During our review activities, members of the Pupil Voice Group and the AoLe Leader undertook workbook Scrutiny and Listening to Learners activities. Additionally, the AoLe Leader completed data analysis of standardised testing and reviewed progress of the new LPS Curriculum projects.

We identified the following strengths related to our Action Plan;

• AOLE leader continues to work on a robust progression model and assessment tracker to ensure continuity and progression and coverage of the SWM and LNF. The progression model ensures clear measurable outcomes across all progression steps and states high expectations of learning across the school.

Writing

• New LPS Curriculum Projects have been fully embedded across all classes, with many learners demonstrating high standards of written work through their topic and enquiry based learning, equitable to the standard within their standalone literacy work. 
• The introduction of the new cursive handwriting scheme, Letter Join, has been introduced across the school and has had a positive impact on presentation for many learners - even in its early stages.
• Workbook scrutiny demonstrates that our younger learners are embracing the new cursive form with confidence, improving their fine motor skills and over-all presentation and style.
• Nearly all of our older learners are taking part in weekly handwriting sessions to support their development of cursive handwriting. Supportive systems in place such as staff modelling and the Presentation Dojo, reward the use of cursive handwriting throughout all written work, in order to fully embed the approach.

Reading and Spelling

• Data analysis demonstrates that where learners are not reading at chronological age or better, groups have been identified to ensure learners are targeted and supported in order to make progress with systems such as: phonics boost, fast phonics, daily readers and Rapid Reading.
• Professional dialogue with all teaching staff demonstrates that Reading Eggs continues to have an impact on Phonics, Spelling and Reading provision during catch-up groups, closing the gap for learners and providing increased confidence in reading and spelling in class activities.
• When listening to learners, Reading Time continues to have a positive impact on reading standards and they value the opportunity to continue their weekly homework as part of the carousel. Learners and Staff feel the newly introduced "Eggstra Time' has had a positive impact on enthusiasm and therefore the uptake of homework tasks.

Language

• Workbook scrutiny demonstrates that written Welsh continues to be of a high standard in many classes, with pupils drafting and editing their work to improve their vocabulary and sentence structure within the Welsh language.
• Listening to learners demonstrated that many classes use Welsh games to further develop fluency and new vocabulary, along with weekly assemblies. However, this continues to be a focus of our next monitoring review.
• When listening to learners, many could discuss in detail their introduction to modern foreign languages. Many spoke with enthusiasm about the introduction to French, demonstrating that the newly created resources are supporting teacher's confidence when teaching the language and providing engaging resources to stimulate learners.

Next Steps:

• AOLE lead and PVG to undertake lesson drop ins to ensure continuity and progression in the teaching of spelling.
• AOLE lead to undertake lesson drop ins to monitor the standards of oracy in drillio sessions across the school.