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:

• Phonics: Progression Step 1 & 2 are focusing on combining Jolly Phonics with Fast Phonics to support all learners. Workbook scrutiny demonstrates that daily Jolly Phonics sessions are having an impact on standards of letter recognition and blending, e.g. all Year 1 children within the phonics boost are now ready to start the reading scheme. Older learners in Progression step 2 are also receiving Rapid Reading sessions, in order to support early reading skills.

• Reading carousel is carried out across nearly all classes with further consistency in approach, therefore ensuring reading is taught daily, with targeted intervention for small groups of learners within each class. 

• Vocabulary Ninja has improved enthusiasm for spelling, with nearly all making the necessary adaptations to word lists to suit their groups of learners. Workbook scrutiny demonstrates that topic and technical vocabulary are introduced and spellings highlighted, however in a minority of classes, age appropriate high frequency words are being spelled incorrectly.

• Workbook scrutiny demonstrates that in many classes, learners are writing to a very good standard in a range of genres, linked to their LPS Learning Projects. Nearly all classes are following the full writing process, examining text features and planning their writing using planning skeletons. In most classes, writing is drafted and edited effectively, challenging learners to include more detail or improved vocabulary choices within their work as well as focusing on correct punctuation.

• PVG members evaluated the development of cursive handwriting across the school by undertaking a workbook scrutiny of a random sample of books from each class. The Criw Iaith found that cursive handwriting is embedded from Year 1- 4 with most learners making good progress. Many learners have developed a cursive style in Years 5 and 6, however there continues to be inconsistencies in handwriting style. There are examples of teacher marking and peer assessments highlighting these inconsistencies, however further monitoring and staff modelling is required.

• Welsh writing continues to be of a good quality across the school in most classes. When listening to learners, they could describe 'drillio' and 'helpwyr y dydd' activities that have supported their fluency of age-appropriate patterns. The new Fa La La scheme is in its early stages of development with our younger learners, however through professional dialogue and listening to learners, the scheme is already having an impact a growing enjoyment and enthusiasm for learning new language patterns.  AOLE lead has disseminated a new scheme to support incidental Welsh across the school to raise standards of spoken Welsh. Professional dialogue with staff has demonstrated that the scheme is supporting their planning and delivery of the Welsh language, ensuring age-appropriate patterns.

• Team Teaching and opportunities to observe good practice has improved our staff skill set in order to teach the early stages of Welsh reading and improve standards of reading across the school. Further Tric a Chlic training has been organised for January for Progression step 3 staff.

Next steps:

• Reading – Monitor standards through termly assessments on Insight and within boost groups.

• Phonics – Monitor reading progress of Reception boost groups in progression step 2.

• Writing - Focus on creative writing and its development across the school.

• Handwriting - Focus on consistency and challenge within marking particularly amongst older learners. 

• Spelling – Professional discussion during ADDs sessions and a focus of teacher marking of high frequency words across all Progression Steps. 

• Welsh – Focus on oracy and impact of new Welsh booklet.