Victoria Primary School – Learning Walls

School(s) or partnership name: Victoria Primary School

Name of lead person: Aneesa Najjar; Laura Halliwell; Emma David

Role of lead person: Literacy and Numeracy Leaders

Lead person e-mail address:

Lead person telephone number: 02920 709225

Local Authority(ies):Vale of Glamorgan

Phase(s): Primary

Context and background to case study:

To further raise standards in Literacy and Numeracy, two new strategies were implemented in school, ‘Talk for writing’ and ‘Tapas’ Maths. To ensure consistency of teaching strategies, pupil interaction and independence, learning walls were established. The three lead practitioners and other members of the Senior Leadership Team (SLT) visited other settings who had begun to separate their celebration and learning boards. Following further research and discussion the non-negotiables were developed for each key area. Key classrooms were identified within each phase to model the required expectations. Three key walls were identified, to develop literacy, numeracy and thinking skills. Colours were chosen to visually support and enhance the environment. Literacy-yellow. Numeracy- blue and Cross Curricular-silver.

Literacy board-non negotiables

  • Spelling/High Frequency Words/Sounds of week
  • Alphabet/letter formation
  • Genre /Text example with features identified.
  • "Every time we write" pencil (displaying basic writing skills.)

  • Numeracy board-non negotiables

  • Number focus
  • Shape Space and Measure (according to what is being taught.)
  • Reasoning skills

  • Appropriately differentiated resources have been identified and established in classrooms to reflect age and stage of development. This has ensured consistency across year groups and progression throughout the school. Learners are more actively involved in their learning and therefore engaged and motivated. Pupils know they are able to walk into any room in the school and use the walls effectively.

    Nature of strategy or activity:

    Backing felt was purchased, resources were velcroed, for the lower half of the walls, meaning that these were easily accessible and interchangeable. They are also at pupils’ eye level and therefore at the forefront of their learning.

    Model sessions were provided for staff on the best strategies to use.

    Insets and learning walks were used to monitor firstly the staff use and then the pupils’ use of the learning walls.

    As a result, refinements were made to the literacy wall, adding in Genre as well as text type being taught. This was done as it was found that pupils were not secure in their understanding or difference between genre and text type.

    In the future KS2 will need to refine the word wall aspect into two sections. One being, what should be included. The second aspect being, what could be included to take work to the next level. Both of these aspects would incorporate connectives, wow words, sentence starters and punctuation.

    Impact on provision, teaching and learning and/or leadership:

    Learning walks and lesson observations have evidenced that standards of teaching have improved throughout the school. 88% of all teachers now achieve good or excellent on a regular basis.

    Pupils are engaged and motivated not only during teacher input but during independent activities too. They are confident and familiar with strategies and learning wall resources to support.

    Children are becoming adept at verbalising their thoughts rather than internalising them.

    Due to the range of resources at hand for teachers, pace of lessons has increased and preparation of resources has been reduced.

    Children use the walls to share their own work, thoughts and ideas for other pupils’ to magpie, giving them greater ownership of their learning.

    Where is the effective practice recognised?

    Consortium Challenge Adviser – Carys Pritchard

    Other head teachers from school cluster group