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Within its boundaries, there are varied linguistic, cultural and social traditions. Yet despite wide ranging external influences, Welsh medium education in the Vale is thriving. The foundations for Welsh medium education have been firmly established and this is reflected in increasing numbers of Welsh speakers. In 1991, 6.9% of residents aged 3 and over were able to speak Welsh. By 2001, this had increased to 11.3%. The 2011 census statistics reveal that this figure is 10.8%. Nevertheless the demand for Welsh medium education across the Vale has continued to rise in recent years and is forecast to continue to increase over the period of this plan. The Council is committed to ensuring that additional Welsh medium pre-school and primary school places of the highest standard are provided to meet the forecast growth in demand and that these are accessible within a reasonable distance from pupils� homes. Plans are already well underway to extend places at the Welsh medium starter schools established in September 2011: Ysgol Gymraeg Nant Talwg in Barry and Ysgol Gymraeg Dewi Sant in Llanilltud Fawr. This will see the provision of two new 210 place school buildings with nurseries by September 2015. Plans are also being progressed to provide an additional 210 primary school places and additional nursery places in Barry by September 2015 through the expansion of Ysgol Gymraeg Gwaun y Nant. We plan for 100% of Welsh medium primary school pupils to transfer to Welsh medium secondary school provision. To achieve this aim the number of Welsh medium secondary school places will need to be significantly expanded by 2020. The Council will be conducting feasibility and development work over the period of this plan to ensure this is achieved. We are keen to ensure that planning for Welsh medium school places is rigorous and based on the most recent data available. In 2014 the Council will be changing the way in which it conducts its surveys of demand for Welsh medium education by providing the survey to new parents when they register births. This will result in continual surveying of preferences and will enable us to identify changing trends earlier. The five well-established Welsh medium primary schools and Ysgol Bro Morgannwg work closely together in order to improve the quality of teaching and learning. This aims to maintain robust linguistic progression through every phase of education. Establishing a strong language continuum is a priority and Transition Units have been successfully developed within this context. The provision is fully inclusive with opportunities for learners with special educational needs. Expectations are high within all key stages in terms of language fluency and accuracy. Targets are set accordingly. Post 16 Welsh medium provision is offered at Ysgol Bro Morgannwg with support from Cardiff and the Vale College (CAVC). A range of Welsh medium courses both academic and vocational are provided. Our aim is to expand the number of vocational courses offered in order to give learners the opportunities of using Welsh outside the school gates. The Vale School Improvement Service works closely with colleagues from neighbouring authorities to improve training and support for teachers. Strategies are devised to enable the sharing of resources and aspects of provision. The future of Welsh language education relies heavily on the strong partnership between all shareholders. The partnership aims to ensure that learners in the Vale of Glamorgan have opportunities to use Welsh in all aspects of everyday life. All efforts are made to provide the very best conditions in which to support the confident bilingual citizens of the future. Section 1.1: Transport Policy Local Authorities have a statutory duty to provide pupils with free transport to the nearest available school if they reside beyond �walking distance� to that school. The law relating to �walking distance� is defined as two miles for Primary age and three miles for Secondary age, measured by the nearest available route. The Vale Council provides transport as follows: � for primary age pupils residing over 2 miles from their nearest or designated catchment area primary school � for secondary age pupils residing over 3 miles from their nearest or designated catchment area secondary school. Pupils currently attending the nearest denominational or Welsh medium school receive free transport if they reside beyond the statutory �walking distances�. Whilst, this transport provision is discretionary, it is part of the Vale of Glamorgan policy to provide free travel. This includes transport to denominational schools outside the Vale of Glamorgan where there is not one locally. Free school transport is also provided for post 16 pupils who reside beyond the statutory walking distances as mentioned above. As a result of the establishment of Ysgol Dewi Sant in Llantwit Major free transport will continue to be provided in future to Ysgol Iolo Morganwg from the greater Llantwit Major area to meet parents preference but only for those children with an existing sibling connection at Ysgol Iolo Morganwg. This provision is discretionary but it is part of the Vale of Glamorgan policy to provide free travel. The authority has considered whether the explanation of its transport policy adequately addresses the requirement to fulfil its statutory duty under section 10 of the Learner Travel Measure (Wales) 2008 to promote access to education and training through the medium of Welsh. The policy has been found to comply with this requirement. The longest distance pupils have to travel to attend Welsh-medium education in comparison with English-medium education is shown below: Primary School Welsh-medium 9.731 miles miles English-medium 9.88 miles Secondary School Welsh-medium English-medium 19.03 10 miles Section 2: The Action Plan Outcome 1: More seven-year-old children being taught through the medium of Welsh You should also complete Appendix 3 A. Objective B. Current performance (Questions to be answered) C. Timetable of future plans D. Progress report 1.1 Increase the number of seven-year-old children taught through the medium of Welsh The table below shows the number and percentage of seven year old children taught through the medium of Welsh Year No of children in year 2 cohort Year 2 pupils in Welsh medium education No % 2009/10 1445 187 12.94 2010/11 1407 179 12.72 2011/12 1472 184 12.5 2012/13 1469 195 13.27 2013/14 1573 208 13.22 2014/15* 1637 251 15.33 2015/16* 1598 258 16.15 2016/17* 1465** 238 16.25 The number of 7-year-old learners who are educated through the medium of Welsh is expected to increase as a result of the present growth in demand for Welsh medium reception places Current Performance The demand for Welsh Medium Education in the Vale has risen steadily in recent years, and this is reflected in the annual increase in the numbers of pupils receiving Welsh Medium Education. In 2007/8-10.26% of total cohort were taught through the medium of Welsh compared to 13% of total cohort in 2012/13 (PLASC January 2013) 13% of the total LA Year 2 cohort were assessed in Welsh First Language (NDC May 2013 and PLASC January 2013) Planned Action Welsh Medium pupil projections are reviewed annually by the Strategy, Community Learning and Resources service to inform future school organisation proposals. This is in line with the authority�s strategy for planning school places. Pupil projections for September 2014 indicate that further reception places would be needed for September 2014 in the Barry area. This forecast has been validated by the number of applications received. On 23rd September 2013 Cabinet approved undertaking a statutory consultation process on the proposal to expand Ysgol Gwaun y Nant to a 420 place school by remodelling the existing Ysgol Gwaun y Nant and adjoining Oak Field Primary school and building a new school to accommodate Oak Field Primary. This will meet current forecast growth in Welsh medium education for the foreseeable future. Following a successful consultation process a statutory notice to expand Ysgol Gwaun y Nant was published on 5 March 2014. Building work started in November 2013 on a new 210 place school building to accommodate the continued expansion of Ysgol Nant Talwg. This will open in September 2014. The existing building is to be re-located to provide teaching accommodation at Barry Comprehensive to replace a very poor quality building. The expansion of Ysgol Dewi Sant is also being progressed with design work underway and the building of a new 210 place school on the existing site due to be completed by September 2015. During the life of this plan the capacity of Welsh Medium primary schools will be increased from the current 1693 places to 2100 places in 2017. Consideration needs to be given to review the provision at the Ysgol Gyfun Bro Morgannwg (YGBM) site in order that the long term Welsh-medium strategic plan is clarified. The expansion of the Welsh Medium primary sector will result in increased numbers of children progressing to eh Vale�s Welsh Medium secondary School, Ysgol Gyfun Bro Morgannwg. Pupil forecasts anticipate that the school will be over capacity by 2020. Approval was received from Cabinet on 10 March 2014 to progress an initial feasibility study into the expansion of Welsh Medium secondary provision. The outcome of this feasibility study will inform the Vale of Glamorgan�s bid for captial funding through Band B of the 21st Century Schools Programme. The feasibility study will consider all options for the expansion of Welsh Medium secondary schooling to meet increasing damand. These options will include the expansion of Ysgol Gyfun Bro Morgannwg on the existing site, building a second Welsh Medium secondary school and collaborating with adjacent local authorities to ensure that the available capicity in the area is being fully utilised. The Deposit Local Development Plan includes provision for a number of new schools. The requirement for additional Welsh medium places will be taken into consideration during the planning of any additional school places. Specific provision has been made within the Deposit LDP for a new school building for Ysgol Gymraeg Iolo Morganwg. In addition to the survey of demand for Welsh medium education conducted late in 2013, questionnaires are now included within the packs provided to all parents when they register the birth of their child. This will provide a continuing stream of data that will enable more accurate forward planning to meet demand for Welsh Medium education. *These numbers are subject to amendment and are based on children currently in attendance in nursery, reception and year 1 who will progress to year 2 over the next 2 years. **This does not include numbers from Mudiad Meithrin, nonmaintained settings or private providers. Welsh Medium pupil projections reviewed annually 1.2 Adopt systematic processes for measuring the demand for Welshmedium childcare and Welsh-medium statutory educational provision. Act promptly on the findings of parental surveys. Current Performance � Welsh Medium Childcare A DRAFT of the Childcare Sufficiency Assessment (CSA) 2013-14 has now been completed and is currently out for public consultation.� The DRAFT indicates that �there is a minimal desire for more Welsh medium provision�.� Whilst a large quantity of support continues to be provided to existing and new Cylchoedd (preschool) in the Vale, further work needs to take place around supporting Welsh medium childcare provision within out of school provision (children aged 4 � 14yrs).� The 2010/11 survey can be viewed at HYPERLINK "http://www.valeofglamorgan.gov.uk/fis" www.valeofglamorgan.gov.u k/fis An Action Plan was developed to highlight the gaps and priorities arising from the CSA. Progress against the priorities within Action Plan are reviewed on a regular basis at the Early Years Development & Childcare Partnership meetings. Annual reviews of the CSA are carried out in order to update the information required. The Action Plan can be viewed at HYPERLINK "http://www.valeofglamorgan.gov.uk/fis" www.valeofglamorgan.gov.u k/fis These web pages provide useful publications on raising children through the medium of Welsh and links to other services supporting the Welsh language. There are also links to Welsh language courses. The Family Information Service is required by the Welsh Government to gather information on the language used in childcare settings annually. 5 categories are used. Early Years Development and Childcare Partnership continues to meet bi-monthly. As of 31 October 2013 there are: 9 Welsh Medium childcare settings, of which 6 are registered. Cyclh Meithrin Camau Cyntaf closed October half term because of staffing and sustainability issues. A new Cylch Meithrin (Dechrau Cysgu) opened in the Gibbonsdown area of Barry on the 4th November 2013. All Cylchoedd Meithrin are registered with CSSIW except CM Dinas Powys which is unable to register due to the unsuitability of the building to meet the requirements of CSSIW. 8 Welsh and English Medium settings, of which all are registered 3 Bilingual settings, of which all are registered, however these are not members of MM 448 childcare places in the above settings, of which 380 are registered from November 2012 to October 2013 we have received 7 requests for Welsh medium information and 46 requests for information on Cylchoedd Meithrin, this indicates a slight decrease on the previous year�s requests. This information is recorded on the Ffynnon performance management software. Mudiad Meithrin (MM) support new and existing settings and received financial support from the Community Focused Schools Budget to extend provision in the Penarth area. Funding has been granted and support given to a daycare setting (St Aubins) in Penarth to establish a Welsh unit. Support to the group is ongoing. Community Focused School funding is now Out of Schools Childcare Grant (OOSG). St Aubin Day nursery in Penarth were awarded OOSG funding in 2012/13 to support the set up of a Welsh unit within the nursery � 5 children supported. Cylch Meithrin Llanilltud Fawr received financial support from the Authority in order to re establish the Cylch at Llanilltud Fawr prior to Ysgol Dewi Sant opening in Sept 2011. Provision for wrap around care for 3 yr olds is now available. Cylch Meithrin Llanilltud Fawr also received OOSG funding in 201213 to support the sustainability of the setting. Cylchoedd Meithrin Llanilltud Fawr, Y Bontfaen and Bethesda offer wrap around service for their local Welsh medium schools. Cylch Meithrin Y Bontfaen is registered with the LA for the provision of education for 3 year olds. Out of School Childcare Grant funding has been given to set up a new Cylch Meithrin in Gibbonsdown, Barry. Close working links have been established with Ysgol Gwaun y Nant regarding the cylch feeding into the school and further discussions take place in regards to the expansion proposals for the school. The Early Years Development & Childcare Partnership continue to offer support to Mudiad regarding the establishment and sustainability of Cylchoedd Meirthrin in the Vale of Glamorgan. Mudiad Meithrin co-ordinator and Development officer continue to be members of the Vale Early Years partnership in 2013/14 updating officers on quarterly basis. Current Performance � Welsh Medium Statutory Education As forecast, and in line with the findings of the 2009 Parental Preference survey, the number of reception applications for the five Welsh-medium Primary Schools in the Vale for September 2011 was higher than the allocated admission number for all five schools. This shortfall was addressed by opening a new school at Llantwit Major, Ysgol Gymraeg Dewi Sant and a fourth Welsh-medium primary school in Barry, Ysgol Gymraeg Nant Talwg in September 2011. To meet the increase in demand for Welsh-medium education in the Penarth area, a new two classroom block was built at Ysgol Pen y Garth in 2011 to increase the admission capacity from 350 to 420 pupil places. A further Parental Preference Survey was undertaken between 30 September and 8 November 2013. The questionnaire followed Welsh Government guidelines. We are currently awaiting the analysis of this survey to guide further plans for Welsh Medium education provision. The survey was undertaken with parents of children aged under 2 yearas of age, those children born between 1st October 2011 and 31st August 2013. The survey targeted 2582 parents and received 603 completed questionnaires in response, as overall response rate of 24.73% compared to 29.3% achieved in the 2009 survey. Initial findings indicate that demand for Welsh medium education is strong and will continue to grow in 2015 and 2016. A factor influencing demand is the distance between a parents� home and the nearest Welsh medium school. The survey showed that the estimated total future demand for Welsh medium education for the Vale from those parents living within 2 miles of a Welsh medium primary school, from the cohorts targeted, is 25.77% whereas the estimated demand from those parents living in excess of 2 miles from a Welsh medium primary school is 19.39%. This suggests that there maybe a latent demand for Welsh medium education in areas of the vale that are more than 2 miles from a Welsh medium primary school. Currently 16% out of the total cohort of reception age children enter Welsh medium primary education in the Vale. The full analysis of the survey will inform further plans for Welsh Medium education provision. In addition to the survey of demand for Welsh medium education conducted late in 2013, questionaires are now included within the packs provided to all parents when they register the birth of their child. This will provide a continuing stream of data that will enable more accurate forward planning to meet demand for Welsh Medium education Planned Action � Welsh Medium Childcare Full Childcare Sufficiency Assessment is underway for 2013/14 � completion date April 2014. An Action Plan will be drawn up from results of the CSA which will include an action point around this strand supporting Welsh-medium childcare provision within out of school provision, a meeting will be set up with Menter Bro Morgannwg and youth service around supporting older children to access Welsh medium childcare and carry out surveys/questionnaires with pupils/parents on Welsh medium childcare. An action plan will be developed in line with the completed report � May 2014 with progress against the priorities being reviewed on a regular basis at the Early Years Development & childcare Partnership (EYDCP) meetings. Continue to provide a high quality part time placement within Welsh-medium education in the term following a child�s 3rd birthday for every parent or guardian who wish for it. Ensure sufficient places for Welsh-medium early years provision in the Penarth area from April 2013 onwards Mudiad Meithin Vale Development Officer and Early Years Officers to update on progress against prioroties of the CSA annually. MM officer to continue as a member of the Vale Early Years Partnership. Mudiad Meithrin are actively working on improving transition between their cylchoedd and the Welsh medium primary schools through e.g. encouraging their settings to offer wrap aound provision which is attractive to many parents. MM officeres will also set up meetings at the local schools in January 2014 with a view to discussing how to strengthen links between cylchoedd, their parents and the schools. A Ti a Fi was not able to be established in Romilly Park due to the earmarked building being made unavailable. However, Mudiad Meithrin plans to re-establish discussions for a Ti a Fi around the Romily Park area in a different location. Plans are also underway by Mudiad Meithrin to establish a Ti a Fi in Rhoose due to latent demand. Planned Action - � Welsh Medium Statutory Education The data returned through the parental preference survey being conducted through the registrars service will be collated into an annual report. This will be used, in conjuction with the established pupil projection methodology, to provide an early indication of increasing demand for Welsh medium education. This will maximise the time available to the Authority to ensure that funding and development plans will be in place to fully meet future demand for welsh medium statutory education. Annual reviews are carried out; a full report is due in 2013-14 Reviews of the CSA are completed annually. Full report completed every 3-4 yrs and outcomes shared with all key shareholders. Update on progress against the priorities of the CSA annually Meetings in local schools to take place in January 2014 to strengthen links between clychoedd partners. 1.3 Ensure that proposals for 21st Century Schools include full consideration of Welsh-medium education. Future plans for Welsh-medium places are dependent on available funding through the proposals included in the Vale 21st Century Schools Programme. Current Performance Ysgol Nant Talwg and Ysgol Dewi Sant have been established to accommodate increasing Welsh Medium pupil numbers in Barry and Llantwit Major. Ysgol Dewi Sant was included in Band B and Ysgol Nant Talwg in Band C of the original SOP. In the revised SOP both schools were brought forward to Band A. Both schools were opened to reception and nursery children only in September 2011 to accommodate increasing numbers of pupils applying for Welsh Medium education. The schools will expand incrementally as the existing reception class progresses through the school. At present three classrooms and a nursery have been built at both Ysgol Dewi Sant and Ysgol Nant Talwg in addition to a hall, staff accommodation, toilets and external play areas. The first phase of the schools has been successfully completed using modular building techniques which have been greeted very positively by school users and visitors. Planned Action The construction of Ysgol Nant Talwg within a single phase to a pattern book design with a project cost of �2,740,000 started in November 2013. The building will be complete by July 2014 with the new school opening in September 2014. The existing Ysgol Nant Talwg building will be relocated to Barry Comprehensive to provide replacement accommodation for the art department. A Business Justification Case will be submitted to the Welsh Government in December 2013 to release 21st Century School funding for the construction of Ysgol Gymraeg Dewi Sant. The new school will follow the pattern book design approach used for Ysgol Nant Talwg It is anticipated that the new school will be open in September 2015. Deliver the identified capital investment priorities within the Strategic Outline Programme as funding is made available Continue to regularly review the demand for Welsh-medium places and plan to meet additional requirements. A statutory process to expand Ysgol Gwuan y Nant in Barry to 420 places started in November 2013. If approved this expansion will take place from September 2015. . 1.4 Ensure collaborative working through consortia. Current Performance The LA has been self sufficient in respect of Welsh medium provision to date and it has therefore not been considered necessary to collaborate previously. However the onset of Consortia working will provide an opportunity to establish joint working and collaboration that is dependent upon the new regional composition. Officers have worked closely with consortium colleagues to develop the current Welsh in Education Strategic Plan. Planned Action To maintain a close working relationship with consortia to ensure the provision and needs for students in the Vale of Glamorgan a met. From September 2012 1.5 Increase the ability to take advantage of Welsh-medium provision through immersion education schemes and centres for latecomers. Current Performance The needs of late-comers to Welsh-medium primary provision have previously been addressed by the designated Athrawes Fro for the authority. The Welsh in Education Officer role is CSCJES based. The LA Welsh Adviser previously offered supplementary activities and additional guidance to mainstream class teachers supporting latecomers. The demand for provision for latecomers to Welsh-medium education is very low. When circumstances arise the school, in conjunction with the authority will provide additional support for pupils for a period of time prior to full integration. Planned Action To consider immersion schemes in collaboration with other LA�s in CSCJES. Review provision for latecomers annually from September 2014 as plans for collaborative consortium working progress. Review provision for latecomers annually from September 2014 1.6 Establish a Welsh-medium Education Forum and establish links with the Children and Young People�s Plan. Ensure considerations for resources and finance for Welsh-medium provision within early years. Current Performance The Vale�s Welsh Education Strategy Team was set up initially in September 2009 by the Welsh Adviser. It comprises of Head teacher representatives from Welsh-medium and English-medium Primary settings, Senior Staff member representative from Secondary settings, officers within the authority and representatives of organizations such as Mudiad Meithrin, Urdd and Menter Bro Morgannwg. The role of the Welsh Education Strategy Team is to promote and develop all aspects of the Welsh language and culture throughout the Authority. A new Forum was established in Sept 2011 to support the planning processes of the Welsh Education Strategic Plan. Members of the Forum are members of the current Welsh Education Strategy Team as well as key stakeholders: RhaG officer representing parents, various local authority officers involved with the Children and Young People�s Plan, the Early Years Partnership, the Family Information Service, the Youth Service and Equalities. It was the feeling of the Forum in 2012 that now there is no Welsh Adviser within the Vale no-one was available to drive progress and that previous momentum has not been maintained. A Lead Officer for School Improvement was appointed in May 2013; the officer assumed responsibility for the WESP in September 2013 working alongside her consortium colleagues and under the direction of the Head of School Improvement and Inclusion. Planned Action The 2013 Forum will evaluate the impact and effectiveness of the WESP and will develop a monitoring and evaluation schedule in order to collate information to inform the annual progress report submitted to Welsh Government. The WESP�s Forum will meet termly and will produce an annual progress report to evaluate the impact and effectiveness of the Welsh Education Strategic Plan. This report will be submitted To Vale�s Educational Scrutiny Committee, and Welsh Government. A first meeting of the newly established Forum to meet on November 27th 2013. Further review meetings are planned for the spring (March 6th 2014) and summer (TBC) 1.7 Provide information for parents/carers Current Performance A bilingual booklet �Educating Children in the Vale of Glamorgan� explaining the provision in the Vale is provided to all parents. Further information on school catchment areas can be obtained from the admission department of the Learning and Skills Directorate and the Vale of Glamorgan at: HYPERLINK "http://www.valeofglamorgan.gov.uk/working/education_and_skills1/schools.aspx" www.valeofglamorgan.gov.uk/working/education_and_ skills-1/schools.aspx To date no information regarding out of county provision is included in the Vale booklet to parents. However, this could be an area that will require attention as plans to work collaboratively cross consortia are developed in the near future. The current �Welsh Education Scheme� (2009-14) and it�s �Annual Monitoring Report� provides further information to parents regarding nature of provision and end of key stage assessment data within all Welsh-medium schools An electronic copy of the current �Welsh Education Scheme� (2009-14) is available on the Vale web site. HYPERLINK "http://www.valeofglamorgan.gov.uk/working/education_and_skillsschool_improvment/welsh_curiculum.aspx" www.valeofglamorgan.gov.u k/working/education_and_skillsschool_improvment/welsh_curiculum.aspx Hard copies are available by contacting: School Improvement, Provincial House, Kendrick Road , Barry, CF62 8BF The Family Information Service (FIS) has a statutory duty to provide information to parents and carers on �Services Promoting the use of the Welsh Language� as prescribed in the Childcare Act 2006 Section 27. Information on the advantages of raising children bilingually, how to access We l s h m e d i u m l i t e r a t u r e , p u b l i c a t i o n s a n d a v a i l a b i l i t y o f W e l s h l a n g u a g e c l a s s e s . L i t e r a t u r e i s d i s t r i b u t e d t o p a r e n t s a t o u t r e a c h e v e n t s i n t h e c o m m u n i t y , i n c l u d i n g : T u f l e a f l e t s ; W e l s h L a n g u a g e B o a r d l e a f e t s W e l s h - m e d i u m e d u c a t i o n f o r y o u r c h i l d , t h e b est start possible; Need help with homework in Welsh? Call the Welsh Support Line; Welsh medium and Bilingual Education in Wales; Mudiad Ysgolion Meithirn literature: Siarad Dwy Iaith and booklets about Cylchoedd Meithrin and Cylchoedd Ti a Fi. There are also useful links to Welsh organisations on the web pages available on the FIS website: HYPERLINK "http://www.valeofglamorgan.gov-.uk/fis" www.valeofglamorgan.gov.uk/fis and click on Parents� Zone. These web pages provide useful publications on raising children through the medium of Welsh and links to other services supporting the Welsh language. There are also links to Welsh language courses. When parents contact FIS for information about childcare, staff always suggest Welsh medium childcare. From November 2012 to October 2013 the FIS received 7 requests for Welsh medium information and 46 requests for Cylchoedd Meithrin. Planned Action The FIS continue to provide parents and carers with recent and relevant information regarding Welsh-medium child care. Look at collaborative working within our region to provide information to parents and carers regarding Welsh-medium provision in other areas. Maintain information services to parents and review annually. Review annually. FIS website has pages dedicated to promoting the Welsh language. The website has been on line since April 2012. The FIS ensure that parents who contact FIS are provided with current information relating to Welsh medium childcare. Outcome 2: More learners continuing to improve their language skills on transfer from primary school to secondary school You should also complete Appendix 3 A. Objective B. Current position (Questions to be answered) C. Timetable of future plans D. Progress report 2.1 Increase the percentage of Year 9 learners who are assessed in Welsh (First Language) Current Performance The numbers attending Ysgol Gyfun Bro Morgannwg the only Welsh�medium Secondary school in the Vale are steadily increasing as numbers in the Welsh-medium primary settings expand. During the next five years it is predicted that the increase in capacity at primary level will have a significant impact on numbers transferring to Secondary and therefore assessed at end of Key Stage 3. All pupils, 100% of cohort transferring from Primary to Secondary Welsh-medium in the Vale are assessed in Welsh First Language in Year 9. In 2012/13 - 9% of the total LA Year 9 cohort were assessed in Welsh First Language, an increase of 1% from NDC and PLASC January 2012. Planned Action Maintain 100% of pupils in Yr 9 at Ysgol Gyfun Bro Morgannwg . assessed in Welsh First Language Annual review of provision. 2.2 Develop more effective transfer between the funded non-maintained provision to maintained school provision, between Key Stage 2 and 3 and Key Stage 3 and 4. Current Performance All Welsh-medium Primary Schools are maintained and have nursery provision. The mean percentage of children transferring from nonmaintained Welsh-medium childcare settings for children under 3 and maintained Welsh-medium schools delivering the Foundation Phase can be seen in Appendix 2. ( data suppllied from Mudiad Ysgolion Meithrin December 2013) Based on the most recent Mudiad Meithrin data available to the local authority, the current transfer rate is as documented in Appendix 2. However, with the increase capacity through the opening of Ysgol Dewi Sant and Ysgol Nant Talwg, togethr with the proposed expansion of Ysgol Gwaun Y Nant, an aspirational target of at least 98% is set which is an increase of 14% based on the 2012/13 figures supplied from Mudiad Meithrin. � Foundation Phase and Key Stage 2 In September 2013, 182 pupils which is 97% of last year�s Y2 cohort, who were taught through the medium of Welsh transferred from Yr 2 to Yr 3. 0 pupils transferred to English-medium schools in the Vale. 5 pupils left Vale LA. � Key Stages 2 and 3 In September 2013, 117 pupils which is 98% of last year�s Y6 cohort, transferred from Yr 6 to Yr 7. 1 pupil transferred to an English-medium school. 2 pupils left Vale LA. � Key Stage 3 and 4 In September 2013, 146 pupils which is 99% of the current Y9 cohort, transferred from Yr 9 to Yr 10. 1 pupil transferred to a Vale Special School. 0 pupils left the Vale. Planned Action Maintain this high transferral rate of at least 98% from maintained, funded non-maintained and non-maintained Welshmedium settings into our Welsh �medium schools Mudiad Meithrin to inform Welsh Government directly of Cylchoedd Meithrin attendance numbers and numbers transferring to Welshmedium schools data on an annual Develop a tracking system to ensure a high percentage of transfer and progression between all childcare settings for under 3 to Welsh-medium settings delivering Foundation Phase. This is an area that could be developed in partnership with the Strategic Planning Dept, Early Years Advisers, Admissions, Mudiad Meithrin and Flying Start Officers. (Currently reliant on data from YMM.) This would ensure that children attending our Welsh-medium Flying Start setting could be tracked and evaluate the impact of provision. Maintain minimal drop-out rate and review annually from April 2012 LA and Consortium support strategies will continue to contribute to this high retention rate. . Maintain minimal drop-out rate and review annually from April 2012 LA and Consortium support strategies will continue to contribute to this high retention rate. . . 2.3 Promote a higher proportion of Welsh-medium provision within bilingual schools. Not applicable to the Vale of Glamorgan as the Vale has no Bilingual Schools Outcome 3: More learners aged 14-16 studying for qualifications through the medium of Welsh Outcome 4: More learners aged 16-19 studying subjects through the medium of Welsh in schools, colleges and work-based learning A. Objective B. Current position (Questions to be answered) C. Timetable of future plans D. Progress report 3.1 Increase the percentage of learners aged 14-16 studying for qualifications through the medium of Welsh Current Performance 121 out of 122 students in Year 11 (99%) in 2013, in Ysgol Bro Morgannwg studied 5 or more qualficiations through the medium of Welsh. This represented 7% of total LA cohort of 1633. To effectively address the target of 100% of pupils and maintain the high percentage of learners studying 5 or more qualifications through the medium of Welsh the following need to be considered: Bilingual tutor delivering the �Engineering� course at Cardiff and the Vale College, through a Welsh speaking LSA. 2 dedicated Welsh Classes for �Hair and Beauty� at Cardiff and the Vale College has been secured Public Services is now delivered in YG Bro Morgannwg and supported by CAVC from July 2013 for 2013-14. Planned Action Promote and enable when possible the identified Welsh medium courses at Cardiff and the Vale College that are delivered bilingually in order to maintain the percentage of learners studying 5 or more qualficiations through the medium of Welsh. Review annually from April 2014 Review annually from April 2014 3.2 Ensuring that provision for 14-16 year old learners complies with the Learning and Skills Measure (Wales) 2009 Current Performance Ysgol Gyfun Bro Morgannwg comply with targets of the Learning Skills Measure (Wales) 2009, in providing 30 choices of courses through the medium of Welsh. At least 5 of which are vocational courses delivered through the medium of Welsh. Early indications are that the dedicated Welsh-medium element of the 14-19 Grant Fund will remain or possibly increase slightly for the next two years. However, overall 14-19 funding has been cut by 12.5% for 2012/13 and a further cut planned for the following year which is likely to impact on all learners. This will make it even more challenging to sustain Welsh Medium provision. Provision of Welsh-medium education is one of the priorities of the Vale 14-19 Strategic Plan. The 14-19 Grant contibutes to the co-ordination costs of the Welsh-medium Cross-border Forum on which the HT of YGBM and Chris Franks sits. The Forum positive good practice shared seeks to maximise the opportunities to develop collaborative Welsh-medium provision. �1500 from forum for conference FE providers to develop bilingual skills. The Welsh-medium Cross Regional Forum fosters co-working between Welsh medium schools arranging events for Tourism & Travel, Business and Psychology. The external provider, Cardiff and the Vale College make every effort to deliver courses through the medium of Welsh. The�Bilingual Champion to Cardiff and the Vale College is commited to developing Welsh �medium partnerships and provision. Targets include: Ensuring a minimum increase of 4 module options each year through the medium of Welsh or bilingually. Ensure a minimum increase of 24 learners in each academic year pursue Welsh medium or bilingual courses or modules. The Bilingual Champion� reports to SMT�s and to the Welsh language unit of DfES termly to ensure the strategic priorities are addressed and achieved. Additional measures taken by the College to ensure adequate take �up of Welsh medium provision includes : An appointment of a full time Welsh language mentor to support students and staff to improve their Welsh language skills and to help with portfolio building. Writing and promoting the language units with coordinators Tutorial support Support with Welsh medium course assignments Additional qualifications in Welsh � eg Language units on Welsh Bacc. New qualification for customer service within all curriculum areas through the medium of Welsh. Iaith ar Waith coordinators (PT) 30 hr FTE have been employed. The Bilingual Champion�s targets have been met. These include Level 2 + 3 Awards in Youth Work via YMCA. CAVC enrolments for courses or modules through the medium of Welsh or bilingually was 667 (cross college figure, not Vale only). Cardiff and Vale College is currently part of a Welsh language board funded research project considering language choice for post 16 learners. A focus group of Welsh speaking learners has been established which informs both the project and the Bilingual champion of their course and social requirements. CAVC hosted a conference �Cymry Yfory� in March 2012 with support from the Urdd and Mentrau Iaith which highlighted the importance of Welsh-language skills in the workplace. 15 of the 44 attendees were Vale residents. �this was not replicated in 2013 a Conference centred around Tourism took place. Planned Action Plans are currently being formulated to hold a conference for learners over the age of 16 in South East Wales to help encourage students to continue to develop their linguisitc skills in Welsh. Welsh-medium post-14 options will be sustained through the continued partnership agreements with Cardiff and Vale College , Cardiff Military Prep College and the Cross Border Forum to increase provision through the medium of Welsh. Support the college in developing the �14-19 College Prospectus� as a true reflection of the provision offered at Cardiff and the Vale College annually from April 2014 Ysgol Gyfun Bro Morgannwg to work in collaboration with Cardiff and the Vale College Welsh Champion and to ensure that the post-14 �Hair and Beauty� course continues. Ysgol Gyfun Bro Morgannwg, Cardiff and the Vale College, the Urdd and Mentrau Iaith to promote future Conferences for Post 16 learners . CAVC Welsh language staff training course are targetting vocational teaching staff int he fields of employemnt and trade. Review planned actions from April 2014 . 4.1 Increase the percentage of learners aged 16-19 who study subjects through the medium of Welsh in schools Current Performance 100% of pupils in 2013 in Ysgol Gyfun Bro Morgannwg studied 2 or more subjects through the medium of Welsh out of a Vale cohort of 839 (6%). KS5 2011-2012 AS 6 A2 3 KS5 2012-2013 KS5 2013-2014 AS 8, A2 3 AS 4 A2 3 The �14-19 Curriculum and Quality Group� a group of Curriculum managers from all Secondary Schools in the Vale including the Curriculum manager from Ysgol Gyfun Bro Morgannwg, the Military Prep College and Cardiff and Vale College continue to meet monthly to discuss 14-19 provision. The school continues to be represented on the LA Learning and Skills Partnership and is a member of the 14 -19 Regional Welsh Forum. Bilingual Champions have been allocated 5 places on the Regional Forum as well as specific course funding and opportunities to benefit from and contribute to CPD opportunities for staff. Planned Action Recommend that the Forum arranged a joint examination board subject specific meeting during 2014-2015. Continue to support the 14-19 Quality Group to ensure all learners� needs are met. Review uptake of courses annually and work proactively with partners in ensuring a high uptake is maintained. Review annually and work proactively with partners in ensuring a high uptake of all courses Review annually from January 2014 4.2 Work through 14-19 Networks and 14-19 Regional Forums to sustain and improve Welsh-medium provision Current Performance The authority contributes �2000 to the regional Welsh-medium Forum. The Welsh-medium Forum has organised and financed a number of INSET sessions allowing vocational teachers to network, share resources and training. CACHE course run at CAVC and YG Bro Morgannwg. The authority has supported Welsh medium Public Services course at the YG Bro Morgannwg The following courses at Ysgol Gyfun Bro Morgannwg have been supprted by the Regional Needs Development Programme (RNDP): Applied Science BTEC level 2 and 3 SWEET level 1 Business BTEC 3, Entry level Music and Design Technology Applied ICT A level Public Service level 2 Child Care All courses are running. GCSE Business has been introduced to Year 10 to replace BTEC Business. Applied ITC is running in Years12 and 13. See above references to 14-19 planning and funding. The advent of regional working presents opportunities to expand Welsh-medium provision for this age group. Planned Action Within the context of a reducing 14-19 budget, seek to maintain current performance in terms of the range of vocational subjects provided and pupil numbers accessing these courses. Maintain current performance. LA to continue to support the regional Welsh-medium Forum financially and review annually. LA to continue to support the regional Welsh-medium Forum financially and review annually. 4.3 Gather, analyse and use data for 14-19 Welsh-medium provision. Plan for post-16 Welsh-medium provision within partnerships Current Performance The Partnerships operate through the Learning Network and the Operational Curriculum Group. CAVC continues to chair and host the South East Wales FE Colleges group. It is currently working with DfEs and Colegau Cymru to investigate shared lecturing posts to facilitate expansion of the curriculum Engineering in ICAT Catering Performing Arts Child Care CAVC hosts the termly meeting of South East Wales FE Colleges Welsh medium subgroup. This facilitates the sharing of resources and information on the availablilty of tutors to deliver vocational qualificaltions. Current available data for Vale of Glamorgan learners in Cardiff and Vale College includes the following information: 2012/13 - 27 boys, 15 girls making a total of 42 in total students on Welsh medium courses. In September 2012 CAVC appointed 5 part-time Co-ordinators to expand provision of Yr Iaith ar Waith, a Welsh-medium customer care vocational qualification. It is currently being delivered in the following curriculum areas in the Vale: Sport, Leisure and Tourism; Hair and Beauty; Health and Social Care; Creative Media; Business and Catering. Welsh-medium provision is developing within CAVC Apprenticeships in Business Administration in the National Assembly, Care in various companies and Media within the BBC apprenticeship training programme. A number of Welsh speakers are supported through learning assistants in their pre and post 16 courses. Agored L2 -98.49% success rate in delivering Welsh medium with 18 cohorts across the college. �Ymdrin a chlientiau un defynddio, i Gymraeg yn y gwethle� Relevant information and data is collected and disseminated annually in the SAR and informs the Quality improvement Plan which is submitted annually to Welsh Government. The SAR and Welsh annexe of Cardiff and Vale College is also used to inform the post 16 provision and progression opportunities within the local authority. Planned Action Planned expansion to post 16 �Hair and Beauty� Sept 2012, plus �Public Services� in the Vale and YG Bro Morgannwg. Two cohorts of yr �Iaith ar Waith� vocational students this year � �Catering� and �Health and Beauty� � for previous year now 9. Pursue independent providers to offer Welsh-medium work based learning to students. Continue to host termly meetings in order to share information and good practice SAR to inform the Authority of post 16 provision and progression opportunities Review on an annual basis Review on a termly basis Review on a annual basis Outcome 5: More learners with higher skills in Welsh You should also complete Appendix 4 A. Objective B. Current position (Questions to be answered) C. Timetable of future plans D.Progress report 5.1 Improve provision to address literacy in Welsh Current Performance Whereas Outcome 5 was addressed by the LA in previous years it is now incorporated in the collaborated aims of CSCJES Joint Education Service (CSCJES). The Local Authority together with the CSCJES is committed to raising standards in literacy across all schools and has developed a range of strategies to address pupils� literacy in both Welsh and English. The strategies include : Adopting a focused approach to literacy training for all practitioners; Providing targeted intervention support for pupils aged 7 � 14 who are under-attaining in reading and writing; Closing the gender gap. Planned Action The LA will continue to: Monitor and evaluate standards and the quality of provision, through analysis of Estyn inspection reports, and information received from the LA Review and Development programme and Key Officers; Provide access to a comprehensive training programme aimed at developing practitioners� skills in terms of literacy learning and teaching; Respond to any initiatives promoted by the Welsh Government to develop pupils� literacy skills; CSCJES plans to increase the number of Welsh in Education Officers during 2014-15 and appoint an officer to work specifically with the secondary sector. (2014-17) Annual report to the Welsh Education Forum on standards of literacy in Welsh-medium schools during 2014-2017. 5.2 Improve provision and standards of Welsh First Language Current Performance The following table shows the percentage of pupils who, in 2013, achieved at least Foundation Phase Outcome 5 in Language, Literacy and Communication Skills in Welsh-medium schools, the second year of the assessment of Foundation Phase Outcomes across Wales. 2011 data indicates the percentage of pupils who achieved at Level 2 or above in Welsh first language at the end of Key Stage 1. These figures represent an improvement on 2012 and maintain the gap whereby the LA�s performance is above the Welsh average. The LA exceeded its target of 91%. 2011 2012 2013 VoG 95% 91% 92% Wales 91% 86% 87% The percentage of learners at the end of Key Stage 2 who reached at least Level 4 in teacher assessment in Welsh is outlined in the table below. For the last three years, the LA results have been consistently above national averages and despite a dip in 2011, have shown a continued upward trend in pupil attainment. These results are monitored on an annual basis by both the individual school�s system leader and CSCJES� strategic lead for Welsh. Key Stage 2 2011 2012 2013 VoG 78% 90% 93% Wales 82% 84% 87% In 2013, Ysgol Gyfun Bro Morgannwg (YGBM) achieved the following, improved results: Level 5+ 2011 2012 2013 L5+ L6+ L5+ L6+ L5+ L6+ YGBM 84% 35% 84% 43% 91% 50% Wales 81% 38% 84% 41% 88% 46% (Appendix 5) The percentage of learners at the end of Key Stage 4 who achieve grades A*-C in GCSE Welsh first language in 2011-2013 are included within the YGBM data outlined in the table below: 2011 2012 2013 VoG (YGBM) 73% 73% 83% Wales 75% 74% 73% Planned Action The CSCJES strategic lead for Welsh and Welsh in Education Officers responsible for Welsh First Language in the primary and secondary phase (subject to appointment) will continue to work with the Authority�s Welsh-medium primary schools and YGBM to support the raising of standards in Welsh and literacy across the curriculum. (2014-17) Schools will have access to a comprehensive training programme for staff, through the CSCJES Learning and Innovation Network for Schools (LiNKs) to enable them to deliver National Curriculum programmes of study, in order to respond to the Literacy Framework for Wales and other initiatives promoted by the Welsh Government to raise standards. (2014-17) The LA and the CSCJES school improvement service will continue to monitor and evaluate standards and the quality of provision, through analysis of school data, comparative data, Estyn inspection reports, and information received from the LA�s Review and Development programme and key officers. (2014-17) The CSCJES strategic lead for Welsh and Welsh in Education Officers will ensure that there is a language continuum between the primary key stages to enable pupils who are taught through the medium of Welsh to have the necessary Welsh language skills to access the curriculum across the Key Stages. (2014-17) Welsh-medium schools will continue to focus on developing Welsh language skills throughout the primary phase and English language skills in Key Stage 2, by using assessment to inform learning; setting challenging targets and monitoring and evaluating standards and the quality of provision. (2014-17) (Appendix 4) Annual report to the Welsh Education Forum on standards of literacy in Welsh-medium schools during 2013-15. To achieve the following FP Outcome 5+ (LLC) Welsh targets: *note that all targets are subject to regular review throughout the life of the plan 13/14* 14/15* 15/16* 16/17* 92 92.7 93.5 93.5 To achieve the following KS2 Level 4+ Welsh targets: *note that all targets are subject to regular review throughout the life of the plan 13/14* 14/15* 15/16* 16/17* 90.5% 91% 95.4% 95.4% To achieve the following KS3 Level 5+ Welsh targets (YGBM): *note that all targets are subject to regular review throughout the life of the plan 13/14 14/15 15/16 16/17 85% 96% 86% 86.5% GCSE L2 Welsh (YGBM) *note that all targets are subject to regular review throughout the life of the plan 13/14 14/15 15/16 16/17 75% 76% 71.7% 76% 5.3 Increase opportunities for learners of all ages to practise their Welsh outside the classroom Current Performance The LA works closely with Urdd and Menter Bro Morgannwg to promote extra-curricular activities in all schools in order to maximise opportunities for learners of all ages to practise their Welsh outside the classroom. After-school clubs are well established and operate successfully in 6 out of 8 Welsh-medium schools and some English-medium schools. In addition the Urdd has established 3 Welsh language community clubs. In the past Menter Bro Morgannwg and the Urdd have worked successfully in partnership to provide activities during school holidays. Educational visits are organised for pupils of all ages to various residential centres across the UK and further afield. Some English medium schools have established their own after-school Welsh clubs in order to increase and support the use of Welsh in informal situations. The Youth Service provides training and opportunities for young people to develop their language skills within the voluntary sector. Combined with the YMCA Community College Wales the service offers a youth leadership programme to sixth formers and volunteering opportunities in youth settings. The Youth Service runs a youth club through the medium of Welsh in Barry Fire Station where a broad range of extra-curricular activities is offered. The Youth service in partnership with the Urdd supports a Youth worker who is based at Ysgol Gyfun Bro Morgannwg in order to encourage pupils to socialise informally through the medium of Welsh and to offer youth support initiatives to learners by non- formal means. The Welsh medium subgroup of Cardiff and Vale Adult Comunity Learning Partnership has initiated a six month pilot project to develop Welsh medium opportunites for adults via workshops and a drop in centre in Barry on a weekly basis. It is a collaborative venture, led by The Vale of Glamorgan ACL team, involving active participation from the Welsh for Adults Centre, The WEA Cardiff and Vale College and Mentrau Iaith Caerdydd a Bro Morgannwg. There has been a steady increase to the number of young people attending the Welsh Medium Youth Provision based in Barry Fire Station, numbers range from single figures attending in 2013 to currently approximately 39 attending March 2014. At present there is a gender split of 59% female and 41% male attending. The young people engage in a wide range of activities reflecting the Youth Work in Wales: Principles and Purposes 2013. Planned Action Menter Bro Morgannwg�s funding ceased in January 2013 since then the tender to lead a Welsh language project within the Vale of Glamorgan was awarded to Menter Bro Morgannwg. Menter Bro Morgannwg is being established and, although we are currently sharing some resources, will be completely independent from Menter Caerdydd. The Local authority and the CSCJES will work collaboratively with Menter Bro Morgannwg to ensure the recommendations from their recent report (July 2013) regarding schools is carried out. The Youth Service continues to seek opportunities to develop the provision will work with partners to increase opportnities for young people. The LA in collaboration with Menter Bro Morgannwg and Urdd to support initiatives in schools in order to develop the use of Welsh outside the classroom and improve the informal use of Welsh amongst pupils. (2014-17) No extra curricular activities are currnetly fudned by the Vale of Glamorgan Council and available through the medium of Welsh outside of the classroom for children aged 4-11. They also offer many opportunities during the year for young people to practise their Welsh language skills in a social context Menter Bro Morgannwg and Urdd to support initiatives at Ysgol Gyfun Bro Morgannwg to support the use of Welsh in social situations. (2014-17) Menter Bro Morgannwg to offer interest clubs to 100% of Welshmedium schools during 2014-17. Menter Bro Morgannwg to offer activity clubs during half-term and summer play schemes during 2014-17. The LA and, as appropriate, the Consortium to continue to fund the Welsh in Education Officers to develop the informal use of Welsh outside the classroom. (2014-17) 100% of Welsh medium schools offer a range of activities to support the use of Welsh outside the classroom and improve the informal use of Welsh during 2014-17. Initiatives at Ysgol Gyfun Bro Morgannwg fully supported by Menter Bro Morgannwg and Urdd officers during 2014-17. 100% of Welsh-medium schools to offer a range of residential activities during 2014-17, with the exception of Ysgol Dewi Sant and Ysgol Nant Talwg; this is not applicable until pupils reach year 5. All actions reviewed on an annual basis. 5.4 Improve provision and standards of Welsh Second Language Current Performance The percentage of learners at the end of key stage 2 who reached at least level 4 in the teacher assessment of Welsh second language has increased significantly over the last three years both locally and nationally. The LA�s rate of improvement has slowed from 2012-13 and although the 2013 figure has already met the target set initially for 2014 the gap between local and national attainment has closed by nearly 50%: 2010 2011 2012 2013 VoG 29% 58% 69% 72% Wales 35.4% 51.4% 61.6% 68% Training and support provided has increased teachers� confidence in monitoring and challenging pupils� progress in Welsh Second Language. Planned Action CSCJES Welsh in Education Officers to continue to support schools in the planning and delivery of Welsh language development and Welsh second language in order to raise levels of attainment. Ongoing suport for the Foundation Phase and Key Stage 2 to be through exemplar lessons/ team teaching within classes and also staff training during twilight sessions or closure days. (2014-17) Training events specifically designed to meet school needs to be offered as part of the CSCJES LiNKs programme. A Welsh language programme of support in the use of Welsh and the development of pupils� bilingual skills to be provided for all staff in classes throughout the primary phase. (2014-17) Schools to access relevant resources created by the Welsh in Education officers through the second language wikispace. The WEOs� wikispace will be replaced by the Welsh in Education Officers website (Welsh first language and Welsh second language). All schools to be notified when the website is live. (2014-17) The LA to continue to monitor and evaluate standards and the quality of provision, through analysis of school data, comparative data, Estyn inspection reports, and information received from the Review and Development programme and key officers. (2014-17) The LA, in collaboration with the CSCJES, to continue to develop a language programme which supports the development of the Welsh language throughout all key stages in the primary phase. (2014-17) What has been the impact of the Key Stage 2/3 Cluster Moderation Pilot? Current Performance The Welsh Adviser and Welsh in Education Officers led a programme to support schools during 2011-12 in preparing for WJEC accreditation. Evidence gathered from this programme of support indicates there has been an improvement in good practice across most schools and a developing awareness of the need to ensure that effective planning is in place to support language development. Practitioners have shown increased confidence in the assessment of Welsh second language following the cluster moderation exercise. Schools have been encouraged to continue with regular cluster moderation work. What is the percentage of learners at the end of Key Stage 3 who reach at least Level 5 in the teacher assessment of Welsh Second Language? At the end of Key Stage 3, the percentage of learners who reach at least Level 5 in the teacher assessment of Welsh Second Language continues to show an upward trend with significant improvement from 2012-13. The LA�s rate of improvement is more rapid than the national average and the target set for 2015 exceeded. Pupil performance is closely monitored by the CSCJES strategic lead for Welsh and schools are challenged to raise standards as part of the LA�s monitoring procedures. Level 5+ 2010 2011 2012 2013 VoG 64.5% 70% 71% 78% Wales 59.4% 64.6% 68.2% 73% Planned Action The LA, in conjunction with the CSCJES school improvement service, to continue to provide curriculum support for schools to raise levels of attainment. (2014-17) 100% of schools have access to a training programme during 201317. Schools access a training programme for staff, through the CSCJES Learning and Innovation Network for Schools (LiNKs), to enable them to deliver the National Curriculum programme of study. (2014-17) The LA to respond to initiatives promoted by the Welsh Government to provide training for staff to support the raising of standards at Key Stage 3 . (2014-17) The LA, in conjunction with CSCJES, to support Welsh Language development across the curriculum and the teaching of Welsh as a second language. (2014-17) The LA, in conjunction with CSCJES, to continue to monitor and evaluate standards and the quality of provision, through analysis of school data, comparative data, Estyn inspection reports, and information received from the Review and Development programme and key officers. (2014-17) What is the percentage of learners at the end of Key Stage 4 who achieve grades A*-C in GCSE Welsh Second Language Full Course? Current Performance The achievement of learners at the end of Key Stage 4 in GCSE Welsh Second Language Full Course are outlined in the table below: A*-C 2011 2012 2013 W2L A*-C A*-C A*-C VoG 84% 81% 77% Wales 71% 74% 77% The number of learners who sat GCSE Welsh Second Language Full Course as a percentage of the cohort is outlined in the table below: 2011 2012 2013 Cohort 1520 1462 1511 Entry 460 452 616 % 30% 31% 41% What is the percentage of learners at the end of Key Stage 4 who achieve grades A*-C in GCSE Welsh Second Language Short Course? How many learners sit GCSE Welsh Second Language Short Course as a percentage of the cohort? Current Performance The achievement of learners at the end of Key Stage 4 in GCSE Welsh Second Language Short Course is outlined in the table below: A*-C 2011 2012 2013* VoG 49% 42% 45% Wales 47% 49% 51% The number of learners who sat GCSE Welsh Second Language Short Course as a percentage of the cohort is outlined in the table below: 2011 2012 2013* Cohort 1520 1462 1511 Entry 724 637 649 Percentage 48% 44% 43% Planned Action The LA to continue to ensure that every pupil in an English-medium secondary school is given the opportunity to sit an external examination in Welsh Second Language by the end of KS4 and to increase the percentage of pupils entered for GCSE Welsh Second Language. (2014-2017) The LA to continue to evaluate the provision and standards for Welsh Second Language at Key Stage 4 through analysis of school data, comparative data, Estyn inspection reports, and information received from the LA�s Review and Development programme and officers. (2014-17) The LA, in conjunction with the CSCJES school improvement service, to disseminate effective practice and provide support for schools, where required. (2014-17) To achieve the following KS2 L4+ Welsh Second Language targets during 2014-16: *note that all targets are subject to regular review throughout the life of the plan 13/14 14/15 15/16 16/17 73% 74% 75.5% 76% Reviewed on an annual basis. To achieve the following KS3 L5+ Welsh Second Language targets during 2013-15: *note that all targets are subject to regular review throughout the life of the plan 13/14 14/15 15/16 16/17 75% 76% 76.5% 76.5% KS4 GCSE L2 Welsh 2nd language (Full Course) *note that all targets are subject to regular review throughout the life of the plan 13/14 14/15 15/16 16/17 83% 84% 84% 84.5% KS4 GCSE L2 Welsh 2nd language (Short Course) *note that all targets are subject to regular review throughout the life of the plan 13/14 14/15 15/16 16/17 51% 51.5% 52% 55% To increase the number of pupils who follow the GCSE Welsh second language (full course) and to reduce the number who do not sit any external exam in the subject as follows. 13/14 14/15 15/16 16/17 Full Course 40% 45% 50% 50% Short Course 60% 55% 50% 50% Not entered 0% 0% 0% 0% 5.5 Increase opportunities for learners of all ages to practise their Welsh outside the classroom Current Performance The CSCJES Welsh in Education Officers work closely with schools in order to increase their own capacity to further raise the profile of the Welsh Language and standards of achievement, by providing the following support: Demonstrating to teachers how to provide opportunities for pupils to use everyday Welsh, during exemplar lessons provided in primary schools; Encouraging the Helpwr Heddiw strategy, with pupils being given responsibility for giving instructions and commands to their peers through the medium of Welsh; Providing input into Foundation Phase courses on Welsh language development; Producing an Everyday Welsh document which shows progressive banks of language for use in schools (copy on wikispace); Providing a bank of Welsh signs for use on displays (copy on wikispace); Providing training for teachers (intensive Welsh courses); Providing training for Learning Support Officers (LSOs) (intensive Welsh courses). All resources created by the Welsh in Education Officers (WEO) to be available electronically via the WEO website. Information will be distributed to all schools September 2013. Planned Action Working with the newly established Menter Bro Morgannwg to support a range of initiatives and providers, including Menter y Caerdydd, to develop the use of Welsh outside the classroom and improve the informal use of Welsh amongst pupils. (2014-17). Specific training aimed at increasing opportunities for learners of all ages to practise their Welsh outside the classroom will be offered as part of the CSCJES LiNKs programme. Training needs will be identified by the Welsh in Education Officers and fed back to LiNKs. (2014-17) Maximise opportunities for learners of all ages to practise their Welsh language skills through multi-agency working during 2014-17. In addition, many English-medium primary and secondary schools offer residential experiences in Welsh speaking settings, notably the Urdd centres at Llangrannog and Glan Llyn. The local authority has also worked directly with schools and in partnership with Urdd Gobaith Cymru and Menter Bro Morgannwg in order to further promote opportunities for learners of all ages to develop their Welsh language skills outside the classroom. A funding commitment needs to be established in order for this planned action to be implemented. Review on an annual basis. 5.6 Increase the total A Level Welsh and Welsh Second Language entries as a percentage of GCSE Welsh and Welsh Second Language entries Current performance Typically 1000 � 1100 pupils sit GCSE Welsh in VoG schools. Approximately 1 - 2% continues to AS level and A level. 2011 2012 2013 A 12 11 13 AS 23 11 13 GCSE 1184 1076 1265 Typically 400 - 460 pupils sit GCSE Welsh second language full course in VoG schools. Approximately 2 - 3% continue to AS level and A level. 2011 2012 2013 A 12 11 13 AS 23 11 13 GCSE (full) 460 452 616 Planned Action The LA, in conjunction with the CSCJES school improvement service will continue to work with the Welsh departments at Ysgol Gyfun Bro Morgannwg in order to maintain and increase number of pupils wishing to opt for AS/A level Welsh first language in KS5. (201417) The LA will also target an increase in the number of students opting to follow the GCSE Welsh second language full course of study thereby encouraging progression to AS/A level. (2014-17) Outcome 6: Welsh-medium provision for learners Additional Learning Needs A. Objective B. Current position (Questions to be answered) C. Timetable of future plans D. Progress report 6.1 Improve Welsh-medium additional learning needs provision (ALN) Current Performance The Authority makes every attempt to offer appropriate Welshmedium provision for pupils with additional needs. All Welshmedium primary schools and Ysgol Gyfun Bro Morgannwg have designated SENCOs who receive support from both the Vale Pupil Support Service and School Improvement Service. The Pupil Support Service employs a range of bilingual staff: Educational Psychologist, Specialist Teachers (Learning Difficulties), Primary Behaviour Support Teacher and Specialist Teacher for visual impairment. The current Lead Officer for Inclusion is also a Welsh speaker. The specialist teacher in the secondary resource base for Hearing Impairment is a Welsh speaker. To date through collaboration the LA has secured the services of Welsh Speaking Educational Psychologists and has a Service Level Agreement with Bridgend LA to provide a Welsh speaking Education Welfare Officer. Alternatively, the Authority would seek to collaborate with neighbouring authorities to ensure a full range of Welsh-medium services. Welsh � medium transition support has been re-established via a Welsh speaking youth worker based at Ysgol Bro Morgannwg. Referrals of children in Welsh-medium nurseries with speech, language and communication impairment are made directly to the Cardiff and Vale National Health Service Trust, who can carry assessments through the medium of Welsh. A Welsh-speaking Education Welfare Officer from Bridgend Council is currently employed part-time in the Vale on a shared-cost basis. Schools are able to contact appropriate Vale service personnel directly. Applications from Welsh-medium schools or families, for statutory assessment are sent to the School Improvement and Inclusion Service. They are considered in the same way as all other applications, by consideration of the severity and response to intervention at School Action Plus. The Authority maintains a Service Level Agreement with Special Needs Advisory Project (SNAP) Cymru, with parents being able to request a service through the medium of Welsh. Learning Support Practitioners Welsh speaking LSPs are recruited within Welsh-medium schools. Related training is available on request and can be provided by a Bilingual Specialist Teacher, Educational Psychologist, Teacher of Visually Impaired Children and Primary Behaviour Support Teacher. Staff in Welsh-medium schools are invited and included in all SEN and LSP related training activities. Where 1:1 support is required the LA will work with schools to provide this through the medium of Welsh as appropriate. SEN Code of Practice for Wales - 2002 The Authority complies with the SEN code of practice by offering correspondence, advice, assessment and the intervention through the medium of Welsh with consideration to resources and funding available. It ensures that outside support services, in respect of advice for parents of children with SEN, procured through a contact or SLA, are available through the medium of Welsh. Documents are translated into Welsh by the Authority�s translation service. The Authority indicates proficiency in Welsh as a desirable element for advertised posts, if necessary consideration will be given to making this an essential requirement. Links have been established with neighbouring authorities to procure Welsh speaking personnel and services. This is currently the case in relation to the Educational Psychology Service and the Education Welfare Service. The Authority has an on-going programme for Welsh learners which are provided by the Councils Equalities Division which is available to all staff. The Authority implements inclusive provision for Welsh SEN and it does not maintain discrete SEN Welsh-medium provision. Specific provision for each child is considered on a case-by-case basis to ensure a needs-based solution. Resource Base for those pupils with the most severe and complex difficulties were established at Ysgol Gyfun Bro Morgannwg for a short period but this was closed duet o insufficient need. Special Schools or Units The Authority has a clear duty and responsibility to promote and ensure equality of educational opportunity and to increase social inclusion. It strives to allow all children to attend their local neighbourhood mainstream school as far as practically possible and to ensure that their needs are accurately identified and assessed. The majority of children with SEN attend their local school which identify and assess SEN in accordance with the SEN Code of Practise for Wales. Wherever possible, intervention is provided to pupils at School Action Plus without the need for a statement, whether this is through English or Welsh. Welsh-medium Provision Pupils� Welsh-medium needs are considered on a case-by-case basis. Where specific Welsh-medium provision is required the Authority will seek support from neighbouring authorities or will provide additional resources for individual pupils in special schools to ensure that a significant proportion of the curriculum is delivered through Welsh. The Authority will monitor closely the number of pupils with SEN and consider the need to develop resource base provision to meet this need or assess the Welsh-medium provision available within the Consortium. Ongoing analysis of children and young people with Special Educational Needs in Welsh- medium schools indicates that a Resource Base is not required at present. Residential Locations The Council maintains two residential special schools. There has been no request for a Welsh-medium residential placement to date. If this situation were to arise an appropriate placement outside of the Vale would be sought. Planned Action Ensure that appropriate training programme delivered to all SENCOs in Welsh-medium settings. Further develop collaborative working practices to ensure specialist services are available in all areas of SEN. Ensure the capacity to provide bilingual training is maintained. Continue to ensure that correspondence, advice and assessments are provided through the medium of Welsh. Continue to accurately identify the Special Educational Needs of children and young people in Welsh-medium provision to ensure appropriate levels of support. Closely monitor the provision for children and young people with complex SEN. Review Welsh �medium specialist provision annually Review termly to determine the level of training Outcome 7: Workforce planning and Continuous Professional Development A. Objective B. Current position (Questions to be answered) C. Timetable of future plans D. Progress report 7.1 Ensure that there are sufficient numbers of practitioners to deliver Welsh-medium education There were no unfilled teaching vacancies in Welsh-medium Primary schools at the start of September 2012 There was one teaching vacancies in our Welsh-medium Secondary school in January 2013. There were no unfilled teaching vacancies to teach Welsh Second Language in English-medium Secondary schools at the start of September 2012 There were no unfilled classroom assistant vacancies to work through the medium of Welsh at the start of September 2013. However, there have been certain issues as to the lingustic skills of a small percentage of full and part time post holders. The schools target individuals and provide appropriate training to raise standards of Oracy Officers from the Education Service, working in close collaboration with the LA�s HR service and the CSCJES, support all senior leadership appointments within our Welsh-medium schools. School governing bodies and headteachers work with the LA in order to comply with the Council�s Welsh Language Scheme when advertising posts for practitioners to support teaching through the medium of Welsh. Planned Action The LA will continue to work with headteachers to ensure that there are sufficient numbers of practitioners to deliver Welsh-medium education; and governing bodies to ensure that they comply with Council�s Welsh language scheme and recruitment policy when advertising for practitioners to support teaching through the medium of Welsh. Continue to work with the CSCJES and our colleagues from the regions to promote middle level leadership courses throughout the Welsh medium sector. Actively promote NPQH and aspiring leaders courses with middle level leaders and deputy head teachers in Welsh medium schools. Work with the schools to ensure capacity is built within to up skill potential future leaders. Proactively engage with ITT to ensure the needs of our secondary schools are met with reference to shortages in specialist teachers for mathematics, science, German and English are filled. Ensure that all newly appointed teaching assistants are skilled linguistic practitioners. Continue to support training opportunities to develop the linguistic skills of classroom assistants 7.2 Improve practitioners� linguistic skills. Improve practitioners� methodological skills Have you previously undertaken a linguistic skills audit of the current teaching workforce in your authority? If so, on what basis were Linguistic Skills defined? Did the results of that exercise inform your CPD programmes? Current Performance The Welsh in Education Officers completed an audit of language skills during 2011-12. The audit focused on teachers� accreditation in the language and attendance at language courses provided by the LA. The audit identified that there is a need to continue to provide linguistic training as part of the CSCJES CPD programme. As noted in the WEG guidelines for 2013-14, each consortium was expected to hold a review of the Welsh language skills of teaching staff during the year as part of the work of the Grant. The intention of this review was to collect consistent information at a national level in order to improve the planning and targeting of training programmes and support in the future. The review included the following practitioners: Teachers and teaching assistants in primary schools (Welsh and English medium) Teachers and teaching assistants in secondary schools (Welsh medium / bilingual only) A questionnaire (along with language skills level descriptors) was prepared for this review in order to collect information about the Welsh language skills of practitioners as well as their training needs. Head teachers were asked to complete the questionnaire on behalf of their staff, allocating each practitioner to one of the given categories. Completed questionnaires were returned by over 90% of schools across the CSCJES. School self-evaluation, improvement and transition plans; Foundation Phase, KS2 and KS3 performance data; Estyn inspection reports (LA and schools) and publications. (2013-2015) Welsh in Education Officers will, by means of the following activities, work in partnership in order to raise standards in Welsh (second language) learning and teaching in the English medium nursery, primary and secondary schools of the five constituent authorities of CSCJES; provide a scheduled programme of curriculum support and challenge for the above schools in order to further develop practitioners� skills and increase schools� capacity to deliver high quality Welsh medium literacy teaching and learning. plan and deliver a targeted programme of support based on an analysis of performance data in order to meet prioritised school, LA and consortium needs including supporting practitioners responsible for teaching learners with additional learning needs (ALN). contribute as appropriate to the development and delivery of a programme of continuous professional development, including the work of professional learning communities, in order to improve provision in schools and contribute to the raising of standards. strengthen language continuity across and between key stages (Foundation Phase / KS2 / KS3 / KS4) through the promotion of transition arrangements. provide mentoring for practitioners who have completed Sabbatical Scheme language training courses. support schools in developing the reliability and validity of teacher assessment through the sharing of best practice in cluster moderation work. support schools in promoting learners� use of the Welsh language outside the classroom. CSCJES LiNKs will provide an extensive linguistic training programme for teachers, which schools will be able to access via delegated WEG funds and which will include the following elements: Welsh second language - Primary Intensive Welsh language skills development / methodology for practitioners 5, 10 and 15 day intensive courses targeted at three levels of ability, to increase the number of teachers who have sufficient working knowledge of Welsh to teach it as a second language subject to pupils from Foundation Phase to the end of Key Stage 2 Follow up courses for attendees. Criteria for targeting schools to attend intensive Welsh language courses: Welsh in Education Officers� baseline assessments KS2 Welsh second language teacher assessment results ESTYN inspection reports Individual school requests Database of teachers� Welsh language skills The role and responsibilities of the Welsh second language curriculum leader Assessment of Welsh second language (package) Developing learner profiles in Welsh second language across KS2/3 Developing reading skills in Welsh second language in KS2 Welsh language development / bilingualism across the curriculum (package) Welsh language development / bilingualism for Headteachers The use of ICT in Welsh second language development, including the use of the iPad in learning and teaching and the development of HWB (new digital learning platform for all 3-19 education establishments in Wales) Welsh second language in special schools Y Pod Antur (The Adventure Pod) Developing Welsh outside the classroom � Urdd Gobaith Cymru centre WMC Welsh second language - Secondary Welsh language skills development for practitioners (gloywi iaith) Welsh second language teaching methodology Welsh language development for TAs Welsh language development / bilingualism for Headteachers Developing learner profiles in Welsh second language across KS2/3 The use of ICT in Welsh language development, including the use of the iPad in learning and teaching and the development of HWB Welsh language development / bilingualism across the curriculum (package) The role and responsibilities of the Welsh second language curriculum leader (2014-17) How will you identify needs for improved training in methodology for those teaching in Welsh-medium schools? Planned Action To identify the needs for training in methodology for those teaching in Welsh-medium schools the LA to continue to monitor and evaluate standards and the quality of provision, through analysis of Estyn inspection reports and information received from the LA�s Review and Development programme. (2014-17) The LA, in conjunction with CSCJES, to ensure that the Welsh in Education Grant (WEG) is used effectively to ensure that there are sufficient Welsh in Education Officers to provide specific training and mentoring support for teachers in Welsh-medium primary and secondary schools, to improve methodology. The LA / CSCJES will work in partnership to ensure effective strategic planning of the use of WEG grant. Evidence considered will include the following: Schools� annual performance reports; Whole school and subject monitoring reports; School self-evaluation, improvement and transition plans; Foundation Phase, KS2 and KS3 performance data; Estyn inspection reports (LA and schools) and publications. (2013-17) Welsh in Education Officers will, by means of the following activities, work in partnership in order to raise standards in Welsh (first language) learning and teaching in the Welsh medium nursery, primary and secondary schools of the five constituent authorities of CSCJES; provide a scheduled programme of curriculum support and challenge for the above schools in order to further develop practitioners� skills and increase schools� capacity to deliver high quality Welsh medium literacy teaching and learning. Plan and deliver a targeted programme of support based on an analysis of performance data for schools in order to meet the Welsh medium literacy needs of prioritised schools, the LAs and the Consortium including supporting practitioners responsible for teaching learners with additional learning needs (ALN). Contribute as appropriate to the development and delivery of a programme of continuous professional development, including the work of professional learning communities, in order to improve Welsh language / Welsh medium literacy learning and teaching methodologies across the curriculum. Strengthen language continuity across and between key stages (Foundation Phase / KS2 / KS3 / KS4) through the promotion of transition arrangements. Support improvement in on-going late-immersion projects (Cardiff) Improve the language skills of Welsh-medium practitioners and to provide targeted support and mentoring for practitioners who have completed Sabbatical Scheme language training courses. Support schools in developing the reliability and validity of teacher assessment through the sharing of best practice in cluster moderation work. Support schools in developing the informal use of Welsh within Welsh-medium schools and promoting pupils� use of the Welsh language outside the classroom. How will you plan a targeted Welsh-language and Welsh-medium CPD programme in partnership with others? What strategic use will be made of the Welsh-language Consortium Co-ordinators? How will you ensure that the Welsh in Education Officers are utilised strategically for training and mentoring? Current Performance CSCJES has since September 2012 assumed responsibility for providing an effective CPD programme across its five constituent member LAs. The Welsh in Education Officers provision has been reviewed at the time of establishing CSCJES and their role has evolved in order to challenge standards achieved by schools and provide suitable training and mentoring for teachers and learning support assistants. The Welsh in Education Officers are line-managed by a senior Welsh in Education Officer. The aims of this team are to: raise standards of achievement in Welsh first and second language; increase schools� capacity to deliver high quality teaching and learning in Welsh; and improve strategies and methodologies for both first and second language teaching. According to needs identified by schools, courses to be provided for primary and secondary teachers in Welsh first language, to support the development of their Welsh language skills. Activities provided by LiNKs (CSCJES) which schools will be able to access via delegated WEG funds: Welsh first language � Primary / Secondary The Literacy Framework � accompanying activities including the literacy tests Literacy across the curriculum Developing Welsh language skills � speaking and listening, reading and writing (package) �Moving from Level 4 to 5� � making progress across the key stages Welsh language skills development for practitioners (gloywi iaith) The role and responsibilities of the Welsh curriculum leader Assessment, including developing learner profiles in Welsh across KS2/3 The use of ICT in Welsh language development, including the use of the iPad in learning and teaching and the development of HWB How will you use the CPD programme to drive up standards in literacy/dual literacy? How many Professional Learning Communities are giving consideration to the improvement in Welsh (First and Second Language) and to Welsh-medium/bilingual methodologies? Planned Action The LA to work in partnership with other LAs to ensure that the CSCJES CPD programme includes an appropriate range of training activities focusing on improving standards in reading, writing speaking and listening in Welsh across the curriculum. (2014-17) WEG funding to be used effectively to support the establishment and development of Professional Learning Communities (PLCs) within schools and on a cluster and regional basis to share good practice and research innovative teaching strategies to support the raising of standards of literacy in Welsh. (2014-17) The LA to collaborate with its partners in the CSCJES, to deliver support for Welsh literacy development, in both first and second language contexts, in line with emerging WG policy and strategy for the improvement of standards of literacy. This work will be led and co-ordinated by the strategic lead for Welsh within CSCJES. The LA and CSCJES will ensure that support is targeted at those schools where the need is greatest in terms of pupils� standards and teachers� skills. (2014-17) The LiNKs service of CSCJES includes the provision of additional support through advice, consultancy and training services that schools are able to purchase from their own delegated recources, in line with identified needs in their improvement plans. (2014-17) The LA and CSCJES will continue to evolve and develop the current service so that it can: support schools according to individual needs; advise individual schools through discussions with key staff members on strategies to raise standards in Welsh second language and literacy skills; focus on training and mentoring in the classroom e.g. through exemplar lessons and team teaching; mentor classroom practitioners; monitor provision and review pupils' progress; evaluate provision in lessons and offer advice and support; report on pupil standards and school provision. (2014-17) CSCJES provision will also ensure that additional support can be targeted appropriately, based on: pupils' standards of achievement; classroom practioners' language skills; the presence of Newly Qualified Teachers (NQTs) and new subject leaders; effectiveness of planning of provision for Welsh; KS2-3 transition and the sharing of data. (2014-17) The CSCJES strategic lead for Welsh will monitor, evaluate and report on the support provided by the Welsh in Education Team. (2014-17) What is your plan to support a strategic and systematic take-up of the Welsh Government�s Welsh-language Sabbatical Scheme courses (all levels) by teachers within your local authority? Current Performance The LA has worked closely with the Welsh Government�s Welshlanguage Sabbatical Scheme administrators at Cardiff University to target teachers and teaching assistants in the Vale of Glamorgan�s Welsh and English-medium schools who are motivated and would benefit from accessing the courses. The provision to date has had a very positive impact on schools and has been an important vehicle in raising standards and confidence of individuals in their delivery of Welsh, both as a first and second language. Allied to this, the team of Welsh in Education Officers at CSCJES consult and work closely with WG concerning the Sabbatical Scheme and all schools have been notified of this opportunity. In Further Education the Bilingual Champion of Cardiff and Vale College initiated a social programme of events to support attendees on the Sabbatical Scheme. One member of CAVC staff attended the Sabbatical Scheme in 2012. Members of CAVC teaching staff undertook specialist training in Bilingual Methodology provided by Sgiliaith. One member of CAVC is staff currently studying an M.A. module in Bilingual Methodology with another completing an Assessor and Verifier Award through the medium of Welsh Planned Action The LA and schools will continue to support teachers who wish to attend the sabbatical training programme. The Welsh in Education Officers will identify suitable practitioners on an annual basis and refer to the Sabbatical Scheme. They will also provide follow up support for practitioners who have attended the programme. (2014-17) How many practitioners have attended Welsh-language courses as part of their induction/Early Professional Development? Current Performance The following table outlines the number of practitioners that have attended Welsh language courses organised by LiNKs as part of their continuous professional development during the 2013-14 financial year: Primary Secondary VoG 1st 2nd 1st 2nd lang lang lang lang Attendees 29 Total VoG 1st lang 2nd lang Attendees 29 Planned Action CSCJES LiNKs to continue to provide appropriate training to support NQT and EPD teachers. (2014-17) To improve practitioners� linguistic skills CSCJES Welsh in Education Officers to, on behalf of the LA, undertake a linguistic audit, on an annual basis, and use the new linguistic skill audit being developed by WG for use in 2013-14. LiNKs will provide an extensive linguistic training programme for teachers, which will include the following elements: Welsh Second Language 5 and 15 day intensive courses targeted at three levels of ability, to increase the number of teachers who have sufficient working knowledge of Welsh to teach it as a second language subject to pupils from Foundation Phase to the end of Key Stage 2. Provide follow up courses. Welsh First Language According to needs identified by schools, courses to be provided for primary and secondary teachers in Welsh First language, to support the development of their Welsh language skills. (2014-2017) How will you identify needs for improved training in methodology for those teaching in Welsh-medium schools? Planned Action To identify the needs for training in methodology for those teaching in Welsh-medium schools the LA to continue to monitor and evaluate standards and the quality of provision, through analysis of Estyn inspection reports and information received from the LA�s Review and Development programme. (2014-2017) The LA, in conjunction with CSCJES, to ensure that the Welsh in Education Grant (WEG) is used effectively to ensure that there are sufficient Welsh in Education Officers to provide specific training and mentoring support for teachers in Welsh-medium primary and secondary schools, to improve methodology. The LA / CSCJES will work in partnership to ensure effective strategic planning of the use of WEG grant. Evidence considered will include the following: Schools� annual performance reports; Whole school and subject monitoring reports; School self-evaluation, improvement and transition plans; Foundation Phase, KS2 and KS3 performance data; Estyn inspection reports (LA and schools) and publications. (2014-2017) How will you plan a targeted Welsh-language and Welsh-medium CPD programme in partnership with others? What strategic use will be made of the Welsh-language Consortium Co-ordinators? How will you ensure that the Welsh in Education Officers are utilised strategically for training and mentoring? Current Performance CSCJES has since September 2012 assumed responsibility for providing an effective CPD programme across its five constituent member LAs. The Welsh in Education Officers provision has been reviewed at the time of establishing CSCJES and their role has evolved in order to challenge standards achieved by schools and provide suitable training and mentoring for teachers and learning support assistants. The Welsh in Education Officers are line-managed by a senior Welsh in Education Officer. The aims of this team are to: raise standards of achievement in Welsh first and second language; increase schools� capacity to deliver high quality teaching and learning in Welsh; and Improve strategies and methodologies for both first and second language teaching. How will you use the CPD programme to drive up standards in literacy/dual literacy? How many Professional Learning Communities are giving consideration to the improvement in Welsh (First and Second Language) and to Welsh-medium/bilingual methodologies? Planned Action The LA to work in partnership with other LAs to ensure that the CSCJES CPD programme includes an appropriate range of training activities focusing on improving standards in reading, writing speaking and listening in Welsh across the curriculum. Two further PLCs were established within the Welsh medium cluster during 2011/2012 to address the need to raise standards, strengthen transition and prepare for the all Wales statutory testing (May 2013) in two key areas: Welsh reading - Reception to yr 9 Numeracy - primary/secondary These will continue during 2013-2017 WEG funding to be used effectively to support the establishment and development of Professional Learning Communities (PLCs) within schools and on a cluster and regional basis to share good practice and research innovative teaching strategies to support the raising of standards of literacy in Welsh. 2013-2015 The LA to collaborate with its partners in the CSCJES, to deliver support for Welsh literacy development, in both first and second language contexts, in line with emerging WG policy and strategy for the improvement of standards of literacy. This work will be led and co-ordinated by the strategic lead for Welsh within CSCJES. The LA and CSCJES will ensure that support is targeted at those schools where the need is greatest in terms of pupils� standards and teachers� skills. (2013-2015) The LiNKs service of CSCJES includes the provision of additional support through advice, consultancy and training services that schools are able to purchase from their own delegated recources, in line with identified needs in their improvement plans. (2013-2015) The LA and CSCJES will continue to evolve and develop the current service so that it can: support schools according to individual needs; advise individual schools through discussions with key staff members on strategies to raise standards in Welsh second language and literacy skills; focus on training and mentoring in the classroom e.g. through exemplar lessons and team teaching; mentor classroom practitioners; monitor provision and review pupils' progress; evaluate provision in lessons and offer advice and support; report on pupil standards and school provision. (2013-2015) CSCJES provision will also ensure that additional support can be targeted appropriately, based on: pupils' standards of achievement; classroom practioners' language skills; the presence of Newly Qualified Teachers (NQTs) and new subject leaders; effectiveness of planning of provision for Welsh; KS2-3 transition and the sharing of data. (2013-2015) The CSCJES strategic lead for Welsh will monitor, evaluate and report on the support provided by the Welsh in Education Team. (2013-2015) What is your plan to support a strategic and systematic take-up of the Welsh Government�s Welsh-language Sabbatical Scheme courses (all levels) by teachers within your local authority? Current Performance The LA has worked closely with the Welsh Government�s Welshlanguage Sabbatical Scheme administrators at Cardiff University to target teachers and teaching assistants in the Vale of Glamorgan�s Welsh and English-medium schools who are motivated and would benefit from accessing the courses. The provision to date has had a very positive impact on schools and has been an important vehicle in raising standards and confidence of individuals in their delivery of Welsh, both as a first and second language. Allied to this, the team of Welsh in Education Officers at CSCJES consult and work closely with WG concerning the Sabbatical Scheme and all schools have been notified of this opportunity. Planned Action The LA and schools will continue to support teachers who wish to attend the sabbatical training programme. The Welsh in Education Officers will identify suitable practitioners on an annual basis and refer to the Sabbatical Scheme. They will also provide follow up support for practitioners who have attended the programme. (2013-2015) How many practitioners have attended Welsh-language courses as part of their induction/Early Professional Development? Current Performance The following table outlines the number of practitioners that have attended Welsh language courses as part of their induction and early professional development during the 2011-12 financial year: Primary Secondary VoG 1st 2nd 1st 2nd Attendees 15 20 6 5 Total VoG 1st 2nd Attendees 21 25 Planned Action CSCJES LiNKs to continue to provide appropriate training to support NQT and EPD teachers. (2013-2015) Improve further the linguistic and methodological skills of practitioners in English-medium schools during 2014-17, as identified by audit. Improved methodological Welsh second language skills of Planned Action To identify the needs for training in methodology for those teaching in Welsh-medium schools the LA to continue to monitor and evaluate standards and the quality of provision, through analysis of Estyn inspection reports and information received from the LA�s Review and Development programme. (2014-17) The LA, in conjunction with CSCJES, to ensure that the Welsh in Education Grant (WEG) is used effectively to ensure that there are sufficient Welsh in Education Officers to provide specific training and mentoring support for teachers in Welsh-medium primary and secondary schools, to improve methodology. The LA / CSCJES will work in partnership to ensure effective strategic planning of the use of WEG grant. Evidence considered will include the following: Schools� annual performance reports; Whole school and subject monitoring reports; practitioners in Welsh-medium schools during 2014-2017, as identified by monitoring and evaluation of standards. Improve further the methodological skills of practitioners in Welsh medium schools during 2014-2017, as identified by monitoring and evaluation of standards. 100% of schools have access to a CPD programme that is focussed on raising standards in Welsh during 2014-2017 Professional Learning Communities (PLCs) established within the LA and across the CSCJES and focused on further developing and sharing good practice in respect of Welsh language and Welsh medium provision during 2014- 2017. Targeted support impacts positively and raises standards in Welsh first and second language during 2014-2017 (see targets). Maximum take up of available places on the WG Sabbatical Scheme and support provided for previous attendees during 2013-15. Significantly increased number of attendees at Welsh language courses during 2014-2017 7.3 Integrate Welsh-medium considerations into each aspect of the School Effectiveness Framework How many teaching assistants have attended the authority�s Welsh-language courses? Current Performance The following table outlines the number of Learning Support Assistants and teachers that have attended primary Welsh language courses: Academic Year Title of Course Number of attendees 2010 -11 Intensive Welsh Level 1 Intensive Level 2 69 Welsh Refresher Level 1/2 5 Welsh for LSAs 34 2011-12 Intensive Level 1 Intensive Level 2 Intensive Level 1 Refresher � 5 Day Intensive Level 2 Refresher � 5 Day 1 Welsh for LSAs � 5 Days 23 2012-13 Intensive Level 1 Intensive Level 2 Intensive Level 1 Refresher � 5 Day Intensive Level 2 Refresher � 5 Day Welsh for LSAs � 5 Days The following table outlines the number of learning support assistants and teaching assistants that have attended Welsh language courses organised by LiNKs as part of their continuous professional development during the 2013-14 financial year: Welsh course for LSAs and TAs 6 What elements of the work to support the teaching of Welsh and Welsh Second Language will be delivered at consortium level? What plans have you got to increase those elements and other aspects delivered by consortium? Current Performance CSCJES has been established on the premise that it will provide shared school improvement services, including the support for the teaching of Welsh and Welsh Second Language. Within the VoG, the Continued Professional Development programme incorporates the School Effectiveness Framework by focusing on: driving up standards of literacy in Welsh; improving learning outcomes and wellbeing for children and young people regardless of their socio-economic background; reducing variation in the learning outcomes within and between classrooms and schools within the local authority and other members of the consortia; raising standards in teachers� Welsh language skills through both LA initiatives and professional learning communities. Planned Action The continued development of CSCJES will take full account of the need to provide appropriate challenge and support in order to secure improvement in standards in Welsh first and second language. The deployment of the Welsh in Education Grant to be planned strategically on a consortium wide basis. The Welsh in Education Grant to be deployed to support the achievement of the targets set within the WESP, namely: To improve standards in the teaching of Welsh first and second language across all Key Stages; To improve levels of achievement of children and young people in Welsh first and second language across all Key Stages; To continue to support children and young people receiving their education through the medium of Welsh at primary school level, as measured by the percentage of year 2 and year 6 pupils assessed in Welsh as a first language; To support children and young people who continue to improve their language skills on transfer from primary to secondary school, as measured by the percentage year 6 and year 9 pupils assessed in Welsh first language; To support children and young people studying for qualifications (general and vocational) through the medium of Welsh; Raising standards in both pupils� and teachers� Welsh language skills through both LA initiatives and professional learning communities. It is expected that the outputs of activities supported by the WEG to include the following: headteachers and senior leadership teams will be proactive in the promotion of improving standards of learning and teaching in Welsh (first and second language) as measured by annual School Effectiveness Framework (SEF) self-evaluation reports and Estyn inspection framework. teachers across all phases of learning will be confident in their ability to teach Welsh (first and second language) to the full range of learners in their classes. teachers will use assessment to identify under-attaining and under-achieving pupils in Welsh-medium literacy and plan effective interventions to support these pupils. PLC working and other networking activities will lead to practitioners further identifying and sharing good practice in Welsh language / Welsh-medium teaching and producing high quality language resources. CSCJES provides challenge and support that secures school improvement during 2014-2017. Welsh in Education Grant used effectively to achieve all targets outlined in the WESP during 2014-2017. Prioritised Welsh language courses for all practitioners, including Support Officers, during 2014-17. Section 3:Commentary and further notes Appendix 2: Number and percentage of pupils attending funded nonmaintained Welsh-medium settings which provide the Foundation Phase and who transfer to Welsh-medium/bilingual schools. The most recent data from Mudiad Ysgolion Meithrin. Appendix 3: Number and percentage of pupils in Welsh-medium and bilingual primary schools transferring to Welsh-medium secondary schools Total number of pupils in Welsh-medium and bilingual primary schools in year 6 Total number of pupils transferring to Welshmedium/bilingual secondary schools Percentage of pupils transferring to Welsh-medium or bilingual secondary schools 121 pupils were assessed in 2012-13 in KS2 from Welsh-medium Vale Schools 117 of these pupils transferred to Ysgol Gyfun Bro Morgannwg 97% Appendix 4: Attainment and performance in Welsh Second Language (This information should be provided at LA level) Year: 2012/13 Key Stage 2 Number of pupils Percentage of pupils Percentage achieving Level 4 Teacher assessment in Welsh Second Language at the end of Key Stage 2 1170 86% 72% Key Stage 3 Number of pupils Percentage of pupils Percentage achieving Level 5 Teacher assessment in Welsh Second Language at the end of Key Stage 3 1457 91% 78% Abbreviation Meaning ALN Additional Learning Needs CACHE Council for Awards in Care, Health and Education CAVC Cardiff and Vale College CM Cylch Meithrin CPD Certificate of Personal Development CSA Childcare Sufficiency Assessment CSCJES CSCJES Joint Education System CSSIW Care and Social Services Inspectorate Wales DfES Department for Education and Skills EPD Early Professional Development EYDCP Early Years Development and Childcare Partnership FIS Family Information Service FTE Full Time Equivalent HR Human Resources LA Local Authority LiNKs Learning and Innovation Network for Schools LSA Learning Support Assistant LSOs Learning Support Officers LSPs Learning Support Practitioners MM Mudiad Meithrin NDC National Data collection NPQH National Professional Qualification for Headship NQTs Newly Qualified Teachers OOSG Out of Schools Childcare Grant PLASC Pupil Level Annual School Census PLCs Professional Learning Company PPS Parental Preference Survey PT Part Time RNDP Regional Needs Development Programme SAR Selfassessment report SEN Special Educational Needs SENCOs Special Education Needs Coordinator SLA Service Level Agreement SMT Senior Management Team SNAP Special Needs Advisory Panel SOP School Organisation Programme VoG Vale of Glamorgan WEG Welsh Education Grant WEOs Welsh in Education Officers WG Welsh Government WJEC Welsh Joint Education Committee WMC Wales Millennium Centre YGBM Ysgol Gyfun Bro Morgannwg YMCA Young Men�s Christian Association PAGE \* MERGEFORMAT 2 Learning and Skills / Dysgu a Sgiliau This Welsh in Education Strategic Plan encompasses a 3 year period and therefore spans the transition to the CSCJES Joint Education Service (CSCJES) arrangement. 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� �0 � � � � � � � � � � � � � � � � � � � � � � � � � �4� 4� l a� yt k� $ $ � & #$ /�� If a$ b$ gdf$ K$ �� �� �� � � � \ F F F F t � � 6 $ & #$ /�� If a$ b$ gdf$ K$ � kd� $ If K$ L$ �\ � o � �l � $ � � �0 � � � � � � � l a� yt k� � ~ � t 6 � � � � � ~ � � � � � �4� � � � 4� � � � � � � � � � a� b� 1 #$ /�� If #$ /�� If � k� \ a$ b$ gdf$ a$ b$ gdg � �\ G G $ $ � & K$ $ $ � � kd�$ If � o G & K$ L$ �l � � � ~ ~ �0 � � � � � � � � � � � � � � � � � � � � � � � � � �4� 4� l a� yt k� k� p� u� z� {� |� �� �� �� � � F � � � � kd?$ If K$ L$ �l � �\ � t 6 � � � � � � ` " " " � �0 � � � � � � � � � � � � � � � � � � � � � � � � � �4� 4� l a� ytG•� $ $ � & #$ /�� If a$ b$ gdf$ K$ �� �� �� �� � � t 6 $ K$ $ If � �� # � kd�K$ L$ �l � $ � & #$ /�� If � � � a$ b$ gdf$ �� ֽ � Y � = � � t � ` � � � � � �0 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �4� 4� l a� ytG•� �� �� �� �� �� �� �� �� � � � � � � � 6 � $ #$ /�� If a$ b$ gdf$ K$ �� �� # � kdg $ If K$ L$ �l � � $ � & ֽ � Y � = � � t � ` � � � � � �0 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �4� 4� l a� ytG•� �� �� �� �� �� �� �� �� � � � � � � � 6 � $ #$ /�� If a$ b$ gdf$ K$ �� �� # � kd ! $ If ֽ � Y � � K$ L$ $ � �l & � = � � � ` � � � � � �0 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �4� 4� l a� ytG•� �� �� �� �� �� �� �� �� �� � � �� �� �� �� �� �� �� �� � � � � � � � � � � � � � � � � � t 6 � $ $ � & #$ /�� If a$ b$ gdf$ K$ � � $ � & #$ /�� If b$ gdg � �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� ���������������u]G�5 " h x OJ QJ ^J mHR nH sHR tH + hk3 h x 5 �OJ QJ ^J mHR nH sHR tH . hk3 h x 5 �>* OJ QJ ^J mHR nH sHR tH . hk3 h x 5 �6 �OJ QJ ^J mHR nH sHR tH ( h x 5 �6 �OJ QJ ^J mHR nH sHR tH h x OJ QJ ^J nH tH hk3 h x OJ QJ ^J nH tH hk3 h x h�^� h x OJ QJ ^J nH tH x OJ QJ ^J mHR nH sHR tH �� �� �� G G #$ /�� If K$ � �; �\ � � 'g ( hk3 sHR tH h " h�U� OJ �� �� �� ] G $ $ � & a$ b$ gdf$ kd�! $ If K$ L$ �l � l 0 QJ ^J mHR nH G � � � �0 � � � � � � � 6 � � � � � � � � � � � � � � � � � � � �4� 4� l a� yt k �� �� �� �� �� �� ] G G G $ $ � & #$ /�� If a$ b$ K$ � kd�" $ If K$ L$ �l � �; �\ l 0 � � 'g � � � �0 � � � � � � � 6 � � � � � � � � � � � � � � � � � � � �4� 4� l a� yt k �� �� �� �� �� �� 6� @� A� ] G G G G G � � $ � & #$ /�� If b$ gdg � � kd�# $ If K$ L$ �l � �; �\ l 0 � � 'g � � � �0 � � � � � � � 6 � � � � � � � � � � � � � � � � � � � �4� 4� l a� yt k A� �� �� �� �� �� �� � � � � G gdf$ � � G G � � � /� � � F� � G� H� � � I� �� � �� � � � �� �� H� � � � O� V� ]� � � � � � � � � � � $ $ � & #$ /�� If a$ b$ gdw � K$ $ � & #$ /�� If b$ gdg � � � $ � & #$ /�� If b$ gdg � �� 8� 9� E� F� G� I� �� � � �� �� G� H� ������~�iT?* ( hN\ � h x OJ QJ ^J mHR nH sHR tH ( hN\� hw � OJ QJ ^J mHR nH sHR tH ( h;G hw � OJ QJ ^J mHR nH sHR tH ( h�U� h x OJ QJ ^J mHR nH sHR tH 0 h;G h x CJ OJ QJ ^J aJ mHR nH sHR tH ( h;G h x OJ QJ ^J mHR nH sHR tH ( h x 5 �6 �OJ QJ ^J mHR nH sHR tH . hk3 h x 5 �6 �OJ QJ ^J mHR nH sHR tH " h x OJ QJ ^J mHR nH sHR tH ( hk3 h x OJ QJ ^J mHR nH sHR tH H� N� O� U� V� d� e� g� h� l� m� w� x� y� �� �� �� �� � �����������˶��r]H ( hN\� hMx� OJ QJ ^J mHR nH sHR tH ( h;G hMx� OJ QJ ^J mHR nH sHR tH 0 h�U� h x CJ OJ QJ ^J aJ mHR nH sHR tH 0 h�U� h�U� CJ OJ QJ ^J aJ mHR nH sHR tH " h�U� OJ QJ ^J mHR nH sHR tH ( h;G h x OJ QJ ^J mHR nH sHR tH hN\� � hw � ( hN\� hw � OJ QJ ^J mHR nH 0 hN\� hw � CJ OJ QJ ^J aJ mHR nH ]� d� e� h� m� r� w� � � � � � kd�$ $ If K$ L$ �l �\ / Z � sHR tH sHR tH D � � * + + + t � �0 � � � � � � � � 6 � � � � � � � � � � � � � � � � � � � � � �4� 4� l a� ytw � $ $ � & #$ /�� If a$ b$ gdw � K$ w� x� y� z� {� |� }� ~ � •� Z H H H H H H H $ � & #$ /�� If b$ gdg � � kd@% $ If K$ L$ �l � �\ / Z � � * + t � �0 � � � � 6 � � � � � � � � � � � � � � l a� ytw � •� �� �� �� � �� � � � '� .� � � � � � � � � � + + � � � � � � � � � � � �4� 4� �� �� �� �� �� � � � � � � $ $ gdMx� � � & $ � #$ /�� If a$ b$ gdMx� K$ $ If & #$ /�� If b$ gdg � � � � � � .� /� 4� 5� 8� 9� E� F� G� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� � � � � � � � �����������˶��҈҈�o�o�҈҈�o�o˶] " h x OJ QJ ^J mHR nH sHR tH 0 hN\� hw � CJ OJ QJ ^J aJ mHR nH sHR tH ( hN\� hw � OJ QJ ^J mHR nH sHR tH 0 hN\� h x CJ OJ QJ ^J aJ mHR nH sHR tH ( hN\� h x OJ QJ ^J mHR nH sHR tH hN\� hMx� ( hN\� hMx� OJ QJ ^J mHR nH sHR tH 0 hN\� hMx� CJ OJ QJ ^J aJ mHR nH sHR tH #.� /� 5� 9� ?� E� Z D D D $ $ � & #$ /�� If a$ b$ gdMx� K$ � kd�% $ If K$ L$ �l �\ / Z � D � � * + + t � �0 � � � � � � � 6 � � � � � � � � � � � � � � � � � � � �4� 4� l a� ytz^� E� F� G� �� �� �� �� Z H H H ? H $ If gdMx� $ � & #$ /�� If b$ gdg � � kdr& $ If K$ L$ �l � �\ / Z � + � � � � * + t � �0 � � � 6 � � � � � � � � � � l a� ytz^� �� �� � � ' $ If K$ L$ �l � + � � � � � � � � � � � � � � � � �4� 4� �� �� �� �� �� � � D � � kd �\ / Z � + � * + + � �0 � � � � � 6 � � � � � � � � � � � � � � � � � � �4� 4� l a� ytz^� $ $ � & #$ /�� If a$ b$ gdw � K$ �� �� �� � � � . � kd�' $ If K$ L$ �l � / Z � + � t � � � � � � �\ � * + + � �0 � � � � � � � 6 � � � � � � � � � � � � � � � � � � � � � �4� 4� l a� ytz^� $ $ � & #$ /�� If a$ b$ gdw � K$ $ $ � & #$ /�� If a$ b$ gdMx� K$ � � � � � � t + � � #� $� � � y� z� � �� � � � �� �� �� � � � $ $ � � � � � � � & #$ /�� If a$ b$ gdMx� K$ $ If gdMx� $ $ � & #$ /�� If a$ b$ gdg � $ � & #$ /�� If b$ gdg � � � "� #� $� y� z� �� �� �� �� �� � � � ��������{��{f_I4 ( hk3 x OJ QJ ^J mHR nH sHR tH + hk3 h x 5 �OJ QJ ^J mHR nH sHR tH �� h �� � h�H� h ( h;G h x OJ QJ ^J x mHR nH sHR tH hN\� hMx� 0 hN\� hMx� CJ OJ QJ ^J aJ mHR nH sHR tH hN\� hMx� OJ QJ ^J nH tH ( 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L$ �l � �r � � � K$ $ $ $ � & 3 $ $ � � � ' t � �0 � � 6 � � � � � � � � � � � l a� yt� � � � � � � � � � � � � � � � �4� � � � 4� G �� �� �� � K$ L$ �l � �� �� � �� � 3 �r � kd{+ � � � � $ If � � � ' t � �0 � � 6 � � � � � � � � � � � l a� yt� � � � � � � � � � � � � � � � �4� � � � 4� G $ If $ $ K$ � & #$ /�� If �� �� �� �� K$ L$ �l � a$ b$ gdf$ � � �r 3 � kd , � � � � � � ' t � �0 � � 6 � � � � � � � � � � � l a� yt� � � � � � � � � � � � � � � � �4� � � � 4� $ $ � & #$ /�� If a$ b$ gdf$ K$ �� �� u� v� �� �� �� � � (� 2� 3� a� k� l� a� k� l� '� 1� 2� {� |� �� �� �� �� n� � � � � � � � � � � � � � � � � � � � � � � � � � � � $ $ � & #$ /�� If a$ b$ gdg � �� � g� l� (� 2� a� k� '� 1� 2� {� �� �� �� �� n� o� q� r� �� � � �� �� �� �� O� Y� � � �� � �� �� �� �� @� A� U� �� �� � ���������� �����������{�{�{���ﲚ��ڲ G hk3 h . hk3 h 5 �>* OJ QJ ^J mHR nH sHR tH . hk3 5 �6 �OJ QJ ^J mHR nH sHR tH + hk3 6 �OJ QJ ^J mHR nH sHR tH " h OJ QJ ^J mHR nH sHR tH ( hk3 h OJ QJ ^J mHR nH sHR tH hk3 h OJ QJ ^J nH tH (n� o� R� S� \� a� f� l� q� � � � � � x x x x x x x h h � � � $ � � $ � & #$ /�� If a$ b$ gdf$ K$ $ $ � & #$ /�� If a$ b$ gdf$ K$ $ $ � & #$ /�� If a$ b$ gdg � q� r� v� |� �� �� I 3 3 3 3 $ $ � & #$ /�� If a$ b$ gdf$ K$ � kd�, $ If K$ L$ �l � �r � � / � � � � � � % t � �0 � � � � � � � � 6 � � � � � � � � � � � � � � � � � � � � � � � � �4� 4� l a� yt� �� �� �� �� �� � 3 � � � � kda$ If K$ L$ �l � �r � � / � � � � � � % t � �0 � � � � � � � � 6 � � � � � � � � � � � � � � � � � � � � � � � � �4� 4� G �� l a� yt� G $ $ K$ � & #$ /�� If �� �� �� �� a$ b$ gdf$ � $ If K$ L$ �l � / � � � � � % t � �0 � � � � 6 � � � � � � � � � � � � � � l a� yt� � 3 � kd . � � �r � � � � � � � � � � � � � �4� � � 4� $ $ � & #$ /�� If a$ b$ gdf$ K$ �� �� �� �� O� Y� Z� �� [� e� f� �� � � �� �� �� �� �� �� @� A� U� V� � � � � � � � � � � � � � � � � � � � � � � � � � � $ $ � & #$ /�� If a$ b$ gd G' $ $ � & #$ /�� If a$ b$ gdg � �� �� �� �� �� �� � � � � � G $ � & #$ /�� If a$ b$ gdf$ #$ /�� If ^�h a$ b$ gdg � �� $ � % � � & � x 5 �>* OJ � QJ � � � � $ �h $ �� �� K$ �� �� � � � � ���뾭�������똂��{��{��{��{c . hk3 h ^J mHR nH sHR tH � $ � & �� � hk3 + x h * x x x x hk3 h OJ QJ ^J mHR nH OJ QJ ^J mHR nH B* OJ QJ ^J ph OJ QJ ^J sHR tH sHR tH h�^� ( hk3 h ! h�^� h h h�^� h x 1 h�^� h x B* OJ QJ ^J mHR nH ph sHR tH ( h�^� h x OJ QJ ^J mHR nH sHR tH �� �� �� �� �� \ F 3 3 $ � #$ /�� If b$ gdf$ K$ $ $ � & #$ /�� If a$ b$ gdf$ K$ � kd�. $ If K$ L$ �l � �\ m < � l X � � � � t � �0 � � � � � � 6 � � � � � � � � � � � � � � � � � � � �4� 4� l a� h yt� F & � � G \ F F F F $ � & #$ /�� If K$ � kdL/ �\ m < � l X � � t � �0 � 6 � � � � � � � � l a� h yt� a$ b$ gdf$ $ If K$ L$ �l � � � � � � � � � � �4� � � � � 4� � � � � � � � $ G $ \ F F F F $ � & #$ /�� If K$ � kd�/ �\ m < � l X � � t � �0 � 6 � � � � � � � � l a� h yt� a$ b$ gdf$ $ If K$ L$ �l � � � � � � � � � � �4� � � � � 4� � � � � � � � $ G $ % & #$ /�� If #$ /�� If l X � � t � �0 � 6 � � � � � � l a� h yt� � � \ C . $ $ � & a$ b$ gdg � $ �h $ � & ^�h a$ b$ gdg � � kd�0 $ If �\ m < � � � � � � � � � � � � � �4� � � � 4� � � K$ L$ � � � . �l � � � G � � � � � � � � � � � kdA1 a � E �\ � t � �0 � � 6 � � � � � � l a� yt�yw K$ � � � � � � � F $ If � � � K$ L$ � �l � E � � � � � � � � � � � � � � � � �4� 4� $ $ � & #$ /�� If a$ b$ gdf$ � � � � � � � F � � � � kd�1 $ If K$ L$ �l � �\ a � E E � � t � �0 � � 6 � � � � � � l a� yt�yw K$ � F F K$ �\ � � � � � � � � � � � � � � � � � � � � � �4� 4� $ $ � & #$ /�� If a$ b$ gdf$ � � � � � \ F F $ $ � & #$ /�� If a$ b$ gdf$ � kd�2 $ If K$ L$ �l � a � E E t � �0 � � � � � � 6 � � � � � � � � � � � � � � � � � �4� 4� l a� yt�yw � � � � z � � � G G G G G G $ $ � & #$ /�� If a$ b$ gdg � � kd'3 $ If K$ L$ �\ a � � E E � � � � � � \ G �l � t � �0 � � � � � � � � 6 � � � � � � � � � � � � � � � � � � � � �4� 4� l a� yt�yw � � � � q � � � � � � � � � � 1 2 = C D U Z [ i m n � � � �к��•x�•x�•x��b�Ix�Ix�Ix�Ix 1 h�^� h x B* OJ QJ ^J mHR nH ph sHR tH + * hk3 h x OJ QJ ^J mHR nH sHR tH hk3 h ) h�^� h B* OJ QJ ^J mHR ph sHR hk3 h OJ QJ ^J mHR sHR ( hk3 h OJ QJ ^J mHR nH sHR tH + hk3 h 6 �OJ QJ ^J mHR nH sHR tH . hk3 h 5 �>* OJ QJ ^J mHR nH sHR tH . hk3 h 5 �6 �OJ QJ ^J mHR nH sHR tH � p q v { � � � � � � � � x x x x x x x $ #$ /�� If #$ /�� If F a$ b$ gdf$ a$ b$ gdg � F K$ � F � $ $ � & � � � F $ $ #$ /�� If a$ b$ gdf$ K$ � kd�3 $ If K$ L$ �l � �\ � � ^ � � C t � �0 � � � � 6 � � � � � � � � � � � � � � � � �4� 4� l a� yt�yw � � � � � � \ F F F $ $ � & #$ /�� If a$ b$ gdf$ K$ � kdk4 $ If K$ L$ �l � �\ � � ^ � � C t � �0 � � � � 6 � � � � � � � � � � � � � � � � �4� 4� l a� yt�yw � � � 1 2 3 \ G G 1 & #$ /�� If a$ b$ gdf$ K$ $ $ � #$ /�� If a$ b$ gdg � � kd 5 $ If K$ L$ �l � ^ � � C t � �0 � � � � 6 � � � � � � � � � � � � � � � � �4� 4� � $ � � & \ & � � � � � � � Y � F � � � � � � G $ � Y � $ � & �\ � � � � � � � � � Y � l a� � � � yt�yw 3 8 = � C D K F � �\ - � � kd�5 � � � P U � $ If Z � � K$ L$ �l � - t � �0 � � � � � � � � 6 � � � � � � � � � � � � � � � � � � � � �4� 4� l a� yt�yw $ $ � & #$ /�� If a$ b$ gdf$ K$ Z [ a e i m \ F F F F $ $ � & #$ /�� If a$ b$ gdf$ K$ � kdQ6 $ If K$ L$ �l � �\ � � � � � t � �0 � � � � � � 6 � � � � � � � � � � � � � � � � � �4� 4� l a� yt�yw m n y } � � \ F F F $ $ � & #$ /�� If a$ b$ gdf$ K$ � kd�6 $ If K$ L$ �l � �\ � � � � � - � � � t � �0 � � � � � � 6 � � � � � � � � � � � � � � � � � �4� 4� l a� yt�yw � � � � � � � � G G G G G G $ $ � & #$ /�� If a$ b$ gdg � � kd�7 $ If K$ L$ �\ � � � � � - � � � t � �0 � � 6 � � � � � � l a� yt�yw U ^ ` c � � � x x x x OJ OJ OJ 0J# QJ QJ QJ ^J ^J ^J ^J + � � � � � � F � � � \ G �l � � � � � � � � � � � � �4� 4� � � � � � � � � � j � � � � �ι���vi�iv�iTBTBTB " h mHR nH sHR tH ( h h� h mHR nH sHR tH hk3 h hk3 h hk3 h � � x x x x x 5 �OJ QJ ^J mHR nH sHR tH hk3 OJ QJ ^J nH tH hk3 h OJ QJ ^J mH sH ( hk3 h OJ QJ ^J mHR nH sHR tH . hk3 h 5 �>* OJ QJ ^J mHR nH sHR tH 1 h * hk3 h x 5 �>* OJ � i j k � � � QJ ^J mHR nH sHR tH � � U _ ` a b c d e f g h � � � � � � � � � � � � � � � � � � $ If gdMx� $ � & #$ /�� If b$ gd� � $ $ � & #$ /�� If a$ b$ gd� � $ $ � & #$ /�� If a$ b$ gdg � � � ) * + , 2 3 4 9 : < = � � � G H T ` a b c f g i j k p ���ֽ �ֽw�w��bP���ֽ �ֽw� " h x OJ QJ ^J mHR nH sHR tH ( h h� h x OJ QJ ^J mHR nH sHR tH 0 hN\� h�U� CJ OJ QJ ^J aJ mHR nH sHR tH ( hN\� h�U� OJ QJ ^J mHR nH sHR tH hN\� � hMx� 0 hN\� ( hN\� ( h h� hN\� hMx� CJ OJ QJ hMx� OJ QJ ^J nH hMx� OJ QJ ^J mHR nH hMx� OJ QJ ^J mHR nH # ) � � ^J aJ mHR nH tH sHR tH sHR tH � sHR tH � #$ /�� If a$ b$ #$ /�� If a$ b$ D . � & #$ /�� If #$ /�� If a$ b$ $ $ � & gdz^� K$ $ $ � & gdMx� ) * . 2 8 < Z D D a$ b$ gdMx� K$ $ $ � & gd�U� K$ � kd78 $ If K$ L$ �\ / Z � $ �l $ � � t * + � �0 � 6 � � � � � � � � l a� ytz^� < E #$ /�� If � � � � � � � � � � � �4� = > ? @ A B E E $ $ � & a$ b$ gdg � � kd�8 $ If �\ / Z � + + � � C � 4� Z E K$ L$ � � � � � E E �l � � * + + + � �0 � � � � � � � 6 � � � � � � � � � � � � � � � � � � � � � �4� 4� l a� ytz^� C D E F G H I J K L M N O P Q R S T U V W X Y Z [ \ ] ^ � � � � � � � � � � � � � � � � � � � � � � � � � � � $ $ � & #$ /�� If a$ b$ gdg � ^ _ ` a b c d e f g h i j k l m n o p q r s t u v w x y � � � � � � � � � � � � � � � � � � � � � � � � � � � $ $ � & #$ /�� If a$ b$ gdg � y z { | } ~ • � � � � � � � � � G H N � � � � � � � � � � � � � � � � � � $ $ � & #$ /�� If a$ b$ gdz^� K$ $ $ � & #$ /�� If a$ b$ gdMx� $ If gdMx� $ $ � & #$ /�� If a$ b$ gd G' $ $ � & #$ /�� If a$ b$ gdg � N T Z ` a e � � � D . $ $ � & #$ /�� If a$ b$ gd�U� K$ � kdi9 $ If K$ L$ �l � �\ / Z � t � * + � �0 � � � � 6 � � � � � � � � � � � � � � � � �4� l a� ytz^� $ $ � & #$ /�� If a$ b$ gdz^� K$ e i o � � D $ $ � & #$ /�� If a$ b$ gdg � � kd : $ If �\ / Z � + + � t � � 4� u / v K$ L$ � � � � � w �l � � � * + + + � �0 � � � � � � � 6 � � � � � � � � � � � � � � � � � � � � � �4� 4� l a� ytz^� $ $ � & #$ /�� If a$ b$ gd�U� K$ p s u v w � � � � � � ( 4 5 = G H ��Dz���udVA0A��A�� hN\� hMx� OJ QJ ^J nH tH ( hN\� hMx� OJ QJ ^J mHR nH sHR tH hMx� OJ QJ ^J nH tH h h� h x OJ QJ ^J nH tH " h�U� OJ QJ ^J mHR nH sHR tH + t * h h� h x OJ QJ ^J x OJ QJ ^J x OJ QJ ^J mHR nH mHR nH mHR nH sHR tH sHR tH sHR tH ( h h� h ( hN\� h hN\� hMx� 0 hN\� hMx� CJ OJ QJ ^J aJ mHR nH sHR tH 0 hN\� h�U� CJ OJ QJ ^J aJ mHR nH sHR tH w x y z { | } ~ • � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � $ $ � & #$ /�� If a$ b$ gdg � � � � � � � � � � " ( . 4 � � � � � � � � � � � � � � #$ #$ #$ #$ /�� /�� /�� /�� If If If If $ $ � & a$ b$ gdz^� K$ $ $ � & a$ b$ gdMx� $ If gdMx� YDx b$ gd o� $ $ � & a$ b$ gdg � � $ � & 4 5 Z & #$ /�� If 9 = A D G D a$ b$ gdz^� K$ � kd�: �\ / Z � D $ If D K$ L$ $ $ �l � � � t * + + + � �0 � � � � � 6 � � � � � � � � � � � � � � � � � � �4� 4� l a� ytz^� G H I w � Z D D ; $ If gdMx� � $ � & #$ /�� If YDx b$ gd o� � kd4; $ If �\ / Z � K$ L$ � � � � � �l � � * + + + � �0 � � � � � � � 6 � � � � � � � � � � � � � � � � � � � � � �4� 4� l a� ytz^� H I w � � � � � � � � � � � � � � � � � � � ����ɰ��ɔ�{�{��j\�K: hN\� h�zH OJ QJ ^J nH tH h h� h�zH OJ QJ ^J nH tH h�U� OJ QJ ^J nH tH hN\� h x OJ QJ ^J nH tH 0 hN\� h�U� CJ OJ QJ ^J aJ mHR nH sHR tH ( hN\� h�U� OJ QJ ^J mHR nH sHR tH t hN\� x OJ hMx� 0 hN\� hMx� CJ OJ QJ ^J aJ mHR nH sHR tH ( hN\� hMx� OJ QJ ^J mHR nH sHR tH h h� h QJ ^J nH tH hN\� hMx� OJ QJ ^J nH tH � � � � � � � � � � � #$ /�� If #$ /�� If Z #$ /�� If #$ /�� If a$ a$ $ a$ a$ $ $ � & b$ gdz^� K$ $ $ � & b$ gdMx� � � � � � � D D D . $ � & b$ gd�U� K$ $ $ � & b$ gdz^� K$ � kd�; $ If K$ L$ �l � �\ / Z � � t * + � �0 � 6 � � � � � � � � l a� ytz^� � Z D $ � & #$ /�� If � � � � � � � � � � D YDx b$ gd o� � kdf< �\ / Z � + + � � � � � � �4� 4� � � � D $ If K$ L$ � � � � � D � �l � � t * � �0 � 6 � � � � � � � � l a� ytz^� � � � � � � � � + � � � + � � � � � � � � � �4� + � � � � 4� � � � � � � � $ � & #$ /�� If YDx b$ gd o� K$ � � � � � < % % % � $ � & #$ /�� If YDx b$ gd o� K$ � kd�< $ If K$ L$ �l � � � �r � � * [ � � � � � � t � 6` �t �� �0 � � � � � � � % 6 � � � � � � � � � � � � � � � � � � � � � � � � � ��� 4� 4� l a� e4 yt�zH � � � � � � � � � � x x x x } ~ • � ����������������{fQ= 5 �>* OJ QJ ^J nH tH ) hk3 h 5 �6 �>* OJ QJ ^J nH tH ( hk3 h OJ QJ ^J mHR nH sHR tH + hk3 h 5 �OJ QJ ^J mHR nH sHR tH & hk3 h h�H� h ( h;G h x OJ QJ ^J mHR nH sHR tH ( h h� h x OJ QJ ^J mHR nH sHR tH hN\� h�zH OJ tH h h� h�zH OJ QJ ^J nH tH ( h h� h�zH CJ OJ QJ ^J aJ nH tH x QJ ^J nH h h� h�zH � � � � � � � % = $ If K$ L$ �l � � * [ � � � � � t � 6` �t �� �0 � � � � % 6 � � � � � � � � � � � � � � � � �� 4� 4� l a� e4 yt�zH � $ � & #$ /�� If YDx b$ gd o� K$ � � � � � � � � � � � � �r � � � � � � � � � � � � � � � $ � � & #$ /�� If YDx b$ gd o� K$ kd� � � �- < $ � & #$ /�� If % % YDx b$ gd o� K$ � � � �r kdm> $ If � � * [ � � � � � t � 6` �t �� �0 � � � � % 6 � � � � � � � � � � � � � � � � �� 4� 4� l a� e4 yt�zH � � % d$? $ If K$ L$ �l � � � * [ � � � � � t � 6` �t �� �0 � � � � % 6 � � � � � � � � � � � � � � � � �� 4� 4� l a� e4 yt�zH � $ � & #$ /�� If YDx b$ gd o� K$ � \ t 6 � � kd�? $ $ If ��w D�0?6 � 1 � � % K$ L$ �l � � � � � � � � � � � � � � �- � k � � �r � � � � � � � � � � � � � �- � + �l � �# � � � �� �0 � � � � � � � 6 � � � � � � � � � � � � � � � � � � � � �-�� 4� 4� l a� e4 ytg � $ � & #$ /�� If b$ gdg � � $ � & #$ /�� If YDx b$ gd o� } ~ � � � q � � � c � � � ; � � � � � � � � � � #$ /�� If & F � � $ #$ /�� If � � � � � � � � � � � � � � � � � $ � � & YDx b$ gd o� � & #$ /�� If b$ gdg � � b$ gdg � $ � & � � 5 6 � � � � � I � � � ���ɻ������q\G2 ( h;G h x OJ QJ ^J mHR nH sHR tH ( hk3h { OJ QJ ^J mHR nH sHR tH ( h�e� h { OJ QJ ^J mHR nH sHR tH h�e� h { OJ QJ ^J nH tH " h x OJ QJ ^J mHR nH sHR tH h x OJ QJ ^J nH tH hk3 h x OJ QJ \ �^J h { OJ QJ \ �^J h�e� h { OJ QJ \ �^J & hk3 h x 5 �>* OJ QJ ^J nH tH # hk3 h x 6 �OJ QJ ^J nH tH hk3 h x OJ QJ ^J nH tH � � H I � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � $ If gd { $ $ � & #$ /�� If a$ b$ gdg � � � � � � � � � � � } ~ • � ����ì�ՌvaI5 & hk3 h x 5 �>* OJ QJ ^J nH tH . hk3 h x 5 �>* OJ QJ ^J mHR nH sHR tH ( hk3 h x OJ QJ ^J mHR nH sHR tH + hk3 h x 5 �OJ QJ ^J mHR nH sHR tH h�H� h 0 h;G h x CJ OJ QJ x OJ QJ ^J x OJ QJ ^J h x OJ QJ ^J ) h { � � � � � � � � � � � � #$ /�� If A x #$ /�� If �0?6 t 6 � ^J aJ mHR nH sHR tH , h h� aJ mHR nH sHR tH " h mHR nH sHR tH ( h;G mHR h � � nH sHR { B* OJ � � � � � � tH QJ � � h ^J � � nH ph� tH � � � � � � � � � � � � � � � � � � � � � � � � � � � � � $ $ � & a$ b$ gdg � � � � } ~ S A A $ � & b$ gdg � � kd�@ $ $ If �l � �T �\ ��w D� � 1 � � �� �0 � � 6 � � � � � � � l a� e4 ytg � � � � � � � � � � � � � �-�� 4� ~ • � � � � � � � � � 4� � � � � � � � � � $ � $ $ $ K$ & #$ /�� If a$ b$ gdf$ � & #$ /�� If a$ b$ gdg � � & � � � ' 0 1 3 4 - C - G u H 4 � I 5 � � � ����������������������Ŧ����pi h�H� h ( h;G h x OJ QJ ^J mHR nH sHR tH x OJ QJ ^J & hk3 h x 5 �>* OJ QJ ^J nH tH x 5 �>* OJ QJ ^J nH tH x OJ QJ ^J nH tH x hk3 h h h hk3 h x h�^� h x OJ QJ ^J nH tH # * hk3 h x OJ QJ ^J x OJ QJ ^J # & Z nH nH tH tH hk3 h ! D D D $ D $ � & #$ /�� If a$ b$ gdf$ K$ � kdEA $ If K$ L$ �� �\ � t b � H � t � �0 � � � 6 � � � � � � � � � � � l a� yt�yw & ' * 0 3 Z D �l � � � � �4� - � � � � � 4� D � � � � � � D $ � & #$ /�� If K$ � kd�A � a$ b$ gdf$ $ If K$ L$ �l � � D $ �\ H � t b � � t � �0 � � � 6 � � � � � � � � � l a� yt�yw 3 4 D D K$ � � kd�B � � � � 9 � � �4� > C D $ $ � $ If K$ L$ � � H � � 4� Z � & #$ /�� If �l � � � � � � D a$ b$ gdf$ � �\ H � t b � � t � �0 � � � 6 � � � � � � � � � l a� yt�yw H I E E #$ /�� If H � � � � J � � � � � �4� 4� � � � � E $ $ � & a$ b$ gdg � � kd7C $ If �� �\ � t b � � � � � � � � � � Z E K$ L$ � E �l � t � �0 � � � � � � � � 6 � � � � � � � � � � � � � � � � � � � � �4� 4� l a� yt�yw � � � � � � � � � � � � � F � � � � kd�C $ If K$ L$ � l � �\ � � � � � K t � �0 � 6 � � � � � � l a� yt, � K$ � � � � � � � � � � � � � � � � � � � � � � �4� 4� $ $ � & #$ /�� If a$ b$ gdf$ � � � � � F � � � � kd•D $ If K$ L$ �l � �\ � � � � � � � K t � �0 � 6 � � � � � � l a� yt, � K$ F � � � � � � � � � � � � � � � � � � � � �4� 4� $ $ � & #$ /�� If a$ b$ gdf$ \ F F F $ $ � & #$ /�� If a$ b$ gdf$ K$ � kd!E $ If K$ L$ �l � �\ � � � � � � � K t � �0 � 6 � � � � � � l a� yt, � 5 \ #$ /�� If #$ /�� If � � � � � � � � �4� C C � $ YDx b$ gd o� $ � $ YDx a$ b$ gd o� � kd�E �\ � � � � � � � � � � 4� � � � & � & $ If � � � K$ L$ � � �l � � � � � K t � �0 � � � � � � � 6 � � � � � � � � � � � � � � � � � � � � �4� 4� l a� yt, � 5 � � � � � � � � � � � � � � � � � � � � � � � � � & #$ /�� If � � � � � � a$ b$ gdg � � � � � � � � � � � � $ $ � � $ �0?6 t 6 d � > a$ gd�lw � kdeF �T �\ ��w D� 1 3 $ $ If �l � � � � �� �0 � � 6 � � � � � � � l a� e4 ytg � � � � � � � � � � � � � � � � � � � �-�� 4� 4� $ $ � & #$ /�� If a$ b$ gdg � = > W X Y Z � � �Ӽ��r��XQ;! 3 h;G h x 5 �CJ OJ QJ ^J aJ mHR nH sHR tH + hk3 h x 5 �OJ QJ ^J mHR nH sHR tH h�H� h x 3 h $� h x 5 �CJ OJ x 5 �CJ OJ x 5 �CJ OJ x 5 �CJ OJ x 5 �CJ OJ x CJ OJ QJ x CJ OJ QJ QJ QJ QJ QJ QJ ^J ^J ^J ^J ^J ^J ^J mHR mHR aJ aJ aJ aJ aJ nH nH mHR mHR mHR mHR mHR nH sHR tH sHR 3 hz/� h nH sHR tH nH sHR tH nH sHR tH sHR tH ) h sHR tH y( + hz/� 3 h�H� - h , h�H� h h h Y Z d $ #$ /�� If g | � d � � � d � & b$ gd4DK s kd G $ � � ���4� >7 v d �l $ If d � � t 6 � � �� �0 6 � � � l a� e4 yt4DK #$ /�� 7$ 8$ H$ If � � � $ � � � � & b$ gd4DK � � � � � � � �-�� 4� � � � 4� x x x x x x x ! �! �! " ." $ :$ ( !( �) �) �) S, k, ���. �. ;/ R/ 30 ���Ȳ��{mZmJmJmZmZJmJmZmZmJm - hk3 h 5 �OJ QJ \ �^J $ hk3 h B* OJ QJ \ �^J ph� hk3 h OJ QJ \ �^J ! hk3 h 5 �>* OJ QJ \ �^J ! hk3 h 5 �6 �OJ QJ \ �^J ( hk3 h OJ QJ ^J mHR nH sHR tH + hk3 h 5 �OJ QJ ^J mHR nH sHR tH h�H� h 3 h;G h x 5 �CJ OJ h x 5 �OJ QJ x QJ ^J aJ ^J mHR nH mHR nH sHR tH sHR tH + h;G � � � ! C C $ � & #$ /�� 7$ 8$ H$ If b$ gd4DK #$ /�� If b$ gd4DK � kd�G $ �\ ��d C#�+�4 ` � t 6 U $ � $ If � - & �l � � � � �� �0 � � � � � � � 6 � � � � � � � � � � � � � � � � � � � � �-�� 4� 4� l a� e4 yt4DK ! " - �- �- t u � � _! `! " ( " !( ." �# �) � � $ $ � � & & � � � � :$ � � � � � � � � � � � � � � $ � & #$ /�� 7$ 8$ H$ If b$ gd� x $ � & #$ /�� If b$ gd� x $ � & #$ /�� 7$ 8$ H$ If b$ gd4DK �) �) �) R, S, k, ���. �. :/ ;/ Q/ R/ 30 40 C0 D0 �0 �0 1 1 U1 �1 �1 � � � � � � � � � � � � � � � � � � � � � � � � $ � & #$ /�� 7$ 8$ H$ If b$ gd m� $ � & #$ /�� 7$ 8$ H$ If b$ gd4DK 30 40 D0 �2 �2 �2 �2 �2 33 83 _3 �3 �3 �3 �3 �3 �3 �3 �3 �3 �3 � �Ѿ���������k�k�kdJ 3 h�H� h x 5 �CJ OJ QJ ^J aJ mHR nH sHR tH h�H� h ( h;G h x OJ QJ ^J mHR nH sHR tH h m� h x OJ QJ ^J h x OJ QJ ^J " h x OJ QJ ^J mHR nH sHR tH ( h6 K h x OJ QJ ^J mHR nH sHR tH $ hk3 h x B* OJ QJ \ �^J ph� hk3 h x OJ QJ \ �^J ! hk3 h x 5 �>* OJ QJ \ �^J - hk3 h x 5 �OJ QJ \ �^J �1 ]2 ^2 �2 �2 �2 �2 �2 �2 �2 �2 �2 �2 �2 �2 �2 �2 �2 �2 �2 � � � � � � � � � � � � � � � � � � � $ � #$ /�� If b$ gd4DK $ � & #$ /�� 7$ 8$ H$ If b$ gdx l $ � & #$ /�� 7$ 8$ H$ If b$ gd m� �2 �2 �2 �2 �2 �2 �2 �2 �2 �2 �2 �2 3 3 3 3 3 3 3 3 3 3 x �2 �2 �2 � � � & �2 3 �2 3 3 3 � � � � � 3 � � � � � � � � � � � � � � & #$ /�� If b$ gd4DK � � � � � � � � $ � 3 3 3 3 3 3 3 3 3 3 !3 "3 #3 � $3 %3 &3 � '3 (3 � 3 3 3 3 3 3 -3 3 3 � � � � � � � � � � � � � � � � � � � � � $ � & #$ /�� If b$ gd4DK (3 )3 *3 +3 ,3 3 .3 /3 03 13 23 33 43 53 63 73 83 93 :3 ;3 <3 =3 >3 ?3 @3 A3 B3 C3 � � � � � � � � � � � � � � � � � � � � � � � � � � � $ � & #$ /�� If b$ gd4DK C3 D3 E3 F3 G3 H3 I3 J3 K3 L3 M3 N3 O3 P3 Q3 R3 S3 T3 U3 V3 W3 X3 Y3 Z3 [3 \3 ]3 ^3 � � � � � � � � � � � � � � � � � � � � � � � � � � � $ � & #$ /�� If b$ gd4DK ^3 _3 �3 �3 �3 �3 �3 �3 �3 �3 �3 �3 �3 �3 �3 �3 �3 �3 �3 �3 �3 �3 �3 �3 �3 �3 � � � � � � � � � � � � � � � � � � � � � � � � � $ � & #$ /�� If b$ gd G' $ � & #$ /�� If b$ gd4DK �3 �3 �3 �3 �3 �3 �3 �3 �3 �3 �3 �3 �3 �3 � � � � � � � � � � � � � � � � $ � �3 & #$ /�� If b$ gd4DK �3 �3 �3 U �l $ � & ? ? #$ /�� If t 6 ^�l b$ gd4DK � kd\H �\ ��d C#�+�4 � �l $ $ If ` � � � � � �� �0 � � � � � 6 � � � � � � � � � � � � � � � � �-�� 4� l a� e4 yt4DK �3 �3 �3 4 � � � 4� � � � 4 4 7 x x x x !4 ;4 <4 X4 Y4 k4 l4 m4 p4 q4 �4 �4 �4 G5 H5 9 9 U= ��ííííí�íí��k�ZFZ & hk3 h 5 �>* OJ QJ ^J nH tH hk3 h OJ QJ ^J nH tH . hk3 h 5 �6 �OJ QJ ^J mHR nH sHR tH ( hk3 h OJ QJ ^J mHR nH sHR tH ( h;G h x OJ QJ ^J mHR nH sHR tH + h;G h x 5 �OJ QJ ^J mHR nH sHR tH 3 h;G h x 5 �CJ OJ QJ ^J aJ mHR nH sHR tH • h�H� h x 6 h�H� h x 5 �6 �CJ OJ QJ ^J aJ mHR nH sHR tH �3 �3 4 !4 <4 | Y4 l4 � | | | | � $ #$ /�� If I $ $ If b$ gd4DK q �l � & kd � ���4 >7 � t 6 � � �� �0 6 � � � � � � � � � � � � � �-�� 4� � 4� l a� e4 yt4DK l4 m4 q4 �4 �4 �4 �4 �4 U C C C C C C $ � & #$ /�� If b$ gd4DK � kd�I $ $ If �l � �\ ��d C#3-�4 ` � � j t � 6 � �� �0 � � � � � � � 6 � � � � � � � � � � � � � � � � � � � � �-�� 4� 4� l a� e4 yt4DK �4 �4 �4 �4 �4 �4 �4 �4 �4 �4 �4 �4 �4 G5 H5 �5 �5 ,6 ~7 •7 9 9 9 9 ;9 � � � � � � � � � � � � � � � � � � � � � � � � $ $ � & #$ /�� If a$ b$ gd4DK $ � & #$ /�� If b$ gd4DK ;9 �9 h: �: {; �; �< �< U= V = W= X= Y= Z= � � � � � � � � � x x x x $ � & #$ /�� If b$ gd4DK $ $ � & #$ /�� If a$ b$ gdg � $ & F $ � & #$ /�� If a$ b$ gd 8 $ & F $ � & #$ /�� If a$ b$ gdg � $ & F $ � & #$ /�� If a$ b$ gd�i� $ & F $ � & #$ /�� If a$ b$ gd4DK U= V= Y= ]= _= `= c= d= �= �= �= �= �= �> > �C ����������ڻsW?*( h\ h x OJ QJ ^J mHR nH sHR tH . h\ h x 5 �>* OJ QJ ^J mHR nH sHR tH 7 h�C� h x 5 �6 �B* OJ QJ ^J mHR nH ph� sHR tH . h\ x 5 �6 �OJ QJ ^J mHR nH sHR tH + h;G h x 5 �OJ QJ ^J mHR nH sHR tH 3 h;G h x 5 �CJ OJ QJ ^J aJ mHR nH sHR tH �> h � h�H� h . h;G h x 5 �>* OJ QJ ^J mHR nH sHR tH ( h;G h x OJ QJ ^J mHR nH sHR tH h;G h x OJ QJ ^J nH tH Z= [= \= ]= ^= _= `= d= � � � � � C � � kdEJ $ $ If �l � �\ ��d C#3-�4 ` � � j t � 6 � �� �0 � � � � � � � 6 � � � � � � � � � � � � � � � � � � � � �-�� 4� 4� l a� e4 yt4DK $ � & #$ /�� If b$ gd4DK d= �= �= �= �> �> �> �> �? �? kA lA �A �A �A DB EB �C �C D � � � � � � � � � � � � � � � � � � � $ & F $ � & #$ /�� If a$ b$ gdg � $ & F $ � & #$ /�� If a$ b$ gdg � $ $ � & #$ /�� If a$ b$ gd4DK $ � & #$ /�� If b$ gd4DK �C �C �C �C �D �D �E �E �J �J OK oK &M 'M �P �P �S �S �S �W �W �X �X �^ �_ �_ �_ �c �c �c �c d <d �f �g �g �g j j �k ���٫����٫��٫ٕ }٫���e�}����٫�e�}��� . h\ h x 5 �6 �OJ QJ ^J mHR nH sHR tH . hg � h x 5 �>* OJ QJ ^J mHR nH sHR tH + hg � h x >* OJ QJ ^J mHR nH sHR tH + h\ h x 5 �OJ QJ ^J mHR nH sHR tH . h\ h x 5 �>* OJ QJ ^J mHR nH sHR tH ( h\ h x OJ QJ ^J mHR nH sHR tH " h x OJ QJ ^J mHR nH sHR tH 'D ]D �D �D �D �D �E �F �F �G �H ?I �I 5J �J �J NK � � � � � � � � � � � � � � � � $ x & F- $ � & #$ /�� If a$ b$ gdg � $ & F- $ � & #$ /�� If a$ b$ gdg � $ $ � & #$ /�� If a$ b$ gd4DK $ $ � & #$ /�� If a$ b$ gdg � $ & F $ � & #$ /�� If a$ b$ gdg � NK OK oK pK �K �L �L �L 'M YM �M �M �M �M <N kN �N �N 3O nO DP nP � � � � � � � � � � � � � � � � � � � � � $ & F! $ � & #$ /�� If a$ b$ gdg � $ & F $ � & #$ /�� If a$ b$ gdg � $ $ � & #$ /�� If a$ b$ gd4DK nP �P �P �P �P �P <Q hQ �Q �Q R �R �R S *S +S �S �S �S �S �T �T � � � � � � � � � � � � � � � � � � � � � $ & F" $ � & #$ /�� If a$ b$ gdg � $ $ � & #$ /�� If a$ b$ gd4DK $ & F! $ � & #$ /�� If a$ b$ gdg � �T �T �V �V �V �V 2W bW �W �W �W �W �X �Y �Y �Z �[ �\ �\ � � � � � � � � � � � � � � � � � � $ & F$ $ � & #$ /�� If a$ b$ gdg � $ & F$ $ � & #$ /�� If a$ b$ gdg � $ & F# $ � & #$ /�� If a$ b$ gdg � $ $ � & #$ /�� If a$ b$ gd4DK �\ �] !^ �^ �^ �^ v_ �_ � _ �_ �_ �a �a b Ib �b �b �b d d <d =d � � � � � � � � � � � � � � � � � � � � � $ & F& $ � & #$ /�� If a$ b$ gdg � $ $ � & #$ /�� If a$ b$ gd4DK $ & F$ $ � & #$ /�� If a$ b$ gdg � =d �d �d e Fe �e �e f �f �f �f �g �g �g �g �h �h �h �i �i �i �k �k �k �l � � � � � � � � � � � � � � � � � � � � � � � � $ $ � & #$ /�� If a$ b$ gd4DK $ & F' $ � & #$ /�� If a$ b$ gdg � �k �k "m Om �o �o �p �q �q �q tv �v �v �w Ix Jx ^x �x �x ٔ y .y �����٬ٔ ~�fP����? h\ h x OJ QJ ^J nH tH + h� � h x >* OJ QJ ^J mHR nH x 5 �6 �OJ QJ ^J mHR nH x 5 �OJ QJ ^J mHR nH sHR tH sHR tH sHR tH . h\ + h\ . h� h h � h x 5 �>* OJ QJ ^J mHR nH sHR tH . h� � h x 5 �6 �OJ QJ ^J mHR nH sHR tH x OJ QJ ^J mHR nH sHR tH ( x OJ QJ ^J mHR nH sHR tH " x OJ QJ ^J mHR nH sHR tH �l �l �l "m Rm �m Jn �o �o p 9p cp mp np �p � � � � � � � � � � � � $ & F) $ � & #$ /�� If a$ b$ gd� h\ h kn ( h%9 h �n h �n o o o � � � � � � � � to � � & F( $ $ � & #$ /�� If a$ b$ gd� � $ $ � & #$ /�� If a$ b$ gd4DK �p �p �p �q �q �q �q �s �s |t }t sv tv �v �v �w �w �w Ix Jx ^x _x y .y 6y � � � � � � � � � � � � � � � � � � � � � � � � $ $ � & #$ /�� If a$ b$ gd k K$ $ $ � & #$ /�� If a$ b$ gd4DK 6y @y Ay Fy Py � + � � � kd�J $ If K$ L$ �l � �F � � � � � � t � 6` �> �� ����� ���� ���� �0 � � � � � � � � 6 � � � � � � � � � � � � � � � l a� � �-�� 4� 4� e4 p����� ���� ���� yt k $ $ � & #$ /�� If a$ b$ gd k K$ .y @y Ay Fy ky ly uy vy •y �y �y �y �y �y �y �y �y �y �y �y �y �y �y �y �y �y �y �z { �������������������泠 �s�a�S h\ h x OJ QJ \ �^J " h x OJ QJ ^J mHR nH sHR tH . h� � h x 5 �>* OJ QJ ^J mHR nH sHR tH x 5 �>* OJ QJ ^J mHR nH sHR tH x 5 �OJ QJ ^J mHR nH sHR tH x OJ QJ ^J mHR nH sHR tH x OJ QJ ^J h\ h x OJ QJ ^J nH tH ( h % h ( h\ h\ h h h\ h x # h\ h x 5 �OJ QJ ^J nH tH Py Yy by ky ly * �r B � � kd�K � . � � $ If K$ L$ � �l � � � � � � t � 6` �> �� �0 � � � � � � � � 6 � � � � � � � � � � � � � � � � � � � � � � � � �-�� 4� 4� l a� e4 yt k $ $ � & #$ /�� If a$ b$ gd k K$ ly vy xy {y }y •y � � � � � $ k K$ •y �y �y $ �y #$ /�� If a$ b$ gd k K$ � kd�L $ If �r � . � B � @ & #$ /�� If * $ $ � & K$ L$ �l � a$ b$ gd * � � � � � t � 6` �> �� �0 � � � � � � � � 6 � � � � � � � � � � � � � � � � � � � � � � � � �-�� 4� 4� l a� e4 yt k �y �y �y �y �y w a a a $ $ � & #$ /�� If a$ b$ gd K$ � kdyM $ If K$ L$ �l � � � � � t � 6` �> �� �0 � � � � � � 6 � � � � � � � � � � �-�� 4� 4� l a� e4 yt k �y �y �y �y �y d N N $ $ � & #$ /�� If a$ b$ gd k K$ � kd$N $ If K$ L$ �l � F � . � � � t � 6` �> �� �0 � � � � � � 6 � � � � k 0 � � � � � N � � � � � � � � � � � � � � � � � �-�� 4� 4� l a� e4 yt k �y �y �y �y �y �y �y d O O O O $ � & #$ /�� If a$ b$ gd k $ $ � & #$ /�� If a$ b$ gd4DK � kd�N $ If K$ L$ �l �F � . � � � t � 6` �> �� �0 � 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� � � � � � � � � � � � � � � � � � � � � � gd�k: $ a$ gd �k: $ a$ gd � $ a$ gdU-H �� �� �� �� �� � � �� �� �� �� �� �� �� �� �� i� o� �� � �� �� �� �� �� �� �������Ƹ����Ό����rg� �` h�H� h x h� , h x OJ QJ h�p� h x 5 �OJ QJ ^J U h x OJ QJ ^J hN-� h x OJ QJ ^J h � h x CJ, OJ QJ ^J aJ, h9Z� CJ, OJ QJ ^J aJ, x CJ, OJ QJ ^J aJ, h� • h� � h x h�H� h x OJ QJ ^J ! j h�H� h x OJ QJ U ^J h�`n OJ QJ ^J mH nH u h ed. The role of the LA is now working closely in collaboration with the Joint Education Service. This is highlighted in the present update and colleagues within the service have contributed greatly to Outcome 5 and Outcome 7. �� �� � $ a$ gd�K � ? P 1�h 0 :p�[z ��A ��.!�� "�� #�� $�� %� �� �� �� Dp ? P 1�h 0 :p�<� ��A ��.!�� "�� #�� $�� %� �� �� �� Dp ? 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#v � #v n :V �l t � 6 � �� �0 � � � � � 6 -�� 5� � 5� � 5� � 5� 1 e4 ytg � � $ $ If � !v h #v � n :V �l �T t � 6 � �� �0 � � � � � 6 -�� 5� � 5� � 5� � 5� 1 e4 ytg � � $ If K$ L$ !v h #v � :V �� � M 6 ,� 5� � 5� � 5� ��������/� � /� � /� � 2� 2� l 4� yt k� � $ If K$ L$ !v h #v � #v � #v �� � M 6 ,� 5� � 5� � 5� � 2� 2� l 4� yt k� � $ If K$ L$ !v h #v � #v � #v �� � M 6 ,� 5� � 5� � 5� � 2� 2� l 4� yt k� � $ If K$ L$ �q !v h #v � #v ~ �l t � �0 � � � � � 6 5� � 5� ~ 5� - /� � yt k� � $ If K$ L$ �q !v h #v :V �l t � �0 � � � � � 6 ,� 5� � 5� ~ 5� - /� � yt k� � $ If K$ L$ �q !v h #v :V �l �6:V � !v � � #v h #v � � � #v #v � � #v � � #v #v 9� /� :V 9� /� :V 9� /� #v - :V � � #v � ~ #v � � #v - � ~ #v - � �0 � � � � � � � 6 ,� 5� � 5� ~ 5� - /� � yt k� � $ If K$ L$ �q !v h #v � #v r :V �l t � �0 � � � � � � � 6 5� ` 5� " /� � ytG•� � $ If K$ L$ �q !v h #v � #v � :V �l t � �0 � � � � � � � 6 5� ` 5� � /� � ytG•� � $ If K$ L$ �q !v h #v � #v � :V �l t � �0 � � � � � � � 6 ,� 5� ` 5� � /� � ytG•� � $ If K$ L$ �q !v h #v � #v � :V �l t � �0 � � � � � � � 6 5� ` 5� � /� � ytG•� $ If K$ L$ �q !v h #v g #v � #v � :V �l �; �0 � � � � � � � � 6 ,� ,� 5� g 5� � 5� � 9� /� � /� t � /� � � /� /� � k �l � � k �l � � /� � /� � yt $ If K$ L$ �; �0 � 6 ,� ,� � /� � /� � /� � /� � /� � /� � yt $ If K$ L$ �; �0 � 6 ,� ,� � /� � /� � � � /� /� /� �q !v h #v g � � 5� g 5� #v � #v � :V � � � 5� � 9� � /� �q !v h #v g � � 5� g 5� #v � #v � :V � � � 5� � 9� � /� � � �l t � � 6 k �l t � � 6 �l t � � 6 �l t � � 6 t t t t t 6 /� � yt $ If K$ L$ �q !v h #v * #v �0 � � � � � 5� * 5� + /� ytw � � $ If K$ L$ �0 � � � � � 5� * 5� + /� ytw � � $ If K$ L$ �0 � � � � � 5� * 5� + /� ytz^� � $ If K$ L$ �0 � � � � � 5� * 5� + /� ytz^� � $ If K$ L$ �l � �0 � 6 � 5� * � ytz^� �l � �0 � 6 � 5� * � ytz^� �l � �0 � 6 � 5� * � ytz^� �l � �0 � 6 � 5� * � ytz^� n :V �l �T � � � 5� + /� � $ If K$ L$ � � 5� + /� � $ If K$ L$ � � 5� + /� � $ If K$ L$ � 5� � $ � + /� $ If + :V � � �q !v h #v � �q !v h #v � h #v � � �� �0 � � � � 6 -�� 5� � 5� � 5� 5� 1 e4 ytg � � $ $ If � n :V �l �T t � 6 � �� �0 � � � * #v h #v � * #v h #v � * #v h #v � * #v h #v * #v � � !v h #v � + :V � + :V � + :V � + :V � * #v � h #v � � � �q !v + :V � � �q !v � � � �q !v + :V � � �q !v � � � �q !v !v * #v � � � � � #v + :V � � � #v � #v � � #v � � � � #v � #v � � 6 -�� 5� � 5� 5� 1 e4 ytg � � $ If :V �l t � �0 � � 6 5� � 5� 5� � yt� � 5� K$ L$ � ' /� � �q !v � h #v � � #v #v � ' � G � $ If K$ L$ �l t � �0 � 6 5� � 5� � yt� �q !v h #v � 5� � ' /� � #v � #v ' :V � � � G � $ If K$ L$ �l t � �0 � 6 5� � 5� � yt� �q !v h #v � 5� � ' /� � #v � #v ' :V � � � G � $ If �l t � �0 � 6 5� � K$ L$ � � 5� yt� �q !v � � 5� h #v � #v � % /� � � #v % :V � � � G � $ If �l t � �0 � 6 5� � K$ L$ � � 5� yt� �q !v � � 5� h #v � #v � % /� � � #v % :V � � � G � $ If �l t � �0 � 6 5� � K$ L$ � � 5� yt� �q !v � � 5� h #v � #v � % /� � � #v % :V � � � G � $ If K$ L$ �� !v �l t � �0 � � 6 5� � 5� � 5� � a� h yt� h #v � � /� � #v � � #v � :V � � � G � $ If K$ L$ �� !v �l t � �0 � � 6 5� � 5� � 5� � a� h yt� h #v � � /� � #v � � #v � :V � � � G � $ If K$ L$ �� !v �l t � �0 � � 6 5� � 5� � 5� � a� h yt� h #v � � /� � #v � � #v � :V � � � G � $ If K$ L$ �� !v �l t � �0 � � 6 5� � 5� � 5� � a� h yt� h #v � � /� � #v � � #v � :V � � � G � $ If K$ L$ �q !v :V �l t � �0 � � � 6 5� 5� E 5� /� � yt�yw � $ If :V �l t � �0 � � � 6 5� 5� E 5� /� � yt�yw � $ If :V �l t � �0 � � � 6 5� 5� E 5� /� � yt�yw � $ If :V �l t � �0 � � � 6 5� 5� E 5� /� � yt�yw � $ If :V �l t � �0 � � 6 5� � 5� � 5� � yt�yw � $ If :V �l t � �0 � � 6 5� � 5� � 5� � yt�yw � $ If :V �l t � �0 � � 6 5� � 5� � 5� � yt�yw � $ If :V �l t � �0 � � � 6 5� � 5� - 5� /� � yt�yw � $ If :V �l h #v � K$ L$ � K$ L$ � K$ L$ � K$ L$ � C /� K$ L$ � C /� K$ L$ � C /� K$ L$ � K$ L$ #v E #v � �q !v � �q !v � �q !v � �q !v � �q !v � �q !v � �q !v � �q !v � h #v � #v � h #v #v #v � #v � #v � #v � #v C � Y � #v � � #v C � Y #v � � #v C � Y � � h #v � � � h #v � E #v � #v � h #v E #v � � h #v � � � h #v E #v � � h #v � � � #v � t � �0 � � 6 5� � 5� /� � yt�yw :V �l t � �0 � � 6 5� � 5� /� � yt�yw :V �l t � �0 � � 6 5� � 5� /� � yt�yw �l t � �0 � 6 � 5� * � ytz^� �l t � �0 � 6 � 5� * � ytz^� �l t � �0 � 6 � 5� * � ytz^� �l t � �0 � 6 � 5� * � ytz^� �l t � �0 � 6 � 5� * � ytz^� �l t � �0 � 6 � 5� * � ytz^� �l t � �0 � 6 � 5� * � ytz^� �l t � �0 � 6 � 5� * � - 5� � $ If � - 5� � $ If � - 5� � $ If � K$ L$ � K$ L$ � K$ L$ � � 5� + /� � $ If K$ L$ � � 5� + /� � $ If K$ L$ � � 5� + /� � $ If K$ L$ � � 5� + /� � $ If K$ L$ � � 5� + /� � $ If K$ L$ � � 5� + /� � $ If K$ L$ � � 5� + /� � $ If K$ L$ � 5� � + /� � �q !v � �q !v � �q !v � �q !v � �q !v � �q !v � �q !v � �q !v � �q !v � �q !v � � h #v � � #v � h #v � #v * #v � h #v * #v � h #v � h #v � h #v � h #v � � � + :V � + :V � * #v � + :V � * #v � + :V � * #v � + :V � * #v � + :V � * #v � + :V � � h #v #v � * #v � � � � h #v #v � � h #v � � + :V � � � ytz^� � $ If K$ L$ �q !v h #v � #v 1 :V �l � � t � 6` �t �� �0 � � � � � � � % 6 � -�� 5� � 5� � 5� � /� � e4 yt�zH � $ If K$ L$ �q !v h #v � #v 1 :V �l � � t � 6` �t �� �0 � � � � � � � % 6 � -�� 5� � 5� � 5� � /� � e4 yt�zH � $ If K$ L$ �q !v h #v � #v 1 :V �l � � t � 6` �t �� �0 � � � � � � � % 6 � -�� 5� � 5� � 5� � /� � e4 yt�zH � $ If K$ L$ �q !v h #v � #v 1 :V �l � � t � 6` �t �� �0 � � � � � � � % 6 � -�� 5� � 5� � 5� � /� � e4 yt�zH � $ $ If � !v h #v � #v � #v � #v n :V �l �# t � 6 � �� �0 � � � � � � � 6 -�� 5� � 5� � 5� � 5� 1 e4 ytg � � $ $ If � !v h #v � #v � #v � #v n :V �l �T t � 6 � �� �0 � � � � � � � 6 -�� 5� � 5� � 5� � 5� 1 e4 ytg � � $ If K$ L$ �q !v h #v � #v � #v | :V �l �� t � �0 � � � � � � � � 6 5� H 5� � 5� /� � yt�yw � $ If K$ L$ �q !v h #v � #v � #v | :V �l � t � �0 � � � 6 5� H 5� � 5� /� � yt�yw � $ If :V �l � � K$ L$ � �q !v � h #v � � #v � � #v | t � �0 � � � � � 6 5� H 5� � 5� /� � yt�yw � $ If K$ L$ �q !v h :V �l �� t � �0 � � � � � 6 5� H 5� � 5� /� � yt�yw � $ If K$ L$ �q !v h :V �l t � �0 � � � � 6 5� � 5� � 5� K /� � yt, � � 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