In working toward meeting this SIP target:

• ALN Leader attends SLT Meetings to feedback reviews and developments.

• ALN Leader and SLT refines our decision-making process regarding provisioning ALN support.

• SLT develops and communicate LPS expectations of what Universal Provision looks like.

• ALN Leader has developed effective links with other schools to improve support for severe and complex needs and Health & Wellbeing.

• Enhance learner group support systems across the school, by communicating effectively between TA Leaders.

• Provided relevant training at all levels to meet the needs of all learners across the school and deliver our ALN and Wellbeing support.

• Provided information workshops for Parent/Carers to build clearer understanding of provision at LPS.

Emotional Mental Health and Wellbeing at LPS has been developed and improved through the application of the following systems and the provision of the flowing opportunities:

• AoLe Leader continues to work with the Emotional and Well-being Steering Committee to ensure improved provision for all learners, staff and wider community. The Steering Committee develop communication and shared understanding of the importance of emotional well-being for all at LPS and the wider community. 

• New LPS Curriculum Projects have been fully embedded across all classes, with many learners demonstrating high standards of work through their topic. Workbook scrutiny demonstrated that in Year 1, The Happy Healthy Helpers gave them the task of creating a campaign for improving mental health. This allowed learners to think about and understand their feelings and how they can keep their mind healthy. In Year 6, the learners wrote about life as an evacuee and had discussions around how families would have felt at this time. Listening to Learners demonstrated that the majority of learners understand the importance of showing empathy to others. 

• When listening to learners, nearly all of the older children stated the positive impact of the visits from PC Fincher. These sessions have highlighted the importance of discussions surrounding anti- social behaviour, age restrictions on social media and online safety. Nearly all learners felt that these sessions raised important discussions and allowed them to fully understand the impact of theirs and others actions. Similarly, nearly all learners felt that activities surrounding Show Racism the Red Card and Black History Month allowed for important discussions and celebrating everyone’s’ differences. In Year 5, the children had the chance to visit Swansea.com Stadium where they learned about Black History Month, before having the chance for a question and answer session with some of the players. 

• Listening to learners demonstrated that our younger children understand the importance of tooth brushing after their visit from design to smile. This is part of our daily routine for the younger children at LPS. 

• Many of our younger learners are taking part in a weekly balance bike session to support their fine and gross motor skills development. Listening to learners demonstrated that the balance bike sessions have a positive impact on the younger children, allowing them to improve their balance and develop their confidence. 

• Listening to learners in Year 5 has demonstrated the positive impact of their involvement with Cae Felin Community Supported Agriculture project. Learners are involved in providing fruit and veg boxes to members of the community throughout the academic year, to develop the site to promote and develop social well-being, biodiversity and social prescribing for hospital staff, patients and local residents. This will allow the children to lead and play different roles in teams effectively and responsibility. It will support the children to become enterprising, creative contributors who play a part in giving back to the wider community. 

Through review weeks and SLT week we have identified the following developments and areas for improvement:

• ALN Leader and SLT have begun discussion regarding LPS decision-making process towards provisioning ALN support.  This will continue in to next year.

• ALN leader has begun to develop what the LPS expectations of what Universal Provision looks like and developing a booklet which will enable this process to be communicated to all members of the community.

• Learner support group systems across the school have been extremely successful in meeting the needs of learners:

  • Additional Learning Needs

  • Boost Groups

  • Wellbeing Support Groups

• The impact of these groups can be demonstrated in the improved support systems for wellbeing, improved literacy and numeracy skills of specific groups of learners and improved support structures (including external support) for learners requiring additional needs.

• Pupil questionnaire feedback demonstrates that 99.2% of learners feel supported and know who to talk to in the school if they are struggling.  Additionally, 100% feel safe and feel that they are doing well with regards to their learning.

• LPS Health and Wellbeing Progression Model is ready implementation next academic year.  This incorporates 'Jigsaw' (The PSHE Programme) and ensures all aspects of Health and Wellbeing Statements of What Matter are delivered across the school for all learners.  Each class will incorporate these skills across their Learning Projects and be delivered through weekly class assemblies.

Next Steps:

1. Finalise and communicate the LPS decision-making process towards provisioning ALN support.

2. Finalise LPS Universal Provision booklet and communicate this to all members of the community.

3. Review success and next steps of our EMHWB Community Team.

4. Ensure that the Health & Wellbeing Progression Model is implemented successfully across the school within all Learning Projects and weekly class assemblies.  AoLE Leader and PVG will monitor its impact next academic year and advise on improvements required, amendments and inclusions.​​​​​​