During our review activities, members of the Pupil Voice Group and the AoLE Leader undertook workbook scrutiny and Listening to Learners activities.

We identified the following strengths related to our Action Plan:

To monitor, review and evaluate impact of MN Progression Model and LPS Learning Projects across the school, making amendments where required, ensuring it meets the needs of all learners, our community and Curriculum for Wales.

Learning experiences within the class samples provided opportunities for learners to

demonstrate high standards when completing tasks from the LPS Learning projects. For example, learners in Reception were able to measure ‘dinosaur footprints’ discovered in the yard. In Year 6, learners have considered the impact of rationing during WWII when budgeting for weekly food shopping.

Most learners are progressing appropriately within the expected Progression Step. Teacher planning allows for skills to be introduced prior to tasks within the LPS Learning Projects. For example, learners in Year 2 completed addition and subtraction work in Numeracy sessions which helped them complete their topic task. In Year 6, learners further developed their data skills to analyse research on the Swansea Blitz.

Experiences are appropriate for learners and allow for progression with examples of nearly all learners working within the expected stage and also examples of some learners working above the expected stage within Progressions steps.

Develop whole school approach to developing mental processes and times table knowledge through the application of the LPS Numeracy Scheme and systems.

A progressive Mental Maths scheme has been purchased. This will be introduced to staff in January ADDs sessions and PVG will launch in their class and feedback in PVG meetings. This will support a whole school approach to develop mental strategies in mathematics. PVG will also promote weekly sessions on J2e Blast to develop times table knowledge.

Identified learners are receiving support during timetabled ‘Boost Group’ sessions. Teachers and TA’s work closely to plan and feedback on progress and next steps. Objectives are revisited if sufficient progress has not been made.

Next steps:

• Further develop tasks within the LPS Learning Projects to provide richer tasks that will allow for more authentic experiences.

• Ensure all stakeholders have the opportunity to feed into new Progression Model and Learning Projects.

• Monitor and support use of Mental Maths scheme.