Objective 1

Through classroom observations and listening to learners, it is evident that weekly reflection sessions are being fully embedded across the school, enhancing learners' self-reflection skills.
When observing our younger learners, teaching staff model self-reflection well, developing the skill and vocabulary in order to build on learner progress and identify next steps in learning.
During classroom observations, many learners were able to describe what they had achieved and also what they would like to improve, demonstrating the development of reflective vocabulary, with many using subject-specific vocabulary to a high level in their talk.
Staff planning has become more forensic in many classes, enabling learners to focus clearly on their achievements against specific success criteria.
In most classes, oracy skills are well-developed, with older learners speaking confidently about their progress.
In many classes, the Q&R frame is used to scaffold talk, encouraging deeper and reflective thinking.
Collaborative talk and shared writing are used within small groups, with careful teacher modelling, developing reflective thinking amongst learners who need a more scaffolding approach.

Throughout the year, learners have further enhanced their reflection skills, with greater independence, applying accurate self and peer marking and generating targets for themselves and suggestions for others, using success criteria, lesson objectives and progression models.
Where this is excellent, learners respond to extension challenges/questions in teacher's marking by recalling information from previous learning to justify their reasoning.

Summer Term observations demonstrated that reflection sessions are fully embedded across the school. Our younger learners are able to identify next steps in their learning orally, using sentence stems to support their reflection. In some cases, they are able to record their reflections independently.
Nearly all older learners are able to use the LPS Q&R Frame to develop their self and peer reflection successfully.
Learners within Y5 and Y6 use mature and thoughtful vocabulary choices to explain their points and identify next steps in their own learning, or that of others.
Class teachers have successfully reflected on their practice to ensure learners have the appropriate support and challenge in place to become independent in their self-evaluation and assessment.
Members of the monitoring committee feel that reflection sessions are giving learners language and tools to talk about their thoughts and next steps in learning, which is having an impact on standards across the school.
While undertaking a book look, nearly all members of the monitoring committee agreed that there was consistency and progression in approach to reflection across the school.
Nearly all members of the monitoring committee agreed that reflection sessions are giving learners a voice, while developing a positive mindset and reflective culture within the school.

Llangyfelach Primary School