Governors Report to Parents 2024/25

The Governing Body 

The role of the Governing Body is to provide strategic management, and to act as a critical friend, supporting the work of the Headteacher and other staff.

The full Governing Body usually meets once each term, but under special circumstances, they may need to have extra-ordinary meetings, but these are very rare.

The Governors at Oldcastle Primary use a committee structure to undertake their monitoring and evaluation roles. Membership and terms of reference of the committees are determined annually. Finance, Staffing, Admissions, Health and Safety, Curriculum and Complaints committees are examples. These committees meet outside of the full Governors meetings, as required, to discuss specific issues that arise throughout the year. Each committee reports fully to the whole Governing Body through its agenda/minutes.

All governing body minutes are available from the school website.   A list of the current Governing Body is available in the Report Appendix.

No Governors claimed any expenses for fulfilling their duties on the Governing Body during the year. The Clerk to the Governing Body is provided by the school and is currently Mrs Addell Whiteley. 

Feedback / Questions from Parents

We will hold a 'Meet the Governors' event on 19th November at 6pm.  During this event, we welcome comments and feedback from parents on the Annual Report to Parents.

As an alternative we are offering parents the opportunity to complete this Feedback / Comments Form to provide feedback or ask the governors any questions regarding the Annual Report to Parents.  

Please return by 12th November.

Welcome from Chair of Governors

Dear Parents, Carers, and Friends of Oldcastle,

I am once again pleased to introduce the Governor's Annual Report. As Chair of Governors, I am proud of the many achievements we have seen once again this year and of the continued dedication shown by our staff, pupils, governors, and the wider community.

The year was marked by numerous initiatives that helped to strengthen our school community. Our Community Food Pantry, Cooking Sessions, and Parent Workshops have provided valuable support to families. Meanwhile, the Toddler Group and Coffee + Chat mornings have offered opportunities for parents and carers to connect and learn together. At the same time, School Savings and the Barclays Community Ambassador continue to encourage saving and money skills.

Enrichment has remained central to our ethos, with highlights including Welsh Week and Careers Week. I was particularly impressed by the Year 6 Housing Development Project, undertaken in collaboration with Wilmott Dixon. Having had the privilege of sitting in on some of the presentations, I can say that the professionalism, confidence, and creativity of our pupils were truly outstanding. The PTA once again played a crucial role, supporting events ranging from Sports Day to the Christmas concerts, and we are very grateful for their tireless commitment.

A true highlight of the year was our Estyn inspection in October. Estyn recognised Oldcastle as an inclusive, welcoming, and happy learning environment, with pupil well-being at its heart. The report praised the care and respect shown throughout our school community, the good progress pupils make across the curriculum, and the strong role we play in supporting families. This positive outcome reflects the dedication of staff, pupils, and governors alike, and it is a recognition we can all be proud of.

Also praised in the Estyn Report, the Governing Body continues to play its part through the School Improvement Plan, fostering a culture of continuous improvement and accountability. I feel privileged to work alongside such a dedicated team of governors, all of whom share a deep commitment to the success of our school.

Finally, I would like to thank our whole school community—staff, pupils, parents, governors, and volunteers—for everything you do to make Oldcastle Primary such a thriving and supportive place for children to learn and grow.

Yours sincerely,

Damian Faulkner

Chair of Governors

Estyn Inspection Report Summary

The school had an Estyn inspection in October 2024. Estyn is the official education and training inspectorate for Wales, and this report shares key findings from the inspection to help parents understand how the school is performing.

Overview of the Inspection

• The headteacher is experienced and provides strong leadership.

• Staff work well as a team to support children’s learning and well-being.

• Oldcastle Primary is a welcoming and inclusive school where pupils feel safe and happy.

What the Report Says About the School

Pupils’ Well-being and Behaviour

• Pupils enjoy coming to school and feel proud to belong to the school community.

• They behave well and show respect to staff, visitors, and each other.

• Pupils know who to talk to if they have concerns.

Learning and Progress

• Pupils develop positive attitudes towards reading and apply their reading skills across subjects.

• They have good opportunities to develop physical, creative, and expressive skills.

• Pupils build good mathematical understanding and write purposefully in different contexts.

Curriculum and Inclusion

• The school offers a broad curriculum that helps pupils learn about their local community and diversity.

• Older pupils study important historical topics like the Windrush era and engage in projects that promote understanding and respect.

• Pupils affected by social or additional learning needs make good progress.

Teaching and Learning

• Younger pupils benefit from well-planned indoor and outdoor activities that help them explore and practice skills.

• Across the school, teaching sometimes directs pupils too much, limiting their independent learning and challenge.

Leadership and Improvement

• The headteacher and governors are committed to school improvement.

• Monitoring and evaluation are in place 

• The school has strong partnerships with parents and regularly involves families in school life.

What This Means for Your Child

• Your child is learning in a happy and supportive environment.

• They are encouraged to develop confidence and respect for others.

• The school is working to give pupils more chances to learn independently and be challenged at the right level.

• The leadership team is focused on making teaching even better.

For a full copy of the Estyn inspection report, please refer to the school’s website or contact the school office.

School Prospectus

The School Prospectus is available on the school website and paper copies are available from the school office. School Prospectus

Governor Review SIP Priority 2024/25 : Improving Reading Outcomes

This document outlines the school’s School Improvement Plan (SIP) priority focused on enhancing reading provision and outcomes across all year groups. Governors reviewed current progress, highlights key data from assessments and national testing, and sets out actions to further improve reading proficiency, particularly through guided reading and targeted interventions for vulnerable groups.

Main Points

• The school aims to increase the percentage of pupils reading above their chronological age from 52% towards the 70% target for Years 2-6.

• 81% of pupils in Years 2-6 are currently making progress in reading.

• Strong progress is evident in Reception and Year 1, with significant movement up book bands indicating improved reading skills.

• Teacher assessments show a rise in pupils above target from 46% in Autumn to 71% in Summer, attributed to consistent use of The Literacy Tree resources and a restructured guided reading approach.

• The proportion of pupils on target decreased from 47% to 25%, showing many pupils exceeded expectations.

• Pupils making below-expected progress reduced from 7% to 4%, demonstrating effective targeted interventions.

• Welsh Government national testing (WAG data) corroborates teacher assessments, showing a 7% increase in pupils above target and a 9% decrease in below-expected progress.

• STAR Reader data indicate positive progress in reading age, though it may under-report reading age compared to teacher assessments.

• The school plans to trial the Salford Reading Test in Years 2-6 to potentially provide more accurate reading age data, despite its greater resource demands.

• Progress varies across year groups but generally shows improvement in the percentage of pupils reading above chronological age.

• Targeted support is ongoing for vulnerable groups, including EAL, PDG, and CEC pupils, with interventions focusing on phonics, confidence, and fluency.

• Language Link support continues for EAL pupils to develop speaking and listening skills.

• Planned actions include evaluating the Salford Reading Test’s effectiveness and resource implications, and reviewing vulnerable groups’ data to assess intervention impact.

Governor Review SIP Priority 2024/25 : Self-Evaluation 

This report summarises the Governor's review of self-evaluation in the school. The team examined key documents, engaged with staff including the Headteacher, and assessed how well the school’s monitoring framework supports ongoing development.

Main Points

• The Governor’s Self-Evaluation included reviewing the school’s current self-evaluation process to identify areas for improvement.

• The team analysed existing documents, including a sample critique, then met with the Headteacher to discuss findings and raise questions.

• The Monitoring, Evaluation and Review (MER) document is a live, central framework linking various working documents and providing an overview of school activities.

• Eight key learning areas are monitored through dated learning walks, observations, book looks, and this information is incorporated into the school self-evaluation document with RAG ratings.

• The team found confidence in the school’s approach, noting that a teacher’s concern about marking and challenge was acknowledged and addressed collaboratively through staff meetings.

• Governors expressed satisfaction with the robust self-evaluation framework and noted staff openness to change and continuous improvement.

• The process ensures that gaps are identified either through staff feedback or monitoring activities, supporting a culture of ongoing reflection and enhancement.

Governor Review SIP Priority 2024/25 : Outdoor Learning 

This document provides a review of the outdoor learning provision at the school. The Governors evaluated current practises, challenges, curriculum integration, monitoring processes, and future opportunities for enhancing outdoor learning, aligned with the school improvement plan and Estyn standards.

Main Points

• Outdoor learning is defined as purposeful learning that takes place outside, prioritising meaningful engagement.

• An audit of outdoor learning provision was conducted with support from the Central South Consortium (CSC), leading to differentiated resource provision by year group and rearranged outdoor areas.

• Nursery to Year 2 frequently use outdoor learning integrated throughout the day, with distinct indoor and outdoor setups.

• Years 3 to 6 have had some outdoor learning support (e.g., coordinate hunts), but more structured timetabling is needed due to staffing changes.

• Outdoor learning is embedded in the curriculum, especially within the Foundation Phase, and includes activities in maths and literacy with wet weather provision.

• Key challenges include weather, resource damage, time constraints, suitable outdoor areas, staffing, toileting logistics, interference during pick-up/drop-off, classroom layout, and underuse of the learning lodge.

• Monitoring is conducted via planning reviews by the Deputy Head and Headteacher, and learning walks that identify effective practises and pupil challenge.

• There are plans for purposeful expansion of outdoor learning depending on grant funding, including increased use of loose parts and Forest School opportunities.

• A Year 6 group collaborated on a Swansea University research project, presenting ideas for improving school grounds, demonstrating pupil involvement and real-world application.

Governor Review SIP Priority 2024/25 : Challenge in Learning

This report by Governors on the Challenge in Learning SIP priority focuses on evaluating how the school addresses pupil challenge, a key area highlighted in a recent Estyn inspection. It outlines the investigation into current practices, including observations, meetings with staff, and plans to gather pupil feedback, demonstrating a commitment to continuous improvement.

Main Points

• Governors examined school-wide challenge provision following an Estyn inspection emphasis.

• A team of Governors collaborated with curriculum leads and observed a Year 4 class to see challenge in action.

• Miss Matthews provided detailed insight into how challenge is planned and implemented to foster independent learning.

• Examples of pupil work and assessment strategies such as ‘DIRT’ and ‘Green for Growth’ marking evidenced strong challenge across the school.

• In lessons, pupils are offered three differentiated challenges, encouraging independent choice and confidence.

• Support is available as needed, and differentiation is embedded throughout lessons.

• The team plans to meet with the junior leadership team to gather pupil perspectives on the challenge approach.

• The process is under constant review, including trials like reversing the challenge numbering (from 1,2,3 to 3,2,1) to improve engagement.

• Overall, the team was impressed by the school’s proactive evaluation and adjustment of its challenge strategies.

School Improvement Plan - School Evaluation 2024/25

School Improvement Plan - Priorities 2025/26

Curriculum Overview 2024/25

At our school, we are proud to offer a concept-driven curriculum that inspires curiosity, creativity and deep understanding across all areas of learning. Rather than focusing purely on knowledge acquisition, our curriculum is built around key concepts and big ideas that help pupils make sense of the world and see meaningful connections between different subjects. This approach enables all pupils to think critically, apply their learning in real-life contexts and develop as confident, independent learners.

Our curriculum is structured around three overarching themes:

• Humankind – exploring identity, culture, relationships and our shared responsibilities.

• Global Environment – deepening understanding of the natural world, sustainability and our impact on the planet.

• Making Connections – encouraging pupils to link ideas, experiences and learning across subjects and within their community.
  
  

Each unit of work is carefully planned within these themes to ensure that every pupil has access to an enriched, broad and balanced curriculum. The curriculum is inclusive by design, offering all learners the opportunity to thrive, achieve and discover their passions.

As part of our commitment to creativity and pupil voice, children in year 4 took part in an exciting design and technology project in which they designed and made their own clothing. This culminated in a fashion show, where pupils showcased their creations to an enthusiastic audience of families and peers. The project allowed pupils to apply design skills, develop teamwork, and gain a real sense of achievement and pride in their work.

A highlight of the year was our Careers Week, during which visitors from a wide range of professions visited the school to speak with pupils. The week gave children valuable insight into the world of work, helping them to understand how their learning connects to future opportunities and raising their aspirations for the years ahead.

Our annual Welsh Week was another wonderful success, providing pupils with opportunities to celebrate and deepen their understanding of their Welsh heritage, culture and language. The week culminated in our traditional school Eisteddfod, a vibrant celebration of creativity, music and performance that brings our whole school community together.

A key part of our curriculum is our strong focus on community engagement and life skills. This was recognised through Estyn’s Spotlight, which noted:

“The school’s response to the community’s needs is highly effective and has a positive impact on learners’ engagement in school. Staff offer numerous, valuable activities for pupils and parents that focus on important life skills. These include advice on how to manage finances, cooking healthily on a budget and sessions that enable parents to support their child’s development as a reader. The school also provides advice for those who find themselves in challenging circumstances. Parents value these opportunities and feel that they have a positive impact on their well-being and the well-being of their children.”

Education is about more than academic success; it is about nurturing well-rounded, resilient and compassionate young people. Through our curriculum, we aim to provide every pupil with a high-quality education that equips them with the skills, knowledge and values they need to succeed in an ever-changing world.

New Curriculum for Wales

Our curriculum vision for Oldcastle can be viewed on our website - Our Curriculum Vision

Curriculum and Additional Learning Needs (ALN)

In Wales, the provision for Special Educational Needs (SEN) has been reviewed. The term SEN has been replaced by Additional Learning Needs (ALN). In line with this change, a new ALN Act was introduced in September 2021.  

Our register has been reviewed in line with the new ALN Act. Currently, there are 11 pupils registered with ALN. These pupils have been identified, and an Individual Development Plan (IDP) has been formulated; this includes targeted additional learning provision (ALP) to support the child.  

Additional Learning Provision - ALP (Children who have an IDP will access ALP)

This is specific provision for a few pupils where highly tailored provision is necessary. Only pupils who have been officially identified as having an ALN would be in this stage.

We work closely with several agencies to ensure children's needs are met, including Early Help, Speech and Language, Cognitive and Learning, Complex Medical Teams, and Communication and Relationship Teams.

We offer Thrive provision, which supports our pupils with emotional needs through class, group, and individual Thrive sessions. Thrive is a therapeutic approach to helping children with their emotional and social development. Research has shown that how we behave is linked to how we feel, and our emotions are linked to how we learn.

Within the school, we ensure all pupils with ALN have access to high-quality teaching and learning to help support their individual needs. Pupils also access provisions suited to their needs. Our sensory room, which has been used for over two years, was designed and developed to create an environment for all children who need a quiet and relaxing time out of the classroom. Many of our ALN pupils use this room to allow them to regulate their emotions. This has already proven to be an excellent space and will help to provide support for all children with additional sensory needs.

Nia Vaughan is responsible for ALN needs within the school. Jack Shaw and Angela Minton are the governors with specific responsibilities for ALN.

Curriculum Cymraeg

Criw Cymraeg is a group that promotes the use of Welsh in school, and they achieve this through various means, including planning enrichment programs and introducing Welsh phrases in assemblies. They create posters and a Padlet and use tokens as a reward system across the school. Welsh assemblies are held regularly, where they can present the Cwestiwn yr Wythnos, in addition, we sing lots of Welsh songs and children from each class are awarded Welsh speaker of the week.   

Thanks to the efforts of Criw Cymraeg, a Welsh atmosphere has been established in the school. The school uses Welsh words and phrases in class, and they have a welcoming Cwtsh Cymraeg that uses Welsh vocabulary. The main entrance features a vivid display exclusive to the Criw Cymraeg, and QR codes are available to display the school's Cymraeg Campus journey. Signs are bilingual, and the Welsh language is used throughout the school, especially in the dinner hall, P.E. hall, music room, and maths rooms. Criw Cymraeg also spent time at Brynteg school earlier this year working on a transition activity that was brought back to school and used in classrooms.

Incidental Welsh is encouraged in classrooms, with daily Helpwr Heddiw sessions. The Criw Cymraeg actively promotes and monitors the use of incidental Welsh and the use of Welsh throughout the day. Reading resources in Welsh are visible in classrooms and designated reading locations, such as The Book Nook. QR codes are used in classrooms to enable students to access Welsh reading material via iPads.

Welsh is integrated across the curriculum, with a current focus on mathematical vocabulary. Working Walls in classrooms and the music room display a wide range of Welsh terminology and language patterns appropriate to the respective subjects. Both pupils and all staff are enthusiastic about learning Welsh.

We held our annual Eisteddfod celebrations in March, and held a Welsh Week, which celebrated both our country and Cynefin.

The school attended an award ceremony in March to celebrate both our Bronze and Silver Siarter Iaith awards, and we are currently working towards our Gold award.

Teaching Timings

The hours per week for lessons are based on the national recommendation:

Age 5 to 7 years = 21 hours

Age 8 to 11 years = 23.5 hours

Wellbeing and Sport

The well-being of our pupils, staff, parents, and stakeholders is a priority for us all at Oldcastle and is key to everything we do. We prioritise both the physical health and mental well-being of our whole school community, recognising the critical role these areas play in overall development and success.  Barney, our well-being dog, can be found welcoming our families into school each morning and the children always enjoy a visit from him.

We are very fortunate at Oldcastle to have such an active PTA, who work closely with the school and organise many events.  

Oldcastle’s Junior Leadership team and the Pupil Voice, regularly meet with the Senior Leadership Team, taking an active role in school life.  

We are delighted to report that our pupils have had another successful sporting year, and we have celebrated many remarkable achievements. We are incredibly proud of the children's accomplishments.  

We continue to run a range of after-school clubs, which are always very popular. These clubs offer rugby, netball, cricket, cross country, and rounders. Our teams compete against other schools, demonstrating sportsmanship and a competitive spirit. 

The rugby team were the joint winners of the Keith Grice festival, which meant that they qualified for the WRU National 10-a-side festival at Llandovery.  They topped their group and went through to the cup, but despite playing some spectacular rugby, they were knocked out in the semi-finals.  However, they were more successful in the Bridgend Schools Apollo tournament, bringing home the finalist shield and winning the South Wales Police Touch Rugby Tournament for the third year.  

The netball team entered the Paula Stratham tournament in Litchard. They competed admirably throughout but lost in the final 4-3.

The football team also competed in the Penybont tournament, which the children enjoyed very much, and were knocked out in their last group game. 

Cross-country continues to be very popular with children in years three to six, with an excellent turnout for each race during the season. We were delighted to see once again Oldcastle children winning individual awards and a team award for their efforts. 

This year saw the return of the Bridgend Schools Swimming Gala. We took a squad of children from years four, five, and six, who competed in individual and relay races. It was an absolute joy to see every Oldcastle child win a medal in every race, which resulted in Oldcastle taking the winning school trophy of the day. 

The children continue to play tennis and participate in various sporting activities during Friday afternoon enrichment lessons. Ensuring that every child has the chance to explore new sports and improve their physical well-being. These sessions have enhanced their skills and promoted teamwork, discipline, and a healthy lifestyle. 

Of course, no year would be complete without Sports Day. The weather was kind to us this year, and we were able to hold our Sports Day for years one to six at the athletics tracks on Newbridge Fields. The children had a fabulous time, and it was wonderful to see them competing for their houses.  We are also grateful to Heronsbridge School for allowing us to use their field for our Nursery and Reception Sports Day. 

We extend our heartfelt gratitude to the parent volunteers who have given their time and expertise to support our sports teams. Their guidance and encouragement have been instrumental in our children's success. 

Finally, thanks to our families who provide so much support and encouragement, our local community remains so important to our school and we always enjoy welcoming parents and carers to events and workshops.

School Savings Club

Oldcastle Primary School has operated a successful school savings club in conjunction with Bridgend Lifesavers Credit Union since 2017.  Children are able to pay money into their account every week on a particular day at the school and are issued with their own School Savings Book to keep track of their savings.  The school provides every new starter with £2 to start off their savings and this is deposited in the account on their first visit to the club.  Children also receive a piggy bank to encourage them to save coins at home.

The school savings club offers an excellent opportunity for pupils to save each week at school and learn about money management.  We aim to combine financial education, family engagement and promote partnership working within the community to help teach children from an early age the value of saving while learning valuable money management and life skills.  Children help run the savings club and will act as the banker to collect money, recording the deposits in the savings book and collate the appropriate paperwork for the credit union.  The school currently has 373 plus savers in the scheme.

School Developments

IT Equipment

Replacement chromebooks have been purchased for staff and some children through the HWB IT fund.

Toilet facilities

The school has adequate provision of toilets for pupils and 6 for adults including disabled provision for both adults and pupils. In the old infant block there are separate toilet facilities for all children: one dedicated to the Nursery and Reception classes, one for boys, one for girls and a disabled toilet. In the new Foundation Phase block there is one set of toilets for year 1/2 boys and 1/2 girls plus a separate set of toilet for reception age pupils. In the junior block there are two sets of toilets for girls and two sets of toilets for boys. All of which are cleaned daily.

Community Room

The Community Room and Food Pantry was established in January 2024. The establishment of the Community Room has created a warm and welcoming space for our school community. The Community Room is open to all members of our school community and parents and carers are encouraged to use the room before pick up and enjoy the warm space and a hot drink.  We have regular users of the room who enjoy a get together every day.  

On Tuesday mornings, we offered a Tea and Toast drop-in session for parents and carers. We have also linked in with Barclays Bank, which attends weekly and bases itself in the community room. The Barclays Community Ambassador offers advice on a variety of areas, not just banking.  We have also run cooking sessions for parents and carers to offer suggestions for recipes using the food pantry items.  

The Toddler Group runs every Wednesday morning and welcomes babies and toddlers to enjoy play and story time with their parents / carers.

The Food Pantry continues to be successful. Since launching the food pantry in partnership with Baobab Bach on Tuesday 16th January 2024, the school have witnessed an extraordinary response from the community. The initiative was born from the school's commitment to serving as a vital hub for local families, particularly in response to the persistent challenges posed by rising food costs that many households continue to face.

The partnership with Baobab Bach has proven to be exceptionally valuable, as this established organisation brings considerable expertise in building and sustaining community pantries that provide essential support to those who need it most. The organisation's mission aligns perfectly with our educational values, as they work tirelessly to promote good mental health, support environmental sustainability, and address the critical issue of food poverty within our communities.

Since September 2024, the school have recorded over 542 visits to the food pantry, a statistic that speaks volumes about both the genuine need within our community and the trust that families place in our school as a source of support. This figure represents not merely numbers, but real families who have been able to access essential provisions during challenging times.

The success of this initiative would not have been possible without the generous funding support we have received and the partnership we have forged with Baobab Bach. Their expertise, resources, and unwavering commitment to community welfare have been instrumental in establishing and maintaining this vital service.

Community Funding

We have received various funding sources to aid the community pantry.  Grant funding has allowed us to purchase equipment and furnishings for the community room.

Funding has been received from the following:

Parent Teacher Association (PTA)

Over the past year, the PTA has continued to play an active and vital role in supporting the school through a range of fundraising events, community celebrations, and enrichment activities for the children. Through the generosity and enthusiasm of our school community, we have successfully raised significant funds to enhance the learning experience at Oldcastle.  Our fundraising efforts have included:

•  A school disco, which raised an impressive £578.90

•  A creative and festive Wreath making night, raising £403

•  A Valentine’s bake sale which brought in £304.92

•  The sports days, which together raised £571.

Unfortunately, due to several factors beyond our control, we were unable to hold our biggest event of the year, ‘Oldcastle Rocks’. This was a difficult decision, but we are committed to bringing it back next year- bigger, better and with the hope of wonderful weather!

This past year we have continued to prioritise fun and engaging experiences for the children. 

The Christmas Rewards Day was a huge success, featuring a school disco, a special visit from Father Christmas, his reindeer and Chopsy the Elf.

We were also proud to support the school’s celebrations for VE Day, where we provided entertainment through circus skills by Fiery Jacks and welcomed Brett Exton from Hut 9, Island farm, who shared his memorabilia and knowledge about the Island Farm Prisoner of War camp. To help mark the occasion, we supplied flags and pens for the children to decorate. A highlight from the day was seeing the whole school community come together for the raising of the flag, the proclamation and a moments silence which was executed beautifully. 

In the Summer, we were delighted to part fund the Summer Rewards Day, which included inflatables, a climbing wall, an ice cream van and plenty of activities for the children to enjoy. 

The PTA have also been pleased to contribute directly to school resources and pupil experiences. This year, we have supported the school by:

•  Funding new chairs for the school hall

•  Providing year 6 leavers' hoodies

•  Supplying food and refreshments for the year 6 leavers assembly

•  Contributing 50% towards the gift vouchers presented to each year 6 pupil.

Most recently, we hosted a Welcome Coffee morning for our nursery parents, which was also attended by Mrs Carolyn Richards, the Community Family Engagement Officer. Carolyn will be based at Oldcastle every Wednesday to support families and strengthen community links. She has expressed a keen interest in working alongside the PTA to enhance and support our events and activities. With the addition of the ‘Community Room’ and the ‘Food Pantry’, we are proud to see our community connections continue to grow stronger, providing real benefit to our families.

The PTA would like to extend a heartfelt thanks to all parents, grandparents, carers, and local businesses for their incredible generosity and continued support. Every donation and every bit of help, no matter how big or small, has made a real difference. Without you, we would not be able to provide the fun days, experiences and contributions that enrich the lives of our pupils. We are always keen to invite new members to the PTA. Whether you can volunteer at events, share ideas, or lend a helping hand behind the scenes, every contribution is valued. Looking ahead, we aim to continue delivering our much-loved events and providing ongoing support to the school. Together, we will ensure another successful and enriching year for the children of Oldcastle Primary School.

Finance

Our school receives its funding from the Local Education Authority (LEA). The amount is based on pupil numbers and the estimated cost of maintaining the buildings – budget formula.  The headteacher manages the budget collaboratively with the LEA and governors, ensuring funding priorities align with the School Development and Improvement Plan. 

Other monies are available from educational grants and awards. The school also applies for external grants for specific needs e.g. sports, arts, culture etc.

This final budget pays for the general running costs of the school – heating and lighting, staff salaries, books, equipment, and general maintenance work. 

The head teacher manages the budget in consultation with the LEA and governing body. Specific requirements are prioritised, along with the financial implications of the school development and improvement plan. These are discussed and agreed by the governing body. The budget is then set to facilitate all projected financial needs. 

Through the effective management of the budget, the school has been able to create an underspend in the financial year 2024/25. This to be used as a contingency fund to safeguard our staffing levels so that all pupils are taught in straight year groups and also to support resources for teaching and learning across the school.   Budget restrictions in 2025/26 will mean the school is likely to enter a deficit budget, however this is being actively managed by the school governors and is monitored regularly.

Our school also has its own private school fund, where donations and money collected from special fund-raising ventures are deposited. This fund supports additional school activities, sports clubs, school trips and other reward activities within the school.   This fund is managed by the head teacher, staff and governing body.

Here at Oldcastle we have a very active PTA – Parent, teachers and friends association. The money donated to school by the PTA makes a huge impact on our spending plans, enabling us to buy equipment and resources that we need. The PTA make regular donations to projects within the school and support all our clubs and committees. Their hard work and generosity is much appreciated.  This year they organised and funded a Christmas event for all children in the school and donated and helped with the Year 6's leavers events. We are very grateful to the support we receive from the PTA.

Other donations to the school this year include;

• Coast to Coast donation to Christmas Fund

• Kip McGrath donation to Christmas Fund

• Carpenter Property Services donation to Christmas Fund

• Parental donations for school activities 

Funds for music tuition lessons and after school clubs is paid for by parent contributions, all monies raised are used to support the individual activities. 

Fundraising for charities – The school's Junior Leadership Team select charities each year to support.  

In the last year we raised funds as follows;

• Children in Need £321.20

• Velindre £324.34

School Attendance

Regular attendance is fundamental to ensuring pupils fully benefit from their education. Oldcastle Primary School is committed to providing a high-quality, comprehensive, and effective education for every pupils, where achievement is consistently celebrated.

Consistent attendance is vital to maintaining the continuity of learning experiences and achieving effective educational outcomes. At Oldcastle, we regard pupils attendance as an essential partnership between the school and families, recognising that parental involvement is crucial to a pupil's academic success.

Monitoring and Support

Attendance is continually monitored by the school. Our Educational Welfare Officer (EWO), Lisa Hicks, works in close collaboration with the Deputy Headteacher, Miss Lyndsey Hodgson, and the governing body to review and support pupils attendance.

• Communication: Termly 'Attend to Achieve' letters are issued to ensure all parents/guardians are fully aware of their child's current attendance record.

• Targeted Intervention: Regular meetings are held with the EWO to discuss the attendance of any child whose record falls below 92%. pupils with attendance below this threshold will be closely monitored, with consistent communication (including letters and phone calls) provided to support improvement.

• Lateness and Persistent Absence: Poor attendance and persistent lateness are actively targeted through phone calls and meetings to facilitate a collaborative approach with families in addressing and overcoming barriers to non-attendance.

Attendance Target and Parental Support

For the academic year 2024-2025, the school's overall attendance rate was 94%, which is marginally below our institutional target of 95%.

We value the continued support of our families and request ongoing cooperation regarding attendance. We kindly ask that you schedule family holidays during official school breaks and arrange necessary appointments outside of school hours whenever feasible.

Term Dates

Term dates are published on our website and follow those set by Bridgend County Borough Council.  The school has a number of inset days that are set in conjunction with our cluster schools. The inset days are published on our school website.

List of Current Governors