Formative assessment has always been central to effective teaching, but in Wales—where the Curriculum for Wales continues to embed across all primary settings—it has taken on renewed importance. As schools refine their approaches to progression, learner voice, and responsive teaching, Estyn’s 2025–2026 remit and recent thematic insights offer clear direction on what high‑quality formative assessment should look like. This blog explores how primary schools are evolving their practice and how these developments align with Estyn’s latest recommendations.
Why Formative Assessment Matters More Than Ever
The Curriculum for Wales places progression at the heart of learning. Instead of focusing on levels or high‑stakes checkpoints, it emphasises understanding where each learner is, where they need to go next, and how best to support them on that journey. Formative assessment is the engine that drives this.
Estyn’s annual remit for 2025–2026 reinforces this priority, highlighting the need for schools to strengthen assessment approaches that support learner progress across all Areas of Learning and Experience (AoLEs), including Science and Technology, where assessment of skills and conceptual understanding is a key focus.
What Primary Schools Are Doing Now: Emerging Practice Across Wales
1. Embedding Ongoing, Responsive Assessment in Daily Teaching
Across Wales, primary teachers are increasingly using short, low‑stakes assessment techniques woven into everyday learning. These include:
- Mini‑whiteboard responses
- Exit tickets
- Quick verbal checks for understanding
- Peer‑ and self‑assessment routines
- Live marking and conferencing
These approaches help teachers adapt lessons in real time—something Estyn continues to highlight as a hallmark of effective practice.
2. Strengthening Progression Frameworks
Schools are developing clearer progression maps aligned with the Curriculum for Wales, ensuring that formative assessment is not just about checking understanding but about tracking conceptual growth over time.
Estyn’s 2025–2026 remit emphasises the importance of assessing progression across the full 3–16 continuum, particularly within AoLE reviews. Primary schools are responding by:
- Creating shared progression steps across year groups
- Moderating work within clusters
- Using learner portfolios to evidence progress
3. Using Digital Tools to Capture Learning
Digital assessment tools are becoming more common, especially in schools with strong ICT strategies. Teachers are using:
- Digital portfolios
- Audio and video reflections
- Online quizzes that provide instant feedback
- Adaptive learning platforms
These tools support Estyn’s call for more consistent, evidence‑based approaches to tracking learner progress.
4. Focusing on Literacy and Reading Progress
Estyn’s 2026 commentary highlights reading as a national priority, noting variability in provision and the need for more consistent monitoring of reading progress. Primary schools are responding by:
- Increasing the frequency of reading fluency checks
- Using running records and miscue analysis
- Implementing structured reading conferences
- Tracking reading stamina and comprehension strategies
Formative assessment in reading is becoming more diagnostic, helping teachers identify specific barriers early.
5. Developing Pupil Voice in Assessment
Learner agency is a core principle of the Curriculum for Wales. Schools are embedding this through:
- Co‑constructed success criteria
- Self‑reflection journals
- Peer feedback protocols
- Learning conversations
Estyn’s inspection outcomes from 2025 show that schools with strong learner involvement tend to demonstrate better clarity around progression and next steps.
6. Cross‑Curricular Assessment in AoLEs
With AoLE‑based planning now the norm, schools are designing assessment opportunities that capture skills across multiple disciplines. For example:
- Science investigations assessed for literacy and reasoning
- Expressive arts projects assessed for creativity and collaboration
- Outdoor learning tasks assessed for problem‑solving
This aligns with Estyn’s thematic focus on AoLE reviews, particularly in Science and Technology, where assessment of inquiry skills is a priority.
How These Practices Align With Estyn’s 2025–2026 Recommendations
Below is a clear mapping of school practice to Estyn’s current expectations.
| Estyn Recommendation (2025–2026) | How Primary Schools Are Responding |
|---|---|
| Strengthen assessment of progression across AoLEs (3–16). | Developing progression frameworks, cluster moderation, AoLE‑aligned assessment tasks. |
| Improve consistency in reading assessment and provision. | More frequent fluency checks, diagnostic reading assessments, structured reading conferences. |
| Use evidence from thematic inspections to refine teaching and assessment. | Schools are reviewing Estyn’s AoLE reports and adjusting planning and assessment accordingly. |
| Ensure assessment supports learner progress rather than compliance. | Increased use of responsive, in‑lesson assessment and reduced reliance on summative tests. |
| Strengthen learner involvement in understanding progress. | Co‑constructed criteria, self‑assessment, peer feedback, learning conversations. |
| Improve the quality of teaching through better use of assessment information. | Live marking, adaptive teaching, targeted interventions based on formative data. |
Challenges Schools Are Still Facing
Despite strong progress, Estyn’s 2025 inspection summaries show that some challenges remain.
1. Variability Between Schools and Clusters
Some schools have highly developed progression systems, while others are still refining their approaches.
2. Balancing Workload
Teachers report that developing high‑quality formative assessment systems can be time‑intensive without streamlined tools.
3. Ensuring Consistency Across AoLEs
Assessment in literacy and numeracy is strong, but some AoLEs—such as Expressive Arts or Health and Well‑being—still lack robust formative frameworks.
4. Embedding Learner Agency
While many schools use self‑assessment, ensuring that pupils genuinely understand progression remains a work in progress.
What’s Next for Formative Assessment in Wales?
Based on Estyn’s 2025–2026 remit and ongoing thematic reviews, we can expect:
- More guidance on progression in Science and Technology, with implications for inquiry‑based assessment.
- Continued national focus on reading, including formative approaches to fluency and comprehension.
- Greater emphasis on evidence‑based teaching, using formative assessment to close gaps early.
- Further refinement of cluster‑wide moderation, ensuring consistency across the 3–16 continuum.
Conclusion
Formative assessment in Welsh primary schools is evolving rapidly, driven by the Curriculum for Wales and reinforced by Estyn’s latest recommendations. Schools are moving towards more responsive, learner‑centred, and progression‑focused approaches that support deeper learning and greater independence. While challenges remain, the direction of travel is clear: formative assessment is no longer an add‑on—it is the backbone of high‑quality teaching and learning in Wales.
