Through work scrutiny and listening to learners, the refined LPS Matrix approach provides more opportunities to develop self-determined learning for nearly all pupils, described in our LPS Question Matrix section on the school website. 

All learners could talk about how the questions they generate at the start of each topic are used as a basis for planning their learning.  Learners talked about how they independently selected and 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.

All classes have evidence of the PLJ in their literacy books or on their webpage. Nearly all learners in KS2 could talk about how they use the strands of the PLJ in their learning throughout the week and then reflected on this at the end of the week.

Furthermore, nearly all pupils demonstrated very good progress within our internal in-year testing process across the school, providing strong evidence that our blended learning systems have had a very positive impact on learner progress.

Next Steps

• Ensuring that we devise an approach that enables pupils to enhance their self-directed learning further by providing opportunities for personalised enquiry initiated by their questions generated through LPS Matrix sessions. (Our Spring Term Review activities identified, through sharing good practices, opportunities to utilise the reading carousel for such an approach - this will be reviewed in the Summer Term). 

• When possible, undertake more shared practice and lesson observations, focusing on the use and application of LPS Matrix sessions.

• Monitor the impact these systems have on learner progress through workbook scrutiny and listening to learners during the next LPS Review Week.