In the Curriculum for Wales, assessment should be ongoing, flexible, and learner-focused, supporting progression rather than simply measuring achievement. Teachers should use a range of assessment methods, including observations, discussions, self and peer assessments, and formative feedback, to understand how learners are developing their skills, knowledge, and understanding. Assessment should be integrated into daily learning, helping students reflect on their progress and identify next steps. Rather than relying solely on tests or grades, teachers should use assessment to inform teaching, ensuring that learning experiences are tailored to individual needs. This aligns with the four purposes of the curriculum, fostering ambitious, capable learners who can think critically about their own development.

TYFU facilitates Assessment in Learning by allowing learners (and teachers) to record and upload evidence of their learning in real-time. This evidence is then archived in their digital portfolio in relation to each of the AOLEs and aligned with the statement of what matters. Such evidence of learning can be accessed by both parents and teachers, enabling students to reflect on their learning and progress instantly. This documentation accompanies the learner throughout their educational journey, allowing teachers and learners to evaluate the advances made in each of the AoLEs. Additionally, it can help identify the quality of self and peer assessments occurring and the support a learner may require to enhance their skills in Assessment IN Learning.

The Tyfu tracking tool is designed to give a full picture of each learner. A well-being score and attendance gives a holistic view of the child - this can be customised by cluster

There is also a simple criterion for attainment—are they at, above, or below any age-related attainment the school uses? This is important as although the focus is on progress, it is difficult to understand progression without a measure of attainment. Some learners, for example, ALN pupils, may be below the age-expected attainment, but they may be making exceptional progress.

The criteria we suggest for progression are:

1. Frequent, rapid, significant, sustained progress, against self

2. Beyond expected progress, that is sustained.

3. Expected progress is usually sustained.

4. Below expected progress, often insecure

5. Well below expected progress, minimal retention.

Likewise, TYFU has criteria suggested for effort and perseverance for the learner, which is suggested as a starting point for professional dialogue; this should include the learner. The tracking tool will be the starting point for meaningful pupil progress discussions.

TYFU also has a class-on-a-page element automatically generated from the tracking tool so that teachers and head teachers can see which pupils and groups of learners are progressing well. Or, of course, which groups need to make suitable progress. This can be used to start meaningful professional dialogue about the child or groups of learners. It can also be used as an effective monitoring tool. It can also indicate the quality of teaching in a class or an AoLE’s and can even be used by SLT and AoLE leaders at the start of their monitoring and evaluation journey. When used in conjunction with the digital portfolio tool, it is a powerful tool and a complete school improvement package.

The digital pupil portfolio supports individual learners on an ongoing, day-to-day basis by recording their achievements through the app. Teachers and TAs in PS1 can do this, but as the learner becomes more independent, they should be encouraged to upload their own work and use the app to discuss their progress.

With Tyfu, uploading and organizing files is a breeze. The system automatically places these files in the correct AoLE folder and aligns them with the relevant statement of what matters. This process is seamless and ensures a smooth progression through the pupils' learning journey from primary to secondary school.

When utilized effectively, Tyfu offers a unique method for capturing pupils' learning over time. Pupils can document their learning at the start of a medium-term plan or topic (cold) and then again at the end (hot), providing an excellent opportunity for them to reflect on and articulate their progress. This approach makes progress tangible and visible to the learner.