During our review activities, members of the Pupil Voice Group and the AoLe Leader undertook workbook Scrutiny and Listening to Learners activities. Additionally, the AoLe Leader completed data analysis of standardised testing and reviewed progress of the new LPS Curriculum projects.

We identified the following strengths related to our Action Plan;

Reading 

• In the Autumn Term, data analysis indicated that the recently introduced reading system (Reading Eggs) is fully embedded and having a positive impact on standards of reading in nearly all classes.

• In nearly all classes, data analysis has shown that pupils have enjoyed choosing their own books from the online library, to accompany their ORT stage book, with most pupils choosing fiction. This has clearly had an impact on pupil engagement with the programme and is developing independence and choice as a 'real' reader.

• When Listening to Learners, the Criw Iaith found that their peers spoke positively about the reading carousel, therefore having a positive impact on standards of reading. Nearly all learners enjoyed having a choice and opportunities to read from a range of sources i.e. magazines, fiction and non-fiction, Reading Eggspress Library and online based texts.

Writing

• From Workbook Scrutiny, it is evident that teacher planning and assessments are being used effectively to ensure all groups of learners are working to a high standard in order to 'bridge the gap' after returning to school e.g. within the Foundation Phase there is a clear focus on the teaching of phonics in order to fully support the reading development of our younger learners. 

• In nearly all classes, the planning stage is used to structure writing, giving learners opportunities to incorporate all features of a genre and are challenged in their thinking in terms of layout and selecting content.

• The planning stage is fully embedded across the school, providing an opportunity for learners to use these skeletons when planning their own self-determined learning tasks.

• In nearly all classes, the use of success criteria during the drafting & editing process is having a positive impact on the standard of writing throughout the school, ensuring all technical aspects are in place.

• The standard of skills applied across Learning Projects was deemed equitable to those developed during discrete sessions.  Our younger learners in the Foundation Phase developed their oracy and writing skills when writing questions for a member of the Emergency Services. Our Year 2 learners used their literacy skills to inform others of the Mumbles Train and history of their local area, enhancing their research skills.

• It is evident from workbook scrutiny that high levels of literacy skills were used to access information and research areas for further information. For example, our Year 3 learners wrote Information Texts about Deadly Creatures, while our year 4 learners explored the Digestive System. Our Year 6 learners used their knowledge of the Historical era studied, to write a letter from an evacuee in their WWII project demonstrating maturity and empathy within their writing skills. 

Spelling

• From data analysis, it is clear that our new Spelling approach (Reading Eggs), is having an extremely positive impact on pupil's spelling in nearly all classes.

• Workbook scrutiny demonstrates that nearly all classes are being challenged during class spelling lessons, improving vocabulary as well as spelling of extended word lists.

Welsh 

• Workbook Scrutiny demonstrates that the standard of Welsh across the school is at the expected level in nearly all classes.

• Workbook scrutiny demonstrates that when engaging with Welsh texts, in order text mark, is having a positive impact on raising the standard of writing of our learners.

• When listening to learners, reading resources from Welsh Government are having a positive impact on standards of reading and have increased pupil enthusiasm towards the subject.
• When listening to learners, having the choice of Welsh magazines and books available in all classes during reading carousel, is having a positive impact on their attitude to reading Welsh texts.

Next Steps:

• To refine literacy booklet to incorporate LNF updates and cross reference LLC Statements of What Matters. 
• To refine leadership at all levels when working with the Criw Iaith to evaluate new LPS Learning Projects.
• To work with Criw Iaith to promote the bilingualism and incidental Welsh, in and out of the classroom.