During our review activities, members of the Pupil Voice Group and the AoLE Leader undertook workbook scrutiny and Listening to Learners activities.

We identified the following strengths related to our Action Plan:

To monitor, review and evaluate impact of MN Progression Model and LPS Learning Projects across the school, making amendments where required, ensuring it meets the needs of all learners, our community and Curriculum for Wales.

Learners in nearly all classes continue to demonstrate high standards when completing tasks from the LPS Learning projects. Tasks continue to be planned purposefully and allow learner to produce appropriate levels of work expected for their Progression Step. For example, learners in Year 4 used their numeracy skills to provision a ship for a Tudor Voyage. In Year 5, learners used their understanding of co-ordinates to plot constellations across 4 quadrants.

Experiences are appropriate for learners and allow for progression with examples of nearly all learners working within the expected stage and also examples of some learners working above the expected stage within Progressions steps.

Pupil questionnaire (Y2 – Y6) showed that 89% of children enjoyed numeracy tasks within their project, which is higher than the number of children that enjoyed maths lessons (81%).

PVG to launch and manage new LPS Entrepreneurial Projects across the school.

The Enterprise Troopers held a special assembly to introduce the new LPS Entrepreneurial Projects. Classes were tasked with creating a business plan to design, make and market their products for the LPS Summer Fete. Classes presented their business plan to the Enterprise Troopers in additional assemblies and all classes were successful in receiving a £50 investment to start their project.  

Develop whole school approach to developing mental processes and times table knowledge through the application of the LPS Numeracy Scheme and systems.

A new Mental Maths scheme was introduced in January 2024. This was launched by the PVG in their classes along with promoting regular use of weekly sessions on J2e Blast to develop times table knowledge.

The use of this scheme has resulted in:

• All classes improving their average weekly score.

• Pupil Questionnaire from Y2 – Y6:

  • 78% of pupils said their confidence in using mental maths has improved

  • 72% of pupils said that they were confident in learning their times tables.

Identified learners are continuing to receive support during timetabled ‘Boost Group’ sessions. Teachers and TA’s work closely to plan and feedback on progress and next steps. Objectives are revisited if sufficient progress has not been made.

Next steps:

• Review numeracy activities alongside LPS Learning Projects and make suggestions for amendments (where required) in order to further develop equitable standards and strands numeracy skills across the curriculum.
• Evaluate Enterprise Projects within each class in order to develop financial literacy skills further.
• Further develop mental maths through monitoring and evaluating strategies for teaching of mental maths.