1.3: Through our Self Review systems, highlighted in our MER Timetable, pupils at LPS demonstrate that they can effectively apply skills across all areas of learning in most classes.
Oracy: Nearly all pupils’ speaking and listening skills are good or better. In the Foundation Phase, pupils’ speaking and listening skills develop very well and, by the end of Key Stage 2, nearly all pupils use their communication skills effectively. Nearly all pupils listen well in lessons and levels of concentration are high in nearly all classes. Standards of Oracy work presented at half termly standardisation meetings are good or better. Lesson observations demonstrate that nearly all pupils work together well and respond enthusiastically to the tasks they are given. They demonstrate recall of previous knowledge and use this effectively to acquire new knowledge and skills in nearly all classes. The LPS Question Matrix has improved higher order questioning and responses from pupils in nearly all classes.
Reading: Nearly all pupils are enthusiastic readers. Reading skills develop well through the school. The younger pupils in the Foundation Phase have a good grasp of sounds and begin to blend letters very well. A significant minority of more able pupils reach high standards at a young age. At Key Stage 2, most pupils read an increasing range of texts confidently and with enjoyment. More able pupils read with expression and use higher order analytical skills. This is demonstrated in our National Reading Test data, which demonstrates an upward trend over the last 5 years.
Writing: Most pupils’ write well for different purposes and many attain the higher than expected level. Teachers provide many opportunities for children to improve their letter formation and towards the end of the Foundation Phase children begin to use cursive handwriting. Books are well presented and a sense of pride is evident. By Year 2, nearly all pupils are producing good or better examples of extended writing across the curriculum in all genres. They have an increasingly interesting and imaginative vocabulary and, by the end of Year 6, express themselves in writing to a very good standard through effective processes of drafting and editing. The writing of more able pupils is excellent. Teachers coach and challenge more able pupils, of all ages, to develop their individual style, and they therefore produce some very accomplished writing. For example, they write super evaluations, recounting their learning across the curriculum, citing examples and offering opinions on their progress in learning.
Numeracy: Nearly all pupils apply their numeracy skills well within their learning projects, for example when drawing and interpreting pie charts and scatter graphs in History and Science. Most pupils can apply their mathematical skills very well. Towards the end of Foundation Phase and throughout Key Stage 2, nearly all pupils independently use and apply relevant numeracy skills within their self-directed Challenges, Missions and learning projects. Nearly all teachers provide rich opportunities for pupils to apply their numerical skills in a variety of real-life contexts. Nearly all, pupils respond very well to these experiences with increasing independence and self-evaluation accuracy. This is evidenced through half termly workbook scrutiny and standardisation meetings. Additionally, each year group demonstrate good or better progress in the National Reasoning Test.
ICT: Nearly all pupils develop their ICT skills very well and apply across the curriculum effectively. For example, pupils in KS2 are able to demonstrate their ability to format texts and images within a variety of platforms such as DTP and Word Processing online tools. They are to scan useful websites for relevant information for tasks across the curriculum. Towards the end of KS2, nearly all pupils collaborate their research and topic work using shared work spaces on HWB, enabling the class teacher and pupils to share work, communicate and evaluate progress both in school and outside school.
In the Foundation Phase, ICT is used creatively by learners as a means of communicating text animation, media and pictures. Early Years pupils benefit from very good teacher modelling of ICT skills across the curriculum. They use tablets and laptops to enhance their skills development. For example, pupils use numeracy and phonics apps to support and consolidate their learning. Towards the end of the Foundation Phase, most pupils apply these skills independently to a very good standard. For example, pupils select the appropriate software package to research and present their self-directed learning projects.
Welsh: Nearly all pupils make a good start in developing their Welsh language skills within Early Years. They understand and respond enthusiastically to simple classroom commands. Most pupils ask and answer questions confidently and sustain a conversation well, using an increasing range of familiar sentence patterns. Most pupils’ writing skills are at an appropriate standard or better for their age. These skills are applied across the curriculum to enhance writing, across a variety of genres, within their learning projects. Additionally, there is improvement in the use of Welsh language in the playground and assemblies. For example, our Criw Iaith lead playground games and weekly assemblies. Incidental Welsh Language is improving throughout the school due to systems such as, ‘Helpwr Heddiw’, ‘Patrwm Y Pythefnos’ and ‘Drillo’ sessions that are carried out daily. These help to consolidate patterns, and pupils are rewarded for using Welsh inside and outside of the classroom with our LPS Welsh Dojo. This is proving to be extremely successful in raising standards. This is evidenced through PVG Minutes, Subject Leader Monitoring, Lesson Observations and Workbook Scrutiny.
PSD & Wellbeing: An excellent feature throughout the school is the high level of pupil wellbeing and enthusiasm for learning, as evidenced in our recent ERW CV3 Report. Nearly all pupils behave very well when moving around the school and on the playgrounds. They have a strong sense of fair play. Nearly all pupils treat each other and adults with respect, maturity and greet them pleasantly.
Nearly all pupils can describe what makes a good learner, for example, having good listening skills, checking their work, being aware of the rights of the child, working collaboratively and self and peer assessing each other’s work. There is very good provision for self-determined learning across the school, which is evidenced through lesson observations; phase meeting minutes and internal tracking of relevant skills. Nearly all learners are able talk about the process of pupil voice and how their ideas are used in the planning of our previous approach to self -directed learning, Challenges and Missions. Nearly all learners are able to speak with pride and ownership of their Challenge and Mission books used for this system. Through self-review the school has devised a more streamlined whole school approach which will be implemented and developed throughout 2020-21.
The use of the ‘Question Matrix’ provides highly effective opportunities for self-directed learning for all of our pupils at LPS. This process demonstrates that the contributions of all pupils at LPS are valued and encouraged which has had a direct impact on improved PSD outcomes and wellbeing. Nearly all learners are able to talk about how the questions they generate at the start of each topic are used during missions. Nearly all learners expressed how they independently researched questions that were generated during pupil voice sessions. These strategies are contributing to child-initiated learning across the school and empowering pupils to have ownership over their learning.
Nearly all classes have made links to health and wellbeing through their Cornerstone topic using cross curricular themes and through activities during Wellbeing Week. Most children are able to talk confidently about the Pupil Learning Journal and its application. All Foundation Phase pupils have access to the outdoor environment to enhance their learning experiences, nearly all pupils talk enthusiastically about their Messy Monday, Welly Wednesday and Funday Friday sessions. Learning outdoors supports the development of healthy and active lifestyles, sense of well-being and gives them rich activities to nurture creativity. Their experiences are further enhanced through collaboration with various organisations throughout our community to develop the outdoor learning environment. Communication with parents and carers regarding this excellent practice is shared during FP Parent meetings and workshops. These are held to inform and educate families on new approaches, skills and developments, therefore improving home/school links and clarity over policy and practice.
Application of Skills: Half termly workbook scrutiny demonstrates that nearly all pupils are able to apply their skills within their learning projects; this is at an equitable standard when compared with their Core Subject learning. Nearly all teachers ensure skills have a clear focus and ensure opportunities are not missed. Most pupils recognise the skills that they are proficient with and are beginning to select their own approaches. Most pupils make connections to previous learning and transfer these skills effectively in a range of subjects across the curriculum. For instance, they apply strategies when contrasting the experiences of evacuees in History lessons and explore misconceptions in Science. Nearly all pupils use success criteria to assess and improve the quality of their work through discussions with peers. Most pupils are confident when self and peer assessing. Most pupils have a good understanding of the learning process and are able to successfully identify next steps for improvement. This is evident in nearly all classes, where there are good opportunities for pupils to plan, edit and redraft their writing.
Areas for Further Improvement: