Improving opportunities for learners to experience a more diverse and creative curriculum.    

• Our updated LPS Learning Projects provide a diverse range of opportunities for pupils to develop spiritual, moral, and cultural awareness.
• The school has developed detailed progression models that directly inform planning, teaching and learning. The documents are key reference points for staff and are used to ensure that continuity and progression is delivered.
• The curriculum is highly effective in developing pupils' excellent ability to deeply reflect on religious and non-religious responses, fundamental questions and their own beliefs or values.
• This is secured through a focus on rich and relevant contexts that are explored further through independent and collaborative learning. 
• Our revised RVE curriculum offers all children the opportunity to explore meaning and discover belief systems within the local community and wider world through our Big Question theme of the term.  These questions offer a wide scope of discussion and often hang on to the Learning Projects themes, offering context and reference to reflect on their own world.
• Our revised curriculum provides a variety of experiences that develop pupils' awareness of an extensive range of diverse contexts.  
• LPS Learning Projects, Progression Models and our Jigsaw Programme foster a whole-school approach that raises awareness and celebrates the diversity within our community and wider.

• Through listening to learners, lesson observations and book looks, it is evident that most pupils have a very good knowledge and understanding of what an ethical, informed citizen is.
• Most pupils progress exceptionally well in becoming ethical and informed citizens. Our Friday Reflection Time sessions demonstrate that most learners have strong and secure awareness of such values as fairness, equity, sustainability and of children’s rights and can accurately cite examples of when these are demonstrated. 

• Through the revised curriculum projects, learners are encouraged to use their imagination and experience an extensive range of engaging and highly relevant creative experiences. For example, in:
• The Year 1 Learning Project LPS Happy Healthy Helpers, learners create colour poems and use a variety of primary and secondary colours to describe feelings and emotions. They compose mood music and they create iMovie’s that show positive behaviour in school.
• The Year 2 Learning Project  LPS and the Penllergare Trust, learners create graphic scores and music to accompany time-lapse videos of seeds growing, related to their educational visit.
• The Year 3 Learning Project  Fantasia, learners research Yanomami artwork and use the unique style and traditions of the Yanomami tribe to create their own artwork. 
• Within the Year 4 Learning Project River Ilston, learners have redesigned the G7 logo, worked in the style of Welsh artist Osian Gwent, and created iMovies for natural disasters. 
• Within the Year 5 Learning Project, Copperopolis, learners have designed and created a new logo for HMCW. They have researched artists Elis Gwyn and Josef Herman from the Industrial Era, replicating and applying the work of these artists.
• Within the Year 6 Learning Project, Wales at War, learners have researched Welsh artist Will Evans, and they have explored how he captured the emotions, mood and events during WW2 through his work.  
• Nearly all learners are motivated and enthused to explore, respond and create effectively across most Areas of Learning.

• The Creative Crew Pupil Voice Group undertook a pupil questionnaire to gather information on how learners feel about the newly adopted Charanga scheme across the school. 
• The pupil responses to the questionnaire indicate that learners have a very positive experience of music lessons.
• Pupils particularly enjoy the interactive and engaging elements, such as listening to music, singing, and joining in with songs, with many describing the lessons as fun.
• Pupils are able to recall a range of knowledge, including musical vocabulary such as tempo, beat, pitch, and timbre, as well as an understanding of different musical features and styles, including rapping.
• They also report clear progress in specific AoLE skills, particularly singing in tune, performing in time, appraising music, and developing listening skills.
• Encouragingly, most pupils feel that Charanga has improved their confidence in music, linking this to increased knowledge and understanding. 
• Further support to all teaching staff is to be offered throughout this year and the next to further extend the confidence of delivery and support for learners.