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Snowdon View Primary

Review learning evidence, professional judgement, and platform usage.

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Learning snapshot

What the current school evidence is telling us.

124 pupils in this view

Evidence health

Healthy

117 pupils with recent activity.

7 pupils have no recent ACEL-Pro activity.

Teacher concerns

1

Pupils with active teacher concerns.

Ready for review

11

Pupils with areas ready for professional review.

Revisit suggested

2

Pupils showing recent fragility in previously confirmed areas.

Need broader evidence

78

Pupils with at least one active area where broader evidence is still needed.

Direction of travel

How the selected view is changing over time.

Illustrative
12 months ago 6 months ago Now

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Pupils requiring leadership attention or teacher review within this view.

Teacher Concerns

1 pupil has an area flagged with a teacher concern. Check this before moving on.

  • Y6 · 1 pupil
    • Gethin Davies Year 6 1 area
      Inspect pupil
      • ● Measurement (Progression Step 3)
No Recent Evidence

7 pupils have no recent ACEL-Pro evidence. Platform usage may be low here.

Revisit Suggested

2 pupils are showing signs that previously taught skills may need revisiting.

  • Y6 · 2 pupils
    • Seren Jones Year 6 1 area
      Inspect pupil
      • ● Relationships Within The Number System (Progression Step 3) Recent fragility detected in underlying skills.
    • Owen Edwards Year 6 2 areas
      Inspect pupil
      • ● Relationships Within The Number System (Progression Step 3) Recent fragility detected in underlying skills.
      • ● Interpreting Data (Progression Step 3) Recent fragility detected in underlying skills.
Ready for Review

11 pupils have areas ready for professional review.

  • Y2 · 2 pupils
    • Catrin Bowen Year 2 1 area
      Inspect pupil
      • ● Measurement (Progression Step 2)
    • Emyr Bowen Year 2 1 area
      Inspect pupil
      • ● Measurement (Progression Step 2)
  • Y5 · 5 pupils
    • Cadi Evans Year 5 2 areas
      Inspect pupil
      • ● Relationships Within The Number System (Progression Step 3)
      • ● Measurement (Progression Step 3)
    • Fflur Evans Year 5 2 areas
      Inspect pupil
      • ● Relationships Within The Number System (Progression Step 3)
      • ● Measurement (Progression Step 3)
    • Lowri Evans Year 5 2 areas
      Inspect pupil
      • ● Relationships Within The Number System (Progression Step 3)
      • ● Measurement (Progression Step 3)
    • Nansi Evans Year 5 2 areas
      Inspect pupil
      • ● Relationships Within The Number System (Progression Step 3)
      • ● Measurement (Progression Step 3)
    • Rhiannon Evans Year 5 2 areas
      Inspect pupil
      • ● Relationships Within The Number System (Progression Step 3)
      • ● Measurement (Progression Step 3)
  • Y6 · 4 pupils
    • Eleri Morgan Year 6 1 area
      Inspect pupil
      • ● Measurement (Progression Step 3)
    • Morgan Llewellyn Year 6 2 areas
      Inspect pupil
      • ● Relationships Within The Number System (Progression Step 3)
      • ● Measurement (Progression Step 3)
    • Osian Thomas Year 6 2 areas
      Inspect pupil
      • ● Relationships Within The Number System (Progression Step 3)
      • ● Measurement (Progression Step 3)
    • Tegan Thomas Year 6 1 area
      Inspect pupil
      • ● Measurement (Progression Step 3)
Need Broader Evidence

78 pupils have at least one active area where broader evidence is still needed.

  • Y1 · 6 pupils
    • Beca Bevan Year 1 1 area
      Inspect pupil
      • ● Measurement (Progression Step 1)
    • Cadi Bevan Year 1 2 areas
      Inspect pupil
      • ● Representing Data (Progression Step 1)
      • ● Interpreting Data (Progression Step 1)
    • Dafydd Bevan Year 1 1 area
      Inspect pupil
      • ● Measurement (Progression Step 1)
    • Dewi Bevan Year 1 2 areas
      Inspect pupil
      • ● Representing Data (Progression Step 1)
      • ● Interpreting Data (Progression Step 1)
    • Emyr Bevan Year 1 1 area
      Inspect pupil
      • ● Measurement (Progression Step 1)
    • Guto Bevan Year 1 1 area
      Inspect pupil
      • ● Measurement (Progression Step 1)
  • Y2 · 20 pupils
    • Anwen Bowen Year 2 1 area
      Inspect pupil
      • ● The Number System (Progression Step 2)
    • Beca Bowen Year 2 2 areas
      Inspect pupil
      • ● The Number System (Progression Step 2)
      • ● Measurement (Progression Step 2)
    • Cadi Bowen Year 2 3 areas
      Inspect pupil
      • ● The Number System (Progression Step 2)
      • ● Collecting Data (Progression Step 2)
      • ● Representing Data (Progression Step 2)
    • Catrin Bowen Year 2 1 area
      Inspect pupil
      • ● The Number System (Progression Step 2)
    • Dafydd Bowen Year 2 1 area
      Inspect pupil
      • ● The Number System (Progression Step 2)
    • Dewi Bowen Year 2 2 areas
      Inspect pupil
      • ● The Number System (Progression Step 2)
      • ● Measurement (Progression Step 2)
    • Elin Bowen Year 2 3 areas
      Inspect pupil
      • ● The Number System (Progression Step 2)
      • ● Collecting Data (Progression Step 2)
      • ● Representing Data (Progression Step 2)
    • Emyr Bowen Year 2 1 area
      Inspect pupil
      • ● The Number System (Progression Step 2)
    • Fflur Bowen Year 2 1 area
      Inspect pupil
      • ● The Number System (Progression Step 2)
    • Guto Bowen Year 2 2 areas
      Inspect pupil
      • ● The Number System (Progression Step 2)
      • ● Measurement (Progression Step 2)
    • + 10 more pupils in this group
  • Y3 · 15 pupils
    • Anwen Davies Year 3 1 area
      Inspect pupil
      • ● The Number System (Progression Step 2)
    • Beca Davies Year 3 2 areas
      Inspect pupil
      • ● The Number System (Progression Step 2)
      • ● Measurement (Progression Step 2)
    • Cadi Davies Year 3 1 area
      Inspect pupil
      • ● Measurement (Progression Step 2)
    • Dafydd Davies Year 3 1 area
      Inspect pupil
      • ● The Number System (Progression Step 2)
    • Dewi Davies Year 3 2 areas
      Inspect pupil
      • ● The Number System (Progression Step 2)
      • ● Measurement (Progression Step 2)
    • Elin Davies Year 3 1 area
      Inspect pupil
      • ● Measurement (Progression Step 2)
    • Fflur Davies Year 3 1 area
      Inspect pupil
      • ● The Number System (Progression Step 2)
    • Guto Davies Year 3 2 areas
      Inspect pupil
      • ● The Number System (Progression Step 2)
      • ● Measurement (Progression Step 2)
    • Haf Davies Year 3 1 area
      Inspect pupil
      • ● Measurement (Progression Step 2)
    • Iestyn Davies Year 3 1 area
      Inspect pupil
      • ● The Number System (Progression Step 2)
    • + 5 more pupils in this group
  • Y4 · 8 pupils
    • Beca Edwards Year 4 1 area
      Inspect pupil
      • ● Interpreting Data (Progression Step 3)
    • Catrin Edwards Year 4 2 areas
      Inspect pupil
      • ● Relationships Within The Number System (Progression Step 3)
      • ● Measurement (Progression Step 3)
    • Dafydd Edwards Year 4 2 areas
      Inspect pupil
      • ● Relationships Within The Number System (Progression Step 3)
      • ● Measurement (Progression Step 3)
    • Elin Edwards Year 4 1 area
      Inspect pupil
      • ● Interpreting Data (Progression Step 3)
    • Fflur Edwards Year 4 2 areas
      Inspect pupil
      • ● Relationships Within The Number System (Progression Step 3)
      • ● Measurement (Progression Step 3)
    • Guto Edwards Year 4 2 areas
      Inspect pupil
      • ● Relationships Within The Number System (Progression Step 3)
      • ● Measurement (Progression Step 3)
    • Heledd Edwards Year 4 1 area
      Inspect pupil
      • ● Interpreting Data (Progression Step 3)
    • Iolo Edwards Year 4 2 areas
      Inspect pupil
      • ● Relationships Within The Number System (Progression Step 3)
      • ● Measurement (Progression Step 3)
  • Y5 · 5 pupils
    • Dafydd Evans Year 5 2 areas
      Inspect pupil
      • ● Relationships Within The Number System (Progression Step 3)
      • ● Measurement (Progression Step 3)
    • Dewi Evans Year 5 1 area
      Inspect pupil
      • ● Interpreting Data (Progression Step 3)
    • Haf Evans Year 5 2 areas
      Inspect pupil
      • ● Relationships Within The Number System (Progression Step 3)
      • ● Measurement (Progression Step 3)
    • Heledd Evans Year 5 1 area
      Inspect pupil
      • ● Interpreting Data (Progression Step 3)
    • Mabli Evans Year 5 2 areas
      Inspect pupil
      • ● Relationships Within The Number System (Progression Step 3)
      • ● Measurement (Progression Step 3)
  • Y6 · 24 pupils
    • Eleri Morgan Year 6 5 areas
      Inspect pupil
      • ● Measurement (Progression Step 1)
      • ● The Number System (Progression Step 2)
      • ● Relationships Within The Number System (Progression Step 2)
      • ● Relationships Within The Number System (Progression Step 3)
      • ● Representing Data (Progression Step 3)
    • Morgan Llewellyn Year 6 3 areas
      Inspect pupil
      • ● Measurement (Progression Step 1)
      • ● The Number System (Progression Step 2)
      • ● Relationships Within The Number System (Progression Step 2)
    • Osian Thomas Year 6 3 areas
      Inspect pupil
      • ● Measurement (Progression Step 1)
      • ● The Number System (Progression Step 2)
      • ● Relationships Within The Number System (Progression Step 2)
    • Tegan Thomas Year 6 5 areas
      Inspect pupil
      • ● Measurement (Progression Step 1)
      • ● The Number System (Progression Step 2)
      • ● Relationships Within The Number System (Progression Step 2)
      • ● Relationships Within The Number System (Progression Step 3)
      • ● Interpreting Data (Progression Step 3)
    • Carys Griffiths Year 6 4 areas
      Inspect pupil
      • ● Measurement (Progression Step 1)
      • ● The Number System (Progression Step 2)
      • ● Relationships Within The Number System (Progression Step 3)
      • ● Interpreting Data (Progression Step 3)
    • Nia Evans Year 6 4 areas
      Inspect pupil
      • ● Measurement (Progression Step 1)
      • ● The Number System (Progression Step 2)
      • ● Relationships Within The Number System (Progression Step 2)
      • ● Interpreting Data (Progression Step 3)
    • Dylan Roberts Year 6 3 areas
      Inspect pupil
      • ● Measurement (Progression Step 1)
      • ● The Number System (Progression Step 2)
      • ● Relationships Within The Number System (Progression Step 2)
    • Ellis Lewis Year 6 3 areas
      Inspect pupil
      • ● Measurement (Progression Step 1)
      • ● The Number System (Progression Step 2)
      • ● Relationships Within The Number System (Progression Step 2)
    • Gwen Griffiths Year 6 5 areas
      Inspect pupil
      • ● Measurement (Progression Step 1)
      • ● The Number System (Progression Step 2)
      • ● Relationships Within The Number System (Progression Step 2)
      • ● Relationships Within The Number System (Progression Step 3)
      • ● Interpreting Data (Progression Step 3)
    • Ffion Llewellyn Year 6 5 areas
      Inspect pupil
      • ● Measurement (Progression Step 1)
      • ● The Number System (Progression Step 2)
      • ● Relationships Within The Number System (Progression Step 2)
      • ● Relationships Within The Number System (Progression Step 3)
      • ● Interpreting Data (Progression Step 3)
    • + 14 more pupils in this group

Year Group Picture

What pupils have encountered, how they are getting on, and where teacher judgement sits.

Select a year group from the Viewing menu to inspect the full evidence picture.

Y1

18 pupils

Progression Step 1

Pupils have generated evidence in a narrow spread of the current progression context so far, and the picture is still developing where they have attempted tasks.

Evidence
Success
18 Developing
3 focus areas 0 confirmed

Y2

20 pupils

Progression Step 2

Pupils have generated evidence in a narrow spread of the current progression context so far, and the picture is still developing where they have attempted tasks.

Evidence
Success
18 Developing 2 Mixed picture
4 focus areas 0 confirmed

Y3

20 pupils

Progression Step 2

Pupils have generated evidence in a narrow spread of the current progression context so far, and the picture is still developing where they have attempted tasks.

Evidence
Success
15 Developing 5 No data
2 focus areas 0 confirmed

Y4

20 pupils

Progression Step 3

Pupils have generated evidence in a narrow spread of the current progression context so far, and the picture is still developing where they have attempted tasks.

Evidence
Success
20 Developing
3 focus areas 0 confirmed

Y5

22 pupils

Progression Step 3

Pupils have generated evidence in a narrow spread of the current progression context so far, and the picture is still developing where they have attempted tasks.

Evidence
Success
15 Developing 5 Very strong 2 Mixed picture
3 focus areas 2 confirmed

Y6

24 pupils

Progression Step 3

Pupils have generated evidence in a narrow spread of the current progression context so far, and the picture is still developing where they have attempted tasks.

Evidence
Success
2 Mixed picture 4 Very strong 17 Developing 1 No data
4 focus areas 0 confirmed

Strategic Evidence Picture

Teacher-confirmed milestones and current ACEL-Pro evidence, kept separate.

Progression Context and Teacher Confirmation

Recorded teacher confirmations across relevant progression contexts.

Recorded confirmations by progression context

Current progression context: Progression Step 1
Progression Step 1
0 of 18 confirmed
Current progression context: Progression Step 2
Progression Step 1
0 of 40 confirmed
Progression Step 2
0 of 40 confirmed
Current progression context: Progression Step 3
Progression Step 1
24 of 66 confirmed
Progression Step 2
23 of 66 confirmed
Progression Step 3
2 of 66 confirmed

Teacher confirmation records to check

98 pupils
No whole-level confirmations recorded

No whole-level confirmations recorded.

122 of 124 pupils do not yet have a teacher confirmation recorded for their current progression context in ACEL-Pro.

Current Evidence Picture

Active ACEL-Pro evidence across curriculum areas.

Evidence is too thin across most curriculum areas to draw firm conclusions.

3 Mixed picture 1 Developing 6 Thin / No data

Priority curriculum areas

Curriculum Area Progression Step 1 Progression Step 2 Progression Step 3

Measurement

Uneven picture across active levels.
developing
42 / 42 with evidence
mixed
35 / 64 with evidence
mixed
57 / 66 with evidence

The Number System

Evidence is still developing across active levels.
no data
No active evidence
developing
53 / 64 with evidence
no data
No active evidence

Interpreting Data

Mixed evidence picture across active levels.
thin evidence
2 / 42 (Too thin)
no data
No active evidence
mixed
24 / 66 with evidence

Relationships Within The Number System

Uneven picture across active levels.
no data
No active evidence
developing
24 / 64 with evidence
mixed
59 / 66 with evidence

Calculation

No active evidence yet for this curriculum area.
no data
No active evidence
no data
No active evidence
no data
No active evidence

Collecting Data

Evidence is too thin across several levels to interpret confidently.
no data
No active evidence
thin evidence
3 / 64 (Too thin)
no data
No active evidence

Financial Literacy

No active evidence yet for this curriculum area.
no data
No active evidence
no data
No active evidence
no data
No active evidence

Forming

No active evidence yet for this curriculum area.
no data
No active evidence
no data
No active evidence
no data
No active evidence

Patterns And Sequences

No active evidence yet for this curriculum area.
no data
No active evidence
no data
No active evidence
no data
No active evidence

Representing Data

Evidence is too thin across several levels to interpret confidently.
thin evidence
2 / 42 (Too thin)
thin evidence
3 / 64 (Too thin)
thin evidence
3 / 66 (Too thin)