their own learning pathways; • make great efforts to provide enriching experiences that more advantaged learners take for granted - they offer a varied menu of clubs, activities and cultural and educational trips;
Prif ganfyddiadau Main findings
• yn gwrando ar ddysgwyr dan anfantais ac yn rhoi cyfleoedd iddynt gymryd rhan yn llawn ym mywyd yr ysgol – maent yn casglu safbwyntiau dysgwyr am addysgu a dysgu, yn rhoi rôl allweddol i ddysgwyr yn natblygiad yr ysgol, ac yn cynnwys dysgwyr yn uniongyrchol i wella safonau; • listen to disadvantaged learners and provide opportunities for them to participate fully in the school’s life they gather learners’ views about teaching and learning, give learners a key role in school development, and involve learners directly to improve standards; • yn dangos blaengaredd i ymgysylltu â rhieni a gofalwyr dysgwyr dan anfantais – maent yn cyfathrebu ac yn gweithio wyneb yn wyneb i helpu nhw a’u plant i oresgyn rhwystrau rhag dysgu; ac • take the initiative in engaging parents and carers of disadvantaged learners - they communicate and work face-to face to help them and their children to overcome barriers to learning; and
Prif ganfyddiadau Main findings
• yn datblygu arbenigedd staff i fodloni anghenion dysgwyr dan anfantais – mae ganddynt ddiwylliant o rannu arfer orau, yn rhoi cyfleoedd i athrawon arsylwi ei gilydd, ac mae ganddynt dargedau rheoli perfformiad sy’n gysylltiedig â gwella cyflawniad dysgwyr dan anfantais.
• develop the expertise of staff to meet the needs of disadvantaged learners - they have a culture of sharing best practice, provide opportunities for teachers to observe each other, and have performance management targets that are related to raising the achievement of disadvantaged learners.
Arfer orau Best practice
Mae’r adroddiad yn disgrifio nodweddion arfer dda ac yn eu dangos mewn un deg tri o astudiaethau achos o ysgolion effeithiol mewn ardaloedd sy’n wynebu llawer o anfantais economaidd gymdeithasol: The report describes the characteristics of good practice and illustrates them in thirteen case studies from effective schools in areas of high socio-economic disadvantage: 1. Mae
Ysgol Gyfun Gymunedol Cwrt Sart
yng Nghastell-nedd Port Talbot wedi cynllunio system broffilio i olrhain cynnydd dysgwyr yng nghyfnod allweddol 4.
1. Cwrt Sart Community Comprehensive School
in Neath Port Talbot has designed a system of profiling to track learners’ progress at key stage 4.
2. Mae
Ysgol Gynradd Llwynypia
Rhondda Cynon Taf yn defnyddio casglu data a phroses sy’n olrhain cynnydd dysgwyr mewn lles a yn pherfformiad academaidd.
2. Llwynypia Primary School
in Rhondda Cynon Taf uses data collection and a process that tracks learners’ progress in wellbeing and academic performance.
Arfer orau Best practice
3. Mae
Ysgol Melyd
yn Sir Ddinbych wedi datblygu cymorth iaith arbenigol ar gyfer ei dysgwyr.
4. Mae
Ysgol Gyfun Sandfields
wedi cynllunio dull ysgol gyfan llwyddiannus ar gyfer datblygu llythrennedd.
5. Mae
Ysgol Bryn Elian
yng Nghonwy wedi ad-drefnu ei system fugeiliol i ddarparu ar gyfer anghenion dysgwyr dan anfantais
3. Ysgol Melyd
in Denbighshire has developed specialist language support for its learners.
4. Sandfields Comprehensive School
has designed a successful whole-school approach to literacy development.
5. Ysgol Bryn Elian
in Conwy has reorganised its pastoral system to cater for the needs of its disadvantaged learners
Arfer orau Best practice
6.
Mae
Ysgol Gymunedol Cefn Hengoed
yn Abertawe wedi llwyddo i wella presenoldeb trwy ddefnyddio ystod o ddulliau.
6.
Cefn Hengoed Community School
in Swansea has succeeded in raising attendance by using a range of approaches.
7.
8.
Mae gan
Ysgol Gyfun Gymunedol Cwrt Sart
Ganolfan Astudio lwyddiannus i Fyfyrwyr i gefnogi anghenion dysgwyr dan anfantais.
Mae
Ysgol Gynradd Y Castell
yn Sir Gaerfyrddin yn trefnu teithiau i’r Almaen a Ffrainc i gyfoethogi profiadau dysgu ei dysgwyr dan anfantais.
7.
Cwrt Sart Community Comprehensive School
has a successful Student Study Centre to support the needs of disadvantaged learners.
8.
Ysgol Y Castell Primary School
in Carmarthenshire organises trips to Germany and France to enrich the learning experiences of its disadvantaged learners.
Arfer orau Best practice
9. Mae
Ysgol Gynradd Sant Woolos
yng Nghasnewydd yn cynnig Prosiect ‘Dyhead’ i ddysgwyr dan anfantais gael gwybod mwy am fyd gwaith.
10.Mae
Ysgol Gyfun Cwrt Sart
yng Nghastell-nedd Port Talbot wedi cyflwyno mentora cyfoedion i ddatblygu medrau arwain dysgwyr a gwella cyflawniad.
11.Mae
Ysgol Gyfun Cefn Hengoed
yn Abertawe wedi mynd ati’n effeithiol i ddatblygu dulliau o wrando ar ei dysgwyr.
9. St. Woolos Primary School
in Newport has an ‘Aspiration Project’ for disadvantaged learners to find out more about the world of work.
10. Cwrt Sart Comprehensive School
in Neath Port Talbot has introduced peer mentoring to develop learners’ leadership skills and improve achievement.
11. Cefn Hengoed Comprehensive School
in Swansea has effectively developed approaches to listening to its learners.
Arfer orau Best practice
12. Mae
Ysgol Uwchradd Cathays
yng Nghaerdydd wedi creu cysylltiadau cryfach gyda rhieni a’r gymuned leol er mwyn sicrhau bod dysgwyr dan anfantais yn cael cymorth da.
12. Cathays High School
in Cardiff has created stronger links with parents and the local community so as to ensure that disadvantaged learners are well supported.
13. Mae
Ysgol Mount Stuart
yng Nghaerdydd wedi datblygu strategaethau effeithiol i ymgysylltu â rhieni a gofalwyr.
13. Mount Stuart School
in Cardiff has developed effective strategies to engage with parents and carers.
10 cwestiwn i ddarparwyr 10 questions for providers
• Beth yw ein dull ysgol gyfan ar gyfer mynd i’r afael ag anfantais? A yw’n strategol ac a yw’n dylanwadu ar ein gwaith ar draws yr ysgol?
• What is our whole-school approach to tackling disadvantage? Is it strategic and does it influence our work across the school?
• Pa mor dda ydym ni’n dadansoddi cyflawniad ein dysgwyr dan anfantais? A ydym ni’n olrhain eu cynnydd yn effeithiol ac yn arfarnu effaith ein dulliau ar eu cyflawniad?
• How well do we analyse the achievement of our disadvantaged learners? Do we track their progress effectively and evaluate the impact of our approaches on their achievement?
• Pa mor dda ydym ni’n datblygu medrau llythrennedd a dysgu ein dysgwyr dan anfantais?
• How well do we develop our disadvantaged learners’ literacy and learning skills?
10 cwestiwn i ddarparwyr 10 questions for providers
• A oes gennym system i gefnogi lles dysgwyr sy’n eu helpu i gyflawni eu potensial?
• Do we have a system to support learners’ wellbeing that helps them to achieve their potential?
• Sut gallwn ni wella presenoldeb ein dysgwyr dan anfantais, gan ystyried eu hanghenion penodol?
• How can we improve the attendance of our disadvantaged learners, taking into consideration their specific needs?
• A ydym ni’n tywys ein dysgwyr dan anfantais yn effeithiol trwy gwricwlwm hanghenion sy’n gweddu orau i’w a’u dyheadau?
• Do we guide our disadvantaged learners effectively through a curriculum that is best suits to their needs and aspirations?
• A ydym ni’n darparu ystod eang o brofiadau cyfoethog ar gyfer ein dysgwyr dan anfantais, ac a ydym yn gwybod bod y gweithgareddau hyn yn gwneud gwahaniaeth?
• Do we provide a broad range of enriching experiences for our disadvantaged learners and do we know that these activities make a difference?
10 cwestiwn i ddarparwyr 10 questions for providers
• A yw ein dysgwyr dan anfantais yn chwarae rhan lawn ym mywyd yr ysgol? A ydym ni’n gwrando ar eu safbwyntiau a pha mor dda ydym ni’n gweithredu yn unol â’r wybodaeth hon?
• Do our disadvantaged learners play a full part in school life? Do we listen to their views and how well do we act on this information?
• Beth ydym ni’n ei wybod am rieni ein dysgwyr dan anfantais a beth mae hyn yn ei ddweud wrthym ynghylch sut gallem eu cynnwys nhw’n well yn nysgu eu plant?
• What do we know about the parents of our disadvantaged learners and what does this tell us about how we might better engage them in their children’s learning?
• Sut gallwn ni nodi anghenion hyfforddi ein staff a datblygu eu medrau i gefnogi dysgwyr dan anfantais?
• How can we identify the training needs of our staff and develop their skills to support disadvantaged learners?