During our LPS Review Week activities this academic term, the AoLE leader and Happy Healthy Helpers (Triple H) Pupil Voice Group undertook workbook scrutiny and Listening to Learners activities. In addition, the AoLE leader undertook a learning experience sampling activity which provided an overview of Health and Wellbeing within each progression step in LPS.

Main Objective: To improve pupil voice and understanding of children’s rights throughout LPS.

We have identified strengths working towards our main objective as well as a variety of project based, cross-curricular activities surrounding Health and Wellbeing.

• Jigsaw Assemblies are being carried out across progression steps 1, 2 and 3 that discuss children’s rights and what they are. Each progression step is carrying out Jigsaw sessions that are at age-appropriate levels. All classes are making steady progress with the understanding of children’s rights.
• Many classes are enhancing pupil’s understanding of the Rights of the Child through the Pupil Learning Journey reflection sessions.
• The majority of classes throughout LPS are developing and enriching understanding of children’s rights in super evaluation sessions that occur each Friday.
• All progression steps across LPS had the opportunity to participate in a workshop surrounding children’s rights to enhance their understanding.
• Since the beginning of the Autumn term, weekly drop-in sessions have been provided through the reintroduction of the ‘Turn your Frown Upside Down’ club organised and led by the Triple H which is enhancing pupil voice for the school.
• The Triple H and AoLE leader have discussed the Silver Rights Respecting School Award and applying for it.
• The AoLE leader and members of the Triple H have met with the Emotional and Mental Wellbeing steering committee to discuss the action plan.

Review and monitoring of implementation of new LPS Curriculum Projects to check for coverage, progression and opportunities for Health and Wellbeing:

Through workbook scrutiny from the Triple H and AoLE leader and listening to a cross-section of learners from each Progression Step, examples of various activities were identified:

Progression Step 1

Looking at how we change over time

Hatching eggs to understand taking care of something

Progression Step 2

Using Literacy to create a feelings poem

Identifying feelings through colour

Foods needed to maintain a healthy lifestyle

Poster identifying how to preserve Penllergare Woods and protect the future of the woods

Progression Step 3

Highlighting what happened to the lost village of Capel Celyn

Raising awareness and providing advice on natural disasters

Aberfan disaster

Posters to help combat climate change

Working and living conditions during the Industrial Revolution

Working Children during the Industrial Revolution

Lives of rich and poor people during the Industrial Revolution

Empathising with war experiences

Nazi discrimination

In addition, members of the Triple H have also participated in the Big Conversation at the Waterfront Museum celebrating Universal Children’s Day and children’s rights.

Next Steps

• The Triple H and AoLE leader will continue to monitor the development of pupil voice throughout the school and the understanding of children’s rights across LPS.
• The team will undertake whole school assemblies to enhance pupil voice and the understanding of children’s rights throughout LPS.
• The team will also meet to discuss and offer ideas to implement the enhancement of children’s rights throughout the school and all progression steps.
• The team will monitor the use and impact of Jigsaw, PLJ sessions and Super Evaluation sessions as well as listening to feedback from the learners.