The penultimate week of term and we are pleased to bring you the final UPDATE for 2025 - 2026.

It is also the final introduction for Roger Pope who steps down at the end of this term from his SWIFT Strategic Lead role. We hope you have enjoyed Roger's reflective intros as much as we have and we thank him for being such a stalwart and dedicated deep thinker that has steered us on our SWIFT journey over the past five years.  

Aptly, Roger's final feature begins at his beginning when he was on teaching practice in 1979 and brings us right up to date with the brave bold world of AI, ending on a buoyant note about the role of teachers: 

"I cannot think of a time when the job of teachers is becoming more crucial.  Teaching people how to think. Guiding young people in making career and life choices in a rapidly changing and complex world."

We report on the Initial Teacher Training (ITT) Strategy Group for Devon, Plymouth, and Torbay case studies exploring best practices in supporting primary ITT placements in rural schools and secondary schools offering placements to multiple ITT providers.

If you were with us a few weeks ago at our 2025 Summer Conference, we hope the positive energy is lingering for you. If you need a re-boost, you can read the report and relive some of the highlights in this issue. 

On the theme of professional development that counts, it is the final week of the early bird offer to sign-up for SWIFT CPD and Membership for 2025 - 2026. Benefit from discounted and free CPD to enhance the work in your school bringing the best of local and national - featuring energising names such as Dan Fitzpatrick, Mr P ICT, Craig Barton and The Engagement Platform. To name but a few. Find more information and register here 

Whether you know him from his books full of wisdom and good karma, or from the teaching world, you will know that Christopher Tribble has spent his professional career largely engaged in school improvement. Read and relish his wisdom in our July interview.

The Colyton Foundation are on a mission here in the South West to help disadvantaged pupils overcome some of the steepest barriers to educational success due to the unique combination of geographical and socio-economic challenges. Find out how the Foundation can support your students in Director Nick Wakeling's article on The South West Landscape: Isolation, Overlooked Talent, and a Region in Need.

Our sponsor SchoolPro TLC have been busy compiling some useful FAQs for schools about the new Data (Use and Access) Act 2025 that gained Royal Assent last month. It is worth a read as there will be some implications from a DPO perspective for schools over the next 12 months.

Meanwhile our other sponsors are all here to support you. Be ready for your September staffing with Exeter Supply Partnership working with local schools across the county providing a friendly and efficient service. 
Educatering celebrate their fourth birthday and are going from strength-to-strength providing children in schools with delicious, nutritious, restaurant-quality meals and helping school Catering Teams to feel confident and in control of their kitchens again. Whilst ONVU Learning continue the third conversation with Discovery Schools Academies Trust CEO, Paul Stone and consider how bold educational change is not only envisioned but implemented. 

It is all here for you and may it count.
For this final issue of 2024 - 2025, on behalf of the SWIFT Team, we wish you all a happy and rewarding end of term and a lovely sunny summer holiday. 

“My ambition is to deliver outcomes for children at the highest level possible.”
 
Whether you know him from his books full of wisdom and good karma, or from the teaching world, you will know that Christopher Tribble has spent his professional career largely engaged in school improvement. 

He takes much pride and recognition gained in moving faltering schools to better places. A child of the National College system, Christopher is well-versed in the research of education and the necessary systems and skills to secure outcomes for children.  
 
Away from the profession his other career as a successful international-selling author and speaker is centred around mental health and inspiring others. His noble endeavours are to be commended and come from a place rooted in kindness.
 
A proud husband and father, Christopher splits his time between family, the sea and the gym. Never a moment wasted. We are delighted to end this academic year with the following interview to end the term on a happy and uplifting note. 

1. What have been the most memorable wise words and sage sayings to date that someone has said to you?
I think that the most impactful wise words upon me where those contained in the speech given by Theodore Roosevelt: " The man in the arena."  
 
It is an absolute must read or listen for any leader or progressive person.  As for key sayings, I would say "Nobody upsets you but yourself", a saying around controlling what you can control and also, "You can't climb the ladder of success with your hands in your pockets." A nod to hard work and self-drive. 

2. How do your roles as a Headteacher and author complement each other?
They complement beautifully. The author has to stop; to think and to ponder and a good leader needs to remember to do this also. Leaders often get swept into the metaphorical forest and cannot see the wood for the trees.

​Writing is equivalent of taking the time out to climb the mountain, then the way out of the forest becomes clear. Also, the simple act of writing can clarify muddied waters, act as a filtration of thoughts and feelings. It can leave you in the same place stronger or a new place equally revived.  ​

3. Where do you find your inspiration?
I find inspiration everywhere: from children and families to colleagues and nature. Human interaction drives the content of my books. I share my thoughts, but I really feed off the interactions I have with people, looking to write what they wish to learn or know more of. 
​
4. What would you like to be the next steps on your journey as a school leader?
My ambition is to deliver outcomes for children at the highest level possible. The larger the room, the longer the titles and badges, the more impact there should be to mine.
 
I want our country on the very strongest footing for the coming century and the children and working age are the hope. My books guide the adults, and my daily work guides the children. I wish to "Go Global" and I will not stop pursuing the impact the future generations deserve.
 
The only limiting factor should be my own fears and I work hard to push them away for the greater good.

5. What are your three top hopes for schools over the next five years?
My top hopes for schools are:  

• Full renewal of OFSTED - deep and proper rebirth. 
• To trust teachers to teach and let children play and be children. 
• Proper, truthful funding of school. £50B at least: £20B spent on the accommodation and £30B for the personnel and provision. I always say that if we had fully funded schools, we would need an awful lot less police and prisons. 
• SEND reform - led by need and not by cost. The right children in the right schools.

We thank Christopher for his thoughtful and uplifting interview. 

This year’s SWIFT Summer Conference was a day well spent together as speakers tuned us into issues of the day to stir and refresh our thinking and practice. 
​
Colyton Grammar School Academy Trust Headteacher, Tim Harris set us on course with his uplifting and thoughtful opening talk, reminding us of "the pursuit of excellence" and the role of teachers and leaders preparing and supporting students to thrive and flourish. An endearing image of his own personal journey, the trials of O Levels and off to university like a Welsh Paddington Bear with his suitcase at the train station.

First keynote, Professor Rob Coe, Director of Research and Development at Evidence Based Education and a Senior Associate at the Education Endowment Foundation got us thinking about what makes the biggest impact on pupil outcomes based on evidence with tangible strategies. 

With a calm confidence Rob curated the evidence about learning and how to optimise cognitive load, develop skills, embed habits and maximise motivation. The role of the school leader is to be the best they can be. Willing. Demonstrably. Effective. Optimise. Learning needs to be embedded and consolidated into the long-term memory. Focus on learning that will make a difference to build understanding. Test and strengthen memory and challenge.
 
"Time is the marker of what you value."

In her talk on Embedding Diversity in the Curriculum, Diverse Educators founder, teacher, leader and author, Bennie Kara showed how DEI is a social moral imperative towards social cohesion, conducive to happiness and ultimately a better society.  Bennie showed the value of opening-up knowledge from different places, thinking what is missing and decentre power (not erase it).

Wherever you might be on your AI journey, with engaging gusto Dan Fitzpatrick the AI Educator, dared us to step out of our comfort zone and to be curious. His talk on Leadership in the Future - Educational Strategy in the AI Era showed us how we are living in a different world, the era of synthetic reality.

In this pacy bold new world, whereas in the past, we sought to learn the language of computers. Today, computers now speak our language and communicate in our language.

What do you see? Are you an AI optimist and you recognise the huge potential?
Do you know what your students are accessing?

"Stay human and keep humanity at the heart."

Thankfully Dan was real, not AI-generated and he will be leading some professional development sessions with us next year on Artificial Intelligence in Education: Developing your school's strategy starting on Wednesday 22 October 2025. Book here

CEO of The Charter Schools Educational Trust in South London, Cassie Buchanan OBE looked at how to unlock sustainable school improvement, with three essential Ps: purpose, people and powerful for a clear strategic clarity. Teachers make the biggest difference and remember to use your time well and build structures and systems to ensure you build effective capacity.
 
"We achieve together."

Professor of Education and Social Statistics at UCL and Director of Research at ImpactEd Group, John Jerrim and Director of The Engagement Platform (TEP), Stephanie Hamilton led an engaging talk on Research around Pupil, Parent and Staff Engagement and encouraged us to be curious and brave in looking at challenging data with interest in order to enable greater buy-in. 

If you have yet to meet our sponsors' Educatering and taste their delightfully delicious food, you can see here what the delegates enjoyed and understand why children and staff enjoy their nutritious meals in schools across the South West. We thank the Educatering Team for a very lovely conference lunch.

Starting off the afternoon session, Deputy Director, SW Regions Group, Jess Trahar provided an update from the Department for Education South West Regions Group and RISE Teams. This was topical timing further to the outcomes of the recent spending review and the context of the tight fiscal situation with the headline £2m budget increase equating in real terms growth of 1.1% per pupil.

"Every child achieving and thriving."

Can you help?!
Discovery Mornings are targeted school visits designed to showcase excellent practice around key national and regional priorities. Each session is a short, sharp opportunity for school leaders to see outstanding work in action, followed by a focused call-to-action discussion.

​The Department are keen to expand Discovery Mornings further and invite schools interested in hosting future sessions to contact the RISE Team here

The afternoon breakout sessions were another opportunity to look closely at some key issues and to equip delegates with more practical takeaways.

John Jerrim and Director of Studies at Colyton Grammar School and Director of the Colyton Foundation, Nick Wakeling provided insights into how to improve outcomes for high achieving children from disadvantaged backgrounds, to create transformational change and remove barriers.

Life can change in a heartbeat. As we were to find out, spellbound by the heartfelt talk by Lauren Rowles OBE on Mental Resilience and Overcoming Adversity, reminding us in the most life-changing way.

A sports obsessed child, as a self-confessed disrupter in the classroom, Lauren found her real place in sport and loved running faster than the boys and beating them at football on the pitch.

​Time now to thank our sponsors for being with us during the day. A friendly face to speak to from behind an email or phone and they were here to share more about their services and products.
 
So much more than school dinners (as some of us will remember). Educatering is a food philosophy of the most nutritious, healthy and cheerful food you could ever wish for in your school. But above all, children are at the heart of all that they do.

Have you heard of a smoothie bike?
Smoothies stuffed full of nutritious goodies are part of the Educatering curriculum inspiring a love of food in children that the team cannot wait to share.

We thank the Team from this committed and caring longstanding Devon family business for being with us and for bringing such foodie joy. ​

Business Development Director, Stella James was happy to be on her home turf showcasing the video capture tech of forward-thinking ONVU Learning that is making a difference in the classroom and empowering teachers. Even the light box demonstrated their state-of-the-art presentation skills in their quest to support school improvement with energy and clarity.

We thank Director of SchoolPro TLC, Ben Craig and Grahame Smart for representing a dedicated team of professionals, many of whom have backgrounds in teaching and school governance.  With an insightful expertise they provide support in ONE ORGANISATION for attendance, data, Data Protection Health and Safety, timetable, curriculum, safeguarding and SEND.

If you know Exeter Supply Partnership Office Manager, Sacha Curtis you will understand how suited she is to deal with the pressures of teacher supply needs.  100+ (and counting) schools and MATs across Exeter, North Devon and Torbay already trust them to provide dependable primary teachers, Teaching Assistants, and nursery practitioners. What makes them all the lovelier is their not-for-profit ethos.

Usually at the end of the phone and email, we thank Sacha for being with us and being the personal and professional face of ESP. We know that she also enjoyed being there to say hello to Headteachers and colleagues with whom she works.

We are very pleased to collaborate with Whole School SEND and were glad to welcome National Coordinator, Alison Betts and Jeanette Savage, South West Deputy Regional SEND Lead to the conference. We thank them for all their support to schools and MATs within our Teaching School Hub region in delivering the Department for Education Universal SEND Services programme.

​You can find out about our Adaptive Teaching Primary Staff Meeting Series with nasen Sam McFarlane here

Thank you to CEO & Founder, Sarah Morrison, Judith Cullen, Donna Carthy and from the Elmtree Learning Partnership for being with us. Your go-to if you are looking for part-time Alternative Learning Provision for your young people, across the South West and when you speak with them you will understand they truly believe in and care about what they do for young people with a focus on every child, every opportunity and the right opportunity.

​Finally, we thank our compères, SWIFT Director of Teaching School Hubs, Jen Knowles and SWIFT Executive Director, Martin Smith for ably orchestrating such an action-packed day. 

1. What is the Data (Use and Access) Act (DUAA) 2025? 
The DUAA is a new UK law designed to improve how personal data is accessed, shared, and protected. It updates and supplements UK data protection law by clarifying rules on data sharing between public services, streamlining access for individuals, and introducing stronger protections for children and educational settings.
 
2. What does DUAA mean for schools?
DUAA introduces clearer rules for schools on how they collect, use, and share personal data — especially pupil data. It simplifies certain legal bases for data processing, strengthens safeguards for children’s data, and provides greater clarity on data access rights and responsibilities.

3. Can schools still use “public task” as a legal basis under DUAA?
Yes. DUAA confirms that schools can rely on the “public task” lawful basis when processing data for their core educational duties, such as teaching, safeguarding, attendance, and reporting to local authorities or the Department for Education. The onus is on the requesting organisation to decide if the personal data they are requesting is for a “public task”.

4. What are the new rules around digital verification for schools?
Introduction of Digital Verification Services (DVS) aims to replace physical ID checks in services like school admissions, health care and financial services. DUAA enables the use of Digital Verification Services (DVS) to confirm a person’s identity. Schools may be encouraged to use DVS in areas like school admissions or online parent services. However, they must ensure these services meet accessibility, security, and child protection standards.

5. Are there new rights for pupils or parents under DUAA?
Yes. The Act simplifies the subject access request (SAR) process and reinforces a child's right to understand how their data is used. Schools must respond to SARs clearly and within time limits. Where a child is mature enough, they can request their own data without needing parental consent.

6. Do schools have to carry out extensive searches when complying with a data subject access request (DSAR)?
The DUA clarifies that organisations are only obliged to conduct searches that are 'reasonable and proportionate' when responding to SARs. This will empower schools and trusts to push back on overly broad requests and reiterate the principle that you don't need to send information to which the requester already holds or has access to. 
 
This advice is already provided within the ICO’s detailed SAR guidance and so this is unlikely to result in a huge change to existing SAR procedures. However, schools should ensure their SAR procedure is up to date to reflect the requirement to conduct 'reasonable and proportionate searches' and any staff involved in handling SARs are made aware of this change.

7. Can schools share data without consent under DUAA?
In many cases, yes — where there's a valid legal basis, such as a public task or safeguarding. DUAA clarifies when consent is not needed — for example, when sharing information for child protection or legal reporting duties.

8. What are “recognised legitimate interests,” and can schools use them?
DUAA introduces the concept of recognised legitimate interests, such as protecting public health or preventing fraud. Schools may be able to rely on this for non-core uses of data, like anti-bullying initiatives or running school-based research projects, provided safeguards are in place. As these purposes, under DUAA, are classed as being “pre-approved”, schools no longer have to rely on carrying out a legitimate interest assessment.

9. How does DUAA protect children's data in education?
DUAA includes a special focus on children, requiring schools to: minimise data collection, avoid unnecessary profiling, ensure that digital tools used in classrooms are age-appropriate and privacy-conscious, and document and justify data-sharing decisions.
 
10. What do schools need to document under DUAA?
Schools must maintain clear records showing what data they collect and why, the lawful basis used for each type of processing, how they protect children's data, and their decision- making around digital tools and third-party services.

11. How does the DUAA affect the use of Artificial Intelligence (AI) in schools?
DUAA introduces specific expectations around the use of AI in educational settings, particularly when AI processes personal data. Schools must:

• Assess risk before using AI tools, especially those that influence decisions about pupils (e.g. predicted grades, behavioural alerts).
• Ensure AI systems are transparent and explainable to pupils and parents.
• Avoid using AI that carries a high risk of bias or profiling without strong justification and safeguards.
• Maintain records of automated decision-making and demonstrate that human oversight is in place.

Schools must take extra care when deploying AI tools with children and should carry out Data Protection Impact Assessments (DPIAs) where appropriate.

12. Will there be further guidance for schools?
Yes. DUAA will be supported by updated Codes of Practice from the Information Commissioner’s Office (ICO) and the Department for Education, including tailored guidance for schools and education providers.

SchoolPro TLC will update schools with further guidance and information once Codes of Practice have been published.

1. Context
The ITT Strategy Group has been working together over the last 18 months to identify key areas where ITT Providers and schools can work together to further improve recruitment, retention and quality of training.

Analysis of placement data supplied by all Lead Providers has identified both an area of need around Secondary Placement Schools working with Multiple ITT Providers, but also schools who successfully manage these needs.

This case study seeks to set out what the benefits and challenges: 

1. What are the recognised benefits/advantages of working with multiple Providers?
2. What can be the challenges of working with multiple Providers?
3. What actions would support working with multiple Providers?

 
2. Multiple Placements
What do we mean by a multiple Provider placement?
Schools that provide ITT placements to two or more of the four Devon ITT Providers collaborating within the Strategy Group.

Some schools may have a majority Provider and then work another Provider(s) in a specific subject.
However, the schools chosen for the case studies provide placements for each provider in multiple placements.

The schools have long term partnerships with ITT Providers and partnership schools better describes their work and status within ITT but the analysis focused on placements provided from 2023 - 2025.
 
Analysis

• Number of secondary schools within the region 64.
• 92% of secondary schools providing placements in 2024 - 2025.
• 64% of these secondary schools offering placements with two or more Providers in 2024 - 2025.
• 35% of these secondary schools offering placements with 2 or more providers in 2023 - 2024.
• We have variability in recruitment at each Provider, which means year-on-year flexible in placement offers is likely to support recruitment. Providers are more likely to take on additional applicants if they know that placements can be arranged.

3. Case Study Schools
Schools were chosen if they had offered placements to multiple Providers in both 2023 - 2024 and 2024 - 2025.

Schools that worked with the greatest number of Providers were prioritised and meetings were carried out online via Teams and a transcript recorded of the semi-structured conversation.

​Results are being used to develop thinking and ascertain views with Headteachers, Mentors and Trainees.

 4. Benefits and Best Practice Drawn from Case Study Schools

• Recruitment from a variety of students. All schools said they recruited from trainees. “Creates a buzz about the school.”  Not just those that are directly placed at a school or within a Trust but also links to the wider cohort. It also helps to trainee teachers in the region gain more knowledge of the diversity of schools.
• Helps to meet the needs [including as role models] for a diversity of pupils within the schools.
• Exposure to various mentoring and coaching methods can positively impact school practice.
• Increases sharing of best practice:
  • All Providers had different aspects of their practice identified.
  • Links to research.
• Access to a wide range of experts from across providers.
• Seen as opportunity for partnership and professional networks.
• Separate Mentor meetings seen as key to multiple placements.
• Providing ownership to classes for each student.

5.Conclusion
The overwhelming view of colleagues within the secondary schools was that working with multiple Providers supported their recruitment needs, developed existing staff practice, built wider collaborative networks and supported the wider profession.

Planning and organisation allowed challenges to be overcome and the relaxation of the DfE training requirements had facilitated placements; This may account for the increase from 35% (2023 - 2024) to 64% (2024 - 2025) of secondary partnership schools working with multiple Providers.

Partnership schools valued collaboration between Providers in supporting their coordination role.
 
Our thanks to colleagues at Marine Academy Plymouth, Notre Dame School, Paignton Academy and The Spires for their time and professional generosity in sharing their insights for this case study.
Report by the ITT Area Strategy Team

1. Context
The ITT Strategy Group has been working together over the last 18 months to identify key areas where ITT Providers and schools can work together to further improve recruitment, retention and quality of training.

Analysis of placement data supplied by all Lead Providers has identified both an area of need around Primary rural placements but also schools who successfully manage these needs.

This case study seeks to set out what the challenges are and how these have been overcome by these schools in the hope that further schools in these rural settings will be better able to support Primary placements.
 
2. Executive Summary

• 50% of Devon Schools are in rural settings compared to 30% nationally.
• We need to train teachers to meet the different needs of rural schools by providing more placements within them.
• Schools who have committed leadership and staff with a vision to grow the next generation of teachers welcome many benefits of involvement within Initial Teacher Training, find it cost effective and adds to the capacity of their school.

3. Rural Primary Placements in Devon, Plymouth and Torbay
DEFRA use the following classification to determine the urban/rural nature of a settlement.
Sparsity in this instance is related to population density and accessibility of services.

Analysis (See Appendix 1 for detailed statistics)

• 50% of primary schools in our locality are in rural settings (D1àF2) Nationally it is 30%.  29% of these are used for placements.
• 34% of these primary schools are in rural villages and hamlets (E1àF2) 22% of these are used for placements.
• 45% of urban schools have placements.
• Overview: We have a need to train teachers locally to meet the demands presented by smaller schools e.g. mixed age classes. However, despite there being capacity for these placements only 22% are being used.

Question: how do we ensure that:

1. We train sufficient teachers equipped to meet the demands of a rural setting?
2. We use the capacity of rural school placements? 

4. Case Study Schools (see Appendix 2 for details)
Schools were chosen who were in E1àF2 categories.
They regularly offered and received placements and were involved with different ITT Providers.
Visits were undertaken to each school with a semi-structured conversation being used to develop thinking and ascertain views of with Headteachers, Mentors and Trainees.

7. Conclusion
The overwhelming view of Headteachers, Mentors and Trainees within the rural schools was that providing placements for Trainees was a great addition to their school, far out-weighing any challenges and that they were glad to connect with other organisations in developing the next generation of teachers.
 
Our thanks to Halberton, Offwell, Rackenford and Uplowman Primary Schools for their time and professional generosity in sharing their insights for this case study.
Report by the ITT Area Strategy Team

We are pleased to bring you this next EVENTS newsletter with details of professional learning opportunities to support you. 
 
NEW SWIFT CPD and Membership 2025 – 2026
We are delighted to share details of our new, high-quality SWIFT CPD and Membership offer for 2025 - 2026.

Registration is now open for Schools, Federations, Trusts and other organisations to join SWIFT Membership for the next school year (register here) and find out more here
 
Highlighted Courses/Support:

• Artificial Intelligence in Education: Developing your school's strategy
• Resilience, Equity and Inclusion in Education Conference 2025
• English and Media Centre Secondary Termly CPD Package
• New SWIFT NIoT Early Career Teacher Programme (ECTP) | Starts September 2025
• The Maternity Teacher Paternity Teacher (MTPT) Project
• Professional Communities

• Primary and Secondary Subject Briefings
• Events for your diary

Four years ago, what started as a conversation turned into an idea, and that idea became Educatering.

From the beginning, our mission has been clear: to give children delicious, nutritious, restaurant-quality meals and to help schools feel confident and in control of their kitchens again.

Jamie Walsh, Founder and Director, brought with him years of experience in education, having worked at senior leadership level in schools. Rob Stevens, Co-Founder and Head of Educatering, is a chef with over 35 years of experience, more than a decade of which he spent working in educational catering at management level. Rob is passionate about helping schools bring their kitchens in-house, giving them the freedom to shape what is best for their pupils, whilst being supported by a trusted and professional team.

We know - because many of you tell us, SWIFT Membership is being part of something special...
A community of schools who believe in professional development that makes a difference to practice in the classroom, to lead and support your teams and fosters the best possible outcomes for children and young people.   

REGISTER NOW for SWIFT Membership for 2025 - 2026. 
By registering your School/MAT/Federation (once), ALL your colleagues can access for FREE or at a reduced ticket price our best-ever programme of CPD courses and events.

LOW-COST £2 per pupil fee, and a *10% Early Bird discount* for registration before Friday 18 July 2025, PLUS a new lower rate for larger MATs. 
Understanding financial challenges, Membership fees are frozen. 

Join our community!
Discover how SWIFT CPD and Membership can provide good value and high quality professional development to you and your Teams.       

You can see here the programme for our 2025 SWIFT Summer Conference TODAY, Thursday 19 June 2025 at the Future Skills Centre in Exeter:

With special thanks to our sponsors and exhibitors: 
Elementa Support Services
Exeter Supply Partnership
Educatering
ONVU Learning
SchoolPro TLC
Whole School SEND

We are pleased to bring you this next EVENTS newsletter with details of professional learning opportunities to support you. 
 
SWIFT Summer Conference 2025 | #SWIFTConf25
The final few places are available for the SWIFT Summer Conference 2025 on Thursday 19 June 2025 at the Future Skills Centre in Exeter.

As our premier leadership event dedicated to empowering educators, fostering innovation, and driving excellence in education, this year's conference promises to be an inspiring and enriching experience.
 
Highlighted Courses:

• South West Art Teacher's Conference
• Resilience, Equity, and Inclusion in Education Conference 2025
• Leading High Attainment Programme
• Advanced Coaching Programme for School Leaders
• New SWIFT NIoT Early Career Teacher Programme (ECTP) 
• The Maternity Teacher Paternity Teacher (MTPT) Project
• Addressing Educational Disadvantage through Social and Academic Inclusion
• Professional Communities
• Primary Subject Leader Briefings
• Events for your diary

We are back! The start of a new half term with an added impetus as the final chapter of this school year 2024 - 2025 - but with an eye on the next year around the corner. 

Strategic Lead Roger Pope is in contemplative mood prompted by a 40th wedding anniversary party invitation, looking back on some of the changes in education: 

"So, have times changed? Yes, schools are much kinder places, with greater mutual respect and much more driven to be for the benefit of all their students whatever their circumstances. Call it inclusion if you like – it is something much more precious than the word implies."

We bring you details about the Resilience, Equity and Inclusion in Education Conference in November. This is guided by our collective purpose as educators, understanding that equity and inclusion in education are important to ensure that every learner, regardless of their background, location, or situation has the support and resources they need to thrive. We hope you will take a closer look at the line-up for this event and join us if you can.

Ever striving for the best, we are pleased to be working with the Colyton Foundation on Leading High Attainment - a rigorous year-long development programme that equips school leaders to drive systemic improvement in provision for high attainers in their schools.

Our interview for this issue is with Sarah Plowman, School Catering Manager and Helen Vincent, School Business Manager at Whipton Barton Infant and Nursery School who share their enthusiasm for school dinners working closely with our sponsor Educatering. You can also read some of Educatering's top tips on reducing food waste in school. 

Devon Research School explore how to reduce or optimise cognitive load based on the guidance of 
the Education Endowment Foundation’s (EEF) Cognitive Science approaches in the classroom: a review of the evidence We like these features intended to support us in refining good practice.

Our sponsor, ONVU Learning share the second conversation with Discovery Schools Academies Trust CEO, Paul Stone and reveal how thoughtful planning, transparency, and a focus on teaching and learning can drive meaningful change in schools.
 
Exeter Supply Partnership explain how supply teaching can unlock doors to permanent roles and do take advantage of their free recruitment support service to schools that provides teacher profiles, arranges a trial supply day, meeting or interview, before you make a final decision about temporary cover arrangement in your school.

You can meet all our sponsors and discuss with them in-person their services and products at our SWIFT Summer Conference on Thursday 19 June 2025. The final few places are available if you have yet to book. Find out more here 
​​
We very much hope that you will find something of interest and relevance in this month's issue that adds value to your work in school.  We are here to support you.

“What blew me away … was that it is all about the children and ensuring they have a good, nutritious meal, because they know how that helps with learning, and this absolutely shines through.”

Everyone likes to talk and think about food. And for children it is an essential part of their school day, which Sarah Plowman and Helen Vincent particularly understand at Whipton Barton Infant and Nursery School.

​Working closely with our sponsor, Educatering, Sarah and Helen plan food that children want to eat and that is also healthy and nutritious for them, to sustain them during the school day so that they are fully alert and can focus on learning.

​We asked Sarah and Helen to share some insights into their school catering at Whipton Barton.  

1. What are your main priorities when you are planning and serving the meals for the children?
Our primary focus is to ensure that children receive meals that are not only nutritious and balanced but also enjoyable. Collaborating with Educating allows us to create menus that meet nutritional standards while appealing to young tastes.

We continually assess and refine our termly menus, learning from feedback and observing children's preferences. This iterative process helps us fine-tune meal offerings to better align with their likes and dislikes.
Each menu is carefully crafted to provide a balanced diet, incorporating a variety of vegetables, proteins, and carbohydrates daily. Our goal is to establish healthy eating habits that children can carry with them throughout their lives.
 
2. What are some of the challenges in getting meals for the children that are both good for them and that they want to eat?
One of the main challenges we face is introducing nutritious meals that children not only need to be grow and be healthy but also want to eat. To address this, we creatively incorporate vegetables into dishes in ways that are both appealing and enjoyable for the children.

For instance, our ABC cake - a delightful treat made with apples, butternut squash, and cabbage - has become a favourite. The secret ingredient, cinnamon, adds a touch of magic that makes it irresistible. Similarly, our Bolognese sauce and pizza toppings are enriched with blended carrots, onions, and other vegetables, seamlessly integrated into the mix.

We take a considered approach to naming some of our dishes. Our courgette chocolate cake, for example, is simply listed as 'chocolate cake' on the menu. This subtle presentation ensures that the children enjoy it without any preconceived notions.

Engaging with parents is also a key part of our strategy. During progress review evenings, we host taster sessions where families can sample the meals. Only after they've enjoyed the dishes do we reveal the healthy ingredients hidden within, often to their surprise and delight!
 
3. Can you tell us about an aspect of your food catering that works well?
One of our standout initiatives is the salad bar, which has become a huge success among the children. Initially, there was some hesitation - 'What is that?' - but once they realised they could choose exactly what they liked, it quickly gained popularity. The added bonus? They love the independence of serving themselves. 

Our salad bar is a vibrant, fresh offering. For example, our coleslaw - dubbed 'purple stuff' by the children - is a hit. It is also a clever way to repurpose leftovers like cold roast potatoes or sweetcorn, which are always finished by the end of the day.

We aim to introduce our children to new flavours they might not encounter at home, hoping they will ask, 'Mum, can we have this now?' This approach sometimes educates parents too. When children request a dish they have enjoyed at school, parents are more inclined to try it at home. To support this, Educatering have provided a cookbook featuring some of our recipes, like homemade pizzas, which we share with families.

The staff's enthusiasm for these meals is also a positive indicator. They appreciate the healthy, fresh food, and we take pride in providing meals that nourish both children and staff alike.
 
4. Have you seen a reduction in food waste?
Yes, we have seen a significant reduction in food waste, thanks to our partnership with Educatering.
Their thoughtfully designed recipes provide precise portion sizes, helping us serve the right amounts and minimise leftovers.

Previously, managing allergens was a major concern when our catering was in-house. With Educatering's support, we have clear allergen information and compliance measures in place, giving us confidence that all dietary needs are met.

5. What is the favourite school meal for the children and staff at Whipton Barton?
Would you believe that halloumi dishes and five-bean chilli are among the top picks? Brunch is also a big hit, with classics like bacon, sausage, hash browns, and baked beans flying off the plates. Curry is another popular choice, adding a bit of spice to the weekly menu.

​One of the standout items is our freshly baked focaccia, flavoured with mixed herbs and garlic. We bake all our own bread on site, including the bases for our pizzas. Through this, we are helping children develop a love for both subtle and bold flavours - food education that’s both tasty and meaningful.

When I first attended the tender day before partnering with Educatering, I was genuinely blown away. From the very beginning, their focus was on the children - on ensuring every child receives a nutritious, balanced meal to support their learning and wellbeing. That ethos shines through in everything they do. They have gone beyond the kitchen too, leading pizza-making workshops and speaking at parents’ evenings. Their mission is not about profit - it is about making a real difference and helping children across the UK eat well.

We thank Helen and Sarah for sharing their enthusiasm for healthy school dinners at Whipton Barton. 

Led by the Colyton Foundation, Your Future Story is a ground-breaking programme aiming to improve levels of high attainment and higher education progression for under resourced young people from the South West. Beginning in September 2025 with a pathfinder cohort of Year 7 pupils from schools across Cornwall, Devon and Somerset. It directly addresses the unique challenge of educational isolation faced by rural and coastal Communities, offering a model that is as innovative as it is ambitious.
 
The programme’s goal is to work with 1,000 academically able pupils over a decade, starting from Year 7 and supporting them through to their first year of university. Developed in response to stark evidence—including the work of Jerrim and Carvajal (2024) showing sharp declines in attainment and aspiration between ages 11–14 for bright pupils from disadvantaged backgrounds--Your Future Story starts early and stays the course.

At its heart is a school-centred, cohort-based model. Pupils are supported through sustained personal development and mentoring by specially trained Teacher Champions within their schools.
 
Simultaneously, school leaders engage in Leading High Attainment, a rigorous year-long development programme that equips them to drive systemic improvement in provision for high attainers in their schools.
 
The programme is supported by a formidable partnership: the universities of Exeter, Bristol, Bath and Cambridge; the Sutton Trust; SWIFT; Leading Schools South West; and partner trusts including Ted Wragg, Blackdown Education Partnership and Education South West. Together, they are creating an infrastructure to support ambition and opportunity unlike anything currently available in the region.
 
This is a coalition grounded in action. From residential university visits to employer partnerships and community engagement, to Teacher Champion mentoring every aspect of Your Future Story is designed to build knowledge, confidence and belonging for pupils who are too often left behind. 

As Colyton Foundation Director Nick Wakeling notes, “This isn’t about parachuting in one-off interventions. It’s about working together with schools, pupils and their families for the long haul—maintaining aspirations and expectations and ensuring continued academic success.”
 
In partnership with SWIFT and Leading Schools South West, the Colyton Foundation is making the Leading High Attainment programme available to all secondary school leaders in the region. 

This exciting extended course offers leaders the opportunity to visit schools with some of the country’s best outcomes for high attainment and disadvantaged pupils, to hear from national experts including Alex Crossman (London Academy of Excellence, Stratford). Jon Hutchinson (Reach Foundation) Marc Rowland (EEF Pupil Premium Lead) and to lead an implementation project to improve outcomes for disadvantaged high attainers in their schools, supported by Jon Eaton (author of the EEF Implementation guide).

Places are limited: applications by Friday 11 July 2025.

The programme is being offered at a discounted fee for SWIFT Members:
£500 (SWIFT Members) | £800 (non-Members).
Fees include study visit, travel and accommodation.

Find out more at the information webinar on Friday 11 July 2025 at 1600. 

We are pleased to bring you this next EVENTS newsletter with details of professional learning opportunities to support you. 
 
SWIFT Summer Conference 2025 | #SWIFTConf25
The SWIFT Summer Conference is a premier event dedicated to empowering educators, fostering innovation and driving excellence in education. 

Taking place on Thursday 19 June 2025 at the Future Skills Centre in Exeter, this year's conference promises to be an inspiring and enriching experience for all attendees.
 
Highlighted Courses/Support:

• South West Art Teacher's Conference
• Advanced Coaching Programme for School Leaders
• New SWIFT NIoT Early Career Teacher Programme (ECTP) | Starts September 2025
• The Maternity Teacher Paternity Teacher (MTPT) Project
• Addressing Educational Disadvantage through Social and Academic Inclusion
• Professional Communities 
• Primary Subject Leader Briefings

​

It is a shorter week after the Bank Holiday, so every second counts this week.

Associate & Strategic Leader of Teaching & Research Schools (ESW) Roger Pope CBE introduces this May UPDATE issue with an invitation to consider what else is within your control to raise standards in the light of the recent report: “A system that empowers - the future of professional development” from the Institute for Public Policy Research and Ambition Institute.

"It seems to me impossible to do anything other than agree with these recommendations. Of course, they make sense. But Government can be slow to act, and has many calls on its funding."

Apropos, we will soon be launching our professional development offer for 2025 – 2026 with what we like to believe will be the best ever programme of excellent value courses and events, plus a greater range of exceptional national authors, experts and organisations.  

On that note of looking to the future, Partner Director, Blackdown Education Partnership, Tania Cox reports on the New Horizons Leadership Event last term. The South West RISE Team, Ofsted, AQA...delegates commended this was a fit for purpose session.

Director of Teaching School Hubs, Jen Knowles shares the positive decision for the new SWIFT Early Career Teacher Programme (ECTP) from September 2025 when we will be working with National Institute of Teaching (NIoT) as our Lead Provider. Change can bring exciting times!

If you are looking to be uplifted, you will enjoy the Interview with Sam Eyre, Head of CREATE Creative Arts Academy at Coombeshead Academy who reminds us of the very real value of creativity in the curriculum. If you are inspired, you can book your place on the South West Art Teacher's Conference on Friday 4 July 2025 here

There is some interesting thinking shared by Devon Research School - on angle problems - by Amarbeer Singh Gill, Assistant Director of Greenshaw Research School and teacher educator at Ambition Institute. For Teachers of Maths and thinkers, Amarbeer consider Why Sometimes the Best Goal is No Goal… Using Cognitive Load Theory to Support Maths Teaching. 

Our sponsor, SchoolPro TLC provides a checklist and further guidance on AI in schools that is worth a read and if you sign-up with them, you can benefit from dedicated support in this brave new world. 

Whilst our other sponsors share updates of their services to support you. The Educatering Team have been hosting cooking classes and themed days across all their schools to excite and expand pupils’ culinary knowledge and palettes. You can read about the conversation between Commercial VP of ONVU Learning, Matt Tiplin and CEO of Discovery Schools Academies Trust, Paul Stone who shares his insights into his Trust’s implementation of ONVU Learning's video capture technology in the classroom. 
 
And if you have yet to discover South West Education Jobs for your FREE advertising, it is time you did!
You can have a look here 
​
Plus a reminder if you have yet to register for this year's SWIFT 2025 Summer Conference #SWIFTConf25 
We will be there. How about you? Join us and be part of the conversation and return to school revitalised.

It is all here for you and we wish you an edifying read.

Further to the previous article on the Use of Generative AI in MATs and Schools from our sponsor SchoolPro TLC, we encourage you to this review this further guidance to ensure you are AI safe in your School and Multi Academy Trust starting with this checklist.
 
General AI Best Practices

• Verify all AI-generated content for accuracy before use.
• Use AI tools to enhance learning and reduce workload, not to replace professional judgment.
• Stick to school-approved AI tools that comply with data protection policies.
• Maintain human oversight—never rely solely on AI for assessments or decisions.
• Be transparent—let students and staff know when AI has been used in content creation.
• Train staff and pupils on AI’s risks, limitations, and ethical considerations.
  
  

Data Protection and Security

• Never input personal, sensitive, or pupil data into AI tools unless explicitly approved.
• Always check whether an AI tool is open or closed before using it.
• If using AI for decision-making (e.g., profiling students), conduct a Data Protection Impact Assessment (DPIA)
• Update policies, privacy notices, and acceptable use agreements (AUA) as needed.
• Consult the SchoolPro TLC Data Protection Officer (DPO) if in doubt.
  
  

Teaching and Pupil Engagement

• Encourage students to use AI as a learning tool (e.g., research, brainstorming) rather than for completing assignments.
• Educate pupils on responsible AI use, plagiarism risks, and fact-checking information.
• Monitor AI’s impact in classrooms — ensure it aligns with safeguarding and educational goals. 

Quick Staff Guide
What is AI and How Can It Be Used in Schools?
Artificial Intelligence (AI) can support teaching, reduce workload, and improve efficiency. When used responsibly, it can:

• Assist with lesson planning, assessment design, and report writing.
• Automate routine admin tasks (e.g., scheduling, summarising data).
• Provide personalised learning support for students, including SEND adaptations.

However, AI must be used with caution to avoid data breaches, bias, misinformation, and over-reliance.

Key Safety Tips

• Check before you trust: AI makes mistakes—fact-check all outputs.
• Protect student data: Never enter personal or sensitive information into AI tools unless specifically approved.
• Understand AI bias: AI models can reinforce biases—review content carefully.
• Use approved tools: Stick to school-approved, closed AI systems whenever possible.
• Update policies: Ensure AI use is reflected in privacy notices, AUAs, and safeguarding policies.

How to Talk to Pupils About AI

• AI is a tool, not a replacement: Students should use AI to support learning, not to do their work for them.
• Plagiarism risks: AI-generated text needs proper citation—copying AI work is academic misconduct.
• Misinformation awareness: AI can make up facts—students must verify sources before using AI-generated content.
• Think critically: Encourage students to question AI responses and improve their digital literacy.

Who to Contact for AI Support
For any AI-related concerns, training needs, or Data Protection questions, contact your School’s IT or Data Protection Lead, Your SchoolPro TLC Data Protection Officer (DPO).

“I credit teaching with making me a more creative person because I work in a creative environment every single day with young people that I think makes me a better artist.”

A passionate practitioner and Arts educator, Sam Eyre is Head of Creative Arts Academy at Coombeshead Academy and SWIFT Professional Community and Secondary ITT Lead for SWIFT Teacher Training.
 
Dedicated to developing high-quality Art and Design curriculum content accessible and engaging for all young people and teachers, Sam is driven by a professional ethos to provide the best possible Arts education. Throughout his career, Sam has undertaken various roles working with numerous Art Departments, teachers, and young people across the region at the forefront of Arts education in Devon and across the South West, including positions as AST for Devon, SLE (SWTSA), PGCE Secondary Course Lead (University of Plymouth), and Regional Subject Advisor for NSEAD. 

Sam's commitment to Arts education is evident in developing and implementing effective and engaging curriculums that achieves outstanding results and make him an invaluable asset and he has a dynamic lead of the CREATE Creative Academy at Coombeshead Academy now in its second year.
 
Sam is also a fully trained Mental Health First Aider, supporting staff with professional and personal challenges with a dedication to resilience and balanced approaches to ensure success for teachers and students. 

1. How has your journey to teaching and leading Art featured in your professional life?
Essentially, the majority of my professional life has been here at Coombeshead Academy for the past 23 years, which is a long time. Coombeshead and then evolving into Education South West, have always been hugely supportive of the Arts and I feel very, very lucky to be teaching here for so long.
 
I have always been a practising artist in my professional life outside school and that has evolved in lots of different ways and I believe teaching and my own practice have fed into each other. I credit teaching with making me a more creative person, because I work in a creative environment every single day with young people that I think makes me a better artist. It also gives me credibility in that I am able to show work to my students and I can say, “I'm not simply reading this out of a book or talking about it, I actually do this as well” and I can apply this working experience to my own practice.
 
Back in the day when Coombeshead supported me to become an Advanced Skills Teacher (AST) for Devon, when that role existed, around 2008/2009, Coombeshead, has always been supportive of the Arts, which has grown and grown, and whereas other Art Departments might not be as valued or are shrinking, we have always developed. This has made it a very exciting place to be and, on my journey, to be here, even 23 years in, I am now ready to start!
 
In the last two years we have moved the entire Art Department from one side of school to the other, and have officially become the Creative Arts Academy. That has almost been like getting a new job within the same institution in that we are beginning. But we have got the experience and new members of staff from other schools that are very experienced and the Team are now in a very special place and the journey has evolved and developed.
 
With that experience, we are able to create the best Art Department we possibly can. Whilst this has been part of a long journey, it has fed into the ethos here. To reference an article last week in the TES in which I quoted Bruce Lee who said that you have to be like water to navigate all the challenges and that can be tricky in providing the best level of creativity and experience you can for your young people and teachers. I think my AST work got me out to other schools and see other Art Departments and I became very passionate about supporting other Teachers of Art. It is because I feel very fortunate in my position that I want to spread that support, help and experience.
 
2. From your experience as a teacher and school leader, what do you believe to be the top benefits of Art in education?
Firstly, and thinking big at our very core - I would say creative thinking and self-expression for humanity. When I say to my Year 7 students think about the stereotypical caveperson using handprints on a wall, we have this basic need in us to express ourselves in some way. Whether it is Music, Drama, or Art, there is a need to perform, entertain and express creative thinking, and that is part of human nature
 
To be able to foster and develop this creativity is a big benefit. So many people walk into this Department and one of the first things they say - and often it is a member of the Senior Leadership Team, who say, “I can't draw…I couldn't do that at school.” There is sometimes a fear about creativity.
 
Whereas primary school children and younger children love art and then something happens when you get older where you suddenly think that you cannot do it and cannot draw. The challenge for us as Teachers of Art is to open up creativity and share that it is not only about drawing. It is about photography, textiles and making sculpture and it is important to find that individual talent and self-expression.
 
Another benefit is that the Art Department becomes a sanctuary for what might be slightly stereotypical, but true as well for some of the students who tend not to conform or feel like they do not always fit in and they can find their voice in a different way. Unlike some subjects that are necessarily more conformist in that everyone learns the same. However, I want to see 30 different outcomes in the class from 30 individuals. Because we all have different fashion sense, we all like different music and different tastes and personalities. I want to enable young people to have their own voice or identity.

As well as our own identity, I think confidence is another benefit and the self-esteem to be yourself and this feeds into good mental health [I am the Mental Health First Aider for staff here at Coombeshead.] I believe it is fundamental to give people their self-esteem and confidence in being good at something. When a student might say to me, “I can’t do it,” I always adopt a positive approach: “Let's find out what you can do…what is your story…? What is your message?”
 
We have designed our curriculum in such a way that we are the only GCSE where the students design their course.

I do not act like the expert. But I show the young people the tools and how to use them and guide them in what they want to say. “What's your voice?” And that's it in a nutshell. It's the young people's voices.

3. Do you consider there to be any barriers to Art in the curriculum and if so, how are you working to overcome these barriers?
Yes, there are barriers for Art in the curriculum and there are always going to be.
I think there is always going to be a perception that the Arts are on the outside and on the edge and this feeds back to my last answer in students sometimes thinking, “I'm not good at this...I can't do it…There's no career for me in Art.”

Whereas, in reality the creative industries are one of the biggest employers in the country.

People think about artists and galleries and it is almost like becoming a famous footballer, it only happens to the few. Whereas, if you want to work in the creative industries, there are film studios, makeup artists, fashion designers, photojournalists, people who work in magazines. So, the career pathways in Art are huge.
 
Not only do we need to overcome the perception of young people, but of parents and the community about what the Arts are about; because they might not have had a good experience in their own Art education. It is my ultimate aim to give every young person, whether or not they consider they are good at drawing or painting, the confidence to walk into a gallery as a young adult and to be able to look and understand a piece of art; and to go to the cinema or the theatre and not feel out of place.
 
Of course, there are the logistical barriers of funding and time on the curriculum and all those aspects that we constantly face; which we have always faced and has always been the challenge. We need to find the positive solutions and these barriers are not only here at Coombeshead, but are nationwide. We are fighting against curriculum design and time being cut from the Art curriculum to feed into English and Maths, because they are seen as the more important and employable subjects to raise our profile in removing barriers; which I have been doing for the past 23 years.

I think my job, along with other Teachers of Art is to give teachers the confidence to do all this and to give them the skills and the passion. I feel very passionate and responsible for this region and we are very fortunate in Devon and the South West to have an amazing network of Teachers of Art who are passionate and committed and work hard to work overcome those barriers.

4. How are your roles with SWIFT /Teacher Training enhancing your current role at CREATE Creative Arts Academy?
Working on the SWIFT Teacher Training course is a privilege working as a part of a team to develop a new curriculum for a new ITT course. Because 23 years ago my PGCE course leaders were incredible and a real inspiration and have impacted not only on my career, but on my life. To be part of teaching training today and build on that experience 23 years later, is wonderful. The fact that we are hosting the Art subject curriculum days for trainees here at Coombeshead is a significant addition to the Department. We have a group of training teachers seeing real teaching life here, every Friday, which hopefully feeds enthusiasm and passion into their placement schools.
 
For myself and my Team, it keeps us on our toes. Similar to learning to drive, you learn to drive, you pass the test and then slowly over a number of years we become slightly worse drivers, don't we?! I think we get into habits and into our own ways and it is good to keep our own learning fresh and new, and on top of our game. All the time, we are constantly reviewing our own practice. I am certainly no expert. Indeed, I will probably retire one Friday in the future and wake up on the Monday and think, I wish I had done that.

It is important to try to get better and better and this is where working with SWIFT has been helpful for me in leading the Art Professional Community; having time to work with other teachers and also leading the annual Art Teachers’ Conference, and other professional development events that brings the network together, and gives teachers confidence. We can share good practice and ideas, because this is not a solitary profession. It is a team effort, enabled by this work with SWIFT.

5. What would be your number one wish for the future of Art in schools and Multi Academy Trusts (MATs)?
Very simply, creativity needs to be at the heart of the curriculum.
I recently saw some lovely practice in a primary school that in a local MAT that blew me away. So many schools are using iPads and technology, but this particular primary have gone in a different direction in journaling in sketch books. Not only for creative practice, but for all their learning. Imagine a sketchbook, something like Darwin would have used, as a diary of learning with drawings and annotations as experiments to show their thinking.
 
This idea of sketchbooks as a place for all learning regardless of the subject is a collective, because students are not separate across their five periods in a day: they are the same person travelling around. So, if all that learning is in one place, I think that is aspirational and I would like to explore further that idea and I am in conversation with the Headteacher of that Trust and looking at how they have introduced this practice with their young people, because it is something I would like to do.
 
I think we have got a lot to learn from primary education in secondary. Whereas, it is sometimes seen as the other way around. But I think we can learn from fostering and harnessing creativity into secondary education.
 
I think my other wish would be more funding, more time in the curriculum, and all those other logistical aspects.
 
But for my number one wish, it is for creativity to be at the heart of the curriculum; because no matter what subject you are doing, there is creativity involved.
 
Interview by Jude Baylis, SWIFT Executive Assistant

The Early Career Teacher Programme (ECTP) is designed to build on the foundations laid by the ECF and offers a carefully sequenced curriculum of training and professional development for ECTs supported by their Mentors in school. 

The key highlights of the SWIFT NIoT Early Career Teacher Programme include:

• ECTE more tailored to build on ITT.
• Reduced Mentor workload.
• Great focus on supporting SEND pupils.
• Greater contextualisation and subject specificity.
• Updated evidence base.

 
We believe the following six reasons will help to provide the strongest possible footing for the induction of our Early Career Teachers:
 
Reason 1 | Highly Contextualised Materials
The NIoT provides context-specific materials (videos, written resources and audios) for:

• Early Years Foundation Stage.
• Primary.
• Secondary (all subjects).
• Post-16.
• SEND schools.
• Alternative Provision.

 
This exemplification from schools of all types, subjects and phases ensures that ECTs and mentors are able to access a programme that is specific to their needs.
 
Reason 2 | Greater Flexibility

• Align ECTs’ study and personal development to School and/or Trust priorities.
• Smart diagnostic tool suggests best fit elective self-studies.
• Removes repetition.
• Provides appropriate level of challenge.

 
During self-study, the ECT will complete a core element of self-study and then a diagnostic, which provides five options of elective self-study in each Term, three of which can be chosen based on diagnostics as the best fit for current knowledge as discussed with the ECT’s Mentor. We are pleased that this will remove any repetition, which has been a previous issue with the ECF, and will provide the appropriate level of challenge for ECTs and allow them to focus on the highest leverage areas for their development. 

Understanding that there is no one-size-fits-all approach, this will ensure that teachers are valued and their time well spent.
 
Reason 3 | Workload and Wellbeing
A reduction in seminar content in Year 1.

• No Year 2 programme for Mentors.
• Unique online wellbeing tools.

 
We understand that time is an issue especially for ECTs and we commend the reduced workload through the streamlined programme delivery and wellbeing monitoring. 
 
The unique NIoT online wellbeing tool is built into the NIoT learning platform and provides the opportunity for ECTs to feedback in regular short pulse surveys on how they are experiencing the programme and will give the NIoT opportunity to offer a helping hand when ECTs need it most.
 
The NIoT has expertly reduced the mentor training programme to one year to manage mentor workload whilst still ensuring impact.
 
Reason 4 | National Expert Webinars
Leading international experts run termly live webinars for ECTs and their mentors so they have opportunities to listen to and interact with leading experts in their fields. These are a very popular element in the existing programme.

• Bradley Busch | Leading expert in understanding and illuminating Cognitive Science in education, and Director of InnerDrive
• Kate Jones | Teacher, leader, bestselling author, blogger and award-winning international speaker, and Senior Associate for Teaching and Learning at Evidence Based Education.
• Alex Quigley | Head of Content and Engagement at the Education Endowment Foundation, experienced school leader, Director of Huntington Research School, in York and EEF in 2018, after working as a. He is the author of multiple books for educators as well as writing a regular column for TES magazine.
• Sonia Thompson | Headteacher at St Matthew's CE Teaching School and also the Director of the Research School.
• Tom Bennett OBE | Founder and Director of researchED, a non-profit organisation that runs teacher conferences about research and education and author.

 
Reason 5 | School-led Research

• The NIoT is unique in having its own, in-house research function.
• Enables NIoT to rapidly respond to research finding to strengthen programme.
• Great example, NIoT worked with SWIFT on research into ECF experience in rural and coastal areas.
• Lessons from this have shaped the new ECTE.

 
Powered not only by research from the Framework, additional research is also provided by the NIoT in-house research team to improve the programme continually and allows the NIoT to be highly responsive to feedback or learning from research, and to adapt the programme quickly to provide the most relevant offer. For example the recent work completed by NIoT and SWIFT on best supporting ECTs in small rural and coastal schools.
 
Reason 6 | Mentor Enhancements

• NIoT programme builds in specialist development to support Mentors.
• Great focus on supporting struggling ECTs.

 
We know that Mentors play an essential role in the induction of ECTs and the NIoT programme builds in specialist development to support them. 

SWIFT also has experience of working with the NIoT in other aspects of the Golden Thread, including as Lead Provider for the National Professional Qualifications (NPQs), and Programme Members’ have been very positive about their experience.

In addition, this year, we are piloting the NIoT’s innovative new Post Graduate Teaching Apprenticeship (PGTA) route into teaching.

Looking to the future, we believe there are significant opportunities with the NIoT as part of their innovative school-led research centre and in their status as the first university for the teaching profession.

With over five years of experience in delivering the ECF programme, supporting over 2000 ECTs and Mentors, our dedicated SWIFT Team bring a wealth of expertise and a commitment to excellence with satisfaction ratings consistently above the national average.

The SWIFT Team are committed to ensuring a seamless transition and to providing high-quality support throughout the ECTP and to support all aspects of programme management, leaving school leaders the time to focus on core business.

​Coupled with Appropriate Body expertise for 500 schools, SWIFT is pleased to offer schools a coherent package for teacher induction.

Watch out for further updates this Summer Term, including an Induction Tutor briefing on Monday 12 May 2025 and a Year 1 ECTP Welcome Webinar on Wednesday 2 July 2025.

You can register ECTs due to join your School/Trust in Year 1 and Year 2 from September 2025 on the link below and we will keep you informed of the next steps. 

Year 2 (September 2024) ECTs and Mentors will continue to access the ECF programme through their current Lead Provider. 

Any Mentors who have previously completed the ECF training programme do not need to undertake the ECTP training for Mentors.

By Jen Knowles, Director of SWIFT Teaching School Hubs

Helen Philpott and Joe Ambrose from the Southwest Regional Improvement for Standards and Excellence (RISE) Team began the session with an update on the aims of the RISE programme and the potential for further partnership working. 

To Ofsted as a central marker of the educational landscape and a presentation from Southwest Senior His Majesty's Inspector, Tracey Reynolds on her insights into the Ofsted consultation process and feedback from the testing phase of the proposed reforms. We were grateful to seize the opportunity to ask questions and Tracey was keen to receive their feedback before the end of the consultation phase. One attendee usefully noted how the “Ofsted info will underpin changes to the subject review process.”

Sharing his experiences of the pilot testing phase of the proposed new Ofsted Framework, Director of Performance for the Ted Wragg Trust, Jon Lunn, helped attendees to gain a better understanding of how the potential changes may play out in their own school settings. 

We were then joined by Justin Coombes and Helen Arman from the AQA Executive Team, who shared information about the use of AI for diagnostic and formative data insight tools for schools and MATs, along with the potential strategy as we move towards digital exams.

Michelle Sullivan, R.E. Lead for the Blackdown Education Partnership and Somerset R.E. Advisor, provided updates into the changes to the statutory entitlement and requirements for the delivery of Religious Education. Michelle reminded us of the importance of raising the profile of World Views as a highly valuable subject for our young people. 

We then considered the impact of pupil mobility on the outcomes for our students, as Alan Blackburn, Director for School Performance for Blackdown Education Partnership, shared data to help us reflect on our own school transition practices. Alan also provided vital information for schools to ensure they complete the Key Stage 4 June data checking exercises with accuracy. 

Leaders were keen to learn about the SWIFT CPD offer for the next academic year from SWIFT Executive Director, Martin Smith with a programme of intentional professional development to support some of the real challenges for schools, including AI, School engagement/attendance, IT and more besides. Colleagues shared that many of the focus areas for upcoming SWIFT CPD aligned with their current school priorities, particularly in light of the key messages being shared by the Ofsted framework focus surrounding schools CPD offer to all staff, and its impact on improvement.
 
We thank all our speakers for their motivating presentations that provided a clearer understanding with up-to-date and relevant information on many of the burning issues of the day.
 
One attendee shared their humbling and honest insight on the pupil mobility that could speak for the whole event:

“It challenged my thinking on the impact of mobility on student outcomes which is a real issue we are wrestling with and what we can do to better support students.”
 
As ever, we look forward to supporting school leaders with our exciting and purposeful CPD offer this Summer Term.
 
Report by Tania Cox, Partner Director, Blackdown Education Partnership

We are pleased to bring you this next EVENTS newsletter with details of professional learning opportunities to support you. 
 
SWIFT Summer Conference 2025 | #SWIFTConf25
If you have yet to sign-up for our SWIFT Summer Conference 2025 on Thursday 19 June 2025 at the Future Skills Centre in Exeter, we are pleased to invite you now.

This is a premier event dedicated to empowering educators, fostering innovation and driving excellence in education, the conference promises to be an inspiring and enriching experience for all attendees.

Highlighted Courses/Support:

• South West Art Teacher's Conference
• Advanced Coaching Programme for School Leaders
• Passive Intervention and Prevention Strategies (PIPS) Training 
• The Maternity Teacher Paternity Teacher (MTPT) Project
• FREE Support for Pupil Premium Key Stage 2 Pupils
• Professional Communities

• Primary Subject Leader Briefings
• Events for your diary

Two thirds of the school year complete, we are pleased to bring you this April UPDATE.

At this time of renewal and hope, Associate & Strategic Leader of Teaching & Research Schools (ESW) Roger Pope CBE reflects on inclusion in a move towards greater universal provision when the system is not working: outcomes are poor, children and parents experience the system badly and the funding is unsustainable.

"How can we build capacity, confidence, and skills in schools so that meeting the needs of most children through universal provision becomes more of the norm?"

On a positive tilt, we are keeping motivated after the Spring Leadership Forum and presentation by Peps Mccrea on The Science of Motivation: “Successful motivation is tied to life, survival and thriving.”  Executive Director of SWIFT, Martin Smith encouraged us to keep motivated with a look to the next academic year and the bold new CPD offer and we thank ONVU Learning Vice President Matt Tiplin for sharing how their video capture tech enables teachers to feel empowered to self-reflect on their teaching in a powerful way.

We also report on Education South West (ESW) CEO, Matthew Shanks who was a member on the expert panel of the recent Tes Trusts in Education Networking and CPD Event on the "gnarly topic" of behaviour in school.  

To another Multi Academy Trust (MAT) within our region. This has been an especially auspicious week for Gary Chown and team, as the new CEO of The Harbour Schools Partnership MAT, following the official merger of Tarka and Ventrus MATs on Tuesday 1 April 2025. We wish Harbour every continued success and you can read more in this issue's interview. 

Thinking about leadership, if you have yet to hear about our annual flagship leadership event, we remind you of the SWIFT 2025 Summer Conference coming up in June. A stunning line-up of speakers - and to think it is on your doorstep. Tickets are limited, so register your place and book in your diary and we will be glad to see you there.

We share details of the new edition of the Education Endowment Foundation's (EEF) guidance on the deployment of Teaching Assistants. It is worth a read to value even more these precious colleagues in the classroom.

Our sponsor SchoolPro TLC turns to a topic that is gaining cautious momentum. Have you embarked on your Artificial Intelligence journey yet? The SchoolPro team provide some very clear guidance on the use of generative AI in MATs and Schools. Read it and be forearmed!

We thank ONVU Learning, once again, who outline in this issue how their tech enabled collaboration lesson capture tool is working in the classroom and supporting teaching and learning. 

You can keep in contact with Exeter Supply Partnership for updates and instructive articles on supply teaching to support your next steps in teaching. Whilst in the school kitchens and dining halls, Educatering are providing nutritional and exciting food, working with School Catering Teams for a complete school catering service. 

Thank you for reading and we wish you all a happy springtime Easter break. 

The panel were tasked with exploring how schools can create a more consistent approach to behaviour, tackling policy implementation, and the most common behaviour challenges in school; as well as teacher confidence, and the balance between sanctions.
 
What is working, what is changing, and why behaviour remains one of the most debated topics in education.
 
Each Trust was asked one thing they have done that has had a significant impact on behaviour and to explain why.
As well as thinking aloud, it was a useful exercise to swap notes and to reflect on practice in their own School (s) /Multi Academy Trust - as you will perhaps be doing as you read this report.
 
Speaking for ESW, Matthew started with the positive premise. The Trust has high expectations of all children and are proud of the behaviour in their schools with a firm focus on outcomes and accountability, and schools are supported to be inclusive rather than exclusive. Factually, suspensions and permanent exclusions remain below the national average and ESW do not use a rigid, one-size fits all model to tackle the challenges in recent years, and have moved away from more strident and binary behaviour systems. Teachers value the children as individuals and schools are informed of each child’s USP at both primary and secondary. That said, Matthew recognises that standardised systems in place across School (s)/Trusts can be effective in encouraging respect, enjoyment and importantly, fun for children. 
 
The Trust works on the premise that children are children. The adults in school might have greater experience and wisdom, but that must come with the responsibility to act as a role model for good behaviour by managing the children’s behaviour and being respectful, which in turn, gains the respect of the children – whom it is anticipated, will behave (yes!).

Behaviour is, and will, always be seen across ESW as a form of communication. Teachers want to teach, most children who come to school want to learn and they cannot learn with distractions.
But children cannot learn if they do not feel comfortable, supported, cared for and secure, and which places them in a stronger position to be challenged.  
 
ESW respects the differing contexts and values of their communities and leaders and maintains a common philosophical core to behaviour approaches with high expectations firmly embedded in relational and restorative practice.  
 
Pedagogical principles have been developed and embedded to which all teachers have had opportunity to contribute and essentially, the curriculum is exciting and engaging. Above all, learning is intended to be exciting and delivered in a way that engages young people to thrive in the classroom. In line with many other schools across the country, mobile phones are banned in lessons for all ESW schools.  
 
This is all within the context of the effects and impact of detrimental curriculum development led by previous Governments; plus, the growing mental wellbeing and regulation crisis created by unfettered access to mobile phones and social media and ESW are striving to ride this wave along with other schools and Trusts. 
 
The caveat remains:
No matter what the behaviour systems are,
the key to managing behaviour in any classroom is the teacher understanding that behaviour is nuanced and maintaining good relationships with the children. 

Common to all ESW behaviour management policies are the widely known principles of Ready, Respectful and Safe. Implementation for some Trust schools might be different operationally; but they are all united in the belief that working with children and families is at the heart of inclusion for all. 
Communication with parents/carers is upfront. Whilst it is fair to say that parents can sometimes be the biggest issue in sometimes not supporting when their child has misbehaved, when meeting with parents or carers of troubled children there are clear guidelines and even if parents might occasionally not be in agreement, or it might not always be the successful outcome wanted by children, they are all treated as individuals. 
 
SEND plays a part too. Behaviour sits at the heart of the three-year SEND strategy with Ordinarily Available Inclusive Provision in every classroom as the key tenet in meeting children’s needs and minimising misbehaviour.  
 
Coaching is Trust-wide, and incremental and guides improvements in the quality of practice.
Mathew cited Jim Collins in “Good to Great” and The Window and the Mirror Leadership Model, in which effective and good leaders look out of the window to apportion credit to factors outside themselves when things go well but in the mirror to apportion responsibility, never blaming bad luck when things go poorly. Coaching helps teachers and leaders to always to look in the mirror.   

In conclusion, Matthew said:
“ESW looks for educational solutions to managing behaviour, supported by systems or processes. Ultimately, we want to develop and raise young people, helping them to develop into resilient and rounded young people.”
  
With opportunity for networking, Matthew also benefitted from looking at what other colleagues are doing in their Trusts, understanding how sharing and reflecting boosts the motivation to build and improve to become even better.
 
“The more you talk to other colleagues about what they do, the more it makes you reflect upon your own practice and how you can improve. Links between ESW and a large, national Trust are in motion to collaborate and share good practice with Attendance and Behaviour Leads.”

Other speakers in the mix included Natalie Pereira from Education Policy Institute, Chris Paterson from the Education Endowment Foundation (EEF), Sufian Sadiq from Chiltern Learning Trust and Amy Leonard MBE from The Talent Foundry, part of an Expert Clinic discussing how to support and manage parent and local media communications for behaviour management.
 
This rounded-off a detailed exploration of behaviour in the classroom and the ways children and teachers can be supported.
 
We thank Matthew for sharing his insights and experience on the Expert Panel of this recent Tes Trusts in Education networking and CPD event. 

Report by Jude Baylis, SWIFT Executive Assistant

Have you embarked yet on your Artificial Intelligence (AI) journey?

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The use of AI in schools is rapidly growing, offering numerous benefits, such as enhanced efficiency, personalised learning, and improved decision-making.

​However, AI also presents challenges, including Data Protection risks, ethical considerations, the risk of bias, and concerns over transparency.

Given the rapid advancements in AI and the growing reliance on these technologies in education, it is crucial for MATs and schools to establish clear policies that balance innovation with safeguarding concerns.
 
Our sponsor, SchoolPro TLC provides some helpful guidance here and a framework for the responsible use of AI in schools, ensuring compliance with UK GDPR, recommendations from the Information Commissioner’s Office (ICO), the Department for Education (DfE), and guidance from Ofsted. 

What is Generative AI?
Generative AI refers to AI systems that can create new content, such as text, images, video or audio. Unlike traditional AI, which follows explicit programming to complete specific tasks, generative AI uses machine learning to create original outputs from input data.

The UK Government and the ICO define AI as technology that mimics cognitive functions associated with human intelligence, such as learning and problem-solving. AI is increasingly used in MATs and schools for both educational and administrative purposes, raising questions about responsible implementation, data security and the ethical implications of its use.

Open vs Closed AI Systems
Understanding the distinction between open and closed AI systems is essential when assessing risk and implementing AI within educational settings:

• Open AI Systems | These include publicly available AI models (e.g., ChatGPT, Google Gemini) that continuously learn from user inputs. They may store, share, or learn from the information entered, including personal or sensitive data. Schools should avoid entering identifiable information into these tools to protect personal and special category data.
• Closed AI Systems | These are proprietary AI solutions controlled by an organisation (e.g., school-specific AI tools integrated into a school’s Learning Management System). Closed systems offer greater security and compliance as external parties cannot access the data input. If a school uses closed AI tools to process personal data, this must be included in the school’s Privacy Notice.

Can Open AI Systems Be Configured as Closed?
Some AI tools, such as Google Gemini, Microsoft Copilot, and other cloud-based AI models, are generally considered open AI systems by default. However, it is possible that they can be configured to function as closed systems depending on their settings and the environment in which they are deployed.

For example, within a Google Workspace for Education environment, Google Gemini can be configured to:

• Operate within a restricted school domain, preventing data from being shared externally.
• Be managed through Google Admin Console, where IT teams can disable data collection and adjust privacy settings.
• Restrict AI usage to pre-approved applications, ensuring compliance with school policies.

In such cases, an AI tool that is generally open in a public setting may be functionally closed within a well-managed, restricted environment. Schools should consult their IT lead or Data Protection Officer (DPO) to determine whether an AI tool is configured to meet Data Protection requirements before use.
MATs and schools should assess AI applications before use to determine their suitability based on these classifications and apply appropriate safeguards, such as data minimisation and access controls. 

Scope of AI in MATs and Schools
Pupil Usage
AI has the potential to enhance learning through activities such as:

• Personalised tutoring
• Research support
• Critical thinking development
• Adaptive learning platforms

However, students must be educated on the ethical use of AI, particularly in avoiding over-reliance and plagiarism. Acceptable Use Agreements should explicitly outline permissible and prohibited AI use.

Staff Usage
Teachers and administrators can potentially use AI for activities such as:

• Lesson planning
• Curriculum development
• Report writing (without identifiable student data)
• Student performance analysis
• Administrative tasks such as scheduling and resource management

Staff must verify AI-generated content for accuracy and must not input personal or sensitive data into generative AI tools without prior assessment.

Governors and Leadership
Governors and senior leadership teams play a crucial role in overseeing AI implementation, ensuring compliance with Data Protection laws, and updating policies as AI capabilities evolve.

Core Principles for AI Use
Transparency
MATs and schools must conduct Data Protection Impact Assessments (DPIAs) when AI tools process personal data. DPIAs help identify risks and establish mitigating strategies to protect sensitive student and staff information.
 
Schools should also be transparent about how they use generative AI tools, ensuring that staff, students, Governors, parents, and carers understand how their personal data is processed.

Accountability
Roles and responsibilities for AI use must be clearly defined and schools should:

• Assign AI oversight responsibilities to senior leaders.
• Implement AI governance committees where appropriate.
• Ensure staff are trained in AI risk management and Data Protection.

 
Compliance with Data Protection Legislation
Schools must ensure that AI tools comply with UK GDPR and their Data Protection Policies.
To protect data when using generative AI tools, schools should:

• Seek advice from their Data Protection Officer (DPO) and IT lead before using AI tools.
• Verify whether an AI tool is open or closed before use.
• Ensure no identifiable information is entered into open AI tools.
• Acknowledge or reference AI use in academic work. 
• Fact-check AI-generated results for accuracy before use.

AI and Data Protection in Schools 
AI use must comply with UK GDPR and the Data Protection Act 2018 in order to safeguard personal data. Schools reserve the right to monitor AI usage to prevent misuse and ensure compliance with academic integrity policies.

Data Privacy and Protection
The use of personal data in AI tools must be handled with extreme caution.
Schools and MATs should adopt the following principles:

• Avoid Using Personal Data in AI Tools | It is recommended that personal data is not entered into AI applications unless absolutely necessary.
• Strictly Necessary Use | If personal data must be used within an AI system, the school or MAT must ensure:
  • Full compliance with UK GDPR and school data privacy policies.
  • Appropriate safeguards such as anonymisation or pseudonymisation are in place.
  • Clear documentation of the processing, including a completed DPIA.
• Transparency in Automated Decision-Making | Schools must be open about any use of AI in decision-making or profiling, ensuring pupils, parents, and staff understand how their data is processed.
• Legal Basis for AI Data Processing | If AI tools process personal data, the appropriate legal basis should be identified and any relevant actions implemented as a result before use.
• Security Measures | AI-generated data should be protected using encryption, access controls, and secure storage.

 
Additionally, some generative AI tools collect and store additional data, such as:

• Location
• IP address
• System and browser information

 
Schools must review and disclose how any data collected by generative AI tools is processed and stored in their Privacy Notice.

Ofsted Expectations for AI Use in Education
Ofsted does not directly inspect the quality of AI tools but considers their impact on safeguarding, educational quality, and decision-making within schools.

Schools must ensure:

• Safety, Security, and Robustness: AI solutions used in schools must be secure and protect user data, with mechanisms to identify and rectify bias or errors.
• Transparency: Schools must be clear about how AI is used and ensure that AI-generated suggestions are understood.
• Fairness: AI tools should be ethically appropriate, addressing bias related to small groups and protected characteristics.
• Accountability: Schools must ensure clear roles and responsibilities for monitoring and evaluating AI.
• Contestability and Redress: Staff must be empowered to override AI suggestions, ensuring human decision-making remains central. Complaints regarding AI errors must be appropriately addressed.

Leaders are responsible for ensuring that AI enhances education and care without negatively affecting outcomes.

Integration into Policies and Agreements
To ensure compliance, transparency, and ethical AI use, schools and MATs should update their existing policies to include provisions for AI. We have drafted recommended text to add to key policies and privacy notices in order to support this process. This information for parts of our AI Guidance pack for schools and is included in the following document: 
2 - Generative AI in MATs and Schools - Policy Updates. 

Report by Soton Soleye and Ben Craig, School Pro TLC