During our LPS Review Week activities for Spring term, the AoLE leader and Happy Healthy Helpers (Triple H) Pupil Voice Group undertook ‘Listening to Learners’ activities within their classrooms and workbook scrutiny. Additionally, the AoLE leader undertook workbook and website scrutiny along with a learning experience sampling task which provided an insight into the Health and Wellbeing AoLE being covered within each progression step in LPS.
Main Objective: To improve pupil voice and understanding of children’s rights throughout LPS.
From our monitoring we have identified numerous strengths that are effectively contributing towards our core objective, alongside a diverse range of project-based, cross-curricular activities and initiatives focused on Health and Wellbeing.
- AoLE leader and The Triple H continue to collaborate closely with the Emotional and Wellbeing Steering Committee to enhance provision for all learners, staff and the wider community. The Steering Committee has developed a comprehensive action plan and strategies alligned with the Emotional and Mental Wellbeing Framework to promote and support the wellbeing of all stakeholders within LPS. This work underpins the school’s inclusive, whole-school approach to Health and Wellbeing. Already throughout this academic year, members of the Steering Committee, alongside the AoLE leader and Triple H, have collectively worked towards completing and reviewed the self-assessment tool. This collaborative process has led to the identification and agreement of key priorities for action, based on the evidence gathered. A particularly impactful strategy that is continuing to be undertaken is professional and wellbeing support meetings. These termly meetings provide a platform for discussing professional development, training needs, the effective implementation of policies and practices, and any additional support requirements. They serve as an ongoing mechanism for reflection, support and the identification of possible needs. During our inset week, we also invited in Ieuan Williams who led a Wellbeing Workshop and staff were given the opportunity to have a free drop-in session with Ieuan, which received positive response.
- Jigsaw Assemblies are consistently being delivered across Progression Steps 1, 2 and 3, focusing on the topic of children’s rights and their significance. Each progression step is engaging in Jigsaw sessions tailored to be age-appropriate, ensuring accessible and meaningful learning experiences. While this area remains under development, all classes are making steady and positive progress in deepening their understanding of children’s rights, with continued implementation planned to further embed this important aspect of the curriculum.
- All classes are actively enhancing pupils’ understanding of the Rights of the Child through regular Pupil Learning Journey reflection sessions which occur on a fortnightly basis. These sessions provide valuable opportunities for learners to reflect on their rights and skills as a learning in a meaningful and age-appropriate context. This is evident through videos, PowerPoint presentations and short-burst writing in workbooks. Over time, this approach is fostering a deeper awareness and appreciation of children’s rights, while also encouragin pupils to consider how rights relate to their own experiences and learning. As this practice continues to develop, it is becoming increasingly embedded across the school, supporting a more rights-respecting ethos within the wider learning environment.
- The AoLE leader and The Triple H continue to run weekly drop-in sessions through the ‘Turn Your Frown Upside Down’ club for Year 4, 5 and 6. This initiative plays a key role in strengthening pupil voice across the school by offering a safe, supportive space for learners to share their thoughts, feelings and concerns if needed. The consistent, informal nature of these drop-in sessions is helping to build confidence among pupils, allowing them to engage in discussions surrounding their wellbeing. As the club continues to develop, it is continuing to become an increasingly valuable tool for promoting emotional literacy, peer support and a positive inclusive school culture surrounding this AoLE.
- The Triple H and AoLE leader have begun preparations to apply for the Silver Rights Respecting School Award. Work is ongoing to review the criteria, embed children’s rights more deeply across the curriculum and strengthen pupil participation. The school is committed to progressing towards a successful application in due course.
- The Triple H and AoLE leader have intoduced new lunchtime initiatives, including the ‘Golden Table’, to promote and reward positive behaviour during lunchtimes. In addition, older pupils from the Triple H are actively supporting younger during their lunchtime routines, fostering a sense of responsibility and care. These initiatives not only enhance the learning experience but also encourage learners to take a leading role in supporting and modelling positive behaviours, aligning with the school’s focus on learners leading learning.
Review and monitoring of implementation of new LPS Curriculum Projects to check for coverage, progression and opportunities for Health and Wellbeing:
Through workbook and website scrutiny from the Triple H and AoLE leader and listening to a cross-section of learners from each Progression Step, examples of various activities were identified:
Progression Step 1
In Progression Step 1, pupils have been following the Health and Wellbeing AoLE through their current learning project. They explored the festival of Holi, focusing on themes of happiness and love, shared what makes them feel happy, and created colourful bunting. They also read stories from various festivals, reflecting on their meanings and morals. Reception pupils are creating an emotive words display and recently ran their own Spring festival, which they are now reflecting on. In PE sessions this term, pupils have been developing physical skills through gymnastics. Regular PLJ reflections and weekly Jigsaw sessions continue to support their personal and emotional development.
Progression Step 2
- In Progression Step 2, Year 1 pupils have been focusing on the Health and Wellbeing AoLE through their Amazing Astronauts learning project. As part of this, they have explored how to achieve a fit and healthy lifestyle, the importance of a balanced diet, and strategies for staying happy and motivated. Their learning is further supported by weekly PE sessions, Jigsaw sessions, and regular Pupil PLJ reflections, all of which contribute to their physical, emotional, and social development.
- Year 2 pupils have explored the Health and Wellbeing AoLE through their The Roman Invasion learning project. They learned how the Romans and Celts demonstrated belonging through their beliefs and wrote discussion texts debating whether the Romans were a positive or negative influence. Pupils also developed teamwork and coordination by creating and using their own shields to re-enact how warriors protected themselves. This learning is supported by weekly PE sessions, regular PLJ reflections, and Jigsaw sessions, promoting both physical and emotional wellbeing.
- Year 3 pupils have focused on the Health and Wellbeing AoLE through their Our Lost History of Sweyns-ey learning project, exploring key figures such as Alfred the Great and his influence on education and health. They created informative fact-files to demonstrate their understanding. In PE, their focus this term has been on gymnastics, games, and ball skills including throwing and batting. Pupils also take part in weekly Jigsaw sessions covering themes such as dreams, goals, and relationships, alongside regular PLJ reflections to support their personal development.
Progression Step 3
- Year 4 pupils have explored the Health and Wellbeing AoLE through their Wales, Wars and Weddings learning project. They investigated Tudor crime and punishment, using De Bono’s Thinking Hats and oracy skills to debate whether the punishments fit the crimes. They also examined issues of equality during the Tudor and Stuart periods. Their learning is supported by weekly PE sessions focused on games and gymnastics, as well as regular Jigsaw sessions and PLJ reflections to promote emotional and social wellbeing.
- Year 5 pupils have been exploring the Health and Wellbeing AoLE through their Abertawe Egyptology learning project. They investigated the game of Senet, the construction of the Egyptian pyramids through the use of slavery and explored the story of Rhodopis. This learning has been complemented by weekly PE sessions focused on games and gymnastics, along with regular Jigsaw sessions and PLJ reflections to support their physical, emotional, and social development.
- Year 6 pupils have been exploring the Health and Wellbeing AoLE through their The Origins of Species learning project. They examined whether humans have the right to intervene in the natural world, how the environment has shaped human history, and the implications of interfering with natural selection. In addition, Year 6 pupils have actively participated in cluster sports competitions and Swansea City football competitions, further developing their teamwork, physical fitness, and sportsmanship. Their learning is also supported by weekly PE sessions, regular Jigsaw sessions, and PLJ reflections to promote their overall wellbeing.
Our next steps:
Integrate children’s rights into everyday lessons by embedding them into Health and Wellbeing, Literacy, and cross-curricular work, assessed through pupil work reviews and reflection tools.
Promote pupil voice through school Pupil Voice Groups, rights-focused meetings, and peer-led activities, with regular feedback gathered through informal conversations.