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Brynhyfryd Primary School

Dream, believe, achieve together...

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Vision and Mission Statement

Our Vision

Our SDP is set against a clear vision of what our primary school is aspiring to achieve through the four purposes outlined in the ‘Successful Futures’ document.  We feel we have clear strategic goals that are shared and understood by all. 

 

We are committed to improving the quality of the educational opportunities for all our children through the 6 Areas of Learning and Experience in the 21st Century. We continually look for ways to increase the range of provision for all children to have opportunities within an enriched curriculum based on real-life experiences, which develops reflective and lifelong learners. We are committed to raising standards and improving the achievement of all learners regardless of their background, as they progress through the curriculum’s progression steps and towards meeting their full potential. 

 

Our aim is to work with our school’s cluster, learners and wider school community to achieve the best start in life that we possibly can.  From entry to our school, multiple agencies work with our highly trained staff to support our children by fully engaging with parents, carers, extended families and the wider school community.  Nurturing learners through an ethos of care and restorative practice is of paramount importance to Brynhyfryd Primary School, as outstanding levels of health and wellbeing foster outstanding levels of personal achievement for all.  In order to do this, the school rigorously adherers to the Welsh Well-being Act (2015). 

 

We aspire for our school community to be fully committed to the UNCRC and the Rights of others.  We firmly believe in developing all children understanding of their rights and strive to enhance this understanding, by forging global links with other schools.   

 

We recognise that the quality and rapport of our teaching team linked to the positive qualities of children’s attitudes to learning are the most important factors in learner’s achievement.  We strongly promote pupil-voice in our school self-evaluation and development, as we recognise and value what learners have to say as we develop their meta-cognition. 

Leadership at all levels is nurtured and developed in order to increase leadership capacity for the future of Brynhyfryd Primary School.  We are committed to ensuring that through children’s feedback, colleagues who lead, teach or support teaching have the necessary skills and experience to practice high quality teaching through high quality training.  The professional development of individuals is tailored to the context of our school priorities and individual staff member needs.  It will always lead to inclusivity and high impact on all learners, attainment and achievement. The school makes the needs of all its learners a priority, in-line with the Welsh Additional Learning Need Transformation Programme (2018).

 

 

Our Mission Statement

Brynhyfryd Primary School seeks to: 

  • bring together children, families and staff from all the primary-age phases to form a supportive and dynamic school community. 

  • ensure clear pathways of progression for learners of all ages from Foundation Phase to Key Stage 2 and beyond. 

  • maintain and develop school premises in order to provide safe, fit for purpose, contemporary indoor and outdoor learning environments that enable teaching and learning opportunities reflective of current pedagogy.  

  

Leaders and managers at Brynhyfryd Primary School provide clear direction to others, in regards to areas for which they are accountable. They work together through cycles of self-evaluation, in order to create robust action plans that lead to successful whole-school improvement.  

  

Staff at Brynhyfryd Primary School endeavour to enhance learners’ curiosity, creativity and basic skills through an inspiring, relevant and engaging curriculum.  

  

Children at Brynhyfryd Primary School work hard to become resilient and self-assured, in learning-opportunities where thinking skills and cycles of self-evaluation are prioritised. 

 

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