- February 2025 Newsletter 5th February 2025
- January 2025 Newsletter 8th January 2025
- Christmas 2024 Newsletter 18th December 2024
Curriculum:
The LPS Curriculum provides all pupils with excellent learning experiences that challenge and engage all learners; this is evident through curriculum design, lesson observations, workbook scrutiny and listening to learners.
The LPS curriculum is based on an accurate and detailed analysis of our evolving context, with an awareness of the current and emerging needs. There is rich, engaging, and innovative curriculum provision relating to the history, culture, ethnic diversity and linguistic make-up of the local community, Wales and the wider world. It is revised/adjusted frequently in response to new opportunities presented.
The LPS curriculum ensures that all pupils develop a deep understanding of their identity, heritage and culture, and how they relate to the local community and the wider world. The curriculum provides nearly all pupils with a very well-considered balance of breadth and depth of learning experiences, across all disciplines and areas of learning, and experience to develop their wider interests.
At LPS we have designed AoLE Progression Models that ensures the AoLEs, The Statements of What Matter, Descriptors of Learning, Cross Curricular Skills, Integral Skills and Cross Cutting Themes are planned, mapped, and developed very successfully. Each Progression Model has high expectations, providing continuity, progression and balance over time and across the progression steps. These form the basis for our planning and assessment procedures to enable the tracking of learner progress. Regular reviews of our internal tracking and planning system (Insight) support this.
https://www.llangyfelachprimaryschool.co.uk/lps-progression-models/
Our curriculum is made up of engaging, rich and relevant Learning Projects that deepen subject knowledge, that supports learners to realise the four purposes. Implementing cross-cutting themes enable learners to consider local, national and international contexts. These projects are designed to provide real world experience and promote an understanding of human rights education and diversity. The Learning Projects also promote the development of learners’ entrepreneurial skills through our Enterprise Projects, involving our local and wider community.
https://www.llangyfelachprimaryschool.co.uk/lps-learning-projects/
Our curriculum elicits self-directed and self-determined learning through our Learning Projects and LPS Matrix approach, which begins after the initial hook at the start of each project, where pupils generate questions, interests, choices and direction for learning. Curricular experiences are linked closely to authentic contexts, provide opportunities to enquire about events that have shaped and effect Llangyfelach, Swansea, Wales and the World, ensuring that they become informed citizens of the 21st Century. Our Learning Projects are enriched through consultation with members of our community and wider; speaking to experts, specialist and professionals who provide relevance, knowledge, specific detail and skills. Valuable partnerships have been established within the local community, wider community, employers, key figures, other schools and parents, which have enriched the curriculum further. All pupils are engaged in challenging and thought-provoking trips, visits, talks and workshops, including visits to organisations within the local community such as places of worship, environmental centres and government buildings.
The whole school community regularly review, amend and adapt our curriculum to refine and improve teaching, learning, engagement and relevance. Our Pupil Voice Groups (PVGs), Area of Learning Leaders and linked Governors’ steer evaluative activities throughout the year and during our LPS Review Fortnights. This informs whole school decision making regarding curriculum content, resourcing, areas for improvement and identification of specific Professional Development.
Learning Experiences:
The school provides a very wide range of relevant and stimulating learning experiences to an excellent depth outside the classroom. Authentic learning considers closely the opportunities for outdoor learning within the school grounds and beyond. This provision links directly to the planned curriculum and staff make excellent use of visits to develop pupils' engagement and understanding of a particular area of learning. Visits are used well to launch, as part of the doing of the topic, or at the end of the theme as a core part of provision. Outdoor learning is frequent and increases pupil engagement. Learner voice influences it well. The school enriches the curriculum well through a range of additional clubs. Over time, club provision is varied with increasing influence from learner voice.
Our outdoor learning environment provides opportunities for our younger learners to practise and consolidate skills such as measuring, writing for purpose and experience scientific concepts within the natural environment. Our outdoor theme days, e.g. ‘Welly Wednesday’ provide the stimulus for this experience which transfers into classroom provision. The impact of this can be seen in workbooks across the phase. As a result, standards have continued to improve due to increased levels of engagement and application of skills across the curriculum.
The school provides very good residential experiences for all pupils. Every year, Year 5 pupils visit the ‘Urdd Centre at Llangrannog' and Year 6 visit 'Borfa House' in the Gower. These centres provide many adventurous and challenging activities that enable pupils to boost their resilience and wellbeing. Through structured and engaging team building activities, pupils improve their relationships with teachers and peers. These residential visits also enable pupils to attempt new experiences that provide risk taking opportunities, developing confidence and character which can transfer to all areas of learning.
The curriculum at LPS provides a wide range of valuable experiences for pupils which enhance their learning, for example through learning to play musical instruments and taking part in sport and dance activities within the school and the wider community. Regular Welsh lessons and clubs help pupils to understand the importance of learning Welsh. Teachers link the topics that pupils’ study with the culture and heritage of Wales and through the study of Welsh artists, poets, myths and legends, and celebration during the annual Eisteddfod. The community are invited to join the school for a Welsh themed evening to celebrate the food, craft and dance of Wales.
The LPS Learning Projects provide a diverse range of opportunities for pupils to develop spiritual, moral, and cultural awareness. There are frequent opportunities for these to be led by pupil voice. The school has developed a detailed progression model that directly informs planning, teaching and learning. The documents are key reference points for staff and are used to ensure that continuity and progression is delivered with very high-quality provision.
The curriculum is highly effective in developing pupils' excellent ability to deeply reflect on religious and non-religious responses, fundamental questions and their own beliefs or values. This is secured through a focus on rich and relevant contexts that are explored further through independent and collaborative learning. Our RVE curriculum offers all children the opportunity to explore meaning and discover belief systems within the local community and wider world through our Big Question theme of the term. These questions offer wide scope of discussion and often hang on the Learning Projects themes, offering context and reference to reflect on their own world.
Most pupils have a very good knowledge and understanding of what an ethical, informed citizen is. Most pupils progress exceptionally well in becoming ethical and informed citizens. Our Friday Reflection Time sessions demonstrate that most learners have strong and secure awareness of such values as fairness, equity, sustainability and of children’s rights and can accurately cite examples of when these are demonstrated. They enact these values with great consistency and describe in increasingly complex terms what children's rights are, when discussing their targets and skills developed within their Pupil Learning Journey (PLJ) sessions.
Our curriculum provides excellent, and divergent experiences that develop pupils' awareness of an extensive range of diversity contexts. The curriculum significantly and substantially supports the development of the personal and social skills of nearly all pupils from all backgrounds through very high-quality planning and delivery. LPS Learning Projects, Health & Wellbeing Progression Model and our Jigsaw Programme foster a whole-school approach that enables health and well-being to permeate all aspects of school life. Through the linked projects in each year group and the weekly assemblies nearly all learners progress well as healthy, confident individuals, ready to lead fulfilling lives as valued members of society. The curriculum has special arrangements to support pupils with emotional, health and social needs and wellbeing, so that they can engage very effectively with the school and benefit from the opportunities it offers. Awareness of mental health is a key feature of many topics and supported well throughout the school.
Development of Skills:
Through our robust and termly Self-Review systems, pupils at LPS demonstrate that they can effectively apply skills across all Areas of Learning in most classes.
Nearly all teachers ensure that skills have a clear focus and ensure opportunities are not missed. Nearly all pupils make connections to previous learning or learning in other areas. As a result, the application of skills across the curriculum is equitable to core skills for most pupils.
Oracy: Nearly all pupils’ speaking and listening skills are good or better. Our younger learners’ speaking and listening skills develop well and, by the end of their time at LPS, nearly all pupils use their communication skills effectively. Nearly all pupils listen well in lessons and levels of concentration are high in nearly all classes. Standards of Oracy work presented at termly SUP meetings (Shared Understanding of Progress) are good or better. Lesson observations demonstrate that nearly all pupils work together well and respond enthusiastically to the tasks they are given. They demonstrate recall of previous knowledge and use this effectively to acquire new knowledge and skills in nearly all classes. The LPS Question Matrix has improved higher order questioning and responses from pupils in nearly all classes.
"Nearly all pupils listen attentively to adults and their peers, respond appropriately to instructions and are keen to answer questions. Nursery pupils listen to and correctly follow their teacher’s instructions, for example during a physical development activity. Older pupils speak eloquently, sensibly, and confidently in formal and informal situations. They talk freely about their learning and respond maturely to questions asked during class activities".
Estyn, 2022
Reading: Nearly all pupils are enthusiastic readers. Reading skills develop well through the school. Our younger learners have a good grasp of sounds and begin to blend letters very well. Some more able learners reach high standards at a young age. Our older learners read an increasing range of texts confidently and with enjoyment. More able pupils read with expression and use higher order analytical skills. Our tracking data demonstrates that 97% of pupils make expected progress in reading with 87% making above expected progress and only 2% making below expected progress, where these learners receive specific interventions.
Writing: Most pupils’ write well for different purposes and many attain the higher than expected level. Teachers provide many opportunities for children to improve their letter formation and from Year 1, children begin to use cursive handwriting. However, there needs to be more consistency across the whole school within this new approach to cursive handwriting. Books are well presented and a sense of pride is evident. By Year 2, nearly all pupils are producing good or better examples of extended writing across the curriculum in all genres. They have an increasingly interesting and imaginative vocabulary and, by the end of Year 6, express themselves in writing to a very good standard through effective processes of drafting and editing. The writing of more able pupils is excellent. Teachers coach and challenge more able pupils, of all ages, to develop their individual style, and they therefore produce some very accomplished writing. For example, children in upper Key Stage 2 write detailed discussion texts on their current topic, giving examples and citing expert opinions and statistics.
"Nearly all pupils develop their writing skills well as they progress through the school. Most convey their ideas clearly and effectively in a range of contexts. They develop and use their understanding of grammar with increasing confidence. In reception, a few pupils are developing early approaches to writing with support from adults, for example when writing an application form to join the ‘Go Jetters’, a group that helps make the world a better place.
Many in Years 3 and Year 4 write maturely for their age, for instance when creating detailed instructions on how to bake a Victoria sponge cake, as part of their work on the Second World War. Pupils in Years 5 and 6 use alliteration, rhyme, and personification maturely, for example when writing their Ode to a Friend".
Estyn, 2022
Learning experiences are carefully planned using our LPS Literacy Booklet and assessment/tracking approach. These planning resources allow for a breadth of genres and creative writing opportunities to be interlinked effectively within our learning projects. Workbooks and lesson observations demonstrate a variety of cross-curricular writing tasks set within real-life contexts and experiences, for example pupils write persuasive letters based on a scientific debate. As a result, standards of literacy across the curriculum are equitable to that in core lessons.
Numeracy: Learning experiences are carefully planned for within our learning projects using the LPS Numeracy Scheme and assessment/tracking approach. Rich numeracy projects are planned effectively to develop skills such as problem solving, calculations, reasoning and measures. These projects are set in real-life contexts to enhance Cross-curricular Skill, Integral Skill application, deliver new concepts and engage all learners. For example, pupils use bearings and convert WW2 prices, calculating the percentage of modern-day prices, in their WW2 Learning Project. In Science, pupils construct and interpret Scatter Graphs effectively
Nearly all pupils apply their numeracy skills well within their learning projects, for example when drawing and interpreting pie charts and scatter graphs in History and Science. Towards the end of Foundation Phase and throughout Key Stage 2, nearly all pupils independently use and apply relevant numeracy skills within their self-directed learning projects. Nearly all teachers provide rich opportunities for pupils to apply their numerical skills in a variety of real-life contexts. Nearly all, pupils respond very well to these experiences with increasing independence and self-evaluation accuracy. This is evidenced through half termly workbook scrutiny and Shared Understanding of Progression meetings. Additionally, each year group demonstrate good or better progress within standardised testing.
"Pupils across the school make strong progress with their mathematics and numeracy skills. Reception pupils develop their understanding of number successfully, for example when working with money, they understand that if a teddy bear costs 6p they need a 5p and a 1p coin. As they progress through the school, pupils continue to develop confidence in using their numeracy skills and are beginning to develop a sound understanding of number concepts. Pupils in Year 3 and Year 4 use written methods competently to solve simple addition and subtraction problems and recognise and name a range of regular and irregular shapes. Many pupils in Year 5 and Year 6 develop good thinking skills in mathematics and use information well to tackle more complex problems. For example, they successfully interpret tables to convert imperial monetary values to decimal as part of a project about the Second World War".
Estyn, 2022
Digital Skills: Provision for ICT is very good across the school. The school is equipped with excellent resources to improve understanding of technology and enhance the whole curriculum. All classrooms are equipped with interactive touch screens, screen casting technologies and a laptop trolley. Therefore, all learners from Y1 to Y6 have one-to-one access to mobile devices. These devices are used to enhance the whole curriculum across the school through careful and precise planning of ICT within each learning project. The Science and Technology Progression Model enables teachers to plan effective and engaging lessons within each project. As a result, ICT enhances and enriches the learning experiences for all pupils across the curriculum and the school.
Nearly all pupils develop their ICT skills very well and apply across the curriculum effectively. For example, most pupils are able to plan and create animations using various Apps. They also demonstrate their ability to format texts and images within a variety of platforms such as DTP and Word Processing online tools. They are able to scan useful websites for relevant information for tasks across the curriculum and present this information on a variety of platforms. Nearly all of our older pupils collaborate their research and topic work using shared workspaces on HWB, enabling the class teacher and pupils to share work, communicate and evaluate progress both in school and outside school.
Our younger learners use ICT creatively as a means of communicating text animation, media and pictures. Early Years pupils benefit from very good teacher modelling of ICT skills across the curriculum. They use tablets and laptops to enhance their skills development. For example, pupils use numeracy and phonics apps to support and consolidate their learning and make use of VR Headsets to explore their topic. Most pupils apply these skills independently to a very good standard as they move through the school. For example, pupils select the appropriate software package to research and present their self-directed learning projects.
"Pupils of all ages use a wide range of technology to advance their learning across the curriculum. They apply their digital skills at a level appropriate to their age and stage of development. For example, pupils in Year 2 carry out independent research effectively on their class topic and older pupils code an algorithm to make a toy model move".
Estyn, 2022
Welsh: Nearly all pupils make a good start in developing their Welsh language skills within Early Years. They understand and respond enthusiastically to simple classroom commands. Most pupils ask and answer questions confidently and sustain a conversation well, using an increasing range of familiar sentence patterns. Most pupils’ writing skills are at an appropriate standard, or better for their age. These skills are applied across the curriculum to enhance writing, across a variety of genres, within their learning projects.
Additionally, there is improvement in the use of Welsh language in the playground and assemblies. For example, our Criw Iaith lead playground games and assemblies. Incidental Welsh Language is improving throughout the school due to systems such as, ‘Helpwr Heddiw’, ‘Patrwm Y Pythefnos’ and ‘Drillio’ sessions that are carried out daily. Furthermore, the school has developed an Incidental Welsh Progression Model to aid learners and staff improve the quality and frequency of their use of Welsh language across the school. These help to consolidate patterns, and pupils are rewarded for using Welsh inside and outside of the classroom with our LPS Welsh Dojo.
Provision for Welsh language development is having a positive impact on pupils’ progress. A number of initiatives including ‘Criw Iaith’, 'Siarter Iaith' and drilling of language patterns are having a positive impact on pupil outcomes. Bilingualism is adequate throughout the school, requiring further development. Where it is good, children speak Welsh with enthusiasm and enjoyment within class. The school promotes the Cwricwlwm Cymreig successfully with an annual school Eisteddfod which focuses on heritage and culture. The pupils have a good understanding of the cultural, economic, environmental, historical and linguistic characteristics of Wales. Our literacy scheme also supports the pupil’s experience of story and poetry with a Welsh dimension. The model ensures there is continuity and progression in standards of provision across the school.
Teaching and learning of Welsh has a high profile throughout the school in both incidental Welsh and focused teaching sessions, experiencing a resurgence through the ‘Siarter Iaith’. Welsh assemblies are planned and led by the Criw Iaith, where pupils gain further experience of Welsh myths and legends, songs and poems. As a result, pupils reflect on and develop a Welsh ethos. During this assembly, pupils are rewarded for their use of Welsh patterns. A bank of Welsh text types has been created which link with all learning projects in order to enrich and improve standards of written Welsh. The school’s learning environment effectively encourages reading, listening and speaking of Welsh, which is enhancing the Welsh dimension throughout the school.
Partnerships across the LA are strong within this area which supports development initiatives. For example, our AoLE Leader has presented at Welsh subject leader training days for the Local Authority to share good and effective practice. Additionally, work has begun with local schools in order to learn best practice from alternative contexts. As a result of these very good standards, the school has achieved the Siarter Cymraeg Bronze Award.
Creative Skills: The school provides very good opportunities for pupils to use their imagination and grow in confidence within the wide range of curriculum experiences through the LPS Learning Projects, offering an extensive range of engaging and highly relevant creative experiences. For example, in:
Year 1 Learning Project, LPS Happy Healthy Helpers, children have created colour poems and used a variety of primary and secondary colours to describe feelings and emotions. They have composed mood music and they have created iMovies that show positive behaviour in school.
Year 2 Learning Project, LPS and the Penllergare Trust, children create graphic scores and music to accompany time lapse videos of their seeds growing, related to their educational visit.
Year 3 Learning Project, Fantasia, children have researched Yanomami artwork and used the unique style and traditions of the Yanomami tribe to create their own artwork.
Year 4 Learning Project, River Ilston, children have redesigned the G7 logo, worked in the style of Welsh artist Osian Gwent, and created iMovies for natural disasters.
Year 5 Learning Project, Copperopolis, children have designed and created a new logo for HMCW. They have researched artists Elis Gwyn and Josef Herman from the Industrial Era, replicating and applying the work of these artists.
Year 6 Learning Project, Wales at War, children have researched Welsh artist Will Evans, and they have explored how he captured the emotions, mood and events during WW2 through his work.
Through various monitoring activities it is evident that nearly all learners show great interest and productivity in exploring, responding to and creating, in Expressive Arts and across the curriculum. Nearly all learners develop these skills with very high levels of independence and inter-dependence, showing, on many occasions, significant perseverance, and resilience. These skills are developed through very well considered and relevant links within the Learning Projects and across AoLEs. Learners have many opportunities to gain experience working alongside experts and are taught a range of artistic skills, applying them well within rich contexts.
Wellbeing: An excellent feature throughout the school is the high level of pupil wellbeing and enthusiasm for learning. Nearly all pupils behave very well when moving around the school and on the playgrounds. They have a strong sense of fair play. Nearly all pupils treat each other and adults with respect, maturity and greet them pleasantly.
Nearly all pupils can describe what makes a good learner, for example, having good listening skills, checking their work, being aware of the rights of the child, working collaboratively and self and peer assessing each other’s work. There is very good provision for self-determined learning across the school, which is evidenced through lesson observations, pupil workbooks, phase meeting minutes and internal tracking of relevant skills. Nearly all learners are able talk about the process of pupil voice and how their ideas are developed to improve their self-determined learning.
The use of the LPS Question Matrix provides highly effective opportunities for self-directed learning for all pupils at LPS. This process demonstrates that all contributions are valued and encouraged which has had a direct impact on improved wellbeing and engagement. Nearly all learners are able to talk about how the questions they generate at the start of each topic are used during their learning projects. Nearly all learners expressed how they independently 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.
Nearly all classes have made links to health and wellbeing through their learning projects. Most children are able to talk confidently about the Personal Learning Journey Booklet and its application to support self-evaluation of their learning. Our younger pupils have direct access to the outdoor environment to enhance their learning experiences. Nearly all pupils talk enthusiastically about their Messy Monday and Welly Wednesday sessions. Learning outdoors supports the development of healthy and active lifestyles, sense of well-being and gives our learners rich activities to nurture creativity. Their experiences are further enhanced through collaboration with various organisations throughout our community to develop the outdoor learning environment. Communication with parents and carers regarding this excellent practice is shared during parent meetings and workshops. These are held to inform and educate families on our approaches, skills and developments, therefore improving home/school links and clarity over policy and practice.
"Behaviour throughout the school is exemplary. Nearly all pupils are proud of their school and show positive attitudes to their work. The school code helps pupils develop good relationships with each other and with adults and embedded reward systems such as the ‘good to be green’ strategy have a positive impact on pupil attitudes. As a result, pupils of all ages understand the importance of following rules when working together in class to promote a positive ethos.
Nearly all pupils are polite, demonstrating mutual respect and caring attitudes towards each other. This is particularly evident in the ‘Turn Your Frown Upside Down’ club, which supports pupils of all ages to develop a positive approach to their well- being. Pupils highlight this as a particular strength of the school and a good example of the school’s commitment to their well-being.
Nearly all pupils feel safe in school and know whom to approach for advice and support. Well established pupil voice groups promote pupils’ rights successfully. For instance, the ‘Healthy, Happy, Helpers’ group lead the school’s work around the United Nations Convention on the Rights of the Child".
Estyn, 2022
Application of Skills: Termly Workbook Scrutiny demonstrates that nearly all pupils are able to apply and develop their Key Skills, Integral Skills and Cross-curricular Skills within their learning projects across Areas of Learning. Most teachers ensure skills have a clear focus and ensure opportunities are not missed. Most pupils recognise the skills that they are proficient with and are beginning to select their own approaches. Most pupils make connections to previous learning and transfer these skills effectively in a range of subjects across the curriculum. For instance, they apply strategies when contrasting the experiences of evacuees in History lessons and explore misconceptions in Science.
Most pupils use success criteria to assess and improve the quality of their work through discussions with peers. Most pupils are confident when self and peer assessing to improve their learning. Most pupils have a good understanding of the learning process and are able to successfully identify next steps for improvement. This is evident in nearly all classes, where there are good opportunities for pupils to plan, edit and redraft their writing.
Teaching @LPS
The quality of teaching at LPS overtime is good or better across the school; this is evident through our self-review systems, such as lesson observations, workbook scrutiny, learning walks and listening to learners.
In nearly all classes, teachers are highly aware of the range and specific starting points of their pupils. Good quality teaching provides high challenge and accurate support for all learners. Where teaching is excellent, approaches are highly adaptive to the context of the individuals.
Most teachers at LPS use a wide range of teaching strategies to develop learners, with good up to date subject knowledge. This is enhanced by utilising well-considered published and inhouse resources and effective implementation of recent and relevant materials from training and research. Most staff demonstrate strong collegial collaboration to apply expertise in their planning and supporting ideas for teaching.
Pupils are increasingly involved in choosing methods that best suit their learning; this enables learners to become more independent. In most classes, there is an appropriate balance of ‘teacher led’ and ‘pupil led’ activities as well as practical and oral applications. Most teachers are skilled at coaching in a planned manner for whole class and groups of learners. For example, our younger learners receive rich learning experiences based on sound Foundation Learning philosophies. The experiential approach towards teaching and learning is organised through our LPS Learning Projects. Our learning environment is highly intriguing, stimulating, and exciting. It is revised frequently, and very well. From effective teaching observations and listening, pupils are highly influential regarding the content and structure of the learning environment. Most outdoor activities are planned through enhanced provision and all children have free flow access to the outdoors with classrooms having safe areas immediately outside. Outdoor learning planning focuses on developing a wide range of skills that builds on classroom learning while having significant impact on children’s wellbeing.
Nearly all teachers demonstrate a good understanding of pupils’ contexts and use this well to support learning. Nearly all teachers understand the needs of learners and build good relationships, taking the necessary action to secure well-being. Nearly all pupils respond well when they face challenge, due to pupils viewing the teacher as an encourager. Therefore, pupils take appropriate risks within their learning. Within nearly all classes, creative solutions are used to challenge and inspire pupils’ learning. For example, the use of our ‘Question Matrix’ to inspire independent higher order research during class Reading Carousel which is presented in a variety of age-appropriate methods, including an online software package (Class OneNote) that allows collaborative research and online sharing of work in Progression Step 3.
As a result, nearly all pupils visibly thrive. When they require support or further challenge, pupils are confident to act upon their teacher’s responses. The teacher does not intervene too soon, as a result, all groups of learners often achieve very good outcomes. High expectations are clearly set for learners in most classes. There are a good range of approaches designed to ensure expectations are reached and intervention occurs when the few pupils fall short of high expectations.
All teachers adopt our skills based, thematic approach to teaching and learning, which provides coherence, continuity and progression across the curriculum. Our rich learning projects are flexible and facilitate innovative practice. Effective and accurate planning, within all learning experiences, ensure that Cross-curricular and Integral Skills are developed across the curriculum.
"Leaders, staff and pupils have worked together to develop the school’s vision for the new Curriculum for Wales. Staff are beginning to plan and provide a range of engaging learning experiences that reflect the ethos and expectations of the new curriculum. They have worked collaboratively to develop a shared understanding of progression across all areas of learning and experience and provide suitable opportunities for pupil voice groups to influence learning experiences.
Staff are developing a range of class projects that stimulate pupils' interests and build successfully upon their existing knowledge and understanding. Where they are most effective, these themes are engaging and provide opportunities for pupils to apply and deepen their skills across the curriculum. For example, a recent topic looked at the impact of the Second World War on the local area including the impact that the ‘blitz’ had on Swansea. Pupils enjoyed relating this to their local area and worked effectively when applying their skills creatively across the curriculum. As a result, pupils talked with knowledge and passion about their learning".
Estyn, 2022
The school uses an online tracking facility (Insight) to monitor the progress of pupils’ learning and skills across the curriculum, which is part of an on-going triangulation of ‘Plan, Teach, Assess.’ This system is used effectively in nearly all classes across the school. Lesson observations in most classes highlight the use of precise objectives, linking clearly to the expected success criteria. Success criteria are differentiated, derived appropriately by the learners and teachers through co-construction. Observations demonstrate that in nearly all classes, pupils are motivated to select relevant skills to apply across the curriculum that enhance enquiry-based learning.
Most classrooms are highly stimulating; resources and displays inspire learners to incorporate skills purposefully into their learning. In nearly all classes, TA’s and teachers work collaboratively to coach learners in order to enhance independent learning. TA’s provide input through specific verbal and written feedback that detail successes and difficulties which is in line with LPS policy. They have a clear focus when working with children and have a positive impact on improving standards of learning. Through continuing professional development, they are effective and valued practitioners.
Learners are challenged and supported with differentiated approaches. Nearly all groups of learners make good, and in many cases, excellent progress, including learners who have severe and complex needs. In most classes, insightful teacher awareness enables pupils to experience high challenge and to which they respond with enthusiasm. Our ALN Leader provides all staff with the appropriate and relevant training to undertake their roles effectively and efficiently. The school has devised a pupil centred approach, which has improved communication across the school community on specific learning needs and progress made.
Most teachers and staff use an excellent variety of skilful questioning techniques that encourage and further develop pupils' answers and assess their understanding to identify precise next steps. Process time is well used in many classes, and most pupils engage well with questioning sessions. In nearly all classes, higher order questioning is used by the teacher and pupils to deepen learning. For example, our LPS Matrix approach has enabled all pupils with opportunities to enhance their level of questioning and therefore discussion and thinking skills.
Nearly all teachers use innovative mini plenaries to engage with pupils and identify very well whether they need to consolidate learning or be challenged further. Teachers precisely analyse the outcomes of these observations and assessments, using them effectively to inform future teaching and learning. Nearly all classroom environments are stimulating and supportive which enables this to happen exceptionally well.
Teachers’ feedback focuses on developing high levels of learner autonomy. Nearly all pupils are able to seek new solutions when faced with difficulties. They use the very high-quality materials in the learning environment often unprompted. Pupils ask each other questions and respond well. For example, using their Pupil Learning Journey statements as discussion sentence stems and then more independently as they move through the school. Pupils describe both where they have made progress and how the progress was brought about.
In most classes, pupils and staff select appropriate and effective AfL strategies. In most classes, verbal feedback is timely and personalised, suggesting clear ways to improve. Pupil response systems are embedded and engaging, this is evident through lesson observation and workbook scrutiny. Dialogue between staff and pupils, both verbal and non-verbal, is clearly acted upon to enable learners to make progress. Where this is occurring consistently, learner progress is excellent. In most classes, very good teacher modelling enables pupils to self and peer assess learning effectively. Most pupils use marking codes effectively to identify and set personal ‘next steps’. As a result, all learners make good or better progress.
Through workbook scrutiny and listening to learners it is evident that most staff mark pupils' work regularly and give pupils useful feedback on what they have done well and how they can improve. Marking is consistently good or better across both phases. Teachers mark diagnostically and respond to the needs of individual pupils. Targets are sensible, achievable, appropriate and meet pupils’ needs. Most pupils can evaluate their own and others' work successfully. In nearly all classes written feedback is provided regularly, consistently and in a timely manner. It is specific in terms of both the strengths of the work and the way forward. Drafting and editing is co-constructed by the teacher and pupils to make improvements to their writing through this process. Our LPS Marking Policy promotes a range of feedback and teacher prompts which are effective for drawing out very good pupil responses. Additionally, most pupils independently reflect on and improve their work. This is providing an increasing ownership of their own targets and progress in learning. The motivational effect of this is evident throughout the workbooks.
"The school has an agreed marking policy that pupils and staff use consistently to highlight areas to improve pupils’ work. The majority of staff use this conscientiously to provide pupils with useful feedback to move their learning forward. For example, they set questions that require pupils to extend their responses in science or to further explain their thinking in solving problems in mathematics".
Estyn, 2022
Assessment & Tracking:
All staff track and monitor progress effectively across the school, to provide very good learning support for nearly all learners. This is due to the effective use of refined tracking systems that support clear and consistent procedures. All staff are fully involved in the process, using a wide range of data to support the planning for learning opportunities effectively.
"The school has robust systems to identify the specific needs of pupils and provides them with well-considered support for their physical health and emotional well-being. The additional learning needs co-ordinator works effectively in partnership with teaching assistants, other schools, and outside agencies to provide valuable support for learners with additional learning needs. This has been effective in supporting pupils’ learning and well-being following the recent pandemic".
Estyn, 2022
The school is committed to ensuring that all pupils make very good progress from their respective starting points when they join LPS. The school uses a tracking system (Insight) designed from the ground-up that includes all of our curriculum, assessment, planning and values. This system enables us to:
gauge value added from an entry baseline,
monitor progress, achievement and attainment,
identify where individual and groups of learners need to go next,
ensure that challenging targets can be set for all learners,
identify and plan provisions for various groups of learners,
analyse progress and standards across the school,
provide valuable information for all leaders across the school, including AoLE Leaders, Pupil Voice Groups, Governors and Senior Leaders.
This tracking system is central to our ‘Plan - Teach - Assess’ philosophy. Within this process, Learning Objectives are set (based on previous learning), taught at differentiated levels and assessed during weekly PPA sessions.
Recording of assessment is purposeful, manageable and informs teaching. Teachers will assess progress made by learners by selecting one of four stages of learner progress:
Taught, but not yet understood
Some evidence, but not yet secure
Objective secured
Working at greater depth
These assessments of learner progress are colour-coded judgements that correspond with the end-of-year report to parents. Staff also make notes (within Insight) where required, to provide greater clarity to the assessments made.
Other sources of data and tracking information include the use of CCoS Vulnerable Assessment Profile (VAP), National Test Data Analysis and internal standardised testing. These add further clarity to a refined system of support that improves provision for nearly all learners and impacts favourably on their progression and wellbeing.
Additional Learning & Support:
Provision for pupils who need additional support is strong and the school uses a wide range of programmes that meet their needs successfully. For example, Boxall Online, SNAP Assessment Profiling, Speech Link, Language Link and Wellcomm for tracking wellbeing throughout the school. Leaders and teachers use assessment information well to plan effective support in classes and through withdrawal groups. The school identifies pupils who need support at an early stage. Staff provide high quality individualised plans for relevant pupils, and regularly conduct comprehensive reviews of their progress.
There is excellent interaction between pupils, parents and staff and most pupils are fully aware of their targets. Skilful teaching assistants make extremely positive contributions to the progress in development of pupils’ targets. For example, our Higher-Level TA tracks and plans intervention for various groups such as ALN, Boost and Wellbeing. Their reports and assessment are fed back to class teachers to provide accurate information on pupil progress and learning needs. The HLTA is also funded through the school PDG grant, which demonstrates excellent value for money and effective use of resources as our FSM pupils perform very favourably due to the support provided.
Support is carefully planned to allow continuity of the curriculum and learning experiences to not be adversely affected. The nature of support, whether classroom based or withdrawn into groups is well planned, focused and appropriate to the child’s individualised plans, which are reviewed termly or when required. Regular reviews of progress are undertaken, including Annual Reviews in line with statutory requirements. As well as fulfilling statutory requirements, the school funds various ‘groups’ to support learning needs which further improve progress.
"Teachers use a range of assessment information purposefully to help inform their planning and to identify those pupils that need support. They quickly identify pupils who may need additional support and work with a dedicated team of teaching assistants to ensure that appropriate and sensitive provision is put in place. This provision is used flexibly and monitored appropriately for its impact on pupils’ progress. For example, a range of short term 'boost' interventions ensure that pupils have regular opportunities to develop their numeracy and literacy skills enabling them to take a full part in classroom-based learning. Strategies such as looking through pupils’ books as a team of staff support a shared and accurate understanding of pupil progression at the school".
Estyn, 2022
Nearly all teachers develop their support team very well with a range of excellent approaches such as modelling, mentoring and coaching. As appropriate, they have very good curriculum knowledge Support staff make a substantial contribution to standards for all pupils across the curriculum. Lesson observations, planning reviews, listening to learners and learning walks demonstrate that Teaching Assistants act in partnership with teachers. They input through specific verbal and written feedback that detail successes and difficulties. Due to its accuracy, it directly influences the teacher’s evaluations and future planning. TAs are advocates for the pupils they work with and this impacts on the progress made. Nearly all TAs know precisely when to intercede and when not to. In a planned way, TAs move away from their groups to develop independence.
Due to the school context, EIG funding does not cover the necessary support required for raising standards across the school. However, LPS allocates further funding to meet the needs of all learners. All groups of learners make very good progress in core areas of learning across the school. The school works closely and in partnership with parents to give advice on supporting their children with Additional Learning Needs. More able pupils are tracked and monitored to ensure they receive the appropriate challenge in all year groups. The ALN team carry out regular meetings with parents that require support and advice. With support from external agencies, they also hold Parent Workshops on various topics related to ALN.
Parents are well informed about their children's progress through regular meetings and annual written reports. Parents also receive a commentary sheet during our termly parent consultation meetings to inform of progress and targets. The school offers a good range of opportunities for parents to learn how to support their children’s wellbeing, for example through workshops that provide clarity on how to stay safe online or promoting healthy lifestyles. Home School link books offered to individuals as a valuable opportunity for parents to set up dialogue with their child’s teacher. These have often been used to help children with behavioural issues at home, returning positive results.
Our school website informs the whole school community of standards, progress, events, documentation, support and advice. The website offers an excellent virtual learning environment, which can be accessed from home. Very positive comments have been given to the school by parents, pupils and also colleagues from other schools. The website is designed to be a window into the school for anyone who requires further information, in whatever capacity.
Additionally, the LPS curriculum offer is set up to provide remote learning, supporting all families at any time, anywhere. The LPS website and our Home Learning area has been set up for parents and pupils to receive support remotely. Our older learners have access to additional research homework via Office 365 sharing between home, school and cluster. Our younger learners are able to plan and design animation projects within JIT at school and complete at home with their parents. Furthermore, our Website and Mobile App have significantly improved, with Parent Questionnaire analysis corroborating this. This is further supported by positive feedback and comments as stated by a Parent Governor during a full Governing Body meeting, ‘The school app has dramatically improved my life.’ (see Governing Body Minutes)