Target Review:

• AoLE Leaders have provided an action plans to move the school forward within their Area of Learning, using evidence from last years monitoring activities and research.

• Each AoLE Pupil Voice Group is embedded and are developing their leadership through the termly review activities. This contributes greatly to the the level of pupil voice across the school.

• AoLE Leaders use the LPS Middle Leadership Booklet to measure their leadership impact and set personal targets with support from their Performance Management Leaders.

• The LPS Middle Leadership Booklet is effective in developing leadership skills and further improving leadership capacity throughout LPS.

• AoLE Leaders are maintaining their website pages to share developments with the whole community and wider. They use this area to feedback their findings from the LPS Review Weeks and present this information to linked governors.

• This provides a bank of evidence and information for all stakeholders - demonstrating improved standards and provision throughout the school.

• The AoLE Leaders are currently working on AoLE Skills cards to improve self-directed learning within the LPS Challenges and Missions approach.

• Cluster PLC Groups are working effectively to provide additional support and direction across the cluster on specific development areas, for example;

  • Emotion Coaching training for staff and pupils within the Health & Wellbeing PLC.

  • Developing the use of Drama and Script Writing through a media project within the Expressive Arts PLC.

  • Improving the application of DCF and Numeracy Skills across the curriculum within the STEM PLC.

• Miss Gaffney (ALNCo) has attended a variety of specific training and established very strong network groups across the cluster, and wider, to enhance her leadership within this area. Thus ensuring that LPS is better placed to meet the needs of all learners.

• Miss Gaffney has further enhanced her leadership by tailoring the staff development needs across the school to meet the needs of all learners by setting up training days for all staff during INSET sessions, organising school-to-school working, providing networking opportunities for all staff and organising training by carefully selecting external providers.

• ALNCo has developed her distributed leadership skills by providing staff, who have received training, with the opportunity to develop their leadership skills by disseminating information and training others. This approach to training, has maximised the impact on the needs of all learners across the school. 

• Pupils have been given the opportunity to develop their leadership skills and qualities, further enhancing their roles within the PVGs by: 

  • setting targets within action plans in order to improve standards and provision across the school;

  • monitoring and evaluating progress against targets and planning next steps while working towards external awards and accreditation;

  • communicating progress and further development with a variety of audiences e.g. parents, governors and the wider community during the Welsh Open Evening;

  • holding formal presentations on the work undertaken to Challenge Advisers and Annual Report to Parents Meetings;

  • during review week, PVGs have undertaken listening to learners exercises, undertaken workbook scrutiny, formulated and analysed community questionnaires and have fed back their evaluations and next steps to leadership teams across the school.