This session supports schools to develop meaningful, manageable approaches to assessment in line with the Curriculum for Wales. Through examples drawn from early years practice, participants will explore how on‑entry assessment can be used to build a holistic picture of the learner through rich observation, professional dialogue and informed teaching.

Moving beyond tick‑lists and fixed levels, the session focuses on how assessment can support responsive teaching, progression and planning. Participants will consider how the principles of progression can guide assessment approaches and how schools can develop systems, formats and shared understandings that are purposeful, proportionate and sustainable across their setting.

Through a collaborative workshop, participants will work together to design or refine assessment approaches that can be trialled and adapted to reflect the needs of their learners and school context.

Target Audience

This session is suitable for practitioners and leaders involved in assessment, planning and curriculum development across the 3–16 continuum.

It will be particularly relevant for:

• Early years practitioners and leaders involved in on‑entry assessment and observation‑based practice

• Middle and senior leaders seeking a clear, strategic understanding of how assessment supports progression and planning

• Schools looking to strengthen coherence in assessment approaches across phases

Session Aims

• Understand the legal shift in on-entry assessment. 

• Explore the real purpose of on-entry assessment, moving beyond admin to responsive teaching. 

• Identify what makes observation truly valuable in assessment. 

• Apply learning in a collaborative workshop to create practical on-entry assessment strategies. 

Date(s)/Venue(s):   

Wednesday 3rd June 2026 

Y Storfa, 25-31 Princess Way, Swansea, SA1 5HB 

9:30am - 2:30pm

Click here to register

This session supports schools to prepare for and respond to the new Enabling Learning Guidance, focusing on what it means in practice for learning, teaching and progression across the 3–16 continuum.

Many schools have a strong grounding in enabling learning approaches through early years and Foundation Learning practice. This session builds on that foundation to explore what high‑quality enabling learning looks like beyond the early years, how it links to the Curriculum for Wales, and how schools can strengthen continuity and coherence across phases and settings.

Participants will explore key principles from the guidance, consider what enabling learning looks like in different contexts, and reflect on how shared understanding can support progression, curriculum design and classroom practice. Through professional dialogue and practical activities, schools will be supported to identify next steps that align with both national expectations and local priorities.

Target Audience

This session is suitable for teachers and leaders working across the 3–16 continuum, with a particular focus on practice from Years 4 onwards.

It will be especially relevant for:

• • Teachers from Years 4 to 11 seeking to strengthen enabling learning approaches and progression‑focused practice

  • Middle and senior leaders responsible for learning, teaching and progression across phases

  • Schools looking to strengthen continuity and coherence in enabling learning beyond the early years

Session Aims

Participants will:

• Understand the key changes and expectations within the new Enabling Learning Guidance

• Explore how enabling learning supports progression, learning and teaching from ages 3–16

• Recognise what effective enabling learning looks like across different phases and contexts

• Identify practical ways to apply the guidance within their own setting

Date(s)/Venue(s):   

Wednesday 1st July 2026 

Y Storfa, 25-31 Princess Way, Swansea, SA1 5HB 

9:30am - 2:30pm

Click here to register