Child and family wellbeing begins with connection. For many families, that connection starts at the school gate. In this keynote, Dr. Tirion Havard explores the vital role education staff play in safeguarding, signposting, and supporting families through moments of vulnerability. Drawing on her expertise in domestic abuse and coercive control, she will highlight how schools are often the first safe space where concerns surface and help begins. From lunchtime supervisors to headteachers, every adult in a school community holds the potential to notice, to listen, and to act. This session will inspire staff to see themselves as leaders in wellbeing, regardless of role or pay grade, and reaffirm the power of relational practice, professional curiosity, and trauma-informed care in keeping children and families safe.

Ensuring that Additional Learning Needs (ALN) learners receive the right support is fundamental to inclusive education. Understanding neurodiversity and the pathways to accessing ALN provision in Wales is crucial for educators, school leaders, and families alike. This session provides a practical and informed guide to navigating ALN support systems, ensuring every learner thrives both academically and emotionally. We’ll explore neurodiversity in its broadest sense, including autism, ADHD, dyslexia, dyspraxia, and other learning differences, identifying key strategies to foster engagement and reduce barriers. The discussion will also cover personalised learning approaches, sensory-friendly environments, and communication techniques that empower pupils to succeed.  Additionally, this session will outline the support frameworks available under the Additional Learning Needs and Education Tribunal (Wales) Act 2018, which governs ALN provision. We’ll examine the Individual Development Plan (IDP) process, the role of local authorities, and how schools can collaborate with external agencies such as the Educational Psychology Service, speech and language therapists, and SENCOM teams. Families play a critical role in this journey, so we’ll discuss how to strengthen home-school partnerships and equip parents with the knowledge they need to advocate for their children. Participants will leave with actionable insights, a clear understanding of ALN pathways in Wales, and strategies to ensure neurodiverse learners receive the support they need to flourish. 

Professionals working with children and young people need clarity and confidence when navigating sexual behaviours. Brook’s nationally recognised Traffic Light Tool offers a clear framework for identifying whether behaviours are part of healthy development or a cause for concern. Using a green, amber, and red rating system, the training supports consistent, informed responses across education, health, and safeguarding settings. This session explores how legal guidance, personal values, and contextual factors shape decision-making. Participants will work through real-life scenarios, practise rating behaviours, and learn how to record, refer, and when to take safeguarding action. The training complements existing safeguarding procedures and equips professionals with practical tools to assess risk, respond appropriately, and support healthy sexual development. Attendees will leave with increased confidence, a shared language for discussing sensitive issues, and a robust framework for protecting children and young people.

What can Japanese language instruction teach us about effective pedagogy, and engagement? This session draws upon insights from Carreg Lam and Ysgol Panteg’s research visit to Japan, exploring key methodologies used in Japanese schools to develop language fluency and literacy. We will examine structured approaches to language acquisition, including early immersion techniques, and the balance between rote memorisation and contextual application. The discussion will highlight how Japanese educators integrate visual, auditory, and kinaesthetic strategies to reinforce linguistic understanding and retention. Participants will also explore how these findings could inform language teaching in Wales, considering parallels between bilingual education models and effective literacy practices. The session will encourage reflection on how Japan’s focus on discipline, repetition, and cultural embedding could enhance classroom strategies for fostering confident communicators. Join us for an engaging exploration into global pedagogical perspectives redefining how we approach language learning in our schools.

Coercive control is a pervasive form of abuse that strips victims of autonomy, safety, and identity often without leaving visible scars. In today’s digital age, technology has become both a tool of empowerment and a weapon of manipulation. This session explores the evolving landscape of domestic abuse, focusing on how perpetrators use digital platforms, smart devices, and surveillance technologies to exert control. Drawing on current research and frontline practice, Dr. Tirion Havard will unpack the psychological mechanisms of coercive control and the subtle ways it manifests in victims’ lives. Attendees will leave with a deeper understanding of the intersection between domestic abuse and technology, and how to respond with informed, trauma-sensitive approaches.

Developing independent learners isn’t simply about giving pupils more freedom it requires intentional strategies that cultivate self-regulation, resilience, and deep cognitive engagement. Over the past three years, Ysgol Panteg has pioneered an Independence Framework, embedding metacognitive approaches across the curriculum to ensure pupils actively take ownership of their learning.   This session will explore the principles behind their framework, examining how structured reflection, explicit thinking models, and scaffolded self-regulation techniques empower learners to take control of their educational journey. We’ll discuss key strategies, including goal-setting, decision-making, and the role of pupil-led inquiry in fostering independence. Attendees will gain insight into the practical implementation of metacognitive techniques, with real-world examples. The session will also highlight how metacognition supports engagement, confidence, and problem-solving equipping learners with lifelong skills that extend beyond the classroom.   Join us for an interactive exploration into how structured independence frameworks can transform pupil learning and promote deeper thinking at every stage of development. 

Inclusive leadership is more than representation: it’s about creating a culture where every voice is heard, valued, and empowered to shape school-wide decisions. Strong leadership fosters environments where staff and pupils feel a sense of belonging, agency, and purpose, ensuring that inclusivity is embedded at every level of the school community.   This session explores how leaders can cultivate inclusivity within their teams, breaking down hierarchical barriers to build collaborative, reflective practices. We will examine strategies for empowering middle leaders, strengthening pupil voice, and ensuring that diverse perspectives inform decision-making. Attendees will engage in discussions on practical approaches, from structured mentoring programmes to staff development initiatives that champion equity. Participants will leave with actionable insights into creating leadership models that reflect the varied needs of their school communities. Whether you’re refining your leadership approach or looking to deepen engagement, this session provides a framework for fostering inclusive, dynamic school environments where everyone’s voice contributes to meaningful change. 

Reflective practice is the backbone of effective leadership, converting judgment into a continuous, evidence‑led cycle that strengthens decisions, builds professional trust, and accelerates school improvement. This session equips leaders to make self‑evaluation routine and purposeful using structured enquiry frameworks, evidence triangulation, short‑cycle action planning, and coaching protocols that reduce defensiveness and increase accountability. Participants will practise rapid review techniques for leadership learning visits, co-design line‑management templates, and use scripted prompts to sharpen developmental conversations. The session addresses common barriers, such as limited time, defensive cultures, and weak data use, and shows how routines, role modelling, and clear expectations remove them. This session is ideal for senior and middle leaders seeking practical tools to turn reflection into measurable, sustained improvement.

Middle leadership is the driving force behind school improvement, bridging vision with implementation. As key influencers of teaching and learning, middle leaders must balance strategic thinking with the practical realities of classroom impact. This session provides middle leaders with the tools and strategies needed to lead with confidence, foster collaboration, and drive meaningful change. We will explore effective leadership models, coaching approaches for staff development, and ways to create a culture of continuous improvement in teaching and learning. Through interactive discussions and scenario-based problem-solving, participants will examine the challenges of middle leadership, including managing competing priorities, supporting teams effectively, and influencing school-wide initiatives. Attendees will leave with practical techniques to enhance their leadership, strengthen team dynamics, and build a shared vision for success. Designed specifically for middle leaders, this session ensures that leadership at every level is empowered to create lasting impact.

Play-based learning is more than just fun: it’s a powerful educational tool that fosters creativity, problem-solving, and deep engagement. In the early years, play is fundamental to cognitive, social, and emotional development, allowing children to explore ideas, experiment with concepts, and build foundational skills in a natural and enjoyable way. But how does play-based learning evolve as children grow, and how can schools harness its benefits beyond the early years? This session explores the science behind play-based learning, examining how structured and free play contribute to literacy, numeracy, and critical thinking. We will discuss the role of play in developing executive functioning skills, resilience, and collaborative learning, as well as how it can be adapted for older pupils to maintain engagement and creativity throughout primary education. Through collaborative discussions and practical examples, attendees will explore ways to embed play into everyday teaching making learning more meaningful, accessible, and dynamic. Whether in early years settings or across the curriculum in later stages, this session provides educators with strategies to ensure play remains a central pillar of effective learning.

Effective differentiation requires a careful balance between providing support and encouraging independent thinking. Too much scaffolding can limit pupils' autonomy, while excessive challenge can lead to frustration and disengagement. How can educators ensure every learner is appropriately supported while also being stretched to reach their potential? This session will explore practical strategies for adjusting learning experiences to meet the needs of all pupils. Discussions will focus on recognising when to provide structured guidance and when to gradually remove support to foster resilience and problem-solving skills. Participants will consider approaches to differentiation that maintain engagement while avoiding unnecessary barriers to progress. Through interactive group discussion, educators will share experiences and reflect on how differentiation plays out in different contexts. Whether working with mixed-ability groups, supporting learners with additional needs, or adjusting cognitive load in complex tasks, this session will provide insights into how to make differentiation meaningful and effective. Attendees will leave with a stronger understanding of how to refine their teaching practice, ensuring pupils develop confidence, independence, and deeper learning.

The Common European Framework of Reference for Languages (CEFR) provides educators with a shared standard for assessing language proficiency across contexts and curricula. In this interactive presentation, participants will explore how the CEFR descriptors can be applied practically to classroom assessment, curriculum design, and pupil progression. Through guided discussion, case studies, and collaborative activities, we will examine how to interpret proficiency levels, align teaching objectives with CEFR benchmarks, and ensure consistency in evaluating learners’ skills. Together, we will generate strategies for integrating CEFR into everyday practice, from formative assessment to reporting, while considering challenges such as bilingual contexts and diverse learner needs. By the end of the session, attendees will leave with a clearer understanding of how to use CEFR as a tool for fair, transparent, and meaningful assessment in their own educational settings.

Parental engagement is a powerful catalyst for literacy success especially Welsh literacy development. When families are actively involved in their children’s reading and writing journey, pupils develop stronger language skills, greater confidence, and a lifelong love of learning. But how can schools foster meaningful, sustained parental involvement in literacy development? This session explores practical approaches to engaging families in literacy, from everyday reading habits to structured support for writing and comprehension. We will discuss how schools can create accessible resources, host literacy workshops, and provide guidance on nurturing a literacy-rich home environment. The session will also examine ways to support parents in modelling language use, fostering curiosity, and encouraging critical thinking through shared reading experiences. Through interactive discussion, participants will reflect on the barriers to parental involvement and explore strategies for building positive partnerships. Whether through informal engagement, structured interventions, or whole-school initiatives, this session will provide practical insights into how schools can empower families to take an active role in their child’s literacy development.

What comes to mind when you think of a flourishing school? Drawing on the research conducted by Lynn E Swaner and Andy Wolfe, this workshop acts as a taster for the full Flourishing Together online course or can be used as a standalone training session. We will consider what it means to be truly flourishing both as individuals and schools, looking at key themes such as our sense of purpose and school culture. Practitioners will be supported to pause and reflect, challenging thinking. We will consider the importance of meno relationships and how these can benefit our schools, enabling all stakeholders to flourish. Practitioners will leave equipped to carry out a temperature check in their own schools and ready to progress their own journeys towards truly flourishing.

Trauma-informed teaching requires educators to recognise the impact of adverse childhood experiences (ACEs) and respond with empathy, structure, and emotional security. In this interactive discussion, participants will collaborate to explore what trauma-informed practice looks like in real classrooms. Through group brainstorming, case studies, and shared experiences, we will examine how to create psychologically safe spaces, strengthen trust with pupils, and shift behaviour management from reaction to understanding. Together, we will generate practical strategies for de-escalation, emotional literacy, and supporting pupils in self-regulation. By the end of the session, attendees will leave with a collection of ideas and insights, ready to apply compassionate practices in their own settings.

Entrepreneurial thinking in schools isn’t about preparing pupils for business careers: it’s about developing a mindset of creativity, adaptability, and problem-solving. Schools that cultivate an entrepreneurial approach empower learners to take initiative, think critically, and generate innovative solutions to real-world challenges. This workshop explores how educators can embed entrepreneurial thinking into teaching and leadership. Participants will examine how curiosity, resilience, and risk-taking foster deeper engagement in learning, and discuss ways to create school environments that encourage pupils to explore, collaborate, and innovate. Attendees will identify how entrepreneurial principles can shape curriculum delivery, leadership development, and wider school culture. We will explore practical strategies for encouraging pupil-led inquiry, interdisciplinary learning, and creative problem-solving across all subjects. This session aims to provide educators with fresh perspectives on how innovation drives engagement and independence, ensuring pupils leave school ready to navigate the complexities of an evolving world.

Entrepreneurial thinking in schools isn’t about preparing pupils for business careers: it’s about developing a mindset of creativity, adaptability, and problem-solving. Schools that cultivate an entrepreneurial approach empower learners to take initiative, think critically, and generate innovative solutions to real-world challenges. This workshop explores how educators can embed entrepreneurial thinking into teaching and leadership. Participants will examine how curiosity, resilience, and risk-taking foster deeper engagement in learning, and discuss ways to create school environments that encourage pupils to explore, collaborate, and innovate. Attendees will identify how entrepreneurial principles can shape curriculum delivery, leadership development, and wider school culture. We will explore practical strategies for encouraging pupil-led inquiry, interdisciplinary learning, and creative problem-solving across all subjects. This session aims to provide educators with fresh perspectives on how innovation drives engagement and independence, ensuring pupils leave school ready to navigate the complexities of an evolving world.

Oracy, the ability to articulate thoughts effectively through spoken language, is a crucial skill that underpins learning, social interaction, and future success. Confident communicators not only express themselves clearly but also engage in meaningful dialogue, listen actively, and adapt their speech for different audiences and purposes. This workshop explores the importance of oracy across all stages of education, examining how structured talk enhances cognitive development, deepens understanding, and strengthens interpersonal skills. Participants will consider practical strategies for embedding purposeful talk into teaching, from guided discussions and debate to storytelling and presentation skills. Through interactive activities, educators will reflect on how oracy supports literacy, critical thinking, and pupil confidence. We will explore ways to create environments where all learners, including those who may struggle with verbal expression, feel empowered to develop their voice. Attendees will leave with actionable strategies to make oracy a central component of their teaching, ensuring pupils become articulate, thoughtful communicators equipped to express themselves effectively in and beyond the classroom.

Stepping into deputy headship requires more than leadership ambition; it demands strategic thinking, strong interpersonal skills, and an in-depth understanding of school-wide priorities. This workshop provides practical guidance on preparing for deputy headship, covering essential leadership qualities, career planning, and the expectations of the role. Participants will explore key aspects of leadership development, including navigating school improvement planning, leading teams effectively, and managing operational responsibilities. Discussions will also focus on interview preparation, application strategies, and positioning oneself as a leader ready for the next step.   Educators will leave with a clearer roadmap for progression, gaining insights into how to refine their leadership style and prepare for the transition into senior leadership. 

School readiness isn’t just about recognising letters and numbers, it’s about confidence, communication, and emotional resilience. But how can schools, families, and communities work together to support young learners in their transition to formal education? This session is a collaborative space for educators to brainstorm how school readiness can be developed and strengthened. Participants will explore key skills, including independence, self-regulation, and social interaction, while discussing practical ways to ease transitions and engage families effectively. Through peer-led discussions, group activities, and real-world scenarios, this session aims to redefine school readiness beyond a checklist focusing instead on holistic preparation that ensures every child starts school with the tools to thrive.

Behaviour is communication, and every response a school makes either reinforces disconnection or builds the conditions for repair. This session explores restorative practice as a relational, values‑driven approach that moves beyond sanctions to cultivate accountability, empathy, and genuine change. We will examine how restorative conversations, predictable routines, and emotionally attuned adult responses create cultures where pupils feel seen, supported, and motivated to make better choices. Through practical examples and discussion, participants will consider how restorative approaches strengthen belonging, reduce conflict, and transform behaviour from a problem to be managed into an opportunity for growth. This session offers leaders and practitioners a clear, compassionate framework for building communities where relationships are prioritised and every pupil is given the chance to repair, reconnect, and thrive.

​Creating effective provision for Additional Learning Needs (ALN) requires more than implementing robust systems; it demands a reflective and strategic approach that places learners’ needs at the heart of decision-making. A successful model begins with a thorough audit of current practices to identify strengths, gaps, and opportunities for improvement. This process ensures clear pathways for identifying pupils’ needs and delivering timely, targeted support that enables every learner to succeed. This session will share the journey of a school that has embraced a needs-led approach to ALN, drawing on its recent successful Estyn inspection, which commended inclusive strategies and the meaningful integration of pupil voice. Through practical examples, participants will gain insight into how the school developed systems and processes that prioritise individual needs, aligned funding and resources effectively, and embedded robust self-evaluation to drive continuous improvement.  Central to this approach is the recognition that ALN provision cannot be the responsibility of a single department; it requires a whole-school commitment. The session will explore how staff across all roles were equipped to support learners, fostering a culture of collaboration and shared responsibility. By engaging in interactive discussions, delegates will have the opportunity to reflect on their own practices, share experiences, and consider innovative strategies for enhancing provision within their contexts.  Ultimately, this session aims to empower educators with practical tools and ideas to strengthen ALN provision, ensuring that schools create inclusive environments where every learner can thrive. Attendees will leave with a deeper understanding of how to implement a needs-led approach that is sustainable, impactful, and rooted in best practice.