As trusts support learners through the KS2–3 transition and prepare them to become assessment-ready, classrooms are increasingly shaped by pace and consistency at a time of significant learner complexity. Drawing on doctoral research and evidence from cognitive and sociocultural theory, this session offers a provocation about what can be lost when delivery-focused approaches begin to outweigh pedagogical craft. MAT leaders will reflect on how trust-level structures can protect professional judgement, depth and dialogue, ensuring learning remains engaging and impactful for all learners.

Melissa Farnham is the Chief Executive Officer at ASDAN.