Foundation Learning in the Curriculum for Wales: a qualitative study (summary)

This report forms part of the formative evaluation of Curriculum for Wales. As part of the evaluation, topic-based qualitative studies are being carried out, examining specific elements of Curriculum for Wales. The report presents the findings of qualitative research on Foundation Learning, led by Arad Research with support from Cardiff Metropolitan University. The aims of this study were to explore how schools are:

• designing and realising a pedagogically and developmentally appropriate curriculum for foundation learning that supports learners in ways that reflect the Curriculum for Wales Framework (Research Question 1)
• using guidance and professional learning to ensure the approaches they employ are pedagogically and developmentally appropriate for foundation learning - in line with the vision of the Curriculum for Wales (Research Question 2)

The methodology for this study comprised:

• the design of a semi-structured discussion guide, informed by a desk-based review of Curriculum for Wales documentation and consultations with Welsh Government policy officials
• qualitative research with a sample of 19 primary schools. The sample included four Welsh-medium schools, a mix of schools with and without nursery provision and one special school. Schools from all four regions of Wales participated in the study. The percentage of learners with additional learning needs (ALN) in the schools in the sample ranged from less than 5% to over 15%. 14 schools took part in detailed discussions at two points in time between October and December 2025: an initial discussion with a member of the senior leadership team, followed by a school visit to speak with other practitioners. The other five schools participated in online group discussions. A total of 47 participants were involved in discussions or focus groups, involving practitioners in a range of roles relevant to foundation learning (for example, Deputy Head Teacher, Foundation Learning Lead, Nursery and Reception teachers)
• analysis undertaken in stages, involving: a review of discussion transcripts; the production of written summaries of each discussion; coding of summaries to generate recurring themes; interrogation of themes to establish the most prevalent themes as a basis for structuring research findings

The report highlights a number of limitations associated with this study, notably:

• the small and self-selecting nature of the sample, meaning that findings are not generalisable
• some participants held both senior leadership roles and teaching roles and did not distinguish in their responses to questions whether they were answering from a senior leader or practitioner perspective
• due to the limitations on time available for in-depth discussions (interviews lasted between 60 and 90 minutes), and owing to the semi-structured nature of the discussions, it was difficult to ensure complete coverage of all of the topics included in the topic guide (see Annex B of the full research report)
• the research provides a snapshot of practices and views at a time when the realisation of Curriculum for Wales continues to be an iterative and evolving process; discussions were held during one school term so exploring any changes over a longer period was not possible
• individual practitioners were not directly recruited to the study and there is a possibility that senior leaders may have selected staff who may share a specific narrative about their school curriculum

Curriculum design and planning

All schools reported that curriculum planning for foundation learning was characterised by an emphasis on learner-centred, contextualised, and developmentally appropriate practice. Schools frequently based planning on local context, drawing on community experiences to support engagement and relevance.

Many practitioners highlighted the value of using local environments and real-world experiences to strengthen learners’ understanding and well-being. Play-based and authentic learning were central features of provision, with schools adopting flexible, observation-led approaches that allowed practitioners to respond to children’s curiosity and interests.

Schools reported employing a blend of approaches to support literacy and numeracy to ensure learners developed foundational skills. For the youngest learners in early education, this was seen as essential in supporting their holistic development, especially in light of perceived increases in developmental delays and additional communication needs. Many practitioners reported that planning for foundation learning represented a ‘natural’ evolution of arrangements under the previous Foundation Phase. Practitioners consistently described Curriculum for Wales as complementing their previous approaches, contributing to a sense of continuity rather than significant change. Many practitioners also reported drawing on the curriculum for funded non-maintained nursery settings to guide approaches in nursery and reception classes.

Schools reported increasing numbers of learners with ALN and learners with more complex needs which required them to adapt provision, incorporating targeted interventions, setting developmentally appropriate expectations and increasing adult support where possible. However, staffing and budget constraints were identified as ongoing barriers to fully realising developmentally responsive provision as part of an inclusive curriculum for all learners.

Evidence from a number of schools revealed that perceptions of learners’ developmental readiness were shaping decisions about curriculum design. Comments indicating that some practitioners felt learners were developing or progressing more slowly than expected revealed inconsistency between these perceptions of progression and the Curriculum for Wales statutory guidance, which emphasises a developmentally appropriate approach.

Pedagogy

Evidence from schools revealed that pedagogy has evolved from the previous Foundation Phase practice, although schools recognised that many similarities and fundamentals remain in place. Play-led learning remains a central pillar of the curriculum, as does an emphasis on supporting experiential, holistic learning. Pedagogical approaches were reported to be planned more purposefully than under the previous curriculum and guided by practitioner observation of learners.

Pedagogical approaches in foundation learning were reported to include more carefully constructed learning environments, a clearer focus on learners’ developmental needs, and a notable shift in how practitioners perceive their role, from practitioners as instructors to facilitators of learning.

Progression and assessment

Some schools detailed changes to assessment to ensure coherence in foundation learning under Curriculum for Wales. Some had used the published guidance Assessment arrangements for funded non-maintained nursery settings and there were also examples of external assessment tools used.

On-entry assessments were routinely carried out within the first few weeks of a learner starting at the school to provide an understanding of their needs and development, in line with statutory requirements.

Some senior leaders and practitioners described how assessments were used to tailor the curriculum for individual learners. Assessments were also used to recognise and support learner progression at regular intervals in the academic year and throughout their school journey from nursery to Year 6. Observations were a central method of assessment though there were some examples of a shift towards more formalised assessments, including moving away from observations in Year 1 and 2 and learners using workbooks.

Senior leaders and practitioners in some schools described a holistic approach to assessment taking into consideration the ‘whole child’ and the developmental pathways. There were some concerns raised around how to carry out assessments in foundation learning and how to “measure” learner progression. There were references to a perceived lack of clear “benchmarks” or “standards” which some practitioners felt were important for understanding learner progression.

Guidance and support

Local authorities and regional consortia (where regional arrangements had been sustained) were reported to be valuable sources of support for around half of the schools. Examples of support included guidance documents linking developmental pathways to statements of what matters and descriptions of learning, cluster-wide training, twilight sessions and encouraging sharing of good practice. In addition, some schools reported that they valued the Enabling Learning guidance produced by Welsh Government. Some schools used this alongside resources from Hwb, although a few schools outlined concerns about the lack of specific resources for foundation learning practice.

Some schools used the curriculum for funded non-maintained nursery settings to inform curriculum and assessment planning and design. However, there were varying views on the effectiveness and relevance of this curriculum to support their practice, reflecting differing perceptions of its applicability in various contexts.

Some schools reported school-to-school collaboration, and the sharing of resources and ideas, which supported practitioners’ confidence. Examples of additional support required by practitioners included more specific guidance and professional learning resources for foundation learning and assessment, including on-entry assessment.

Professional learning

Some schools reported accessing professional learning through their local authority or previously through their regional consortium. Other schools highlighted professional learning opportunities delivered through Hwb and Welsh Government national network conversations.

The level and content of this professional learning was perceived to be inconsistent, however – some practitioners reported that professional learning focused on teaching and learning in the early years was limited, or that they were unaware of opportunities.

In some schools there is thus a reliance on peer support and professional dialogue to support professional development. This takes place through cluster networking, internal training and observation plus sharing of effective practice and resources to address areas where further support is needed.

Practitioners highlighted gaps in professional learning, particularly around ALN, outdoor learning, play-based curriculum design, learner-led practice in reception, and developing practitioners’ skills in observation. Future support needs identified by schools included practical examples of what Curriculum for Wales looks like in day-to-day early years practice, for example ‘real-world’ case studies, videos, and examples across different contexts, especially to support staff confidence and consistency.

Conclusions relating to Research Question 1

Research Question 1: How are schools designing and realising a pedagogically and developmentally appropriate curriculum for foundation learning that supports learners in ways that reflect the Curriculum for Wales Framework?

Evidence gathered through this qualitative study highlights several overarching themes regarding how schools design, realise and refine pedagogically and developmentally appropriate provision for foundation learning. Overall, practitioners described approaches that are strongly learner-centred, contextualised and shaped by an understanding of developmental starting points. On-entry assessments were used as an initial input into curriculum design, forming part of an iterative process in which ongoing observation and professional judgement continually influenced teaching, learning and planning.

Many practitioners perceived Curriculum for Wales as an evolution of their previous Foundation Phase practice rather than a considerable departure, with some schools integrating elements of the curriculum and assessment arrangements for funded non-maintained nursery settings to strengthen the use of developmental pathways in planning and assessment.

The findings suggest that some schools continue to interpret expectations around progression through a lens shaped by previous curriculum arrangements. References to learners not being “where they should be” indicate some inconsistency with the emphasis in the Curriculum for Wales Framework on recognising differing paces of progression rather than focusing on time-bound outcomes. Linked to this, Year 3 continues to be perceived by many as a transition point involving a move toward “more formal learning”. This perception appears to influence practice in Year 2 and suggests a need for continued support to promote continuity of pedagogy across the primary years in line with Curriculum for Wales.

Across the sample, increasing learner needs, particularly higher numbers of learners with ALN or learners at different developmental stages, were reported to shape curriculum decisions. This trend, combined with staffing and budgetary pressures, was felt to constrain schools’ ability to fully realise developmentally responsive provision.

Conclusions relating to Research Question 2

Research Question 2: How are schools using guidance and professional learning to ensure the approaches they employ are pedagogically and developmentally appropriate for foundation learning - in line with the vision of the Curriculum for Wales?

In relation to guidance and professional learning, schools reported that they had drawn on support from local authorities, regional consortia, and Welsh Government, including resources on Hwb. These were generally viewed as valuable in supporting learner-centred approaches and collaborative practice across schools. However, schools also highlighted variability in the availability and relevance of foundation learning practice-specific guidance and identified inconsistency in access to professional learning.

Evidence from schools indicates that practitioners held differing views on the relevance of the curriculum for funded non-maintained nursery settings, reflecting variation in how well the guidance was perceived to align with local contexts and existing practice. These mixed views point to a continuing need for clearer and more consistent guidance to support developmentally appropriate pedagogy and assessment across schools. They also highlight the importance of improving access to high-quality professional learning focused on foundation learning practice. Strengthening this support would help build practitioner confidence and promote greater coherence in approaches to foundation learning across Wales.

Areas for consideration

Embedding developmental pathways as part of coherent curriculum planning

Evidence demonstrates that schools frequently adapt curriculum planning to reflect learners’ development starting points. Nonetheless, there remains variation in how schools embed and interpret developmental pathways. Further consideration could be given to how schools can be supported to plan for learner-centred, developmentally responsive and pedagogically appropriate learning from ages 3 to 16 while ensuring alignment with the Curriculum for Wales Framework.

Clarifying expectations around developmentally appropriate pedagogy

Some schools continued to perceive a shift towards what was described as more ‘formal’ learning in Year 3, which was influencing practice and pedagogy, particularly in Year 2. There may be a need to support schools to develop pedagogical approaches that ensure continuity in their primary education provision, helping to move on from perceptions or expectations of learner ‘readiness’ for transition points that do not form part of Curriculum for Wales.

Supporting assessment in foundation learning

Schools reported uncertainty about how to evidence progression in the absence of benchmarks and noted some tension between observation-led assessment and perceived expectations for quantitative data relating to progress (and ‘standards’). Additional guidance and exemplification could support greater consistency in use of the five developmental pathways as part of holistic approaches to assessing learner progress.

Responding to increasing numbers of learners in foundation learning in need of additional support

Many schools reported increasing numbers of learners with developmental needs and requiring additional support, alongside staffing and budgetary constraints. Further thought is needed on how national and regional support can help schools design environments, curricula and pedagogical approaches that remain inclusive and developmentally responsive.

Improving access to foundation learning-focused professional learning and support

Schools reported inconsistency in the availability and relevance of early years-focused professional learning, particularly in areas such as child development, supporting learners with ALN, observation-based assessment and play-based pedagogies. Tailored and well-publicised professional learning could help support practitioner confidence in their practice and professional judgement and support greater consistency across Wales. This could also be a focus of school-to-school collaboration as part of collaborative school improvement strategies developed.

Report author: Brett Duggan, Martin Jones, Dr Felicity Morris (Arad Research); Professor David Egan (Cardiff Metropolitan University)

Views expressed in this report are those of the researchers and not necessarily those of the Welsh Government.

For further information please contact:

Curriculum Research Branch
Social Research and Information Division
Welsh Government
Cathays Park
Cardiff
CF10 3NQ

Email: curriculum.research@gov.wales

Social research number: 54/2026
Digital ISBN: 978-1-83745-372-6