Are you passionate about preparing learners for the digital world?
If yes, join us for the next national network conversation on the Digital Competence Framework (DCF) on the 26 June or 8 July
Following the Cabinet Secretary for Education’s commitment to review the (DCF) and place it on a statutory footing, we’re bringing together practitioners, educational settings, and industry experts for two dynamic in-person events.
Why attend?
Connect with fellow educators and industry innovators
Share your experiences and challenges in embedding digital skills
Help shape the future of the DCF
Discover practical solutions to enhance your digital curriculum
Have your voice heard in this critical educational transformation
What to expect
These collaborative conversations will explore:
Real challenges in delivering cross-curricular digital competence
Future-focused digital skills our learners truly need
Practical solutions to build educator confidence
Innovative approaches from industry partners
Event Details
Thursday 26 June 2025 at Swansea Stadium – register now
Tuesday 8 July 2025 at Ramada Plaza by Wyndham, Wrexham – register now
Secondary schools across Wales will soon have the opportunity to take part in The School Health Research Network (SHRN) Data Collection for 2025, with registration opening on 9 June and closing on 18 July 2025.
What is SHRN?
SHRN is a comprehensive initiative dedicated to improving learner health and wellbeing throughout Wales. By providing schools with robust health and well-being data and evidence-based resources, SHRN enables educational institutions to make informed decisions and implement effective strategies tailored to their learners’ needs.
The network has become an integral part of Wales’ approach to learner wellbeing, being cited in numerous Welsh Government policies and strategies, including the Whole-School Approach to Mental Health and Well-being (2021) and Estyn’s Healthy and Happy Report (2019).
Benefits for secondary schools
Schools participating in SHRN’s 2025 Data Collection will gain access to:
The impact of SHRN membership extends beyond just data collection.
“The SHRN survey is a valuable resource as we use it to compare with other data that we collect to identify strengths and weaknesses. Once identified these can be focused on as part of our School Improvement Plan.” – Henriette Bertheux, Associate Assistant Headteacher, Whitmore High School
“My school uses our bespoke SHRN data to support our school self-evaluation across areas of health and well-being, ensuring our actions are responsive to the genuine needs of our learners. We are excited about continuing to use our SHRN data to identify priorities and shape targeted actions that support the health and well-being of all our learners.” – Tom Lewis, Health and Well-being Lead, Cogan Primary School
Looking ahead
Looking forward to 2026, SHRN is developing an innovative school-level dashboard that will provide even more customised insights, empowering schools to track progress and implement effective strategies.
The network’s strategic partnership with Public Health Wales and integration with The Welsh Network of Health and Well-being Promoting Schools (WNHWPS), along with ongoing Welsh Government investment, has enabled SHRN to grow into a powerful national network supporting research and evaluation.
Prevention and early intervention
SHRN’s approach aligns with the principle that prevention is better than cure. By helping schools identify health and wellbeing issues early, the network enables timely interventions that can improve learner outcomes and reduce absenteeism.
The focus on evidence-based approaches ensures that resources are directed where they will have the greatest impact, creating supportive environments for learning and empowering learners to develop healthy habits for life.
Get involved
Secondary School Health and Wellbeing leads should check their inboxes for SHRN invitations from 9 June. With 95.5% of secondary schools having participated in the last survey in 2023, this initiative continues to build on previous success in supporting student wellbeing across Wales.
For more information, visit shrn.org.uk or contact Maria Boffey, SHRN External Affairs and Knowledge Exchange Manager at boffeym1@cardiff.ac.uk.
The Youth Engagement and Progression Framework (YEPF) sets out how organisations can work together to identify and support young people aged 11 to 18 who are disengaged or not in education employment or training (NEET), or at risk of youth homelessness.
Youth Engagement and Progression (YEPF) case studies
The Welsh Government has worked with local authorities and published 11 case studies to showcase processes local authorities have in place.
The case studies allow stakeholders to learn from one another’s experiences and see what processes other organisations have in place that can be replicated or adapted. This helps organisations work together better, to strengthen the invisible safety net that supports young people.
Early identification
Early identification of young people who have barriers to engagement or are at risk of becoming homeless is the foundation of the Framework. Organisations aim to provide targeted support and meet the needs of a young person at the earliest stage possible.
How Caerphilly County Borough Council is implementing the YEPF
Caerphilly Youth Service recently showcased their preventative approach to help young people build a positive future. The focus is on early identification of risk, and information sharing with agencies such as schools, colleges, Careers Wales and third sector organisations.
John Poyner, the engagement and progression co-ordinator at Caerphilly youth service, brings together organisations to support around 400 young people. Their intervention includes tailored support to help young people transition smoothly into education, employment or training after leaving school.
John works closely with the youth homelessness coordinator based in the youth service, Nichola Davies to identify and support those young people who might also be at risk of homelessness. To hear from Nichola Davies and two young people themselves whose lives have been changed from the support they have received, please click here: https://www.facebook.com/watch/?v=1201055725147075
As educators, you see first-hand how nutrition affects your pupils’ energy and concentration levels, as well as the ability to learn and thrive.
The food that can be served in schools is being updated so that every child in Wales has access to a nutritious diet in school which reflects the latest dietary advice.
Offer more fruit and vegetables to help Welsh children get their five-a-day
Include starchy carbohydrates (like wholegrains) because evidence suggests Welsh children aren’t getting enough fibre
Limit pastry, sweetened baked goods and desserts, and fried foods based on the latest dietary advice
Tailor portion sizes based on age group to help reduce food waste
Reduce processed meat and limit processed alternatives to fish and meat which can be high in salt and saturated fat
Safeguard red meat in moderation to ensure children enjoy its nutritional benefits
Prohibit sugary drinks, which are linked to obesity and tooth decay
2. Healthy eating promotion: Clearer guidance on responsibilities
This will:
Clearly define the duties of local authorities and school governing bodies in promoting healthy eating
Provide practical examples of how schools can effectively promote healthy eating habits
Clarify who is responsible for specific duties in different school settings
Explain how schools can demonstrate they are meeting their legal requirements
Support a whole-school approach to creating healthier food environments
3. Secondary schools: A call for evidence about current food and drink
We know that the way learners in secondary choose to access school food has changed. It looks different to primary schools where most children sit down together for a traditional two-course plated lunch.
Secondary learners have more choice, greater autonomy, and a variety of “grab and go” foods alongside a plated meal.
We are gathering more data on secondary school food. We are also seeking evidence to help us understand how best to achieve a nutritionally balanced, appealing food offer in secondary schools.
How your feedback will be used
Your responses will help us create:
New guidance on promoting healthy eating in schools
New regulations for primary school food and drink (starting in 2026-27)
Future plans for improving secondary school food regulations
Give us your views by taking part in the consultation.
The Camau i’r Dyfodol project team recently hosted a symposium to showcase the work of schools across Wales designing curricula as part of the project.
Marc Bowen, from Raglan CiW VC Primary School, described how his school’s curriculum design is evolving.
Nia Evans – Professional Advisor – Foundation Learning
Gayle Shenton and I are currently on secondment to the Welsh Government. Our mission is to strengthen early education pedagogy and ensure the Enabling learning guidance is embedded fully across the sector.
Why is the Enabling learning so important?
Our recent Enabling learning National Network Conversations (NNC) have proven to be key in the journey towards understanding how Enabling learning can play a key role as the starting point as we plan, design and implement a developmentally and pedagogically appropriate curriculum for all learners in Wales.
We welcomed practitioners from across Wales and facilitated discussions and collaboration with non-maintained nursery providers, primary and special school leaders and practitioners along with staff from local authorities and regions who provide direct support to schools and settings. The events took place at Parc y Scarlets in the south and Venue Cymru in the north.
Pedagogy and curriculum development
The day started with a prerecorded video welcome from Professor Donaldson who reminded us of the importance of the Four Purposes of Curriculum for Wales and why it is essential that we build on the principles of effective pedagogy in the early years and along the continuum 3-16.
Next, we were thrilled to introduce Dr Stella Louis, an internationally renowned consultant, trainer and author. Stella provided an inspirational keynote relating to the importance of developmentally and pedagogically appropriate practice and the importance of ensuring that we meet the needs of the learners whatever their age, placing the child/learner at heart of our practice. “Education is about children”
Dr Louis shared her thoughts and experiences of how Enabling learning along with the five developmental pathways can support and guide practice across the age ranges, particularly primary in the context of this session.
“To know where to go, you need to know where you’ve come from”
Dr Louis’ expertise resonated deeply with attendees, emphasising the importance of understanding child and adolescent development as a core element of curriculum design and planning.
The initial discussion focused on how current practice reflects developmentally appropriate pedagogy and an understanding of child development, allowing educators to share their challenges and successes in implementing Enabling learning.
Participants were then given the opportunity to listen to guest practitioners from a range of settings, primary and special schools showcasing effective practice using Enabling learning to support and influence their curriculum and pedagogy. We were also joined by Cardiff MET who presented their research relating to the synergies between Enabling learning, Curriculum for Wales and Froebelian principles.
This collaborative environment fostered a strong sense of community and belonging among participants, promoting the exchange of ideas and strategies that can enhance our teaching and learning practices. The NNC events were very successful in providing support in curriculum planning and design, opportunities to network, and ensure everyone’s voice was heard and valued as a key part of the process for realisation of Curriculum for Wales for all learners.
The final session of the day was a Q&A panel led by presenters and guests on the day which included Estyn. There was plenty of opportunity for a wide range of questions relating to all aspects of curriculum and pedagogy.
We were grateful to Georgina Haarhoff, Director of Education, who rounded off the day reinforcing the importance of Enabling learning and its role in supporting the planning, designing and realisation of Curriculum for Wales.
Following on from the NNCs we also held a series of engagement sessions with senior leaders to develop their understanding of the importance of the Enabling learning guidance. The purpose being on how it can support planning, designing and implementing a pedagogically appropriate curriculum for all learners. These were open to all senior leaders of Primary, Secondary, all age and Special schools, as well as PRUs, in Wales and commenced over the Spring term.
Personal reflection:
The enthusiasm and commitment from practitioners and leaders following the NNCs and engagement events has been really encouraging. Feedback has been really positive and there have been some clear messages around the need for training related to child and adolescent development, collaboration across age ranges and further support for secondary schools. All in all, it has been a very worthwhile experience.
By Meurig Jones Headteacher Ysgol Gyfun Gymraeg Llangynwyd and Professional Advisor, Education Directorate, Welsh Government
For us as leaders of schools in Wales, it’s welcoming to see changes to the grant funding available for schools supporting Salaried PGCE student teachers from academic year 2025/26. These changes will now enable more of our schools to access this funding and in some cases at a higher rate.
What is the Salaried PGCE and how could it benefit my school?
The Salaried PGCE is Welsh Government’s employment based initial teacher education (ITE) programme delivered by the Open University ITE Partnership. Salaried PGCE student teachers are employed by a school to carry out duties and learn to become a teacher with qualified teacher status while earning a salary. This option increases the opportunities for those seeking to join this rewarding profession of a teacher, in a more flexible way.
Welsh Government covers the full cost of a Salaried PGCE student teacher’s training and a contribution to employing schools towards their student teacher’s salary. As a school supporting a Salaried PGCE student teacher, we become part of the Open University ITE Partnership. There are many benefits to entering the Open University ITE partnership, as the support offered to a Salaried PGCE student teacher include:
opportunities for your school to grow your own teachers – develop teachers who understand the needs and education of your learners, their community and could also benefit other schools in the wider community
develop and diversify your teaching community by supporting aspiring teachers unable to access full-time ITE programmes
financial incentives, dedicated training and exciting professional development for our school-based mentoring staff – supporting and developing your school further as a learning organisation.
Ysgol Dyffryn Conwy in North Wales have six student teachers on the Salaried PGCE this year. Headteacher Owain Gethin Davies says
“The salaried route scheme has enabled us to recruit the best teachers and build a workforce for the future, especially in key subjects such as Maths or Welsh.”
From academic year 2025/26 primary schools can now access the salary contribution grant when they support and employ a Salaried PGCE student teacher.
Secondary and all age schools across a wider range of language categories (e.g. T2, C2, T3) can access the higher rate of the salary contribution grant, which is 100%, when they support and employ a Welsh medium Salaried PGCE student teacher, along with those wishing to teach Welsh in English medium secondary education settings.
How can my school get involved with supporting tomorrow’s teachers?
Why not become an ITE Partner School? Since 2019 ITE in Wales is delivered through partnerships of schools and universities. ITE Partner schools are fundamental to the development of the next generation of teachers. All ITE Partnerships in Wales need schools to design, refine and deliver ITE programmes. Therefore, if you are interested in finding out how your school can get involved, Wales’ ITE Partnerships will be pleased to hear from you:
You told us that our education system has been weighed down by complexity, with too many overlapping organisations, confusing funding streams, and a sense that improvement was something ‘done to’ schools rather than ‘done with’ them.
You’ve told us you want:
More direct resources for your classrooms
Less bureaucracy and clearer support structures
A stronger voice in how improvement happens
More collaboration with colleagues who understand your challenges
Professional development that actually meets your needs
The School Improvement Partnership Programme is our response to these concerns, and is instrumental in driving forward change, putting you the education workforce – at the centre of raising standards across Wales.
What This Means for You in Practice
If you’re a classroom teacher or support staff:
More focused support for teaching literacy and numeracy – We’re investing £1.1 million in targeted programmes to help children develop reading skills and mathematical understanding, with practical resources you can use in your classroom
Clearer expectations – New guidance on literacy and numeracy will help you understand exactly what students should achieve at each stage
Simplified professional development – From September 2025, a new professional learning body will provide clear, consistent training opportunities that you can access regardless of where you teach
More school-to-school collaboration – You’ll have increased opportunities to work with and learn from colleagues facing similar challenges
If you’re a school leader:
Greater agency in leading improvement – You’ll work directly with your local authority on improvement priorities across all areas of education
Streamlined funding – Simplified grant processes mean less paperwork and more resources reaching your school
Direct input into national priorities – A new Ministerial Headteacher Advisory Group will ensure your voice shapes education policy
Expert support when you need it – The new Welsh Government Education Improvement Team will help to connect across local authorities and schools in relation to our national priorities.
If you’re a local authority education lead:
Clearer role in supporting schools – You’ll work directly with schools in a collaborative partnership model
Increased funding – A 5.5% increase in the Local Authority Education Grant (nearly £400m total) will support your work
Better professional learning provision – The new national body will work with you to ensure consistent quality across Wales
What’s Different About This Approach?
We’re putting professional agency at the heart: This isn’t another top-down initiative. Your expertise and leadership are essential to making it work.
A focus on what matters most: We’re prioritising the fundamentals – attendance, literacy, numeracy, and wellbeing – giving you clarity on what to focus on.
Reducing complexity: We’re simplifying the system, with fewer organisations and clearer responsibilities.
Creating genuine partnerships: Schools, local authorities, and government working together rather than in hierarchies.
Supporting classroom practice: Our resources and training will focus on what makes the biggest difference to learning.
What Happens Next?
January-summer 2025: Local authority proposals for your area will be implemented and transition completed
Spring-summer 2025: New Professional Learning body formed
September 2025: New Professional Learning body becomes fully operational
By April 2026: All schools engaged in collaborative improvement partnerships
How can I keep up to date with what’s happening?
We’re committed to making this transition work for you and your learners, and keeping you informed is a priority for us.
The Welsh Government is taking a bold step forward in educational policy-making with the establishment of the Ministerial Headteacher Advisory Group (MHAG). This prestigious new body will bring together approximately 12 exceptional school leaders to work directly with the Cabinet Secretary for Education.
The MHAG represents an approach to collaborative policy development, offering experienced headteachers and teachers in charge the opportunity to shape national education strategy while maintaining their school leadership roles. Members will provide direct counsel to the Cabinet Secretary for Education, support the Education Improvement Team, and lead vital discussions on educational reform.
With a commitment to diversity and inclusion, we’re seeking applications from current headteachers and teachers in charge from across Wales who can demonstrate proven success in school improvement and system-wide leadership. The role offers £300 per day plus expenses for a flexible two-day monthly commitment.
Curriculum for Wales Policy Group has been busy since our last blog post with members meeting for monthly workshops in different locations across Wales.
Over time other colleagues will be able to join the group. If you are working in a school or setting that’s using Curriculum for Wales and have a passion for working with others to co-construct solutions, please complete the Expression of interest form to be added to the reserve list. We are especially keen to hear from practitioners in non-maintained nursery settings, pupil referral units (PRUs) and other providers of education other than at school (EOTAS).
The current members are:
Jane Altham-Watkins, Ysgol Gynradd Gymraeg Gellionnen, Swansea Leon Andrews, Llanwern High School, Newport / Cardiff Met University (DARPL) Lisa Ashton, Llanidloes Community Primary School, Powys Marc Bowen, Raglan Primary School, Monmouthshire Suzanne Chamberlain, St. David’s Catholic Primary School, Swansea Craig Davies, Dwr y Felin Comprehensive School, Neath Port Talbot Kelly Davis, Connah’s Quay High School, Flintshire Dale Duddridge, Maesteg Comprehensive School, Bridgend Liz Dennis, Wellbeing and Behaviour Service, Neath Port Talbot Catrin Evans, Ysgol Gyfun Gymraeg Llangynwyd, Bridgend Rachel Faulkner, Western Learning Federation, Cardiff Rachel George, Ysgol Maes y Coed, Neath Port Talbot James Griffiths, Llangan Primary School, Vale of Glamorgan Eleri Gwyn, Ysgol Dyffryn Conwy, Conwy Maria Holmes, Ysgol Dyffryn Taf, Carmarthenshire Rhys Hughes, Gowerton Secondary School, Swansea Helen Jarman, Stanwell School, Vale of Glamorgan Anwen Jones, Ysgol Bro Preseli, Pembrokeshire Bethan Jones, Ysgol Robert Owen, Powys Victoria Jobson, St. Joseph’s Catholic and Anglican High School, Wrexham Geraint Llyn, Ysgol Syr Thomas Jones, Ynys Môn Lana Martin, Pontygwaith Primary School, Rhondda Cynon Taf Jamie McAllister, Ysgol Aberconwy, Conwy Michelle McNamee, St Anthony’s Catholic Primary School, Flintshire Bethan Moore, Crownbridge Special School, Torfaen Katie Morris, Pembroke Dock Community School, Pembrokeshire Mat Morris, Ysgol Calon Cymru, Powys Catrin Penge, Ysgol Bodhyfryd, Wrexham, Gemma Prangley-Hunt, Maindee Primary School, Newport Leanne Prevel, Mary Immaculate Catholic Primary School, Pembrokeshire Lowri Roberts, Ysgol Brynrefail, Gwynedd Rachel Steed, Ysgol Fitzalan, Cardiff Rachel Teague, Cantonian High School, Cardiff Janine Tennant Jones, Ysgol y Gogarth, Conwy Sarah Tudur, Ysgol Iolo Morganwg, Vale of Glamorgan Kate Watkins-Freeman, Ribbons Preschool, Vale of Glamorgan Lisa Weighell, Ysgol Gymraeg Bro Morgannwg, Vale of Glamorgan Nia Williams, Ysgol Gyfun Gymraeg Bro Myrddin, Carmarthenshire Richard Williams, Ysgol Rhydyfro, Neath Port Talbot Sally Williams, Ysgol Crug Glas, Swansea Wrexham Youth Services
