1.1 Standards and progress overall at LPS is excellent due to the nearly all pupils making very good progress in all areas from entry to the end of KS2.

1.2: The standard and progress of all groups of learners at LPS is excellent, due to nearly all pupils in all groups making significant progress from entry to the end of KS2.  This can be evidenced by our internal tracking system and return to school target setting data shown above.

Reading:

• Nearly all pupils made very good progress during the 9 month period between pre and post testing (99%) across the school, providing strong evidence that our blended learning systems have had a very positive impact on learner progress. For example:

  • In Year 5, 45% of learners were reading below their chronological age during Autumn 2020, by Summer 2021 100% of pupils were reading at or above their chronological age.

  • In Year 1, 100% of learners were unable to access the reading test during Autumn 2020, by Summer 2021 all children were able to access the reading test with 57% reading at or above their chronological age (with many pupils considerably higher).

• Where pupils and families fully engaged with all blended learning approaches, exceptional learner progress was evident.

Spelling:

• Nearly all pupils made very good progress during the 9 month period between pre and post testing (99%) across the school, providing strong evidence that our new approach to teaching and learning of spelling has had a very positive impact on learner progress. For example:

  • In Year 2, 22% of learners were spelling below their chronological age during Autumn 2020, by Summer 2021 this reduced to 4% of pupils who were spelling below their chronological age, with 96% of learners spelling at or above their chronological age (with many pupils considerably higher).

  • In Year 3, 37% of learners were spelling below their actual age during Autumn 2020, by Summer 2021 83% of learners spelling at or above their chronological age (with many pupils considerably higher).

• Where pupils and families fully engaged with all blended learning approaches, exceptional learner progress was evident.

Numeracy:

• Nearly all pupils made very good progress during the 9 month period between pre and post testing (98%) across the school, providing strong evidence that our Numeracy blended learning approaches has had a very positive impact on learner progress. For example:

  • 28% of learners across the school were performing at above average or better during the Autumn 2020, by Summer 2021 this increased to 74%.  Therefore, almost half of the learners in the school moved from average or below, to above average or better.  This is an exceptional gain.

  • In Year 4, 43% of learners were performing below average during Autumn 2020, by Summer 2021 93% of learners were performing above average or better.

  • In Year 6, 55% of learners were performing below average during Autumn 2020, by Summer 2021 75% of learners were performing average or better, with 54% performing above average or better.

• Where pupils and families fully engaged with all blended learning approaches, exceptional learner progress was evident.

FSM Pupils: 

• Nearly all FSM pupils make good or very good progress in all areas of learning across the school.  
• Where FSM pupils do not achieve expected progress over time, this is related to specific learning needs.
• However, our internal tracking systems demonstrate that over recent years these pupils are making good progress. 
• The school receives a Pupil Deprivation Grant due to 10.3% pupils receiving Free School Meals entitlement.  This is a very low figure compared to the Local and National Average; however, LPS demonstrate value for money with the limited resources received. This grant provides the school with a very skilled HLTA which focuses on Intervention and Fringe Groups.

ALN Pupils:

• Nearly all ALN pupils make good or very good progress in all areas of learning across the school.  
• Where ALN pupils do not achieve expected outcomes, this is related to complex learning needs and are reflected in their level of support (Universal Provision, Statement or currently being referred for Statutory Assessment).
• Our internal tracking systems demonstrate that our ALN pupils are making good progress.  

Fringe Group Pupils:

• All Fringe Group pupils make very good progress with regard to skill application across the school.  
• Our internal tracking of pupils in these groups demonstrates that nearly all are on course to achieve their expected outcomes.

EAL Pupils:

• Our internal tracking system demonstrates that Our EAL pupils (5 = 2%) are making good to very good progress.

MAT:

• Nearly all more able pupils make very good progress across the school, this has been a strong feature of the school for many years.
• Our provision for More Able pupils is having a very positive impact on standards across the school. ERW and External Advisory Reports validate this.  This excellent practice is evidenced through our contribution towards the Regional ERW & NACE project.  As a result, LPS are now a Regional Lead school for supporting on MAT provision.  Our work is available on Dolan.
• Sustained end of phase and National Test performance and attainment over many years is evidence of our excellent MAT provision.

Llangyfelach Primary School Attendance