• As stated by a Governor during our LPS Virtual Review Week, "...the question matrix continues to be a strength and pupils are able to suggest a number of activities that focus on Expressive Arts and the wider skills.  It was lovely to see that the question matrix and self-determined learning were still evident during the period of home learning".

• 2020-21 Review Week evaluations of the LPS Challenge and Missions strategies, highlighted limitations in meeting the desired target for improving self-determined learning.

• Therefore, refinement of our LPS Matrix strategy provided the opportunity to deliver more heutagogical approaches than our planned Challenges and Missions approach. 

• Recent reviews of this process, through workbook scrutiny and listening to learners, demonstrates that the refined LPS Matrix approach provides more opportunities to develop self-determined learning for nearly all pupils.

• This refined approach is 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.

• During periods of class and whole school closure, our home-learning strategy provided extended opportunities for self-determined learning and application of key and wider skills. Tasks set have provided pupils with opportunities to select appropriate methods and processes in which to record and present their learning. 

• 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.

• Our home-learning strategy also provided opportunities for pupils to self-direct their learning, deciding on what it is they were going to explore and how they would present this to others.

Next Steps

• When possible undertake shared practice and lesson observations where LPS Matrix sessions are being implemented.

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