As one of the mandatory Principles of Progression, increasing learner effectiveness is critical to unlocking the potential of the Curriculum for Wales; it plays a central role in the 14 to 16 learning guidance. When we teach young people how to learn more effectively, we can unleash their ability to learn, progress and achieve their full potential.
With thanks to the staff at Ysgol Dyffryn Conwy, Ysgol Caer Elen and Ysgol Gyfun Gymraeg Llangynwyd who gave their time and commitment to allow us to develop these case studies and share their valued experience of embedding learner effectiveness.
their vision, why they chose the learner effectiveness approach, and why it is a priority for them.
their focus on the professional learning of those involved in the implementation, which helped them to understand their journey, any challenges they faced, and the resulting benefits.
how they have approached timetabling to accommodate these sessions.
how they are communicating learner effectiveness to parents and carers and how it is a valued part of what is taught.
If you are feeling inspired by these examples, we have recently shared a trial set of materials to embed and teach learner effectiveness in schools across Wales.
Created by Dr James Mannion, these materials are free to use and test in schools however you wish. The link to these materials can be resent by contacting dysgu.14-16.learning@gov.wales.
We will be reaching out to participating schools in the Autumn to find out how they have been getting on with the materials, helping to inform the design and publication of the final versions.
We’re pleased to announce an important new research project evaluating the policies that support Initial Teacher Education (ITE) in Wales. This evaluation will examine how effectively our current policies are supporting teacher training across the country, recognising ITE’s crucial role as the first step in every Welsh teacher’s professional learning journey.
Alma Economics are the successful bidder, and work has already begun to scope out this significant research project.
What this research will aim to examine
The evaluation will focus on Wales’ policies and legislation supporting our ITE system, and provide evidence that will assist the Welsh Government in understanding more about the following:
How ITE policy reforms have improved teacher training provision
The impact of wider education reforms on teacher education
The effectiveness of incentive schemes in recruiting student teachers
Identifying what’s working well in the ITE sector
Understanding barriers to improvement
Developing recommendations for enhancing teacher education
The research will not evaluate specific ITE programmes or partnerships but instead look at the system-wide policy framework.
Why this matters now
It’s been 10 years since Professor Furlong’s influential “Teaching Tomorrow’s Teachers” report was published. Since then, Wales has implemented numerous education reforms including the Curriculum for Wales, the ALN Act, and Cymraeg 2050.
Following the pandemic, completed accreditation rounds, and ongoing monitoring, now is the perfect time to assess our progress and identify necessary improvements to ensure our ITE system provides the best possible foundation for Wales’ teachers.
Who’s involved
The research has been guided by a stakeholder steering group with representatives from:
Education Workforce Council
Estyn
ITE Partnerships
The Teacher Education Accreditation Board
Welsh Government
Welsh Local Government Association
This group will work with Alma Economics throughout the research process to ensure it delivers valuable insights for the sector.
Get involved
If your school is involved in ITE, you may be approached to participate in this research. Even schools not currently involved in ITE will be invited to share their perspectives on Wales’ teacher training system.
We’ll provide regular updates on this research through Dysg.
The final report is expected in Summer 2026.
Supporting Wales’ education future
High-quality Initial Teacher Education is fundamental to ensuring excellent education for all children and young people in Wales. This research will help us understand how our policies can better support the recruitment, development and ongoing support of student teachers as they begin their professional journey.
Starting in September 2025, Wales is shaking up how teachers and education staff develop their skills. The new National Professional Learning and Leadership Education Wales Body will bring together professional learning across the country. This approach aims to create a unified system delivering consistent support that improves learning outcomes.
During its first transitional year, the organisation will take on responsibility for national programmes in areas such as literacy, numeracy and well-being, alongside support for leaders.
The body will build its capacity around three key themes: Vision and Leadership; Curriculum and Teaching; and Wellbeing and Inclusion and will deliver high-quality opportunities in English and in Welsh.
It will also assume responsibilities previously managed by NAEL and the regional consortia, including supporting teaching assistants.
With about 25 team members and an initial £6m budget, rising as the body takes responsibility for further areas, this new organisation will work alongside the Welsh Government on policy, with Estyn on inspection findings and emerging national issues, and with local authorities, who will focus on providing tailored training to address specific school needs through school-to-school collaboration models.
This reorganisation represents a significant shift toward a more streamlined, consistent approach to professional development in Welsh education, ultimately aiming to better support educators and improve outcomes for learners across Wales.
Keep up to date on what’s happening as part of the School Improvement Partnership Programme:
Supporting your journey with practical curriculum design resources
By incorporating these tools into your planning processes, you can create learning experiences that are purposeful, interconnected and meaningful for your learners – all while reducing planning workload through clearer frameworks and processes.
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.
