Education Wales

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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:

• Bespoke health and wellbeing data with national benchmarking
• Evidence-based resources to drive health improvements
• Tools to evaluate performance and plan effective interventions
• Professional development opportunities for staff
• Enhanced engagement with their local communities

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.

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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.

Please click here to see our guidance on identifying young people at risk of becoming NEET or homeless

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.

Click here to read more: Early intervention prevents homelessness and helps keep young people in education

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

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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.

We’re launching a consultation on: Healthy Eating and Drinking in Maintained Schools in Wales to help inform these changes.

We’re looking to update:

• What food and drinks can be provided in schools
• Guidance for caterers on the regulations, including medically prescribed dietary requirements (Special diets)
• Guidance on responsibilities for promoting healthy eating and drinking

Healthy food for schools | GOV.WALES

What this consultation covers

We’re gathering your views in three parts.

1. Primary schools: New proposals for food and drink

These will:

• 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.

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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.

Read more:

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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.

Enabling Learning engagement sessions

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.

To access a copy of the summary report of the feedback from the National Network Conversation please click here: https://hwb.gov.wales/curriculum-for-wales/national-network-for-curriculum-implementation/past-conversations-and-analysis/

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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.”

A teaching workforce made in Wales | GOV.WALES

What’s changed to the grant funding criteria?

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.

Please visit the Open University’s website if you are:

• a school wishing to support a current member of non-teaching staff onto the Salaried PGCE
• interested in working with the Open University ITE Partnership to find a Salaried PGCE student teacher to work in your school

Guidance and information on the grant funding available for applicants and schools interested in supporting a Salaried PGCE student teacher is also available here https://www.gov.wales/salaried-postgraduate-certificate-education-pgce

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:

• CaBan (Bangor University)
• Cardiff Partnership for Initial Teacher Education (Cardiff Met)
• Swansea University Schools’ Partnership
• The Open University ITE Partnership
• University of South Wales ITE Partnership
• Yr Athrofa: Professional Learning Partnership (APLP) (University of Wales Trinity St David, Carmarthen and Swansea)

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Why We’re Changing How We Support Schools

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.

Sign up to Dysg

Follow our channels:
Education Wales | Facebook
Welsh Government Education (@WG_Education) / X
Lynne & Vikki (@AddysgEducation) / X
Addysg Cymru / Education Wales – YouTube

Together, we can build an education system where every teacher has the support they need to help every child succeed.

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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.

Application pack https://www.gov.wales/ministerial-headteacher-advisory-group

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Curriculum for Wales Policy Group has been busy since our last blog post with members meeting for monthly workshops in different locations across Wales.

They have been:

• feeding into the process for updating the Curriculum for Wales framework guidance
• helping establish a programme of national support for curriculum design
• developing curriculum design videos for Expressive Arts, Humanities, Languages, Literacy and Communication, and Science and Technology,  (with Health and Well-being and Maths and Numeracy coming soon!)
• sharing their schools’ approaches to reading
• working collaboratively with EEF, Adnodd and RMCompare.

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

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The Literacy Area on Hwb continues to grow with new resources like:

A playlist with teachers from primary, secondary and special schools across Wales talking about approaches to reading;

A useful document to share with your parents and carers, which provides them with help on learning to read and how to support their children; and

An explainer for practitioners on reading in the Curriculum for Wales, contains useful information and links to supporting materials, resources and case studies which are linked to progression in reading. These are organised into 4 parts: prereading, beginning reading, fluent reading and reading with growing sophistication.

As well as a whole new section to help you find professional learning resources that support learning and teaching literacy.