Targeted Readers-

Daily and frequent readers have been clearly identified across all classes. In most cases, these pupils are being listened to daily or frequently with targeted support and attention given to their individual needs.

For those children who are not yet making expected progress despite receiving daily reading interventions, additional processes have either been implemented or have been planned for, such as speech and language testing or Dyslexia testing. Most staff are demonstrating a proactive approach to identifying and addressing potential barriers to progress.

Across the school, there is a range of approaches to recording daily reading comments. In most classes, these records are well organised and easily accessible, with clear evidence of identified reading targets to support pupils’ progress.

Discussions with staff across the school have been informative and constructive, providing an opportunity to share ideas and strategies for supporting reading. Suggestions such as using reading buddies, where more able readers listen to and support less confident readers were highlighted as a way to encourage reading fluency and comprehension. These conversations have been valuable in generating practical ideas for enhancing the reading carousel and managing daily reading sessions, benefiting both staff practice and pupil engagement.

Overall, most daily readers are making slow to steady progress. From listening to a sample of these pupils read, it was clear that they are generally accessing books that are appropriately matched to their current reading ability.

Reading Carousels-

Discussions with the Criw Iaith PVG indicated that most classes have established reading sessions that happen every day, supported by a carousel of activities. Across the school there is a suitable range of tasks in place, with evidence of progressive development in pupils’ reading skills.

Pupil voice feedback suggests that provision is generally engaging and many pupils reported that they enjoy reading sessions and recognise the positive impact on their reading development. For example, pupils in PS3 describe beneficial opportunities to develop comprehension and research skills, while pupils in PS2 value regular practice of reading, spelling and the use of phonics-based digital tools.

Moving forward, the school has identified the need to strengthen consistency by embedding a Welsh reading activity within the reading carousel, linked to the weekly Tric a Chlic text. This is an appropriate next step to support the development of pupils’ Welsh reading skills.

Welsh Reading Development-

A date has been arranged for the Welsh advisor to deliver an ADDs session for all teaching staff, focusing on the use of Tric a Chlic and the range of Welsh resources available on SharePoint. This will be supported by demonstration lessons across Years 2 to 6 to model effective practice and the delivery of Tric a Chlic.

Following this, expectations will be clarified in the next ADDs meeting of plans to introduce an extended reading session each Monday that will be focussed on teaching Welsh reading through Tric a Chlic. This will be reinforced through linked follow-up activities within the weekly reading carousel. Implementation is planned for the summer term, with the aim of ensuring the approach is fully embedded by September.

               Ffa La La -

All staff have been provided with access to the new Ffa La La portal, with plans in place to deliver a demonstration during ADDs to support its effective use, including creating playlists for ease of use. Monitoring of engagement and implementation will take place during the Summer Review Fortnight, with Criw Iath to visit classes to see its use. Current practice indicates that Ffa La La is being used effectively in PS2, where pupils respond positively to the songs, which are integrated well into daily routines, such as tidy-up time and the Helpwr Heddiw song.

School Library -

Our school library books have been systematically organised and clearly labelled to support ease of access. As a result, both pupils and staff are able to locate texts efficiently and pupils demonstrate a clear understanding of how to independently find the books they need.