I am the Chief Executive Officer for Early Years Wales, and have been in post since March 2020. Prior to being appointed to Early Years Wales, I was the course leader for the PGCE Primary Initial Teacher Education and Training course at the University of Gloucestershire and a teaching lecturer in English and Physical Education for the primary phase of education. Initially trained as a primary school teacher, I have been working in education,  through schools, local authorities, education consortia and HE for over twenty years, with the majority of this within Wales.

In addition, my career includes a two-and-a-half-year spell as Coaching Development Manager, working alongside the Head Coach for Athletics in Wales preparing athletes and coaches for the London Olympics and the Commonwealth Games in Glasgow in 2014, and developing a performance pathway from junior international to senior international for the athletes.

Kevin is currently a Deputy Director in Welsh Government for Pedagogy, Leadership and Professional Learning.  His policy areas include Initial Teacher Education, NQT Induction and Professional Learning for all teachers and leaders, but also education research policy, pedagogy and innovation, and the Education Directorate’s ongoing commitment to responding to COVID19 through innovation in planning and practice.  His education career started in Academia as a lecturer in Literature and Philosophy while studying for his doctorate.  From there he entered FE and taught English and Media studies alongside PGCE for FE Lecturers, including taking on responsibility for college-wide Professional Learning in pedagogy and innovation.  After a stint as an Assistant Principal in North Wales, he worked in technology-based pedagogy and innovation in Greater Manchester, and as part of the BSF team in Salford, where he led on learning transformation.  He came back to Wales via a period in the private sector, where he acted as a consultant in training and development through technology for clients ranging from small newly built free schools and academies to multi-national motor vehicle manufacturers.  In Wales, he spent some six years in the school improvement service in south east Wales, where he led on professional learning and the emerging curriculum.  He joined the Welsh Government team in 2018 to develop the National Approach to Professional Learning, conclude the new accreditation of ITE and build the foundations of our National Strategy for educational Research and Enquiry.  His focus now is still on these aspects of the work, but also on our national conversation about teaching, Talk Pedagogy, Think Learning and on teaching and learning in the context of a new curriculum and the legacy of COVID.  Kevin is intensely proud of what the Welsh education system has achieved since we began our reform journey some ten years ago, and on the way Welsh educators have responded to some of the most challenging conditions in our recent history.  He hopes to continue working to support the realisation of our new curriculum and the achievement of the ambitious objectives our system has set itself.

I have worked at Crownbridge School for 10 years, previously as a class teacher, TLR holder and Assistant Headteacher. Over the last 5 years, I have been on a journey with the school to design a curriculum that allows all our pupils to make progress along their current pathways. We are a pupil centred school, that prides itself on working collaboratively with a range of professionals to achieve the best possible outcomes for the pupils in order for them to reach their full potential. Wellbeing is at the heart of everything we do, with our enabling adults, experiences and environments driving our pedagogy.

I have been involved at a school, regional and national level sharing our Curriculum Journey, as well as working with other ALN settings to develop our shared understanding of progression. This has allowed us as a school to test our current thinking and to develop and use assessments that are most beneficial in planning for and tracking progress.

I look forward to the changes that are happening within school and how this will have such a positive impact over the coming years for the pupils here at Crownbridge.

Margaret Davies is the headteacher of St Christopher’s Special School in Wrexham. St Christopher’s School is a large maintained special school for children and young people aged 6-19 years old with a range of additional learning needs. There are 285 pupils on role and they are supported by a large and diverse staff team which include, teachers, support staff, tutors and on-site therapists.

Margaret has cross a range of educational sectors, both Welsh and English medium. She started her career at Ysgol Plasmawr in Cardiff and became a head of department in the school. She then went on to lead the Pupil Referral Unit and Behaviour Support Service in Ceredigion. Margaret has also worked as a HMI, working across a range of sectors including local authority, special and independent. Prior to her present role, Margaret was seconded to be the ALN Transformation Lead for North Wales supporting the implementation of the ALNET Act 2018.

Margaret believes strongly in equality, inclusion and wellbeing and has developed a team approach to supporting these elements at St Christopher’s School. She has a strong track record of developing staff and has a strong delegated leadership structure through the school.

Emma is the Headteacher at Bishop Vaughan Catholic Comprehensive School in Swansea. Her teaching specialisms include English, Latin and Classics and prior to working in senior leadership she was Head of Sixth Form for several years. Emma also works as a commissioned School Improvement Adviser within the Local Authority and mentors on the NPQH and Church Schools Leadership programmes.

Bishop Vaughan serves pupils from a particularly diverse range of backgrounds. It has embraced the opportunity presented by the Curriculum for Wales to develop an academic offering that reflects its mission and purpose in nurturing them. Colleagues throughout the school have endeavoured to bind together the ‘why’ with the ‘how’ and the ‘what’ of teaching and learning at Bishop Vaughan and in doing so, have focused intensively on professional learning.

I opened Llandogo Early Years in 2007 whilst completing my degree part time as a mature student. Having completed BA Hons in Early Childhood Studies I worked to build the setting into a full day care pack-away setting. I am passionate about outdoor learning and I am a Forest School leader. I am interested in the Froebelian principles and gardening, cookery and woodwork are all prominent in our setting. I have been a lead setting for the local consortia advising and supporting other settings. Most recently I have been part of the team co-constructing the New Curriculum for Non Maintained settings and the Assessment guidance. I have also previously been a trustee for Early Years Wales. I live in the Wye Valley and enjoy walks with my dog, gardening, running and reading.

Dilwyn Ellis Roberts is a former primary teacher, university lecturer and trade union official who was until recently the General Secretary of Undeb Cenedlaethol Athrawon Cymru (UCAC). During the pandemic he was Chair of the trade unions group representing school staff and Vice-chair of the Schools Social Partnership Forum which included representatives from trade unions, Welsh Government and local government. He now works as a Heritage Officer at Canolfan Soar, Merthyr Tudful.

Arwyn Thomas began his teaching career in the Llandudno area.

During his career, he has been a school head teacher, a school improvement officer and HMI. He was also Head of Education in Gwynedd, Abertawe and Ceredigion.

Dechreuodd Arwyn Thomas ei yrfa fel athro yn ardal Llandudno.

Yn ystod ei yrfa, bu’n bennaeth ysgol, swyddog gwella ysgolion ac yn Arolygwr ei Mawrhydi. Yn ogystal, bu’n Bennaeth Addysg yng Ngwynedd, Abertawe a Cheredigion.

Roisin McEvoy is the Head of Schools Training and National Programmes at the Anna Freud Centre. She leads a team of education and clinical experts who deliver professional learning and national programmes around whole-school approaches to mental health and wellbeing, as well as a range of specialist courses for school staff. Her previous experience includes more than two decades as a teacher and school leader in London secondary schools and a curriculum development role for a large academy trust.

Helen is the Head of Training, Learning and Development at Mudiad Meithrin.

She joined  Mudiad Meithrin in 2018, having previously heading the language team within Menter Môn for more than 15 years.

Helen has extensive experience and interest in creating and delivering projects that promote and facilitate the Welsh language. As part of the Mudiad’s strategic team, Helen leads the work of a varied training and learning department. The portfolio currently includes Croesi’r Bont, Mudiad Meithrin’s unique language immersion scheme which is delivered in 113 Cylchoedd Meithrin across Wales. Also in the department is the Cam wrth Gam national training scheme and schools project, which are are two major projects created to upskill and qualify the Welsh childcare workforce. To date over 4,000 CCPLD learners have qualified through these schemes. Academi is responsible for the Mudiad’s CPD opportunities for central staff as well as members and volunteers. Other projects include support for settings in implementing the new curriculum through foundation learning development staff, Welsh language support and upskilling through projects such as Camau.

The main objective throughout is to make sure every child has access to Welsh medium early years care and education.

Michele Thomas is Headteacher of Pembroke Dock Community School. It a large community primary school with approximately 700 learners, situated in a disadvantaged area in Pembrokeshire, currently with 29% entitled to free school meals. The school has a specialist Learning Resource Centre (LRC) for learners with ASC, which serves learners from across Pembrokeshire, as well as Flying Start provision for two-year olds.    Michele has been a headteacher for nineteen years, twelve of which have been at Pembroke Dock Community School as her second substantive headship and is an Estyn peer inspector.

Pembroke Dock Community School is a lead network partner school with Yr Athrofa ,UWTSD for ITE provision and was a Professional Learning Pioneer School supporting the development of the new curriculum for Wales.

Pembroke Dock Community School was a finalist in the recent Professional Teaching Awards Cymru for the new category – The Betty Campbell MBE award for promoting the contributions and perspectives of Black, Asian and Minority Ethnic Communities.  The school has numerous partnerships and networks locally and nationally.  They also share their work extensively on Twitter @PDCSPrimary @HeadPdcs and on the school website www.pembrokedockcommunityschool.co.uk.

I’m Kate Clarke and am the Head of Year One in Pembroke Dock Community School (PDCS). I have taught in PDCS for 22 years from Reception to Year 6. I lead Health and Well-being across the school with responsibility for it as a Senior Leader. As part of my responsibility I coordinate Healthy Schools, we were successful in gaining our 6^th re-assessment for the Welsh Network of Healthy Schools Scheme NQA in 2021. We are a Gold Rights Respecting School, upholding the rights of the child under the UNCRC. I am proud to lead Rights Respecting Schools (RRS) and have responsibility for our pupil voice group. We have worked with Empathy Lab for the past two years and are part of their Alumni scheme. I have led the implementation of empathy in PDCS and regularly contribute to training to other schools and organisations with Empathy Lab on our empathy journey, including our work on diversity and equality.

I’m Sian Galdo, I am 38 years old and am Head of Reception at Pembroke Dock Community School (PDCS). I have taught at PDCS for 16 years from Nursery to Year 5. I lead humanities across the school with responsibility for it as a middle leader. As part of my responsibilities I also coordinate Physical Education across the school and form part of the whole school Literacy PLC. Within my role as humanities lead we formed a humanities PLC to ensure the AoLE is implemented and taught in a cross curricular manner across the school. We were delighted to provide a cameo report to Estyn for our whole school implementation of “Don’t hate, Educate” topic and we have also been nominated for a Professional Teaching Award Cymru – The Betty Campbell MBE award for promoting the contributions and perspectives of Black, Asian and Minority Ethnic Communities.

Charlotte Williams OBE is Professor Emeritus in the School of History, Philosophy and Social Sciences, Bangor University. Charlotte has researched and published extensively on issues of migration, race / ethnicity, and multiculturalism with particular reference to professional practice. She is co-editor of the ground-breaking text ‘A Tolerant Nation? Revisiting Ethnic Diversity in Wales’ (UWP 2003 and 2015). Charlotte has held several public appointments and in 2007 was awarded an OBE in the Queen’s New Year’s Honours List for services to ethnic minorities and equalities in Wales. In 2020 she was appointed by the Minister for Education to Chair the Working Group: Communities, Contributions and Cynefin: Black Asian Minority Ethnicities in the new curriculum’ and continues to work as an Advisor to the Minister on the roll out of the recommendations of this report. Charlotte most recently has been appointed as a non-executive member of Estyn.

Ysgol Gynradd Gymunedol Llanilar is a Welsh primary school six miles from Aberystwyth. There are 120 pupils in the school from the village of Llanilar and surrounding villages. The school was awarded the Gold Welsh Charter Award in 2021 and is currently a Lead Creative School.  Mrs Jan Jones has been headteacher at the school for three years.

Tegwen Ellis is Chief Executive of the National Academy for Educational Leadership. Prior to this she held the role of Assistant Director for Leadership Development and Quality Assurance with the organisation.

Tegwen has been part of the development of the Leadership Academy since the very beginning, as a member of the shadow board. Leading the team and Academy Associates, Tegwen injects a strong strategic vision and strategy, creating a sustainable organisation which supports leaders at all levels across Wales. Tegwen enjoys being part of strong team of staff, Academy Associates and secondees and would like to see the Leadership Academy continue to develop as the voice of leadership, impacting all leaders and becoming the ‘go to’ organisation for all things leadership in Wales.

“People genuinely admire, respect, and value the Chief Executive, as a leader and as a person. People find her inspirational and have a lot of respect for her.” Investors in People, from the We invest in well-being report (June 2021)

Tegwen started her teaching career in 1988 and during that time has taken on various leadership roles including performance management advisor and national moderator and peer assessor with Estyn. In 2015 she established and chaired the Welsh Medium Federation of schools in Central South Consortium, ensuring that professional learning and school-to-school working was integral to its philosophy. Tegwen was headteacher at Ysgol Cynwyd Sant for nearly 20 years and led the school successfully through several inspections where her leadership was noted to be ‘progressive and innovative’ and ensured ‘that her vision and philosophy are shared very successfully with all stakeholders’.

Tegwen is married to Dyfrig who is an Assistant Director with Estyn and they have twin boys. Jacob is the Change Maker Lead: Public Affairs and International for the Future Generations Commissioner and Efan is a year 2 teacher in a Welsh medium school in Cardiff. Tegwen also has Lleucu Morgannwg, a 2 year old labradoodle. In her spare time, Tegwen enjoys caravanning, attending cultural and sporting events and is studying for her professional doctorate in Education at University of Wales Trinity Saint David.

Julie has extensive and far-reaching knowledge of current education policy and its implementation in Wales, UK and beyond. She has widespread expertise in mentoring school leaders, managers and teachers, especially through times of change. Much of her work revolves around nurturing relationships and collaborative practices in school staff so that all children have the opportunity for success.

Julie previously held positions as Head of Curriculum and Head of Assessment in the Welsh Government and now directs TLC’s projects, the most recent being:

• the recently published Foundation Learning professional learning modules and associated training for Welsh Government
• designing and delivering a series of global learning courses (Enterprise, Digital literacy, Curriculum planning, Emotional intelligence) based on CfW’s four purposes for the British Council
• mentoring and coaching senior school leaders and academics in Mexico
• introducing a new curriculum in Thailand for vocational colleges and mentoring senior leaders and teachers through the required shifts in pedagogy.

Facilitating practitioners to develop engaging pedagogical approaches, especially those relating to formative assessment and cognitive development, is another focus of Julie’s classroom work.  She works with governments and teachers internationally, coaching early years, primary and secondary practitioners how to improve learners’ higher-order thinking through a focus on communication, collaboration, critical and creative thinking, problem-solving and research skills.

Jonathan is responsible for NDNA’s UK-wide policy and engagement work, bringing the voice and experience of early years providers to key decision-makers. He works with NDNA members and strategic Government contacts, policy advisers and the media to promote policies which support high quality early years education and care.  His role includes responsibility for NDNA Cymru’s national office which has been involved in reforms of early education and care including the development of Curriculum for Wales 2022, the non-maintained curriculum and support for the early years sector ahead of implementation.

Hayden is Chief Executive of the Education Workforce Council (EWC).

Having joined the General Teaching Council for Wales (GTCW) at its inception in 2000, he held the posts of Deputy Chief Executive and Chief Executive, before the body was renamed (to become the EWC) and its remit extended in April 2015.

Hayden has extensive experience in both the public and private sectors, having also worked in further and higher education, the health service, policing, and for a multi-national retail company.

He has been a governor at a number of FE colleges in Wales over a seventeen year period.

Hayden yw Prif Weithredwr Cyngor y Gweithlu Addysg (CGA).

Ar ôl ymuno â Chyngor Addysgu Cyffredinol Cymru (CACC) ar ei gychwyn yn 2000, bu’n Dirprwy Brif Weithredwr a Phrif Weithredwr, cyn i’r corff gael ei ailenwi (i ddod yn CGA) ac ymestyn ei gylch gwaith ym mis Ebrill 2015.

Mae gan Hayden brofiad helaeth yn y sectorau cyhoeddus a phreifat, a hefyd wedi gweithio o fewn addysg bellach ac addysg uwch, y gwasanaeth iechyd, plismona, ac i gwmni manwerthu rhyngwladol.

Bu’n llywodraethwr mewn nifer o golegau addysg bellach yng Nghymru dros gyfnod o dwy ar bymtheg mlynedd.

Linda Graduated from Exeter University with a B.ED (Hons) and has gained her National Professional Qualification for Headship as well as an MA in Leadership and Management. In 2008 she was seconded to Newport Local Authority as Teacher Adviser for Foundation Phase. Following 22 years as a practising teacher and manager in the primary sector, Linda began work at The University South Wales in 2012, working as an academic and gaining her Senior Fellowship with HEA through experience in a range of management roles throughout the Faculty of Life Sciences and Education. Linda is the Head of Initial Teacher Education and Educational Practice and is currently working on key projects with Welsh Government including the new modules for the Curriculum for Wales for the Non-Maintained sector, the ‘Early Childhood Education and Care Quality Framework’ and Induction Mentoring for NQTs. Linda has contributed to several publications and papers including, ‘Understanding Early Years Education across the UK’ Boyde, Hurst (2015) and her current research is based around Educative Mentoring in ITE and Early Career Development.

Neil Butler is the NASUWT National Official for Wales. After graduating from Cardiff University he became a teacher and taught at Secondary Schools in Powys from 1988 until 2018. As a teacher he became active in the NASUWT, the teachers’ union, became an Officer of NASUWT Cymru in 2001 and was elected as a National Officer of the UK Union in 2016. In 2018 Neil was appointed as the NASUWT National Official for Wales and left teaching. Neil lives in Powys and is married with two children.

Andrew Bury has been C.E.O/Director of IntroTeach/Cyfle Dysgu since July 2007. On completing an honours degree in Education at Trinity St David’s Carmarthen in 2001 he began his teaching career in 2001 as a Primary School teacher; co-ordinating P.E. and ICT in Caerphilly.

Andrew’s passion for education led to him establishing The Introsport Trust in 2010, which is a charity focusing on advancing the education of young people by providing facilities for education in schools- in particular sport.

In 2017 Andrew was one of the original team that wrote ‘Llwdda/Thrive’ a successful wellbeing programme for Head Teachers that has now been rolled out to local authorities throughout Wales.

In 2018 Andrew joined the committee of IPDA Cymru (International Professional Development) he currently holds the role as vice chair: https://ipda.org.uk/cymru/

2019 – 2022 Andrew is researching a 3 year Erasmus project with partner countries Romania and Spain looking at wellbeing of Head teachers and staff and management of school funds.

2020 – 2023 Andrew Will be leading an innovative project with Universities in Wales, Poland and Turkey. Where he will support teachers and look at the alarming rate of teachers are leaving the profession.