Internal assessments, and observations indicate that spelling remains an area for development across the school. While nearly all pupils are making progress, inconsistent spelling knowledge and application continue to affect learners' ability to read and write accurately and independently. This can impact pupils' confidence and their ability to communicate their ideas effectively across the curriculum.

Baseline assessments demonstrate that, following the summer break, pupils require opportunities to revisit and consolidate previously taught spelling patterns. Assessment information, including GL Spelling Tests (NGST), teacher assessment and phonics screening, indicates that a significant number of pupils are not yet spelling consistently at age-related expectations.

Although pupils continue to make progress in mathematics, assessment information and teacher observations indicate that learners find it difficult to apply their mathematical knowledge in a range of meaningful contexts. While pupils are often successful when completing isolated number activities, they do not always transfer these skills confidently and independently across other areas of the curriculum or in real-life situations.

Analysis of personalised assessments and teacher assessments highlight number as an area requiring further development across the school. Secure understanding of number underpins all aspects of mathematics and numeracy and is essential for learners to solve problems, reason mathematically and apply their learning across a range of authentic contexts.

Although pupils have regular opportunities to use Welsh throughout the school day, monitoring and pupil voice indicate that many learners are not yet confident in using Welsh independently or spontaneously. Pupils often rely on familiar phrases rather than extending their spoken language.

Although pupils have regular opportunities to use digital technology across the curriculum, monitoring indicates that the progression and consistency of Digital Competence Framework (DCF) activities varies between classes and Progression Steps. In some areas, pupils are confident when using familiar programmes and devices, but there are fewer opportunities for them to develop and apply a broader range of digital skills independently.

Developing a clearer and more progressive approach to the DCF will ensure that pupils build systematically on prior learning as they move through the school. Improving the range and quality of digital activities will provide learners with purposeful opportunities to develop skills in areas such as creating, communicating, data handling and online safety. This will help pupils become more confident, competent and independent users of technology, while ensuring that digital skills are applied meaningfully across all Areas of Learning and Experience.