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117411569850ABERDARE TOWN C/ W PRIMARY SCHOOL‘Gair Duw Goreu Dysg’00ABERDARE TOWN C/ W PRIMARY SCHOOL‘Gair Duw Goreu Dysg’ School Improvement Plan 2018-2019ContentsPage Numbers General school information2Staffing structure and responsibilities3 Vision and context 8Evaluation of SIP Priorities 2017/20189Strategic Overview – 3 year12Priorities 2018-201913PDG Plan33General School Information AddressWind Street, Aberdare, Rhondda-Cynon-Taff, CF44 7HFTelephone01685 871520Fax As aboveEmailAdmin.AberdareTownCIWPrimary@.ukWebsiteaberdaretownchurchprimary.co.ukDES LA Number674-3317HeadteacherMrs. M.C. WerrettChair of GovernorsMiss. S. Osborne (Absent) Acting Chair : Mrs. J. CloseDirector of EducationMr. C. Bradshaw / Mr. A. RickettStaffing Levels(excluding Headteacher)TeachingLSAsSEN SNSAsClerkCaretakerCleanerMidday SupervisorsCanteen StaffTotal7 FT4PT1231 agency1 FT1 PT1 caretaker3 cleaners5239Number on RollYNYRY1Y2Y3Y4Y5Y6Total2018-20193937404037323639300Statemented PupilsYNYRY1Y2Y3Y4Y5Y6TotalNo. of Pupils%100010002SEN (SA&SA+)RegisterYNYRY1Y2Y3Y4Y5Y6TotalNo. of Pupils366835538%12.6%Free School MealsFrom Sept.2018YNYRY1Y2Y3Y4Y5Y6TotalNo. of Pupils0414302216%5.3%Staffing Structure – Teaching Staff NamePositionResponsibilities Planned CPD trainingTeaching position Clare WerrettHTDesignated officer for SafeguardingHealth and SafetyStaff managementPremise managementFinancial managementOverall curriculum managementCollective WorshipParish LinksIndustrial LinksCommunity LinksEstyn Peer inspector trainingMike Thomas - Management TrainingNoCatrin WaltersDHTKey Stage 2 leaderDeputy SafeguardingCurriculum ManagerAssessment LeaderNew Curriculum TrainingMike Thomas - Management TrainingPhil Ivins –Reasoning & MAT Maths TrainingYes – 4 days Y6 plus 1 day PPA / SLTBeth HallamSLTFoundation Phase LeaderLeader for Digital CompetenceLeader for Science and TechnologyFoundation Phase related trainingLeadershipCath Delve – Collective LearningMike Thomas - Management TrainingPhil Ivins –Reasoning & MAT Maths TrainingDCF TainingYes – ReceptionPTJayne PalmerSLTShadow ALNCOLiteracy LeaderEco SchoolsALNCO trainingPhil Ivins –Reasoning & MAT Maths TrainingMike Thomas - Management TrainingYes – Year 4 /5Lindsey PerkinsPE coordinatorHealthy Schools coordinatorAs aboveCath Delve – Collective LearningPhil Ivins –Reasoning & MAT Maths TrainingYes – RY /PT Emily ManningScience leaderAs aboveCath Delve – Collective LearningPhil Ivins –Reasoning & MAT Maths TrainingYes – Y1 / 2 PT 3 daysAngharad EvansFP WelshCath Delve – Collective LearningPhil Ivins –Reasoning & MAT Maths TrainingYes – Y1 / 2 PT 2 daysLisa WalstowReligious Education LeaderValues coordinatorTBC following Performance ManagementCath Delve – Collective LearningPhil Ivins –Reasoning & MAT Maths TrainingUnderstanding Christianity Training.Yes – Y1/2Allyson Reynolds(Covering 1 year secondment – R. Griffiths)RE TeamCath Delve – Collective LearningPhil Ivins –Reasoning & MAT Maths TrainingYes – Y2Elizabeth Hamlin(covering S. Haughty)MAT Coordinator (temp)WelshPhil Ivins –Reasoning & MAT Maths TrainingYes – Y3Kira Hardy(covering E. Bennett)Welsh supportNQT TrainingPhil Ivins –Reasoning & MAT Maths TrainingYes – Y 3 /4 Rhian Smith(covering E. Wood maternity)Shadow MathsNQT TrainingPhil Ivins –Reasoning & MAT Maths TrainingYes – Y 5 / 6 Emma Bennett(Long Term absence)Attendance & Wellbeing Officer for SchoolFamily Engagement Officer‘Paths’ Plus coordinatorTBC following Performance managementYesElizabeth Wood(Maternity Leave)Mathematics & Literacy leaderWelsh language developmentCurriculum CymreigTBC following Performance ManagementYes – Y3Sharon Haughty(Long Term Absence)Music leader‘Paths’ Co-coordinatorManagement of musical tuitionLeadership coursesYes – Y3/4Staffing Structure – Support StaffNamePositionResponsibilities Planned CPD trainingLeading Intervention forClass support for:Jackie DaviesTA L3Catch-Up NumeracySpotlight interventionCwmni Dda Community LinksCatch – Up Numeracy training plus Catch-Up managementCath Delve – Collective LearningReceptionJemma EdmundsTA L3ELSACath Delve – Collective LearningYear R / 1Sue ClarkeTA L3CLICCath Delve – Collective LearningNurseryRachel Trow HLTAPPA coverForest SchoolsPSECath Delve – Collective LearningPhil Ivins –Reasoning & MAT Maths TrainingAcross schoolLaura James (temp)TA L3Cath Delve – Collective LearningY2Jen RobsonTA L2ELSAEco SchoolsCath Delve – Collective LearningNursery & SNSAJessica ClarkeTA L2Friendship GroupsWelsh SecondmentCath Delve – Collective LearningNurseryDonna DriscollTA L2Intervention CoordinatorELSA Catch-Up LiteracyAcross SchoolBeth JonesTA L2 Nursery supportKey Stage 2 staffPhil Ivins –Reasoning & MAT Maths TrainingYear 3 / 4Bethan MorrisTA L2Year 1 / 2 SupportCath Delve – Collective LearningYear 1 / 2Andrea PittardTA L2Registered First AiderCath Delve – Collective LearningHigher Order eading Skills TrainingKS 2Kelly MeyrickTA L2 - SNSACath Delve – Collective Learning SNSAZoe ClarkTA L2SNSACath Delve – Collective LearningRY / Y1 13. Luke MorganHLTAManagement of NurseryDCF TrainingCath Delve – Collective LearningPhil Ivins –Reasoning & MAT Maths Training Year 5 / 6Bethan SamuelAgencySNSAPhil Ivins –Reasoning & MAT Maths TrainingSpeech Link TrainingYear 3 SNSA - NB -245110269875Our school is at the heart of a thriving town community and busy parish. Our vision is to ensure that all of our pupils develop a love of learning for life, and that this involves their parents, wider family and community. There are 300 pupils on roll at Town Church primary, who come from the local area. A percentage travel by bus from Penderyn, Hirwaun, Mountain Ash and Abercynon. At present there are 5.3% FSM pupils at the school.Education at Town Church is underpinned by the Christian values which are embedded across the school. Children are educated in a safe, happy, caring environment where they feel confident and loved. All involved at the school believe that every child should have the opportunity to reach their potential and that their individual skills and talents should be celebrated and promoted at all times. At present the school is developing strong links with families and reaching out to the wider community. There are workshops available for families, both to assist with curriculum but also for parents to develop their own skills. The school aims to support parents appropriately wherever possible and there is an awareness that in today’s economic climate, the school is very important in providing support to families who may find themselves in difficult times. Community groups are regularly invited into the school and groups often visit to share Worship.The management and staff at the school are working to ‘bring the school into the 21st century.’ Town Church is a Victorian built school and with that comes many practical difficulties, both of space and fabric. However, improvements are constantly being made in order to enhance the learning environment.In summary, Town Church constantly works to improve standards in a happy stimulating learning environment where all are encouraged to achieve their best: staff, pupils, parents and Governors working together to create the very best experience for all.00Our school is at the heart of a thriving town community and busy parish. Our vision is to ensure that all of our pupils develop a love of learning for life, and that this involves their parents, wider family and community. There are 300 pupils on roll at Town Church primary, who come from the local area. A percentage travel by bus from Penderyn, Hirwaun, Mountain Ash and Abercynon. At present there are 5.3% FSM pupils at the school.Education at Town Church is underpinned by the Christian values which are embedded across the school. Children are educated in a safe, happy, caring environment where they feel confident and loved. All involved at the school believe that every child should have the opportunity to reach their potential and that their individual skills and talents should be celebrated and promoted at all times. At present the school is developing strong links with families and reaching out to the wider community. There are workshops available for families, both to assist with curriculum but also for parents to develop their own skills. The school aims to support parents appropriately wherever possible and there is an awareness that in today’s economic climate, the school is very important in providing support to families who may find themselves in difficult times. Community groups are regularly invited into the school and groups often visit to share Worship.The management and staff at the school are working to ‘bring the school into the 21st century.’ Town Church is a Victorian built school and with that comes many practical difficulties, both of space and fabric. However, improvements are constantly being made in order to enhance the learning environment.In summary, Town Church constantly works to improve standards in a happy stimulating learning environment where all are encouraged to achieve their best: staff, pupils, parents and Governors working together to create the very best experience for all.Gair Duw Goreu Dysg’ ‘God’s word is the best learning’6298565101600004. Evaluation of priorities for 2017 - 2019Priority Area of focusImpact/ ProgressNext stepLiteracyTarget 1a) To raise standards in literacy at the higher levels across the phases.b) Develop guided reading across the school with a view to enhancing pupil enjoyment of reading and comprehension skills.c) Develop role of new literacy leader through management and implementation of this target.Significant progress has been made against this target and standards in literacy have improved further across this academic year.Standards of attainment in FP and KS2 are good, with most pupils achieving the expected outcome in LLC at FP and nearly all achieving the expected level at the end of KS 2. A minority of pupils at FP achieve the higher level with around half achieving the higher level at KS 2. Oracy skills are considered to be very good – we now wish to celebrate and enhance these even further by using oracy mats and working with a group of local schools to promote oracy. NumeracyTarget 2a) To raise standards in Numeracy across the school at the higher levels, particularly at Foundation Phaseb) Challenge pupils at all levels by embedding problem solving and reasoning in the curriculum.c)To provide appropriate and effective CPD for the Numeracy Coordinator who is still relatively new in her roleIn Foundation Phase nearly all pupils achieved the expected outcome (97.27%) with a minority achieving the higher than expected outcome (41.67%) whilst at KS2 nearly all pupils achieved the expected level with around half achieving the higher than expected level.The standards achieved in the national numeracy tests are still not as good as we would aim for and the school does not perform as well as the LA and CSC at the above average bracket.There is to be another Numeracy Coordinator due to a maternity leave – therefore this target will roll over. Numeracy to be included in the SIP – to develop the higher skills and better performance in the National Tests.Ensure that there is appropriate and challenging provision for MAT pupils in all areas of Numeracy.Provide training and development for interim numeracy coordinator.WellbeingTarget 3a) Close the gap between eFSM and non FSM, both academically and opportunity. The school will also focus on all vulnerable groups of pupils to ensure that their needs and being met and they are challenged appropriately.b) To improve attendance across the school and raise the profile of good attendance with both pupils and parents.c) To transform pupil voice in the school, ensuring that pupils contribute to decision-making and school planning and realise the value of their contributions.d)To further enhance family links at the school and links with the local parish and community.The gap between eFSM and non FSM is negligible as numbers of pupils are very small. (when this is considered in light of end of phase attainment). Please see SER for more details. eFSM pupils are tracked as a group and nearly all eFSM pupils are making good progress from their starting points. Half termly APP meetings consider the progress of eFSM pupils along with their wider involvement in school life. Staff aim to ensure that there is no gap in opportunity for eFSM pupils and that they are represented in all groups present in the school.Attendance has improved and Summer Term attendance was at 94.55%. The school still suffers from holidays within term time but we continue to raise awareness where possible.The school is most proud of the impact of pupil voice. The School Senedd last year changed the school uniform for Year 6, started a faith garden and also changed the outside yard.Continue to ensure that there is no gap in opportunity for eFSM and that as a group they are continued to be tracked for progress and any necessary interventions.Continue to focus on raising attendance and raising the profile of attendance.Develop pupil voice even further – meet with other school seneddau and councils to develop inter school working.Digital CompetenceTarget 4a) Develop and embed an updated ICT Scheme of Work ensuring that the full range of skills within each element of the DCF are covered throughout the school.b)Provide training for staff and Digital Leaders to develop confidence in ICT skills. To provide training for LM to take on more of a leading role in ICT.c)Raise the profile of e-safety within the school and start the process in order to achieve the e-safety mark.Some pupils are demonstrating high levels of confidence and independence when applying and developing their use of ICT, but slow, unreliable internet connectivity and limited ICT hardware resources can be challenging and therefore have an impact on effective teaching and learning.Digital leaders have embraced their responsibilities and have continued to raise the profile of ICT throughout the school undertaking certain roles including: working with individual children in the Reception Class during lunchtimes to help them to improve their J2E skills on Hwb; producing E-Safety Posters to encourage children to stay safe online and using forms to produce their own E-Safety Questionnaires.In order to promote the development of ICT skills further the ICT Coordinator has set up and run a weekly after school ICT Club, concentrating on developing Coding skills in both Upper and Lower KS2. This has had a positive impact on pupil enjoyment and improvement in pupil skills is clearly evident.The development of the DCF will be still included in the SIP as there is much more work to do.ICT coordinator will continue to work with other schools to develop resources and ways forward.Improvements to the server will be made by the local authority who will also address problems with connectivity.After school clubs to continue as last year but also provision for MAT pupils in this area LeadershipTarget 5a) To develop the role of middle leaders in the school, thus developing capacityb) To support the relatively new SLT in their work in moving the school forward.The leadership team was extended and a TLR 3 created to develop capacity in leadership. All staff have been given reviewed job descriptions and received training on leadership at all levels.SLT have changed due to staffing issues and long term absence. The TLR 3 needs to be reallocated and further work done to manage the development of leadership capacity.R.E.Target 6a) To revisit and refine the Diocesan SOW in line with curriculum developments and pupil need.b) To develop effective methods for tracking and assessment in REThe Diocesan SOW is no longer being used since the appointment of the new Diocesan Director of Education. Schools have now been given ‘Understanding Christianity’ as the new Diocesan resource. DDE also plans to review systems for assessment and tracking.Staff to be fully trained in ‘Understanding Christianity.’ Transition arranged between Head of RE for SJB – A. Hollidge to teach Year 6 on a regular basis. 3 Year Strategic Overview 2018 - 2021Year 1 – Aims & Aspirations:Year 2 – Aims & Aspirations:Year 3 – Aims & Aspirations:Improved standards of teaching and learning for more able and talented pupils, particularly within numeracy at the higher levels.Improvement in results of national tests, particularly in reasoning.Positive development of DCF skills and an increase of resources plus input for the LA in relation to connectivity and network issues.Improved collaborative planning across Foundation PhaseSchool Achieves Rights Respecting School Bronze Award.Improvements in physical environment of Foundation Phase.Achievement of Cymraeg Campus Bronze AwardPhase 1 of ICT resourcesRegenerated kitchen in place instead of current canteen situation (food being delivered).Phase 1 of school redecoration.School to be well resourced for IT to enable full and effective implementation of the DCF.School prepared for the New Curriculum for Wales.Review of Curriculum TeamsFurther develop school to school working and particular teaching links with St. John Baptist High.School to develop a prayer space / chapel. Possible use of a demountable building for this on site.School achieves Creative Schools AwardSchool to become a hub for family learning and support.Further develop Cymraeg CampusRefurbished toilets in the Foundation Phase.Phase 2 of ICT resourcesPhase 2 of school redecoration.Bilingualism embedded across the school3 years upward trend in national test resultsALN Bill procedures fully implemented.DCF embedded across the school and all improvements to the network completed by the local authority.School achieve 3rd Green flagPhase 3 of ICT resourcesPhase 3 of school redecoration. Refurbished toilets in the Foundation Phase.Priority Overview for 2018 – 2019 NB: Literacy, Numeracy and Digital Competence will be addressed throughout the targets. The school has aimed to create a SIP in response to ‘Successful Futures’ and preparation for the new curriculum.TargetsWhy a priority?Funding AllowanceTarget 1 To develop the principles of Donaldson along with the new curriculum in order to create ambitious, independent and capable learners across the school ensuring that MAT learners achieve a minimum of >115 in literacy and numeracy national tests and are able to apply their skills to the highest standards across the curriculum.Link to SERArea 1:1 ; 1.2; 1.3; 3.2; 3.3The principles in ‘Successful Futures’ are now the driver for planning at school. The school is also preparing for the new curriculum and this needs to be a priority in moving forward.SER identifies the need to ensure that pupils identified as MAT are appropriately challenged and supported in order to achieve the highest standards not just in literacy and numeracy but across the curriculum.?3,800 Target 2To continue to embed the principles of Foundation Phase practice, ensuring that all pupils are able to access all aspects of experiential learning in a stimulating and appropriate environment. This will lead to improved outcomes for all learners, particularly those identified as MAT in their language, mathematical and PSE development as well as their digital competence.Link to SERArea 1:1; 3.2; 3.3The school has identified, through self-evaluation that improvements must be made in FP. Although the school has building constraints, this should not affect the quality of learning experiences provided for the pupils. SER identifies that there is a need to ensure appropriate provision for pupils identified as MAT.?1150 Target 3To effectively use and embed new assessment procedures and tools across the school to ensure that the needs of each individual are met and that they make appropriate progress from their starting points. To ensure that the needs of MAT learners are met. – linked to Target 1 & 3.Links to SERArea 1:1; 1.2; 2.2; 3.1; 3.2; 3.3; 4.1; 4.2; 5.1; 5.2; 5.3The school has taken account of the importance of achievement as compared to attainment and although self evaluation shows assessment procedures as good, there is a need to become even more thorough and detailed in the assessment of progress. Also, the use of AfL procedures needs to be more consistent across the school and meaningful for pupils.Recent staff changes at the end of Summer Term 2018 have added to the significance of this priority to ensure that new staff understand assessment procedures, know their pupils and are able to assess accurately, making sound judgements in order to support all pupils.?1,350Target 4To develop the leadership capacity of teachers, distributing leadership effectively throughout the school. To continue to develop staff professional learning with particular reference to the new curriculum.Links to SERArea 1:3; 3.2; 3.3; 5.1; 5.2; 5.3Professional learning is a key priority for the school, ensuring that teachers are given time to research, learn from each other and develop professional networks with a view to improving provision and pupil outcomes.The Leadership team has changed from September 2018, due to staff absence and staff secondment. This change must be managed effectively to ensure that staff fully understand their roles and responsibilities.?3,800Target 5R.E & WellbeingTo embed ‘Understanding Christianity’ across the school ensuring that teachers are confident in the delivery of this new Diocesan RE resource. To ensure that high standards of wellbeing continue and that pupil voice continues to play a major role to drive school improvement and develop the school further.Links to SERArea 2.1; 2.2; 4.1; 4.2The Diocese of Llandaff Education Department require all schools in the Diocese to use ‘Understanding Christianity; as the basis for their RE teaching. This is a detailed resource and staff need training and support in its ‘delivery. There also needs to be consideration of where in the RE planning, other faiths may be taught.Pupil voice is a strength of the school and should be enhanced even further for maximum impact.?800Education improvement Grant the school has to spend for financial year 2018 – 2019: ?103,521(After staffing costs from EIG ?7, 215 left available for SIP budget. Contingency ?815 after allocation to SIP)SCHOOL IMPROVEMENT PLANNING 2018 - 2019 TARGET 1To develop the principles of Donaldson along with the new curriculum in order to create ambitious, independent and capable learners.Target Leader: Mrs. M. C. Werrett Link Governor: Mrs. N. CrowleyEmerging Priorities from SERa) To develop the principles of Donaldson along with the new curriculum in order to create ambitious, independent and capable learners.b) To continue to develop the curriculum in line with the recommendations of ‘Successful Futures.’c) Work to further enhance and celebrate the oracy skills across the school.d) Work to develop and improve pupils’ Maths Reasoning skills across the school.e) Continue to develop the use of Welsh across the school – undertake the Cymraeg Campus Bronze award.f) Continue to implement the requirements of the Digital Competency Framework (DCF)Success Criteria:New Planning to be in place and embedded for both phases - evidence of evaluation and actions from phase leaders.The four purposes used to drive the curriculum – evident in planning and in all classes. All Pupils show knowledge of these four purposes and how their learning relates to them. Evidence should be shown through listening to learners monitoring.Staff meetings to change format and every other week there will be evidence of research based activities and opportunities for professional discussion with colleagues, linking to the focus on professional learning.Oracy mats in place across the school, differentiated appropriately for different age groups. Oracy learning walk and monitoring provides evidence that all pupils can speak clearly and most pupils in KS2 show clear thinking when explaining their problem solving & investigation strategiesProgramme of development for mathematical reasoning in place with the assistance of a maths specialist. Workshops for parents and intervention groups for targeted pupils (MAT). All identified MAT pupils meet their individual targets.LH to lead the Cymraeg Campus and school achieve the Bronze Award. LSA to undertake the WG Welsh sabbatical for support staff.School to school working in place for the development of aspects of the DCF – this is continuing from last year. (Staff member responsible – B. Hallam). Digital leaders in place and learning walks, observations and triad working show progress and impact of resources. Most Foundation Phase pupils consider, create and communicate information and ideas in different forms. Nearly all KS2 pupils communicate and present information and ideas via pictures / images / design/ text and are able to work collaboratively.Review of Curriculum Teams in light of the advent of the New Curriculum and ‘Successful Futures.’Pupil, parents and staff questionnaires show understanding of the four purposes of Donaldson and how this is being implemented in school.Pedagogical PrinciplesThese principles from ‘Successful Futures’ will support the achievement of this target and will be supported and implemented by working through this target:P2 Good teaching and learning challenges all learners by encouraging them to recognise the importance of sustained effort in meeting expectations that are high but achievable for them.P3: Good teaching and learning means employing a blend of approaches including direct teachingP6 Good teaching creates authentic contexts for learning.P7 Good teaching and learning means employing assessment for learning principles.P9: Good teaching and learning regularly reinforces cross-curriculum responsibilities including literacy, numeracy and digital competence, and provides opportunities to practise them.P12 Good teaching encourages collaboration.Actions:PersonnelTimescalesMonitoringImpact1. Planning is revised for both phases, trialled and reviewed. Planning is reviewed fortnightly by phase leaders and monthly by headteacher. Planning to take account of the four purposes.New planning meetings to take place in Foundation Phase involving all staff (one afternoon per week plus time to prepare areas for each LSA). MCW; CW; BH and all staffPlanning by end of September 2018Impact on pupils measured termly.Monitored by phase leaders and Headteacher as stated.Evidence retained.FP observationsAPP trackingWellbeing and Vulnerability tracking.Planning is consistent across the phases and understood by all staff, including support staff.As a result of developments in planning:FP: Nearly all pupils become confident, ambitious and independent learners.KS2 : All pupils are independent learners and nearly all pupils are ambitious and informed learners2. INSET to change format. Every other week must be an opportunity for research and professional learning. This was trialled during the Summer Term last year and proved successful. The research will be in relation to ‘Successful Futures’ and planning for the New Curriculum during the first term.MCW; CW; BH and JPINSET timetable in place from the beginning of the Autumn Term 2018.Review by staff – end of March 2019.Monitored by Headteacher.Evidence – INSET book and relevant notes; evaluations and discussions with staff.Lesson observationsListening to learnersLearning WalksAn improvement in professional learning opportunities for all staff. A developing understanding of the new curriculum and ‘Successful Futures.’As a result :All pupils find learning experiences engaging and interesting Most pupils talk clearly about activities they have enjoyed and how they are relevant to them as life skills.3. Literacy Year 6 teacher CW to trial the oracy mats for pupils and review impact. The results will then be shared with staff via INSET. This is being done with a view to celebrating, enhancing and transforming oracy as this is a strength of the school. This is a part of research undertaken by CW as part of the new arrangements for INSET.CW is also working on a baseline assessment for oracy (based on Donaldson).Reading : Improve outcomes in reading for those pupils identified as more and most able and talented in this area. This will be done by developing more opportunities for increasing higher order reading across the curriculumCW to coordinate.By end of first half term (October 2018).If successful, rolled out to all classes, in an appropriate format by the end of the Spring Term March 2019.Pupil impact – July 2019The work on oracy will be looked at during learning walks, governor learning walks and through listening to learners.Assessed on a termly basis.Reading assessed and monitored termly.Improved standards of oracy across the school. Improved levels of oracy at the end of KS 2 – possibility of targeting Level 6. This will stretch those pupils who are MAT in oracy.KS:15% pupils achieve Level 662% achieve Level 5 OracyFP: All pupils make better than expected progress in oracy.All pupils identified as more able and talented achieve >115 in the national literacy tests and all who are identified as most able and talented achieve >1254. Numeracy – Action taken to target improvement in reasoning and problem solving in numeracy. This is highlighted within the SER. This will be a whole school target with focus being placed on pupil skill and confidence in this area. Full analysis of numeracy tests undertaken Y 2 – 6 and action plan in place to address emerging issues from analysis.A maths consultant will attend school on a regular basis to support the SLT in this area and to lead maths interventions (MAT) and workshops for parents. MCW; PI (Phil. Ivins – consultant)CW; BH; JP and all staffInterventions and workshops planned and in place during the Autumn Term 2018. Monitored by MCW through scrutiny of work with support from PI. Learning walks and governor learning walks to support. Listening to learners. Analysis of results.Improvement in National Test results for Numeracy (Procedural and Reasoning)Year 2 – 6 at least 15% pupils achieve within the above average band.End of FP over 50% pupils will achieve the higher than expected outcome (as compared to a minority in 2018) and at the end of KS 2 many pupils will achieve the higher than expected level as compared to around half in 2018.5. DCF – Continuation of development of the DCF. Last year significant steps forward were made but there is still substantial work and developments to be made in this area. Resources to be purchased as appropriate. Digital leaders to be in place immediately and working across the phases. Please see additional plan for this area (BH). New website to be in place and used effectively by staff and pupils as appropriate.Focus on Citizenship strand of the DCF to develop identity, image and reputation, health and wellbeing and online behaviour and cyber bullying.SIG school to school working to continue in this area. Also transition work with staff and pupils from SJB High School. BH; LMResources purchased by end of Autumn Term 2018. Website in place by end of October 2018 – staff to have received appropriate training.Pupil impact by end of July 2019.Monitored by BH and SLT through learning walks and listening to ernor learning walks to support.Improved standards in ICT and improved outcomes for learners. This is an area that the school have been working on for sometime.Most Foundation Phase pupils consider, create and communicate information and ideas in different forms. Nearly all KS2 pupils communicate and present information and ideas via pictures / images / design/ text and are able to work collaboratively.Implementing the DCF effectively is difficult due to a lack of resources and also due to network and connection issues.Budget / Resources: DCF - Hardware resources funded from school revenue ?2,000 plus ?1,000 EIG plus funding from the ‘Friends’ association; the school are looking into a LA loan in order to improve ICT resources. ?500 for maths consultant P. Ivins; ?300 for supply cover for DCF lead.Autumn Term Impact:Spring Term Impact:Summer Term ImpactSCHOOL IMPROVEMENT PLANNING 2018 - 2019 TARGET 2To continue to embed the principles of Foundation Phase Practice, ensuring that all pupils are able to access all aspects of experiential learning in a stimulating and appropriate environment.Target Leader: Mrs. B. Hallam Link Governor: Mrs. R. ValeEmerging Priorities from SERTarget a) To use experiential and active learning to motivate and stimulate pupils to develop their literacy and numeracy skills.b) To link continuous, enhanced and focused tasks in literacy and numeracy both indoors and outdoors.c) Ensure an appropriate balance between experiential learning and formal teaching in developing pupils’ literacy and numeracy skills in line with good foundation phase practice.d) Ensure that Foundation Phase staff employ a range of different approaches, that they act as facilitators, motivators, demonstrators and collaborators in learning.e) Foundation phase leader to visit schools who have been identified with excellent FP practice to enhance her own understanding of the pedagogy of FP practice.f) Ensure that in the Upper Foundation Phase classes, planning illustrates good quality practical learning experiences in the enhanced provision as much as possible.Success Criteria:Monitoring by SLT and Challenge Advisor shows that progress and improvements have been made in the Foundation Phase area overall.Planning shows that aspects of learning are covered and planned for in detail.Areas are planned for and staff given areas of responsibility within this. Learning walks and monitoring reports provide evidence of the use of enhanced and focused tasks which result in nearly all pupils becoming confident , ambitious and independent.Planning sessions in place with all Foundation Phase practitioners, including LSAs working together to plan areas and organise resources. Planning shows a consistent approach across the phase from Nursery to Year 2, with an appropriate balance between the formal teaching and experiential learning. Evidence to be found in monitoring reports and reports from challenge advisors. This will result in raised standards and ensure consistent value-added progress for all pupils.Foundation Phase leader uses best practice ideas following visits to schools recognised as having good practice in this area. This to be done in the early part of the school year. Report from FP leader as evidence.Listening to learners evidences pupil experiences along with other monitoring reports.Improvement in progress for pupils in the area of mathematical development. End of FP over 50% pupils will achieve the higher than expected outcome (as compared to a minority in 2018). In Year 2 15% pupils will achieve within the above average band in the numerical procedural and reasoning tests.Improvement in progress for pupils identified as more able and talented with a higher number of pupils achieving the higher than expected level at the end of Foundation Phase.In 2018, a minority of pupils achieved the higher than expected outcome (41.67%). The school would like to raise this to around half of pupils at the end of Year 2 in 2019.NB: Aspects of this target have already been covered in SIP Target 1.Pedagogical PrinciplesThese principles from ‘Successful Futures’ will support the achievement of this target and will be supported and implemented by working through this target:P1 : Good teaching and learning maintains a consistent focus on the overall purposes of the curriculumP2: Good teaching and learning challenges all learners by encouraging them to recognise the importance of sustained effort in meeting expectations that are high but achievable for them.P4: Good teaching and learning means employing a blend of approaches including those that promote problem solving, creative and critical thinking.P7: Good teaching and learning means employing assessment for learning principlesP9: Good teaching and learning regularly reinforces cross-curriculum responsibilities including literacy, numeracy and digital competence, and provides opportunities to practise them.Actions:PersonnelTimescalesMonitoringImpact1. Foundation Phase areas to be reorganised, including Nursery, to ensure that there are enough areas appropriate to all aspects of Foundation Phase learning. This action also includes the reorganisation of the ‘Imagination Station’ and outdoor learning area. Challenge Advisor to support.BH, SLTBy end of October 2018.Monitored by SLT through learning walks, listening to learners. Governor learning walk to support.Monitored termly.Continuous, enhanced and focused tasks and linked both indoors and outdoors.All Foundation Phase pupils in all year groups are able to access areas and benefit from experiential learning and formal learning where appropriate. All pupils will make good or better than expected progress from baseline across the FP indicators.2. Foundation Phase meetings to be reorganised to ensure that they include all practitioners. All FP staff will meet on a weekly basis for joint planning and additional time will be given to planning resources and setting up areas of provision.In Spring Term, visit and INSET day led by Cath Delve to review, assess and amend FP provision.BH, LM; LW; EM; AE; AR and all support staff.CDFrom October 2018 – ongoing.Monitored by MCW through listening to staff and attendance at meetings.An improvement in communication between practitioners, more consistent shared planning. The impact should also be evident in the organisation of FP areas. High quality enhanced and continuous provision resulting in capable and ambitious learners.3. Foundation Phase leader to visit other schools identified as having good/excellent practice (to include Y Gaer Primary and Cadoxton Primary (Hub School). This is for professional learning purposes and also to assist with the plans for the school’s FP areas.BHBy the end of the Autumn term 2018. Monitored by MCW - report/evaluation provided by BH.The impact of this action will be seen by the implementation of any ideas, changes or adjustments that the FP practitioners make in light of this professional development.All FP practitioners benefit from dissemination and sharing good practice which result in improved pupil outcomes.See report/evaluation from BH.4. Welsh across the FP will be developed further and a member of staff will attend the Welsh sabbatical for support assistants. On return the member of staff will support the Welsh coordinator in the development of Welsh, looking particularly at the Foundation Phase. JC will cascade information back to staff and support assistants.JC; LHBy the end of December 2018JC to complete an evaluation on return to school. Impact – improved standards of Welsh in Foundation phase by end of academic year (Summer 2019). Listening to learners by Athrawes Fro to evidence.Most pupils in FP will have improved standards of Welsh oracy.5. Numeracy – As identified in Target 1, the development of problem solving and reasoning in numeracy is a whole school target. PI, maths consultant to support with the development of interventions and a programme to support this.MCW; PI; BHInterventions in place by the end of the Autumn Term 2018.Ongoing programme and workshops for parents.Monitored by MCW and SLTSupport from Challenge Advisor.Improved progress for pupils at all stages.Improved standards and outcomes at the end of FP with around half or more of pupils achieving the higher than expected outcome at the end of Year 2. Also improved results in the numerical reasoning tests with a greater number of pupils achieving within the above average band.Resource/Budget Management: No cost for Welsh SabbaticalCost for Cath Delve : ?750 for the ‘Find Out’ day (Jan 2019) plus ?400 for INSET day (March 2019)FP resources from school revenue – capitation.Autumn Term Impact:Spring Term Impact:Summer Term Impact:SCHOOL IMPROVEMENT PLANNING 2018 - 2019 TARGET 3To effectively use and embed new assessment procedures and tools across the school to ensure that the needs of each individual are met and that they make appropriate progress from their starting points. To ensure that the needs of MAT learners are fully met. Target Leader: Mrs. C. Walters Link Governor: Mrs. J. CloseEmerging Priorities from SER: Target: a) To ensure that the new assessment procedures are in place and embedded across the school.b) To develop the use of APP meetings to ensure that they have the greatest possible impact on pupil progress.c) To ensure that the ‘Flight Path’ is embedded and used consistently across the school by practitioners and pupils.d) To develop an assessment ‘team’ from across both phases.e) New TLR 3 to become ALNCOf) To develop and enhance opportunities for MAT pupils and ensure that there is a consistent approach to challenging more able pupils across the school.Success Criteria:Assessment policy, timetable and procedures updated and in place at the beginning of the Autumn Term 2018. Staff to receive INSET training at the start of term to ensure full understanding and consistency.APP meetings in place and evidence retained to show progression and impact. Good quality APP meetings will result in all pupils achieving expected or better than expected levels of progress throughout the school.All classes to use the ‘Flight Path’ and pupils to demonstrate understanding. This will be shown via assessments and all aspects of monitoring.Assessment team to be in place and regularly meeting to provide ongoing reports of progress.ALNCO to receive training as necessary and appropriate training in relation to the ALN bill.Provision for MAT to be improved with clear identification of MAT pupils thus ensuring effective use of IAPs across the school. All Most, Able and Talented pupils to achieve the highest levels at the end of Key Stage 2.All pupils make appropriate progress and this is shown by the new tracking tool in addition to INCERTS.There is evidence that tracking and assessment are used effectively by all staff in planning for their pupils.Vulnerability index in place and used effectively to provide information and targets for pupils.Approach across the school is consistent.Moderation takes place on a regular basis and staff have a thorough knowledge of levels and are able to discuss this confidently and with assurance. This will be evidenced by INSET and APP discussions.Pedagogical PrinciplesP7 Good teaching and learning means employing assessment for learning principles.P2: Good teaching and learning challenges all learners by encouraging them to recognise the importance of sustained effort in meeting expectations that are high but achievable for them.P10 : Good teaching and learning encourages children and young people to take increasing responsibility for their own learning.P11: Good teaching and learning supports social and emotional development and positive relationships.P 12: Good teaching and learning encourages collaboration.Actions:PersonnelTimescalesMonitoringImpact1. ARR policy to be revised and in place at the start of the Autumn term along with the new annual assessment calendar. Staff to be informed of this and given time to discuss, feedback and implement.CW; BH and all staffPolicy and timetable in place at the start of September 2018. Procedures to start immediately and this will be ongoing throughout the year.MCW to monitor overall but CW and BH to monitor within phase. Monitoring of the implementation of this action will also be through book scrutiny and monitoring of tacking system.Improved outcomes for pupils, improved progress and greater value added performance. This will all be shown by assessment data for each class.2. APP meetings to be refined and become more focused. A new one page tracking system has been created by the assessment team and this will be used alongside INCERTS to inform APP meetings. Meetings will take place termly for all pupils and half termly for vulnerable pupils.JP: CW; BHInitial APP meetings to take place within the first three weeks of the Autumn Term 2018 and then ongoing according to the ARR timetable of events. Tracker to be in place by the start of September 2018.Monitored by CW, BH and MCW.This system will also be reviewed by the Challenge Advisor in October 2018. All pupils within vulnerable groups will make expected or better than expected levels of progress across all core subject areas, ensuring than no pupils are disadvantaged.3. ‘Flight Path’ implemented across the school. Pupils to understand and use the terminology, as appropriate to age group, when discussing their work. Destination Assessments to be used from Autumn Term onwards (see assessment timetable).All staffBy end of Autumn term 2018 fully implemented.Monitored by MCW through learning walks and listening to learners.Most pupils are able to self-assess using a consistent language across the phases. The ‘Flight Path’ will be visual as well as written and evident in all classes.4. New ALNCO in place from September 2018. JP to receive training and support for this new role. Handover period for first term but full responsibility from Spring onwards.Readiness for the ALN bill. JP to receive training but there will also be school to school working for this.JP; CW; MCWFrom September 2018. Handover period between CW and JP. Full responsibility from Spring Term 2019.MCW and CW to monitor through tracking of targeted pupils.Distributed leadership; capacity building and professional learning for staff..5. Development of provision for MAT pupils. School to develop appropriate use of IAPs and also to look at the provision within planning and day-today work. Member of staff to work with Cwmdare Primary school to develop provision. Development of clubs for the most able and talented in literacy, numeracy and ICT (e.g: school newspaper and snack shack).LH will temporarily join the SLT to lead this. MCW to oversee.New IAPs in place during Autumn Term 2018. Ongoing.Monitored through monitoring of planning, scrutiny of work and listening to learners.Improved outcomes for pupils identified as MAT – this also links to Target 1, numeracy and oracy and Target 2, FP development.Professional learning opportunity for LH – building capacity – developing middle leaders.Resources/Budget Management: Release time for Assessment Team Cost: ?900 supply cover Release time for APP meetings ?450Autumn Term Impact:Spring Term Impact:Summer Term Impact:SCHOOL IMPROVEMENT PLANNING 2018 -2019 TARGET 4To develop the leadership capacity of teachers, distributing leadership effectively throughout the school. To continue to develop staff professional learning with particular relevance to the new curriculum. Target Leader: Mrs. C. Werrett Link Governor: Mrs. J. CloseEmerging Priorities from SERTarget:a) Staff all have a bespoke programme of professional learning which is closely linked to their performance management and professional standards.b) Research to become embedded as part of INSET practice.c) Middle leaders to access training and appropriate professional development and an opportunity to network with others.d) All staff to receive leadership training through INSET to develop their understanding of their roles as leaders.Success Criteria:All staff access professional learning activities and feedback where appropriate to colleagues during meetings/INSET sessions.Evidence of research to be collected and results or impact of any action research to be shared.Middle leaders attend relevant courses – possible attendance on church school leadership programme.INSET programme shows variety of opportunities for staff development and professional learningAll staff to be familiar with the new professional standards for teaching.All leaders to be familiar with the new professional standards for leadership. Headteacher and Deputy Headteacher to continue their professional journey through access to leadership programmes. Capacity for leadership to grow across the school.Impact on learning see Target 1, 2, 3 and 5.Pedagogical PrinciplesP4: Good teaching and learning means employing a blend of approaches including those that promote problem solving, creative and critical thinking.P6: Good teaching creates authentic contexts for learning.P8: Good teaching and learning ranges within and across Areas of Learning and ExperienceP9: Good teaching and learning regularly reinforces cross-curriculum responsibilities including literacy, numeracy and digital competence, and provides opportunities to practise them.P12 Good teaching encourages collaboration.Actions:PersonnelTimescalesMonitoringImpact1. Staff to be given the opportunity to develop their knowledge of the revised professional standards. This to be covered in INSET.MCW to lead.All staff involved.By end of Autumn term 2018None required but professional standards will be linked to performance management this year.Greater staff awareness and understanding of professional requirements - professional learning and an opportunity for professional discussion.Impact on learners – see SIP Target 1, 2, 3 & 5 for measurable outcomes2. Research to be part of INSET on a regular basis. This action has been covered in SIP Target 1. Staff must be given an opportunity to research, complete action research if required and also to undertake professional reading.MCW and all staffOngoingThrough monitoring of INSET and staff evaluations.Research will impact on the quality of teaching and learning and pupil outcomes thus ensuring the positive development of staff and their preparation for the new curriculum and ‘Successful Futures.’3. School to School working. Staff will be working with the SIG (School Improvement Group) on various aspects of Curriculum development, including the new Cymraeg Campus requirement. This will lead to increased professional development and networking opportunities.MCW to coordinateOngoing but first SIG meeting to be during the Autumn Term. SIG groups working consistently by the end of March 2019.Monitored by MCW through interviews with staff and evaluations.Monitoring of impact on learning, through actions taken as part of SIG developmentsSchool to achieve Cymraeg Campus Bronze award.4. Staff to continue to work in triads, observing each other and working together to plan lessons, evaluate and listen to learners. This to continue from last year. CW and all staffBy end of May 2019.Listening to learnersEach triad to provide evaluations and information.Improvement in standards of teaching – evidenced through monitoring.Enhanced professional development.Impact on learners – see SIP Target 1, 2, 3 & 5 for measurable outcomes5. Bespoke programme of CPD to be in place for all staff following performance management and linked to the professional standards. MCWProgrammes in place by the end of Autumn term 2018 and all programmes complete by end of July 2019.Monitored by PM team leaders.Enhanced and improved professional development for staff which should lead to improved teaching and learning – outcomes for pupils as listed in Targets 1,2 3 and 5.Resources/Budget Management: Allocation for staff release time for networking research, visits to other schools and working together : ? 2,500Autumn Term Impact:Spring Term Impact:Summer Term Impact:SCHOOL IMPROVEMENT PLANNING 2018 - 2019 TARGET 5To embed ‘Understanding Christianity’ across the school ensuring that teachers are confident in the delivery of this new Diocesan RE resource.Target Leader: Mrs. M.C. Werrett /Miss L. Walstow Link Governor: Fr. Robert DaviesEmerging Priorities from SER:Target: a) To train all staff on the new resource ‘Understanding Christianity’ which replaces the Christian aspect of the Diocesan SOW.b) To improve standards in teaching and learning across the school.c) To achieve a greater focus on RE throughout the school.d) To effectively link ‘Understanding Christianity’ with Collective Worship.e) To enhance Pupil Voice in Collective Worship and continue to use Pupilc Voice to impact on provision and standards.f) To maintain consistently high standards of wellbeing for all pupils through the work of the School Senedd, PATHS Plus and ELSA programme.Success Criteria:Improved standards in RE across the school.Improved literacy skills in RE, including oracy. Most pupils in FP achieve Outcome 5 or above in LLC as evidenced through writing across the curriculum. Most pupils in KS achieve Level 4 or above in English. Evidence of this level within RE work.Pupils’ oracy levels in RE are targeted as English at the end of KS 2 : Year 6 - 15% pupils achieve Level 6 (MAT) 62% Level 5Greater teacher confidence and improved quality of teaching and learning in RE.Pupils regularly leading Collective Worship linked to ‘Understanding Christianity’ and the ‘Values for Life’ programme.Understanding Christianity embedded across the school.School to school working to enhance use of this new resource.Improved wellbeing for pupils evidenced by ‘Attitudes Surveys’ and listening to learners.Pedagogical PrinciplesP5: Good teaching and learning set tasks and selects resources that build on previous knowledge and experience and engage interestP9: Good teaching and learning regularly reinforces cross-curriculum responsibilities including literacy, numeracy and digital competence and provides opportunities to practise them.P11: Good teaching and learning supports social and emotional development and positive relationshipsP12: Good teaching and learning encourages collaborationActions:PersonnelTimescalesMonitoringImpact1. RE coordinator and Headteacher receive training in ‘Understanding Christianity’ which is then disseminated to all staff.MCW; LW and all staffBy October half term.Learning Walk to see UC in action.More detailed planning and a consistent approach to the teaching of RE across the school.2. Staff use the guidance from SLT and Diocese to deliver the units of work which have been planned for them in ‘Understanding Christianity.’ The whole Diocese are trialling the same units at the same time so as to be able to share ideas and provided feedback.All staff, Andrew Rickett (DDE), Church Cluster staff.By end of Spring Term 2019 – 2 units completed.Learning walks, lesson observation, scrutiny of work and listening to learnersQuality of teaching, quality of work and standards raise in RE3. Staff work with LW to create RE portfolios along with Values portfolios. These will then be shared with church schools PLC and possibly shared at Diocesan level if appropriate. LW & all staffBy May 2019Staff evaluationINSET monitoringPortfolios in placeRaised staff awareness4. Link made with SJB High School and transition lessons to take place with Head of RE, Adam Hollidge. AH to work with all Year 6, then specifically MAT pupils.CBW, RS, AHBy end of September 2018Lesson observationsScrutiny of WorkImproved standards and progress for learners.Greater opportunities for MAT learners.5. Pupils work specifically on the enhancement of oracy skills using the oracy maps created by CW- focus within RE lessons.CBW and all staff.By October half term.Learning Walks,Improved oracy skills – see above success criteria.6. Pupils plan, lead and evaluate Worship on a regular basis. The Worship groups on the School Senedd will plan several sessions for class led Worship – they will take full ownership of this.MCW; LW; staff from PLC;PupilsBy March 2019Listening to learners, evaluation of Worship; pupil questionnairesImproved results from pupil evaluations and questionnairesProfile of Worship is raised7. School to school working with Church Schools from Neath Port Talbot to share ideas for Understanding Christianity and bring pupils together to talk about their work.MCW, Headteachers of Alderman Davies C/W Primary and Bryncoch C/W Primary school; LWBy July 2019Pupil questionnairesAttitude surveysImproved outcomes for pupils through working with others.8. More robust procedures for self-evaluation in RE and Collective Worship to be in place with a programme of activities across the year which lead to the SER for RE as a whole.MCW;Worship & Spirituality TeamOngoingINSET monitoring; impact reportsEmerging priorities for SER – greater knowledge and understanding of all staff about where we are in this area9. Ensure that wellbeing is still given a high priority in the school and addressed through the work of the School Senedd and the delivery of PATHS plus, in addition to the ELSA programme offered. Continuation of family workshops to support the whole school community.MCW; CW; DD, JE; JROngoingListening to LearnersELSA reportsLesson observations – PATHSPupil / Parent questionnairesWellbeing is good for all pupils. Behaviour is good and pupil voice has IMPACT on provision.10. Implement new merit system at the school which links effectively with school behaviour policy and is managed by house captains.MCW; House CaptainsIn Place by end of Autumn Term.Observing Celebration Worship.Improved wellbeing of all pupils.Resources/Budget Management: RE training : ?300 for staff release; Resources to support RE curriculum and school to school working: ?500Autumn Term Impact:Spring Term Impact:Summer Term Impact:7. PUPIL DEPRIVATION GRANT – PDG – PLAN FOR SPEND (April 1st 2018 – March 31st 2019)Amount of PDG = ? 24,150 EYPDG ?4,900 NB – This has been anonymised due to sensitive information.ActivitiesAmountIntended Outcome(s)This year the PDG is to be spent on staffing in total. Staff Member A (Learning Support Assistant)15 hours per weekStaff Member A will support pupils who are identified as vulnerable through eFSM data within Years 5 and 6 in the school and also in the upper Foundation Phase. Her role will involve undertaking interventions on an individual or group basis. The staff member will also support identified pupils within the classroom settingStaff Member B (Learning Support Assistant)20 hours per week Staff Member B is to work with targeted pupils across the school to support their academic progress as well as ELSA / wellbeing support.This staff member is the Intervention Coordinator at school and will be working with pupils who are receiving intervention.The staff member is also involved in assessment and will take baseline scores on entry to intervention and track pupils. The staff member will also work with the SENCo and MAT coordinator to ensure that other members of staff are guided, supported and monitored with their interventions. Staff Member C (Learning Support Assistant)7.50 hours per week to support individual targeted pupils who have significant learning difficulties and are recognised under the terms of this grant. The staff member will work particularly with pupils in Years 3 and 4.Staff Member D (Learning Support Assistant).15 hours per week to support early years pupils and others in the Foundation Phase with their social and personal development as well as academic support where required. ? 7,984?10,230?3,893?4,900?2857 from school revenue as the cost of the PDG plan is ?27, 007The aim of all actions on the PDG plan is to ‘close the gap’ between FSM and eFSM pupils and ensure that all vulnerable groups of leaners are able to achieve their potential. The intended outcomes are consistent amongst all actions and all members of staff who are funded by the Pupil Deprivation Grant.Results from intervention tracking will show improvement for vulnerable groups of learners. Gap between eFSM and non FSM pupils WILL narrow.Please see SIP Target 1, 2, 3 and 5 for measurable success criteria.Intervention tracking shows that pupils make expected or better than expected progress. ................
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