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Refreshing authority data.
Snowdonia Learning Partnership Insights
6 schools · 459 pupils · Current academic year
1 school has not yet compiled its learning picture.
Authority snapshot
What the current evidence is telling us.
Evidence in current context
?2%
7 of 399 pupils have teacher confirmation, review-ready evidence, or evidence building in their current progression context
Earlier evidence to check
?0%
0 pupils need an earlier evidence check
Beyond this context
?0%
No beyond-context signal in this view yet
Breadth of recent evidence
?17%
Schools with broad recent evidence across multiple curriculum-area contexts
The learning picture is useful, with a few usage and review patterns to check first.
Direction of travel
?How the selected cohort is changing over time.
Trend engine coming soon
Historical snapshots will power this view.
What may be driving this
A few patterns stand out across the authority.
Recent evidence breadth
?4 schools have a narrow recent footprint
Check whether the current footprint is an intentional teaching focus or too thin for broader interpretation.
Retention and stability
?0 schools have evidence checks
Check earlier evidence and teacher confirmations before drawing conclusions.
Professional review needed
?0 schools need progression-context review; 0 schools need area review
Separate broader progression-context review from curriculum-area review.
Usage and setup
?1 school needs a usage check
Check recent activity, rosters, and class coverage.
Schools to look at first
Not a ranking. These are the clearest places for a leadership conversation or professional follow-up.
Bryn Teg Primary
Leadership conversation suggested
Usage and setup needs checking
First check: Pupils have not recently generated evidence evenly across the school.
Suggested first step: Review task coverage and pupil activity in the usage and setup view.
Recent evidence breadth: Insufficient
First check: Does the current footprint reflect a deliberate teaching focus, or is it too narrow for broader interpretation?
Suggested first step: Review the active curriculum-area contexts, recent pupil participation and evidence maturity before drawing school-wide conclusions.
Afon Hafren Primary
Leadership conversation suggested
Recent evidence breadth: Limited
First check: Does the current footprint reflect a deliberate teaching focus, or is it too narrow for broader interpretation?
Suggested first step: Review the active curriculum-area contexts, recent pupil participation and evidence maturity before drawing school-wide conclusions.
Snowdon View Primary
Leadership conversation suggested
Recent evidence breadth: Limited
First check: Does the current footprint reflect a deliberate teaching focus, or is it too narrow for broader interpretation?
Suggested first step: Review the active curriculum-area contexts, recent pupil participation and evidence maturity before drawing school-wide conclusions.
Ysgol y Ddraig
Leadership conversation suggested
Recent evidence breadth: Limited
First check: Does the current footprint reflect a deliberate teaching focus, or is it too narrow for broader interpretation?
Suggested first step: Review the active curriculum-area contexts, recent pupil participation and evidence maturity before drawing school-wide conclusions.
Curriculum areas to check
?Areas where the current evidence pattern may be worth a closer look.
Measurement
70%321 pupils affected
?Pupils with limited or still-building evidence in this area.
Relationships within the number system
51%234 pupils affected
?Pupils with limited or still-building evidence in this area.
Interpreting data
15%68 pupils affected
?Pupils with limited or still-building evidence in this area.
The number system
11%52 pupils affected
?Pupils with limited or still-building evidence in this area.
Representing data
2%9 pupils affected
?Pupils with limited or still-building evidence in this area.
School overview
Find the school you want to look at next.
| School | Pupils | Usage ? Overall usage health based on recent activity and setup signals. |
Evidence breadth ? Whether the school has broad, recent evidence across multiple curriculum-area contexts. This does not measure curriculum completion or teaching quality. |
Evidence checks ? Pupils whose earlier evidence or confirmation may need checking before firm conclusions are drawn. |
Curriculum-area review
? Pupils with curriculum-area evidence that may be ready for professional review. This is narrower than a progression-context or whole-level review.
|
First look |
|---|---|---|---|---|---|---|
|
Afon Hafren Primary
Open school view |
45 | healthy | Limited | — | — | Evidence breadth to understand |
|
Bryn Teg Primary
Open school view |
30 | uneven | Insufficient | — | — | Usage to check |
|
Cwm Derwen High
Open school view |
150 | healthy | Moderate | — | — | Healthy picture |
|
Glyndŵr Primary
Open school view |
60 | healthy | Unknown | — | — | Evidence breadth to understand |
|
Snowdon View Primary
Open school view |
124 | healthy | Limited | — | — | Evidence breadth to understand |
|
Ysgol y Ddraig
Open school view |
50 | healthy | Limited | — | — | Evidence breadth to understand |
Cohorts to look at first
Start with the groups where the evidence raises the clearest next question.
Y8
150 pupils | Current progression context: Progression Step 4
145 pupils have limited current evidence.
Check whether schools have enough recent evidence before drawing conclusions.
Evidence thin
145
Progression-context review
0
Earlier evidence to check
0
Evidence building
0
Area worth checking
Relationships within the number system 90%
Y5
45 pupils | Current progression context: Progression Step 3
43 pupils have limited current evidence.
Check whether schools have enough recent evidence before drawing conclusions.
Evidence thin
43
Progression-context review
0
Earlier evidence to check
0
Evidence building
0
Area worth checking
Relationships within the number system 91%
Y3
42 pupils | Current progression context: Progression Step 2
42 pupils have limited current evidence.
Check whether schools have enough recent evidence before drawing conclusions.
Evidence thin
42
Progression-context review
0
Earlier evidence to check
0
Evidence building
0
Area worth checking
Measurement 83%
Y6
49 pupils | Current progression context: Progression Step 3
49 pupils have limited current evidence.
Check whether schools have enough recent evidence before drawing conclusions.
Evidence thin
49
Progression-context review
0
Earlier evidence to check
0
Evidence building
0
Area worth checking
Relationships within the number system 78%
Y2
35 pupils | Current progression context: Progression Step 2
35 pupils have limited current evidence.
Check whether schools have enough recent evidence before drawing conclusions.
Evidence thin
35
Progression-context review
0
Earlier evidence to check
0
Evidence building
0
Area worth checking
Measurement 77%
Y1
33 pupils | Current progression context: Progression Step 1
33 pupils have limited current evidence.
Check whether schools have enough recent evidence before drawing conclusions.
Evidence thin
33
Progression-context review
0
Earlier evidence to check
0
Evidence building
0
Area worth checking
Measurement 76%
Full cohort breakdown
Open this when you want the detail behind the priorities above.
Y3
42 pupils across authority | Current progression context: Progression Step 2
0
0
0
42
0
Areas to check ?
Percentages show pupils affected, not scores.
| School | Pupils ? Pupils in this school and cohort. |
Conf ? Teacher professional judgement recorded at this reference point. |
Progression-context review
? Pupils whose evidence may support a broader professional review within the current progression context.
|
Bld ? Evidence is building. |
Lim ? Limited current evidence. Check usage, evidence coverage, and learning need before interpreting. |
Earlier evidence to check ? Pupils missing earlier evidence or confirmation that would help interpret the current picture. |
Evidence breadth ? This band describes whether the school has broad, recent evidence across multiple curriculum-area contexts. It does not measure curriculum completion or teaching quality. |
|---|---|---|---|---|---|---|---|
| Afon Hafren Primary | 22 | 0 | 0 | 0 | 22 | — | Limited |
| Snowdon View Primary | 20 | 0 | 0 | 0 | 20 | — | Limited |
Y5
45 pupils across authority | Current progression context: Progression Step 3
2
0
0
43
0
Areas to check ?
Percentages show pupils affected, not scores.
| School | Pupils ? Pupils in this school and cohort. |
Conf ? Teacher professional judgement recorded at this reference point. |
Progression-context review
? Pupils whose evidence may support a broader professional review within the current progression context.
|
Bld ? Evidence is building. |
Lim ? Limited current evidence. Check usage, evidence coverage, and learning need before interpreting. |
Earlier evidence to check ? Pupils missing earlier evidence or confirmation that would help interpret the current picture. |
Evidence breadth ? This band describes whether the school has broad, recent evidence across multiple curriculum-area contexts. It does not measure curriculum completion or teaching quality. |
|---|---|---|---|---|---|---|---|
| Afon Hafren Primary | 23 | 0 | 0 | 0 | 23 | — | Limited |
| Snowdon View Primary | 22 | 2 | 0 | 0 | 20 | — | Limited |
Y1
33 pupils across authority | Current progression context: Progression Step 1
0
0
0
33
0
Areas to check ?
Percentages show pupils affected, not scores.
| School | Pupils ? Pupils in this school and cohort. |
Conf ? Teacher professional judgement recorded at this reference point. |
Progression-context review
? Pupils whose evidence may support a broader professional review within the current progression context.
|
Bld ? Evidence is building. |
Lim ? Limited current evidence. Check usage, evidence coverage, and learning need before interpreting. |
Earlier evidence to check ? Pupils missing earlier evidence or confirmation that would help interpret the current picture. |
Evidence breadth ? This band describes whether the school has broad, recent evidence across multiple curriculum-area contexts. It does not measure curriculum completion or teaching quality. |
|---|---|---|---|---|---|---|---|
| Bryn Teg Primary | 15 | 0 | 0 | 0 | 15 | — | Insufficient |
| Snowdon View Primary | 18 | 0 | 0 | 0 | 18 | — | Limited |
Y2
35 pupils across authority | Current progression context: Progression Step 2
0
0
0
35
0
Areas to check ?
Percentages show pupils affected, not scores.
| School | Pupils ? Pupils in this school and cohort. |
Conf ? Teacher professional judgement recorded at this reference point. |
Progression-context review
? Pupils whose evidence may support a broader professional review within the current progression context.
|
Bld ? Evidence is building. |
Lim ? Limited current evidence. Check usage, evidence coverage, and learning need before interpreting. |
Earlier evidence to check ? Pupils missing earlier evidence or confirmation that would help interpret the current picture. |
Evidence breadth ? This band describes whether the school has broad, recent evidence across multiple curriculum-area contexts. It does not measure curriculum completion or teaching quality. |
|---|---|---|---|---|---|---|---|
| Bryn Teg Primary | 15 | 0 | 0 | 0 | 15 | — | Insufficient |
| Snowdon View Primary | 20 | 0 | 0 | 0 | 20 | — | Limited |
Y8
150 pupils across authority | Current progression context: Progression Step 4
5
0
0
145
0
Areas to check ?
Percentages show pupils affected, not scores.
| School | Pupils ? Pupils in this school and cohort. |
Conf ? Teacher professional judgement recorded at this reference point. |
Progression-context review
? Pupils whose evidence may support a broader professional review within the current progression context.
|
Bld ? Evidence is building. |
Lim ? Limited current evidence. Check usage, evidence coverage, and learning need before interpreting. |
Earlier evidence to check ? Pupils missing earlier evidence or confirmation that would help interpret the current picture. |
Evidence breadth ? This band describes whether the school has broad, recent evidence across multiple curriculum-area contexts. It does not measure curriculum completion or teaching quality. |
|---|---|---|---|---|---|---|---|
| Cwm Derwen High | 150 | 5 | 0 | 0 | 145 | — | Moderate |
Y4
45 pupils across authority | Current progression context: Progression Step 3
0
0
0
45
0
Areas to check ?
Percentages show pupils affected, not scores.
| School | Pupils ? Pupils in this school and cohort. |
Conf ? Teacher professional judgement recorded at this reference point. |
Progression-context review
? Pupils whose evidence may support a broader professional review within the current progression context.
|
Bld ? Evidence is building. |
Lim ? Limited current evidence. Check usage, evidence coverage, and learning need before interpreting. |
Earlier evidence to check ? Pupils missing earlier evidence or confirmation that would help interpret the current picture. |
Evidence breadth ? This band describes whether the school has broad, recent evidence across multiple curriculum-area contexts. It does not measure curriculum completion or teaching quality. |
|---|---|---|---|---|---|---|---|
| Snowdon View Primary | 20 | 0 | 0 | 0 | 20 | — | Limited |
| Ysgol y Ddraig | 25 | 0 | 0 | 0 | 25 | — | Limited |
Y6
49 pupils across authority | Current progression context: Progression Step 3
0
0
0
49
0
Areas to check ?
Percentages show pupils affected, not scores.
| School | Pupils ? Pupils in this school and cohort. |
Conf ? Teacher professional judgement recorded at this reference point. |
Progression-context review
? Pupils whose evidence may support a broader professional review within the current progression context.
|
Bld ? Evidence is building. |
Lim ? Limited current evidence. Check usage, evidence coverage, and learning need before interpreting. |
Earlier evidence to check ? Pupils missing earlier evidence or confirmation that would help interpret the current picture. |
Evidence breadth ? This band describes whether the school has broad, recent evidence across multiple curriculum-area contexts. It does not measure curriculum completion or teaching quality. |
|---|---|---|---|---|---|---|---|
| Snowdon View Primary | 24 | 0 | 0 | 0 | 24 | — | Limited |
| Ysgol y Ddraig | 25 | 0 | 0 | 0 | 25 | — | Limited |