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Ysgol Abererch Publication Scheme - click here to download as a pdf (Welsh only available)

The school takes advantage of all opportunities to obtain grants to enrich children's educational experiences. In this section , we share information about the grants that the school has received and how they have been spent.


Click here for our Pupil Deprivation Grant Statement (Welsh only available)


GRANT YMDDIRIEDOLAETH ENLLI  - £120 (Welsh only available)
Derbyniwyd grant oedd yn talu am hanner cost mynd a blwyddyn 5 a 6 i Enlli.
Cliciwch yma i weld y lluniau


GRANT PLAS MENAI - £1040 (Welsh only available)
Llwyddwyd i dderbyn arian grant o’r Thomas Howell Fund i dalu y rhan fwyaf o’r costau i fynd a’r disgyblion ar ymweliad preswyl i Plas Menai yn 2015.Bydd y disgyblion yn treulio tri diwrnod yn y ganolfan yn Mawrth 2015.


GAD 2014/15 - £2754 (Welsh only available)
Mae’r ysgol yn derbyn arian grant y llywodraeth (grant Amddifadedd Disgyblion) am bob plentyn sydd â hawl i ginio am ddim.Mae’n ofynnol i bob ysgol amlinellu sut mae’n gwario’r arian.

  • Cyflogi uwch-gymhorthydd i dargedu disgyblion mewn grwpiau – canolbwyntio ar iaith a rhifedd.
  • Buddsoddi yn y cynllun darllen Saesneg Reading Eggs.
  • Cynnal noson gwricwlaidd mathemateg i ddangos i’r rhieni sut y dysgir mathemateg i’r disgyblion.
  • Cydweithio gyda ysgolion eraill y dalgylch i greu adnoddau ar gyfer gweithredu y Fframwaith Llythrennedd a Rhifedd- canolbwyntio ar ymresymu rhifol.
  • Creu pecynnau gemau iaith a rhifedd i’r plant fynd adref gyda’u rhieni.
  • Dadansoddi profion cenedlaethol er mwyn cynllunio.
  • Trefnu hyfforddiant rhifedd a llythrenned dalgylchol.
  • Mabwysiadu’r cynllun talabout- prynu adnoddau a hyfforddi aelod o staff.
As part of our child protection procedures, the teachers and other members of staff have a duty to report any worries regarding mistreatment or possible neglect to the named responsible persons named below, either in school or in the social services.

The responsible persons for Child Protection in Ysgol Abererch are-

Name: Mrs Annwen Hughes , Ysgol Abererch, Abererch.
Contact telephone number – 01758613441 Second contact

Name: Mrs Anne Hughes , 16 Cardiff Road ,Pwllheli.
Contact telephone number – 01758613412 Designated Governor

Name: Mr. Richard Glyn Roberts, Sgubor Feilyr, Abererch
Contact telephone number - 07837947261 The person to contact in social services are-

Name: Ffion Rhisiart, Swyddog Diogelu Plant, Adran Addysg,
Swyddfa’r Cyngor, Caernarfon, Gwynedd. LL55 1SH
Contact telephone number – 01286 682794
through the Children Referrals Team, Social Services

If there are child protection allegations regarding the headteacher, you should contact the named person in social services (contact deails above).

Admission Policy
Children are admitted on a full-time basis in September following their fourth birthday and for two hours a morning at three years of age. This complies with the LEA’s policy.

Teaching Hours
The teaching hours are 24 hours per week for the Junior children, 24 hours for the Infants and 10 hours for the Nursery children.

Morning sessions are between 8:45 a.m. - 12:00 noon
8:45 a.m. - 10:45 a.m. for the Nursery children
Afternoon sessions are between 12:45 p.m. - 3:00 p.m. for the Infants and Juniors

* We wish to remind you that children should not arrive at school before 8:35 a.m.
* The children should arrive at school punctually. They will be registered as ‘late’ if they arrive after 8:45 a.m.
* Children are not allowed to leave school grounds without permission and without an accompanying adult.
* Once a child is handed over to a parent/guardian, the responsibility for the child transfers to that person.
* The teachers are officially responsible for every child 10 minutes before and 10 minutes after school hours.

Playtimes usually take place between 10:45 and 11:00 a.m., and 1:45 and 2:00 p.m. and there is an opportunity to play at lunchtime too. Children play on the playground or playing field, depending on the weather. During wet playtimes, pupils remain in their classrooms, but are still given a break from their work.

During morning playtimes, the School Council’s Fruit Shop will be open and the children may buy a fruit for 30p or bring their own healthy snack. Sweets, chocolate and crisps are not allowed.
Children have the opportunity to receive milk to drink during the morning break. This is free of charge for the infants.

The school has a duty to ensure that pupils attend regularly. If a child is not present for a session, they are marked as absent. The parents are expected to contact the school on the first morning of the absence so as to account for the absence and to send a note explaining the absence to school when the child returns.

In accordance with National Curriculum rules, every school must classify absences in one of two ways: authorised or unauthorised.

Authorised absences usually include illness or medical appointments. It is also possible to request up to ten days holidays in one school year. The Head Teacher considers these requests individually. We strongly encourage parents not to take their children out of school during the school year as continuity is essential to ensure efficient learning.

Any unexplained absences will be recorded as being unauthorised.
Information about the school’s attendance is recorded electronically by the LEA.

Education Welfare Officers may visit the homes of any parents whose child’s attendance figures are of concern to the school and LEA.

School Attendance 2011-2012
Attendance = 94.3%

Target = 95%

Ysgol Abererch has an official school uniform. This can be ordered from the school. It is felt that a school uniform fosters pride in the school as well as a sense of belonging.

Summer Dress Available at the school £6.20 Trousers Navy blue
Skirt Navy blue Sweatshirt Available at the school £10.00
Sweatshirt Available at the school £10.00 T Shirt Available at the school £6.00
T Shirt Available at the school £6 Socks Navy blue
Socks Navy blue Shoes Black
Shoes Black or navy blue Coat Available at the school £20
Coat Available at the school £20 PE Kit Available at the school £10
PE Kit Available at the school £10.00    

- To avoid a mix-up with clothes, it is essential that children’s names are clearly labelled on each item of clothing.
- Every child should have plimsolls, shorts and a T-shirt for physical education. For reasons of hygiene, they should not wear these clothes to come to school in the morning, but should change into them for the lesson and then change back to their usual clothes at the end of the session.
- If the children wish to wear earrings, please ensure that they only wear the stud type.
- We expect children with long hair to tie their hair back for reasons of safety and cleanliness.

The school provides tasty and healthy school meals for our pupils every day. The current cost of a school lunch is £1.95 per day. Lunch money is collected on Mondays and Fridays. The cash or cheque should be placed in the appropriate envelope and cheques made payable to ’Gwynedd Council’. Free school meals are available for every child from families who receive Income Support or Job
Seekers Allowance. The form needed to apply for this is available from the education area office (01758701457). All school meals data is collected by the LEA.

Some children prefer to bring their own lunch to school. Being part of the Gwynedd Healthy Schools Scheme, our wish is to see healthy food in packed lunches, and no fizzy drinks or sweets.

All pupils eat their lunches in the school hall at midday.

New school menu for 2016 - 17 - click here

There is an opportunity for every child at the school to be part of our Breakfast Club. This means that your child can come to school by 8:05 a.m. for breakfast consisting of fruit juice, cereal and toast. The Breakfast Club is open every school day and is free of charge. If you wish your child to be part of this club, contact the school for more information and for a registration form.

Apart from the individual specialisation of teaching staff, this is what is primarily responsible for giving every school its individual and unique character. This is the part of the curriculum that cannot be placed under headings - the philosophy behind the learning and the staff’s motivation, together with the way in which the school’s policies take into account the nature of the society it serves - this is what gives the school its own character.

Here at Ysgol Abererch, we endeavour to do a number of things that are not part of the formal curriculum, things that we deem to be important in life. We believe that we are here to provide more than just the academic objectives (although pressure on the school’s time makes this increasingly difficult). We believe that every child should be able to identify with his/her school and should be able to do so, not only through the school uniform worn, but through the school’s attitude to the world outside. To this end, we attempt to foster links with our community, other schools in the catchment area, the elderly and the disabled.

  1. School starts at 8.45 a.m. The children are expected to be punctual.
    Responsibility will not be accepted for any child arriving at the school before 8.35 a.m. unless an arrangement has been made for a specific reason.
  2. The school finishes at 3.00 p.m. for all.
  3. Lunch-time is from 12 until 12.45 p.m. Children are not allowed to leave school premises without permission with the exception of those pupils who go home for lunch.
  4. Milk can be purchased to drink during break-time. This should be ordered in advance for the term. Children under seven years of age receive free milk.
  5. No sweets, crisps or drinks of any kind are permitted in school. Fruits are allowed at break-times. There is a fruit shop at the school where fruits are sold every day for 30p.
  6. Lunch money should be paid on Monday or on the first day on which the child is present. The exact amount would be appreciated as trying to obtain change for a number of children can cause problems.
  7. A note of explanation is required for any absence, otherwise it will be recorded as an ‘unauthorised’ absence on the register. Absence booklets are available at the school. Up to 10 days holidays are permitted in each school year, having obtained the school’s permission in advance. Forms are available from the school.
  8. Every reasonable measure is taken to ensure the children’s safety while on school premises or in the teacher’s charge outside of school. They are the responsibility of the parents or guardians once they are outside school gates at the beginning or end of the school day.
  9. In instances of accidents or illnesses during school hours, every effort will be made to contact the parents or guardians if necessary. In emergencies, where contact is not made, the Head Teacher will take action as required.
  10. The school is not responsible for any loss or damage to pupils’ personal belongings. Toys are not permitted in school.
  11. Every parent is expected to ensure that their child’s name is clearly labelled on every item of clothing and personal belongings.
  12. Every child is expected to be aware of the need to behave courteously and helpfully in every aspect of school life and work.
  13. It is expected that every child respects school property especially when equipment or books are on loan to the children to take home. A charge will be levied for any deliberate damage to school property.
  14. Every child is expected to change into suitable clothing for physical education and games lessons.
  15. The school does not approve the administering of medication to pupils at the school unless there are exceptional circumstances. If a child needs to be given medication during school hours, a form should be completed. These are available from the Head Teacher.

Any enquiry or complaint should be referred solely to the Head Teacher.

Complaint Procedures

The Local Education Authority, in accordance with the requirements of Section 29 of the Education Reform Act 2002, has established a procedure to consider complaints concerning the way the school, Governing Body and the Education Authority act in relation to the school’s curriculum and other related matters.

If you have a problem in relation to your child’s education, please make an appointment to see the class teacher at the first opportunity by contacting the school’s office. Most problems can be dealt with informally by the teacher concerned. If you feel that your problem has not been resolved, or have concerns about another matter, please make an appointment to see the Head Teacher. Should you remain dissatisfied, a formal complaint can be submitted to the Chair of Governors, c/o the school. The Governors adopt the procedure recommended by the Local Education Authority to deal with complaints. In exceptional cases, should you feel that your concern has not been dealt with efficiently, you should submit your complaint in writing to the Local Education Authority.

Any child who is taken ill or who suffers an accident at school will be taken care of and comforted. If our first aiders deem it necessary, we will contact you and ask you to collect your child. For this reason, it is essential that the school is kept informed of any changes to contact details. Records of accidents are kept on file, and an accident slip sent to home to explain what has happened. In emergencies, where a parent cannot be contacted, the Head Teacher will take the appropriate action.

Should your child require medication during the school day, please contact the Head Teacher.

The school’s priority is the safety of its pupils, staff and visitors. The governors ensure the safety of the school building and property. Assessments of high and moderate risks have been completed to ensure that the school’s activities are as safe as possible. A risk assessment is prepared before starting on a journey or activity away from school premises, again in order to reduce the risk of an accident.

At Ysgol Abererch, we believe that a high standard of behaviour and a positive ethos are essential in order to provide an education of the best quality and to provide the children with positive life skills.

We follow the principles of the Webster-Stratton programme, recommended by Gwynedd Council. It focuses on praising good behaviour and regularly reminding the children of the Golden Rules. Our classrooms are busy and attractive places with the children enjoying learning, working hard and behaving well. We believe in protecting the rights of all pupils to learn and to be safe, and consequently if a child fails to follow the Golden Rules and behaves in a way that affects others, we have a specific procedure to follow, starting by using the Quiet Chair. Copies of our complete Behaviour Policy are available from the school office.

I would like to stress that we are very proud of the pupils’ mostly exemplary behaviour and are very proud of how the school has developed to become a community of individuals who take care of each other.

This school believes that a happy and open relationship between the school and home is essential. Only through co-operation between the home and school can we help every child to make the best of his/her abilities and resources.

The school implements an open-door policy to allow you as parents to hold a discussion with the Head Teacher at any time; in fact, you are encouraged to call in, although it should be understood that class teachers cannot discuss the pupils’ work with the parents without arranging this in advance with the Head Teacher.

As well as visiting the school individually, parents also have formal opportunities twice a year to see the work that is being done at the school. Parents will receive a Behaviour Report on their child at the end of every term, from Year 1, and a Full Report at the end of the summer term in order to inform parents of their children’s progress during the year.

Transferring Information to Parents

Information on forthcoming events is included in regular newsletters, and there will be times when we will send information by letter to inform parents of events at the school. We kindly ask that you read all correspondence carefully.

The school believes in nurturing and developing creative talents and this is promoted through concerts and competing at eisteddfodau. The school will also do its best to support local events of this type at all times.

We are also part of a scheme to text parents, Teachers2Parents. This is a very convenient method of contact in order to share messages.

Children of Key Stage 2 (7-11 years of age) receive formal homework at this school, usually on Friday night. Occasionally, homework is provided for the
children of the Foundation Phase, often corresponding to the Ysgol Dina work done in class.

It is hoped that the children’s interest in particular themes and fields will often extend beyond school hours.

Sometimes, a particular activity will call for information from parents, relatives and neighbours, or require the children to undertake enquiry and discovery work. It is realised that the child is the responsibility of the home during these hours, and that it is in light of this responsibility that parents will agree or not agree to co-operate.

From time to time, the teacher may ask the child to do additional work in order to eliminate a weakness or to focus on a particular aspect of the work. At such times, it is hoped to obtain the full co-operation of the home and its
encouragement for the child to do the work.

We hope that the home will co-operate to promote the children’s work.


The school implements a Reading Together scheme between parents and children at home. A record of what the child has read is recorded in a special booklet. Your contribution to the weekly booklet is appreciated.

POLICY : Giving Medicine to Pupils - click here


Ysgol Abererch Admission Policy

Children are admitted on a part-time basis in September following their third birthday and on a full-time basis in September following their fourth birthday.

Parents from the school’s catchment area are welcome to contact the Head Teacher to make arrangements to have their child admitted to the school. Only by contacting the Local Education Authority can discussions commence on accepting pupils from outside the catchment area .

During the summer term, all the children who start school in September, together with their parents, will be invited to spend time at the school.


Policy of Charging Payment

The school does not charge for curricular activities. Sometimes, we request voluntary payments towards the cost of particular school activities, such as educational visits and transport to lessons at the leisure centre. Parents are asked to pay for residential visits. No child will be excluded from any activity on the basis of reluctance or inability to contribute voluntarily.


Language Policy

Gwynedd Education Authority operates a policy of bilingualism throughout all Gwynedd schools and is also developing a policy of bilingualism for Further Education establishments.

The objective is to develop the ability of pupils and students within the County to be confidently bilingual, in order that they can be full members of the bilingual society of which they are a part.

All educational establishments within the County should reflect and reinforce the language policy in their administration, their social life and their pastoral arrangements, as well as in their academic provision.

Ysgol Abererch is a naturally Welsh-language school and the staff and pupils strive to retain the school’s Welsh ethos and atmosphere. Those of you whose children are encountering a bilingual situation for the first time should not feel under threat nor should you feel that you do not belong. Perhaps you do not speak Welsh (although a number of parents do decide to learn the language), but we hope that you will respect the linguistic environment that exists here, an environment that enriches many aspects of the children’s learning experiences. We respect your right to use the language of your choice, and to this purpose, correspondence from the school will be bilingual.


Nursery Education
Ensure, through a purposeful and sensitive nursery provision and organisation that all children are given a firm grounding in Welsh so that they reach the goal of full bilingualism in due course.

Build on the foundations laid in Welsh by nursery education, consolidating and developing the mother tongue of Welsh learners, and extending the competence of children from a Welsh home in English.

Consolidate and develop each child’s Welsh and English capabilities in all their active and receptive aspects, in order to ensure that the child is able to speak, read and write fluently and confidently in both languages when transferring to the secondary school. In the Junior department, 50% of teaching time is given to Welsh and 50% to English.

When latecomers come to the school, i.e. children who do not speak Welsh at all, they are offered an intensive one-term course at the ‘Latecomers Centre’ in Llangybi. There, the children will form part of a small learning group and will be taught by specialists in teaching Welsh as a second language. During their term at the centre, they will follow the usual school curriculum as well as learning Welsh. The children are conveyed to the centre free of charge.


Sex Education Policy

In accordance with the requirements of the Education Act 1986, schools’ governing bodies are expected to consider whether sex education should form part of the secular curriculum. If they are of the opinion that sex education should form part of the curriculum, they are required to draw up and review a written statement of their policy in terms of content and organisation.

The Governing Body of this school decided that sex education should form part of the curriculum. This is done as part of Personal and Social Education lessons, and involves many issues that cover the development of the individual. The full policy (which specifies the aspects presented, when and how) can be viewed by contacting the Head Teacher.

Parents are entitled to withdraw their children from sex education lessons, i.e. those elements that are not part of the National Curriculum 2008. It is your responsibility to inform the Head Teacher of this.



This school is not directly or formally affiliated to any religious denomination.

The religious education provided is based on the Authority’s recognised syllabus. A copy of this syllabus is available for inspection at the school.

Arrangements can be made for children whose parents do not wish them to attend religious services or studies.

The lessons taught at the school are planned in relation to the requirements of the Foundation Phase, National Curriculum 2008, and the locally agreed Religious Education Syllabus.

The aim of the school is to present a curriculum that will enable our pupils to:

* develop the elementary skills of speaking, listening, reading, writing and numeracy
* have the opportunity to study and interpret the environment
* develop happy and healthy social attitudes
* receive rich and varied experiences
* handle ICT confidently.

The curriculum followed by children of Nursery and Reception age is called the Foundation Phase. In the Foundation Phase, the focus is on providing opportunities for pupils to develop their skills by encouraging structured play activities that are woven into the learning experiences.

The curriculum for the older children, known as Curriculum 2008, includes mathematics, Welsh, English, French, science, technology, humanities (history, geography and religious education) and the expressive arts (art, drama, music, dance and physical education). The lessons in these subjects are planned in conjunction with the Skills Framework that ensures that our pupils develop the four key skills of thinking, communicating, ICT and number.

Parents are welcome to see documentation relating to the Curriculum at the school having made reasonable arrangements with the Head Teacher to do so.


The Foundation Phase places great emphasis on developing children’s skills and understanding, personal, social, emotional, physical and intellectual well-being so as to develop the whole child. Positive attitudes to learning are nurtured so that the children enjoy learning and will want to continue with their education for longer. Self-esteem and self-confidence are nurtured to experiment, investigate, learn new things and form new relationships with others, along with creative and expressive skills and observations to encourage their development as individuals.


How will children learn?

The Foundation Phase places great emphasis on children learning by doing. Young children should be given more opportunities to gain firsthand experiences through play and active involvement rather than by completing exercises in books. For example, mathematics should be more practical so that children see how problems are solved and how important mathematics is in their everyday lives. Emphasis is placed on developing children’s speaking and listening skills, which will set a solid basis for the development of reading and writing. There should be more emphasis on how things work and on finding different ways to solve problems.

The Foundation Phase is being built around Seven Areas of Learning:


This Area of Learning focuses on children learning about themselves, their relationships with other children and adults. They are encouraged to develop their self-esteem, their personal beliefs and moral values. The Foundation Phase supports the cultural identity of all children, to celebrate different cultures and help children recognise and gain a positive awareness of their own and other
cultures. Children are supported in becoming confident, competent and independent thinkers and learners.


This Area of Learning focuses on children being immersed in language experiences and activities. Their skills develop through talking, communicating and listening. They are encouraged to communicate their needs, feelings and thoughts and retell experiences. Some children will
communicate by means other than speech. Children refer to their intentions by asking
questions, voicing/expressing opinions, reacting to situations and making choices through a variety of media. They are encouraged to listen and respond to others. They have opportunities to choose and use reading material, understand conventions of print and books and are given a wide range of opportunities to enjoy mark making and writing.


This Area of Learning focuses on children developing their skills, knowledge and understanding of mathematics by solving problems. They use numbers in their daily activities and develop a range of flexible methods for working mentally with number, in order to solve problems from a variety of contexts, moving onto using more formal methods of working and recording when they are
developmentally ready. They investigate the properties of shape and sort, match, sequence and compare objects and create simple patterns and relationships. They use appropriate mathematical language to explain their reasoning, learn to use Welsh and communicate in Welsh as best they can. Skills are developed by communicating through a range of enjoyable and practical planned activities and using a range of stimuli that build on pupils’ previous knowledge and experiences and increase
these. Pupils’ oral experiences are used to develop their reading skills. They listen to a range of stimuli, including audio-visual material and interactive ICT software.


This Area of Learning focuses on children experiencing the familiar world through enquiry and investigation. Children are given experiences that increase their curiosity about the world around them and to begin to understand past events, people and places, living things and the work people do. They learn to demonstrate care, responsibility, concern and respect for all living things and the environment. They learn to express their own ideas, opinions and feelings with imagination, creativity and sensitivity.


This Area of Learning focuses on children developing their imagination and creativity through the curriculum. Their natural curiosity and disposition to learn is stimulated by everyday sensory experiences. Children engage in creative, imaginative and expressive activities in art, craft, design, music, dance and movement.


Schools currently developing ‘Language, Literacy and Communication Skills’ through the medium of Welsh will not have to teach the bilingual element of the Framework but the children do receive opportunities to learn about the various cultures and customs in the world and to learn to
respect others.

This Area of Learning focuses on children’s physical development. Enthusiasm and energy for movement is continually promoted through helping them to use their bodies effectively, by encouraging spatial awareness, balance, control and co-ordination and developing motor and manipulative skills. Children are encouraged to enjoy physical activity and their developing sense of identity is linked closely to their own self-image, self-esteem and confidence. Children are introduced to the concepts of health, hygiene and safety and the importance of diet, rest, sleep and exercise.


At Key Stage 2, learners build on the skills, knowledge and understanding acquired during the Foundation Phase by following Curriculum 2008 and the Skills Framework.


This progress is achieved through an integrated programme of oraly (speaking and listening in English), reading and writing. Learners are provided with experiences and opportunities that interrelate the requirements of the Skills and Range sections of the programmes of study. Learners become confident, coherent and engaging speakers, working as individuals and as members of a group. The experiences provided to them include opportunities to take part in drama and
role-play activities. They develop as active and responsive listeners in a wide range of situations. Throughout the key stage, they experience a progressively wide range of demanding texts, for enjoyment and information, so that they can develop into fluent and effective readers. They become competent writers, writing clearly and coherently in a range of forms and for a range of purposes. They acquire a growing understanding of the need to adapt their language to suit purpose and audience. They work with increasing accuracy and become reflective and evaluative in relation to their own and others’ achievements.

Skills: Solve Problems, Communicate mathematically, Reason mathematically Range: Number, Measures and Money, Shape, Position and Movement, Handling Data.

They continue to develop positive attitudes towards mathematics and extend their mathematical thinking by solving mathematical problems, communicating and reasoning mathematically using contexts from across the whole range of mathematics, across the curriculum and as applied to real-life problems.
They extend their use of the number system, moving from counting reliably to calculating fluently with all four number operations, including in the context of money, in order to solve numerical problems. They try to tackle a problem with a mental method before using any other approach and use written methods of calculation appropriate to their level of understanding.

They develop estimation strategies and apply these to check calculations, both written and by calculator. They explore a wide variety of shapes and their properties and, in the context of measures, use a range of units and practical equipment with increasing accuracy. They collect, represent and interpret data for a variety of purposes. They select, discuss, explain and present their methods and reasoning using an increasing range of mathematical language, diagrams and charts.

Skills: Communication, Enquiry - planning, developing and reflecting
Range: Interdependence of organisms, The sustainable Earth, How things work

They should develop their skills through the range of Interdependence of organisms, The sustainable Earth and How things work. Learners should be taught to relate their scientific skills, knowledge and understanding to applications of science in everyday life, including current issues. They should be taught to recognise that scientific ideas can be evaluated by means of information gathered from observations and measurements. Teaching should encourage learners to manage their own learning, and develop learning and thinking strategies appropriate to their maturity through investigation and experimentation. They should be taught to value others’ views and show responsibility as local citizens.

Activities should foster curiosity and creativity and be interesting, enjoyable, relevant and challenging for the learner. They should enable learners to initiate, explore and share ideas, and extend, refine and apply their skills, knowledge and understanding in new situations. They should allow time for thinking, peer discussion and reflection.

Skills: Find and analyse information, Create and communicate information

Pupils are taught how to use ICT comfortably, safely and responsibly, and to consider the risks in their activities. They create and communicate information in the form of text, images and sound, using a range of ICT hardware and software. They share and exchange information safely through electronic means and produce models or simulations to ask and answer questions.

Pupils learn to find and select suitable information and as they develop, learn to make simple judgements about sources of information.

Pupils have access to a substantial number of laptops, and the interactive whiteboard is used regularly in class.

Skills: Designing, Making - food, rigid and flexible materials, systems and control

They should be taught to design and make simple products by combining their designing and making skills with knowledge and understanding in contexts that support their work in other subjects and help develop their understanding of the made world. They should be encouraged to be creative and innovative in their designing and making while being made aware of issues relating to sustainability and environmental issues in the twenty-first century.

Skills: Chronological awareness, Historical knowledge and understanding, Interpretations of history, Historical enquiry, Organization and communication
Range: Study, Carry out, Ask and answer the questions

Through history, our pupils learn about notable people, events and places from early times to the recent past. They gain experiences that make history enjoyable, interesting and significant. They learn about change and continuity in their own locality, in Wales and beyond, through significant experiences that stimulate curiosity and enjoyment. Our children use different sources of information to help them investigate the past and learn to compare different periods. From time to time, we will arrange visits to places of historical interest, locally and further afield.

Skills: Locating places, environments and patterns, Understanding places, environments and processes, Investigating, Communicating
Range: Study, Carry out, Ask and answer the questions, Communicating

Geography develops and stimulates learners’ interest in, and fosters a sense of wonder of, places and the world about them. Through the study of their own Welsh locality, the world beyond, different environments and events in the news, learners develop their understanding of what places are like and how and why they change. Through practical activities and first hand investigations in the classroom and out of doors, learners develop skills to gather and make sense of information, use maps, think creatively and share ideas through discussion. Geography provides opportunities for learners to consider important issues about their environment, and to recognise how people from all over the world are linked. They are encouraged to understand the importance of sustainability, develop an informed concern about the quality of their environment, and to recognise that they are
global citizens.

Skills: Engaging with fundamental questions, Exploring religious beliefs, teachings and practice(s), Expressing personal responses
Range: The world - the origin and purpose of life, the natural world and living things, Human experience - human identity, meaning and purpose of life, belonging, authority and influence, relationships and responsibility, the journey of life, Search for meaning - non-material/spiritual knowledge and experience regarding the non-material/spiritual

At Key Stage 2, religious education fosters learners’ interest and wonder in the world and human experience. This stimulates them into raising and investigating deep questions that relate to their personal experiences, religion and life in general. Through practical stimulating activities and exploration of religion in their locality in Wales, in Britain and the wider world, learners will develop skills and gather information that will help them think creatively about fundamental religious and moral questions and share ideas through discussion. Knowledge of religions and a recognition of the importance that religion plays in people’s lives will help to develop tolerance and respect, and should foster responsible attitudes in local and global society.

Through active participation, learners will explore the spiritual and moral dimensions in order to inform their own search for meaning and purpose. Learners will express their own feelings and opinions, identify how their actions may affect others, recognise that other people’s viewpoints differ from their own and reflect on and revise their own perspectives on life as appropriate.

In accordance with statutory requirements, pupils take part in a daily act of worship, either at a whole-school service, or at class services.

Skills: Performing, Composing, Appraising
Range: Performing, Composing, Appraising

Music education enables learners to engage with and enjoy making music. Through active involvement in performing, composing and appraising, learners will develop their sensitivity to and understanding of music. Learners will develop musical skills relating to the control, manipulation and presentation of sound. At Key Stage 2, these skills include singing, playing instruments and practising, improvising, composing, arranging music, listening to and appraising music. Learners should
improve their performing, composing and appraising by developing and applying their thinking and communication skills, and give due regard to health and safety.

Children are taught to play the recorder, and there are additional lessons available, provided by peripatetic teachers, to learn how to play the guitar and brass instruments. A charge is levied for additional lessons.

Skills: Understanding, Investigating, Making
Range: Understanding, Investigating, Making

Our pupils achieve this through integrated engagement with the work of artists, craftworkers and designers, creative investigations and the making of their own work. Art and design stimulates creativity and imagination and challenges learners to make informed judgements and practical decisions. Using a variety of materials and processes, they communicate their ideas and feelings through visual, tactile and sensory language. Exploration, appreciation and enjoyment in art and design enriches learners’ personal and public lives.

Skills: Health, fitness and well-being activities, Creative activities, Adventurous activities, Competitive activities
Range: Health, fitness and well-being activities, Creative activities, Adventurous activities, Competitive activities

Physical education encourages learners to explore and develop the physical skills essential to taking part in a variety of different activities. Building on these skills are opportunities to be creative and imaginative in gymnastic and dance activities. Through adventurous activities, our children learn how to swim, be safe and feel confident in water and how to read a map or follow trails, so that it becomes safer to go further afield and explore the seashore and countryside. Competitive activities offer the chance to learn games skills and play in a team, as well as how to run faster, jump higher and throw further. Learners begin to understand that physical education is about learning how to feel healthy and stay fit while having fun, and knowing how these different types of activities help them to stay that way.

When presenting this subject, which is statutory for all children at the school, we endeavour to plan a programme of learning that leads to energetic, purposeful and regular activities and experiences that enable all children to experience enjoyment and success.

The school is fortunate in having a hall and playing field for use in physical education.

A course of 12 weeks of swimming lessons is organised at the swimming pool in Pwllheli for the whole school. It is felt that sessions such as these are a more successful method of getting the children swimming. The aim is to have every child swimming 25m before the end of Year 6.

The older children will gain a taste of Outdoor Education during the summer term too, e.g. canoeing, skiing, orienteering.


A non-statutory Skills framework for 3 to 19-year-olds in Wales has been developed in order to provide guidance about continuity and progression in developing thinking, communication, ICT and number for learners from 3–19. At Key Stages 2 and 3, learners should be given opportunities to build on skills they have started to acquire and develop at Foundation Phase. Learners should continue to acquire, develop, practise, apply and refine these skills through group and individual tasks in a variety of contexts across the curriculum. Progress can be seen in terms of the refinement of these skills and by their application to tasks that move from: concrete to abstract; simple to complex; personal to the ‘big picture’; familiar to unfamiliar; and supported to independent and interdependent.

Developing Thinking
Learners develop by their thinking across the curriculum through the processes of planning, developing and reflecting.

Developing Communication
Learners develop their communication skills across the curriculum orally, reading, writing and wider communication.

Developing ICT
Learners develop their ICT skills across the curriculum by finding, developing, creating and presenting information and ideas and by using a wide range of equipment and software.

Developing Number
Learners develop their number skills across the curriculum by using mathematical information, calculating, and interpreting and presenting findings.


Ysgol Abererch participates in the Gwynedd Healthy Schools scheme and as part of the work, we are developing Personal and Social Education at the school. We attach great value to focusing properly on PSE, offering learning opportunities and experiences that reflect the increasing independence and physical and social awareness of learners. They need to be equipped with the skills to develop an
effective relationship, undertake increasing personal responsibility and keep themselves safe. PSE helps learners to cope with the changes in life, introduces them to a wider world, and enables them to make an active contribution to their communities.


As part of our Personal and Social Education work, we present Life/Sex and Relationships Education throughout the school. The work presented complies with the Personal and Social Education Framework, DCELLS 2008 and with the Gwynedd Healthy Schools initiative. In accordance with the school’s policy, we will add to the children’s knowledge and experience of their bodies and their relationship with the world around them in a responsible and developmental way. By doing this, pupils will be better able to deal with adolescence, developing the skills and self-respect to grow up confidently.

Parents are welcome to receive a copy of the policy and there is a parental i nformation sheet available too, explaining what is presented to the children in the different school years. Parents are entitled to withdraw their children from the aspects that do not form part of the Curriculum.

The children are formally and informally assessed at different periods of their time with us to ensure that they are developing as expected and so as to allow us to measure their progress. A statutory assessment takes place at the end of Year 2 and end of Year 6 and a National Curriculum Level is awarded to the pupils by their class teachers who use continuous assessment and their professional judgement rather than only depending on formal tests. The results of these, together with a full report of pupils’ level of attainment in the different subjects, will be prepared for the parents concerned by the end of the educational year. Early in the autumn term, results of Year 6 assessments and also the school’s attendance percentages will be available to you at the school by contacting the Head Teacher.

The table below denotes the Foundation Phase and KS2 assessments results for summer 2012.
% KS1 – Level 2 or 3

  % outcomes 5 neu 6
Language, literacy and Communication Skills in Welsh
90.9% (10 out of 11)
Mathematical Development 81.8% (9 out of 11)
Personal and Social Development, Well-being and Cultural Diversity 90.9% (10 out of 11)

% KS2 – Level 4 or 5

English Oracy 80%
  Reading 80%
  Writing 80%
Welsh Oracy 80%
  Reading 80%
  Writing 80%
Maths   80%
Science   80%
Core Subject Indicator   80%

At the end of Year 6, the children of Ysgol Abererch will transfer to Ysgol Glan-y-Môr. Both schools collaborate closely on projects, and there are opportunities for Year 6 children to visit Ysgol Glan-y-Môr during the summer term.

Year 6 children’s results and continuous assessments are transferred to the secondary school so as to facilitate the continuation of the assessment process.

This year pupils from years 1 to 6 will be going swimming and at the leisure centre on Friday mornings during the autumn and spring terms. The school pays for using the centre and for the instructors. A charge of £2.00 per child is kindly requested to pay bus costs. This arrangement cannot continue without these contributions.

Equal Opportunity

We wish to promote positive attitudes among pupils, staff, governors and parents so as to enable pupils to fulfil their potential and make choices, without being hindered by expectations based on gender or role stereotyping. We attempt to fulfil the school’s objectives, irrespective of the child’s age, sex, ability, ethnic origin or background.

The school follows the LEA’s Inclusion Policies which prohibit using gender, race, colour or disability as admission criteria. We are aware of our responsibility to make reasonable adjustments to help disabled stakeholders. The policy confirms that the school nurtures positive social attitudes, ensures broad experiences and encourages happy and constructive collaboration.


The school has been designated by the Authority as being a school possessing the resources to admit pupils with disabilities.

The school has specialist resources for pupils who have physical disabilities such as a therapy room, a special wash-room, lifts and ramps to all areas in the school.

The school ensures full curricular access for every child. Letters from the school could be prepared in audio or large-print format should the parents require this.

In this school, as in all others, we might have children with special needs. This does not necessarily mean that the children are not ‘able’ children nor that their problem is a permanent one. A number of factors can affect a child's educational development, and it is important that parents tell us about anything that could affect their children’s educational development. Extremely able children also have special needs, and this school is very aware of this. Recent legislation has formalised the guidelines that we follow, and it is important that parents are aware of these and how we implement them.

Our Special Needs Policy has been written with the National Code of Practice taken into account. A summary is available from the school office. Parents are consulted at each step and invited to attend meetings with the Special Needs Co-ordinator and support services.

There are three Stages/Levels to Special Educational Needs

School Action - An expression of concern from the teacher. Contact the parents to discuss. Place the child on the SEN Register. The situation will be reviewed within a term. The child will receive additional support from the school.

School Action Plus - If the school is unable to meet the child’s needs, specialists such as the Educational Psychologist, Language Therapist, Behaviour Support Teacher will be called in to provide help for the school and to draw up a specialised Individual Work Programme for the child, to be implemented at the school.

3* - Unless progress occurs at the School Action Plus stage, the child will be referred and re-assessed to receive more support. The Special Educational Needs Joint-committee will decide how much additional support the school will be allowed to offer the child.

Statemented - If a child is Statemented, the Local Education Authority is compelled to provide support and funding for the school to meet the child’s needs, e.g. place the child in a special unit, pay for assistance in class, etc.

The Aim of the SEN Policy

To ensure that every child develops physically, emotionally and intellectually, according to his/her ability. To allow a child to contribute fully to the community of which he/she is a part, he/she must be equipped with the necessary concepts, skills and information. This policy attempts to comply with the requirements of Section 161 of the Education Act 1993 and contains those areas that should be referred to according to the Education Regulations (SEN). The purpose of the policy is to
explain how the Governing Body interprets the ‘Code of Practice on the Identification and
Assessment of Special Educational Needs’ and intends to implement its requirements.

The Objectives of the SEN Policy

* To ensure an equal opportunity, both curricular and socially, for children who have SEN.
* To adhere to the Statutory Requirements regarding SEN.
* To act according to the recommendations and policy of the Local Education Authority regarding SEN.
* To ensure that a system is in place at the school to identify, at an early stage, the child who is experiencing difficulties that could be hindering his/her education.
* To gather information from teachers and others so as to ensure the best possible understanding as to the nature of the child’s difficulties.
* To ensure that the necessary provision is made for any pupil who has special educational needs.
* To endeavour to secure the co-operation and support of parents and others as regards identifying and providing a service.
* To attempt to ensure integration with the other children insofar as this is possible.


We will endeavour to ensure that a proportion of the school’s finances are spent on SEN resources. These resources may include equipment and/or staffing. Any allocation will be made within the School Development Plan. Funding is allocated to each school’s budget by the Local Education Authority according to formula. This is not sufficient to provide for SEN at the school but it will be used to purchase resources for SEN. Statemented pupils do, however, receive an additional

The LEA also has a support service. The following are provided to help schools fulfil their duties: the Schools’ Psychology Service, Advisory Teachers who have a general as well as a specialist role in the fields of hearing impairment, eyesight impairment, physical impairment, behaviour and the pre-school sector, and the Education Welfare Service.

Identifying, Assessing and Providing for Special Educational Needs

An SEN register is maintained at the school.
As teaching staff, we will discuss the progress of every child each term. If concern is expressed, we will consider placing that pupil on the first stage. If the problem or concern is not sufficient to merit placing the child on the first stage, matters will remain unaltered for the time being, but if concern persists or increases, the pupil will immediately be placed on the first stage when the need for this is identified.

The school’s teachers use assessment as part of daily teaching. This does not mean that tests are set for assessment, but that instead, lessons are planned so that tasks are assessed. Sometimes the tasks will be of a differentiated nature, at other times it will be the response to the same type of task that is differentiated. By using these methods, and occasionally by using standardized tests, it is hoped that every child will receive attention and will develop to his/her full potential and that any problems or concerns that may arise can be identified at a very early stage.

The school hopes to secure the co-operation and support of parents for all the additional activities organised. From time to time, the school offers a variety of activities that are open to all pupils who are, in the Head Teacher's opinion, sufficiently mature and ready to participate in them.

- School Council
- Junior Road Safety Officers
- Clwb Dal i Fynd (Keep Going Club)
- Urdd
- Healthy School
- Fairtrade
- Cookery Club
- Gardening Club

Ysgol Abererchhas been enrolled in the Gwynedd Healthy Schools Scheme since September 2007. As part of the work to develop Personal and Social Education in the school it is statutory to introduce Sex and Relationship education for all ages. The Governing Body has discussed the contents and the purpose of this leaflet is to share information with you regarding what the children will be taught and when.

• Learn about the life cycles.
• To keep the children safe by teaching them how to distinguish between appropriate and inappropriate touching.
• To make the children aware of different life situations with the emphasis on moral issues.
• To enable the children to discuss matters relating to their bodies without being embarrassed.
• To provide information on :

- Loving relationships
- The name for parts of the body
- Appropriate and inappropriate touching
- Reproductive cycle
- Changes during teenage years
- A baby’s growth in the womb and childbirth
- Childcare and parent’s responsibilities

• To start preparing the children for the choices and decisions. they will make in the future and the experiences they are likely to encounter.
• To help the children adapt to changes within their families.
• To help them understand their own feelings and the feelings of others.
• To teach the children to respect themselves and others.


• The correct names for parts of the body to differentiate between male and female. The terms we will be using are pidyn(penis) and ceilliau (testicles) for males and bronnau(breasts) and fagina (vagina) for females.
• Appropriate and inappropriate touching.

KEY STAGE 2 (YEARS 3 to 6)
By Year 6 the school will ensure that the children are aware of the reasons for the changes in their bodies and emotions that happen during adolescence including conception, pregnancy and childbirth..

Years 3 and 4
Health and Emotional Well-being
• Understand the importance of their personal safety
• Understand what to do or to whom to go when feeling unsafe.
• Take increasing responsibility for keeping the mind and body safe and healthy.
Active Citizenship
• Value families and friends as a source of mutual support.
• Understand the benefits of families and friends and the issues that can arise.
• Understand situations which produce conflict and the nature of bullying.
• Develop respect for themselves and others.
• Understand their rights.
• Understand the advantages of having family and friends.

KS 2
Years 5 and 6

Health and Emotional well-being
• Understand the reasons for the physical and emotional changes which take place at puberty, to include conception, pregnancy and birth.
• The range of their own and other’s feelings and emotions.
• Take increasing responsibility for keeping the mind and body safe and healthy.
• The importance of personal safety.
• What to do or who to go when feeling unsafe.

Moral and Spiritual Development
• Understand how cultural values and religious beliefs shape the way people live.
• Understand that people differ in what they believe is right and wrong


Sex Education will be presented through:
• Circle time activities and discussions
• Specific National Curriculum subjects such as Science and RE
• Inviting visitors e.g. new mothers to discuss child-care
• Formal and informal opportunities.

If you would like to discuss any matter relating to this leaflet or if you would like a full copy of the School
policy please contact the Headteacher

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