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:

Further develop rich indoor and outdoor numeracy activities within LPS Learning Projects.

In many classes, tasks and experiences are planned purposefully and at an appropriate level, they 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. However, the frequency of numeracy tasks and experiences is not consistent across all classes.

Learners in most classes continue to demonstrate good standards when completing tasks from the LPS Learning projects. For example, learners in Year 6 used their numeracy skills to research the Swansea Blitz and present the data in a variety of graphs and charts. In Year 2, learners used their understanding of symmetry to design flower beds in Penllegare Woods.

We also spoke to class teachers and learners to discuss Friday mental maths tests and Thursday practise sessions (Y2 – Y6).

In all classes, the new ‘Ninja’ mental maths scheme is used weekly for testing. Where appropriate, class teachers adapt the test to meet the needs of all learners in the class. In the older classes, learners are encouraged to challenge themselves by selecting the difficulty of the test. The scores are closely monitored by teachers and progress is discussed to ensure children are selecting an appropriate level of challenge.

The majority of classes use the Thursday session to practise strategies or the Daily Counting and Remembered Facts from the LPS Numeracy Scheme. Teachers use a variety of games, puzzles or challenges, discussing and modelling strategies. As a result, learners commented that they are ‘more confident’ or feel ‘less worried’ about the mental maths test.

Next steps:

• Visit Thursday morning sessions and Friday testing to ensure a consistent approach that enables all learners to improve standards.

• Work with classes to ensure frequency of numeracy tasks and experiences are consistent in all classes allowing learners to develop standards of numeracy across the curriculum.