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.
- Throughout the summer term, we have continued to build on the key priorities identified in previous review week and Emotional and Wellbeing Steering Committee meeting. Our commitment to progressing towards the targets in our Health and Wellbeing Action Plan remains strong, with sustained efforts across all areas of provision. Staff, pupil voice groups, and leadership teams have maintained a whole-school focus on pupil wellbeing, pupil voice, and children’s rights.
- All Progression Steps have continued to deliver age-appropriate Jigsaw assemblies throughout the term. Each class has now completed the final Puzzle Piece to conclude the year’s programme. Teachers agree that pupils have made clear progress in their understanding of Health and Wellbeing themes through these structured, meaningful sessions. Engagement and reflection have improved steadily, helping to embed emotional literacy and social understanding across the school.
- Classes have remained committed to fortnightly PLJ reflection sessions. Pupils have been working hard to document their thoughts, feelings, and understanding of their rights, supported by age-appropriate activities and tasks. Teachers report growing confidence among learners in expressing themselves and connecting the Rights of the Child to their everyday school experiences. These sessions continue to be a core tool for raising awareness of children’s rights and supporting a rights-respecting school culture.
- Miss Galvin and the Triple H team have continued to run the club every Monday lunchtime for Years 4–6. Although attendance has been slightly lower during the summer term, this is seen as a positive sign that many pupils are feeling happy and settled during playtimes. The club remains a trusted and valued space for those who wish to talk or seek peer support.
- The Golden Table continues to be a success, especially with younger pupils, promoting positive behaviour and recognition in a fun and inclusive way. Lunchtime Helpers from the Triple H group have taken on leadership roles, modelling kindness, support, and responsibility. These initiatives have supported calm, structured lunchtimes and strengthened relationships across year groups.
- This term, Triple H representatives met with school governors to provide an update on the school’s progress within the Health and Wellbeing AoLE. The meeting was a success and gave pupils an opportunity to share the impact of key initiatives, reinforcing pupil voice as a vital aspect of school development.
- All Progression Steps took part in the school’s annual Sports Day, which was a well-organised, enjoyable event promoting physical fitness, teamwork, and wellbeing. The event also gave the Triple H team the opportunity to actively promote the school’s Sun Policy, reminding learners and families about sun safety and the importance of protecting their health during outdoor activities.
Overall, the delivery of Health and Wellbeing across all Progression Steps has been positive. During the summer term, learning projects across the school have continued to follow the Jigsaw scheme and have incorporated key questions and themes from the Health and Wellbeing AoLE into their planning. This integration has supported meaningful, age-appropriate learning across all Progression Steps. There has been an improved focus on planning for emotional literacy, rights-based education, and wellbeing reflection, with teachers embedding these elements into cross-curricular projects. The standard of work produced in response to these themes remains high—at or above expected levels—with strong evidence of pupil engagement and thoughtful personal reflection. This approach has benefited learners by increasing their confidence in discussing emotional and social topics, supporting independence, and developing a deeper understanding of Health and Wellbeing concepts. Pupils are demonstrating greater awareness of their rights, their emotions, and the importance of physical and mental wellbeing in everyday life.
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.