Gweithio gydan gilydd i fynd ir afael ag

Gweithio gyda’n gilydd i fynd i’r afael ag effaith tlodi ar gyflawniad addysgol Working together to tackle the impact of poverty on educational achievement

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

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

Prif ganfyddiadau Main findings • Er bod llawer o ysgolion wedi canolbwyntio’n fwy ar bwysigrwydd gwella safonau a lles disgyblion difreintiedig yn ddiweddar, nid yw mynd i’r afael â thlodi yn flaenoriaeth digon uchel o hyd i bob ysgol. Er enghraifft, dim ond lleiafrif o ysgolion oedd â chynlluniau penodol ar gyfer hyfforddiant mewn swydd ar leihau effaith tlodi ar gyrhaeddiad yn 20122013. • Although many schools have recently become more focused on the importance of improving the standards and wellbeing of disadvantaged pupils, tackling poverty is still not a high enough priority for all schools. For example, only a minority of schools had specific plans for inservice training on reducing the impact of poverty on attainment in 2012 -2013.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Dolen i’r adroddiad cyfan Cymraeg Web-link to full report

Cwestiynau. . . Questions…