Coed-y-Lan Primary School

Highlights from Latest Inspection

success of their own and others' learning.

Leaders and teachers have successfully developed their understanding of pupils' progress. During termly pupil progress meetings, teachers use their professional knowledge of pupils, alongside other diagnostic information to identify pupils' strengths and next steps. They use this information to plan the way forward for individuals and groups of pupils effectively.

This process enables leaders to consider the progress of specific groups of learners and respond to their needs swiftly throughout the year. R3. Improve the curriculum and provision for the progressive development of pupils' skills Leaders have focused appropriately on developing middle leaders, including those with resp...onsibility for developing aspects of Curriculum for Wales.

Through a well-planned and focused programme of professional learning, curriculum leads have developed the knowledge, confidence and trust needed to take the school forward in its curriculum design work. The headteacher has been mindful of the pace at which the school's curriculum design emerges. She has carefully considered the importance of securing consistency and quality in teaching as a foundation to build on.

Leaders and teachers are developing a secure understanding of the principles of Curriculum for Wales. The school's curriculum focuses well on the needs of pupils and is often authentic and engaging. Staff are developing a sound understanding of the principles of progression, building these into increasingly sophisticated learning experiences that show clear progression from Nursery to Year 6.

They plan thoughtful sequences of lessons that enable pupils to develop a range of skills and make at least appropriate progress within and across Areas of Learning and Experience (AoLEs). The school's systematic approach to securing pupils' progress in the cross-curricular skills is developing well. The work to improve provision for mathematical knowledge, for example, supports pupils to make good progress.

Teachers provide purposeful contexts for pupils to transfer their numeracy skills and beneficial opportunities to apply their writing skills in their work across the curriculum. Provision for developing pupils' Welsh is still at a very early stage of development. Teachers have developed effective approaches to supporting pupils to become independent learners.

They use the learning environment well to support the youngest pupils' creativity and curiosity. Older pupils use shared spaces effectively to collaborate on projects. Teachers have high expectations of pupils and plan learning experiences that enable them to consolidate and practice their skills through an engaging variety of meaningful activities.

Across the school, pupils develop a sound understanding of how they are making progress. R4. Improve provision for pupils with ALN Senior leaders have worked closely with local schools, experienced additional learning needs co-ordinators and external agencies to develop high quality approaches to support pupils.

Through a series of worthwhile professional development opportunities, all staff have developed a secure understanding of additional learning needs (ALN) reform, their roles and responsibilities, and whole-school processes for supporting pupils with ALN. Staff identify pupils with ALN effectively and ensure that provision meets their individual needs well. Teaching assistants are deployed effectively to support pupils' progress in lessons.

They are well equipped to support pupils through interventions that improve their language and communication, their mathematical development and their well-being. Leaders and teachers monitor the progress of pupils with ALN regularly to ensure that the additional support provided is beneficial to pupils and meets their needs appropriately. Leaders evaluate the school's processes and procedures for ALN support effectively and regularly seek the views of staff and parents.

This enables the school to identify what is working well and what can be further improved. Leaders communicate regularly with parents to ensure they are well-informed about their child's progress. The school has forged effective links with external agencies to ensure that staff can access the advice and guidance they need.

R5. Address the safeguarding issue that was identified during the inspection The safeguarding issue identified at the time of the inspection has been addressed. © Crown Copyright 2024: This report may be re-used free of charge in any format or medium provided that it is re-used accurately and not used in a misleading context.

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