Thinking about inspiring and relevant issues of the day, we have a motivating line-up of speakers.
We encourage you to take a closer look at the flyer below.

Artificial Intelligence | Trust Leadership | Diversity, Equity and Inclusion | Pupil, Parent and Staff Engagement | Regions Group and more.

• Spend the day networking in-person with like-minded colleagues.
• Refresh your thinking with professional development that counts.
• Take time out of your normal routine.
• Enjoy lunch provided by local catering gurus, Goosemoor Educatering.
• Be part of the conversation.

 Ticket price | SWIFT Members £100 and Other Colleagues £150.
#SWIFTConf25 

We thank our Sponsors/Exhibitors | 1-2-1 Learning, Exeter Supply Partnership, Goosemoor Educatering, ONVU Learning and SchoolPro TLC. ​

We are pleased to bring you this next EVENTS newsletter with details of professional learning opportunities. 

SWIFT Summer Conference 2025
We are delighted to invite you to the SWIFT Summer Conference 2025 (#SWIFTConf25).
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:

• SWIFT New Horizons Leadership Event
• Early Years Moderation (Exeter)
• Key Stage 1 Cross-School Writing Moderation
• Talk for Writing Showcase Open Morning
• FREE Support for Pupil Premium Key Stage 2 Pupils
• Professional Communities

• Primary Subject Leader Briefings
• Events for your diary ​

With the promise of spring and hope in the air, we are pleased to bring you this March UPDATE.

True to this spirit, Associate & Strategic Leader of Teaching & Research Schools (ESW) Roger Pope CBE considers professional generosity following the LSSW Connect study visit last week to Court Fields and The Castle Schools, part of the Blackdown Education Partnership Multi Academy Trust. Not least in the context of other examples of leadership on the international stage. 

"Both the schools and Trust build their culture on the relationships they build: whether with pupils, staff, parents or communities. Warmth and kindness, with of course, a toughness in the love that goes hand-in-hand with firm and high expectations, is clearly evident in everything the Trust and schools say and do."

Thinking about professional generosity, remember to get your ticket for the Summer Conference 2025
on Thursday 19 June 2025 at the Future Skills Centre. Find out more and book here
 
We report on the National Professional Qualifications Framework Review by the Department for Education and our involvement as part of our Golden Thread delivery. 

In advance of the presentation at the SWIFT Spring Leadership Forum on Thursday 20 March 2025 you can read some of the thinking about the ambitious new SWIFT CPD offer.  

We are pleased to interview Robin Scott, CPD & Marketing Coordinator with Exeter Consortium Schools’ Alliance and one of our valued delivery partners and champions of SWIFT CPD. It is always interesting to discover insights and to celebrate those working diligently behind the scenes. 

Hannah Cox, Co-Deputy Director of Devon Research School considers using exam wrappers to encourage Year 11 Students to reflect on the effectiveness of their revision and wondered how she can encourage students to be reflective about the revision techniques they use, and how can their reflections feed into the revision homework tasks I set?

Our sponsors, meanwhile, showcase how they can support you, with SchoolPro TLC subscribers able to book a Data Protection audit.  If you are looking for supply with a heart, Exeter Supply Partnership offer a not-for-profit ethos and a service that is much more than supply cover supporting teachers/teaching assistants and Schools and Trusts.

Educatering celebrates with food some exciting events for the 2025 Chinese New Year and today's World Book Day (can you spot the famous children's book translated into food?).  Whilst, ONVU Learning empowers educators with their thoughtful and dynamic video capture technology.  It is another way and worth a look.

We hope you find something that adds value for you. 

“Overall, I think it is most rewarding being part of the Teaching School Hubs network that is aiming for big improvements in education. I always feel the South West collaborates well and we want to work with and make our schools even better."

 If you ever have had any contact with Robin about one of our SWIFT courses or events, you will know him to be both highly effective, kind and calm, and welcoming with it.

Robin has been the CPD and Marketing Coordinator with Exeter Consortium Schools’ Alliance for the past six years, working with SWIFT for over five of those years and he has a strong connection with the South West.
 
Robin studied Business Studies at the University of Plymouth with a placement year at Teignbridge District Council, which helpfully raised his awareness of the South West and local area and honed his general admin, communication and design skills.
 
Opting for further study, Robin went to Bournemouth University to undertake a Sport Management Master's Degree, drawing on his Business Studies degree. This eventually led to a job at the University of Exeter in the Sports Park promoting gym memberships, with responsibility for marketing graphics and general social media content. Robin’s experience was further crystallised next working for a PR firm - including a special stand-out project on the Dawlish Seawall rebuild with Network Rail.
 
We enjoy working with Robin and commend his dependability. 

1. How has your background in Business Studies and marketing supported your role as CPD and Marketing Coordinator with Exeter Consortium Schools’ Alliance?
Yes, I think my background has given me a strong foundation as the building bricks for my current role in enhancing my organisation and event management skills.

Whilst I have not done a degree in event management, I believe I understand the processes and I now have a good understanding of what teachers need and want, and what is or is not relevant for them, what does and does not work and how people like to be communicated with. All of which I think plays a big part, especially in today's society as people have very limited time. So, I take extra care in how I construct emails and communications that are straight to the point, but are also appropriately detailed – the success of which I think is reflected in receiving very few queries from my communications.

In terms of my marketing experience, I think it is helpful to communicate opportunities in the right channels.
 
In addition, I have always had a thing about and enjoy understanding and learning new technologies and figuring out new things; which I think is important as if you wish to have a role in marketing and to be successful, you have to stay on top of the latest trends.
 
2. What do you find to be most rewarding as a SWIFT delivery partner?
I like the fact that I have a direct impact on schools and teachers.
Although thinking about it, I do not directly see this impact, even if know that it has an impact, because as delivery partners, we obviously promote and run the courses. Hence it is rewarding when we receive such good feedback from courses. A slightly strange, but interesting concept!  

I think the other thing is because I am not from a teaching background, unlike many other delivery partners, then it is good to work with the rest of the team who are former teachers and senior leaders and it provides a good mix with my marketing and business experience. I can learn from them what is going on in schools at the moment, and the key areas to be considering. But I ought to mention perhaps that my wife has been a primary school teacher for the past eight to nine years, so that is very helpful in providing insights for me.
 
Overall, I think it is most rewarding being part of the Teaching School Hubs network that is aiming for big improvements in education. I always feel the South West collaborates well and we want to work with and make our schools even better and our shared objective goes beyond any potential competition between us as delivery partners.
 
3. How does your involvement in the SWIFT Membership Services Team enrich your role?
As I have already mentioned above, it provides an insight into what schools want and their CPD needs and the direction of travel for education. It enriches my role because most of the other Team Members have teaching experience, which I do not have. Equally, when it comes to communication and marketing, they can look to me and seek my thinking and advice.

As a Team, we are excited that SWIFT Executive Director, Martin Smith is going to be presenting at the Spring Leadership Forum on Thursday 20 March 2025 our bold new offer for the next academic year, which we have been busy working towards this year.
 
4. Knowing your special interest, how are you currently using AI in your work?
Yes, AI is exciting. But above all, what I have learned is that you cannot rely on AI, but it is definitely great to enhance on the side.

I have used it a lot for graphic design and social media, and I also use it in Canva a lot that is great for content creation, and I use it for refining messages.

For example, if we receive lots of text for a trainer for a course and aware that I know that teachers have limited time, and reams and reams of information on an Eventbrite page could be off-putting, we can refine the information to elicit the key points.

So, it is It's useful for creative work, but still requires my professional judgement.

5. What is your greatest wish for teacher professional development at this moment in time?
I would say that it would be great if all teachers had a similar level and/or wish to embrace new and latest technologies whilst maintaining their strong teaching principles, so that we can help and support.

But I also think that teacher professional development needs to be flexible and to fit into teachers’ and leaders’ schedules – whether this becomes more bite-sized, but is still a high-quality.
 
We thank Robin for sharing his insights as our valued delivery partner and we value his marketing and communications expertise.

Interview by Jude Baylis, SWIFT Executive Assistant

As the pinnacle of what the Department for Education (DfE) terms the Golden Thread, National Professional Qualifications (NPQs) – to continue the sewing metaphor – have become a reputable part of the patchwork quilt of professional development for teachers and leaders (that should be noted and commended is entirely voluntary).

We currently work with Lead Providers: the National Institute of Teaching and Teach First who provide the teaching materials, which are delivered by our expert and experienced Facilitators, drawn from local schools and Multi Academy Trusts – all of which is co-ordinated by our hard-working SWIFT Central Team to ensure Programme Members keep on track.
 
As a suite of leadership qualifications, NPQs are based on the best available evidence and best practice of teaching and leadership in education. During the post-Covid recovery years, NPQs were effectively established as essential support for teachers and leaders, underwritten by scholarships for funded places.
 
This has helped to see a significant uplift in colleagues embarking on their NPQ journey. We celebrate NPQs for supporting career progression, improving quality and consistency of leadership, retention of teachers and leaders and quality of teaching (including impact on pupil outcomes).
 
You will understand from your own professional classroom practice, and your school and Multi Academy Trust improvement strategy that life does not stand still in education. Too much is at stake in our rapidly and ever-changing world with the need to equip our children and young people with optimal learning opportunities in line with evolving evidence to improve, enhance and progress.
 
With this educational evolution in mind, the DfE is undertaking a formal Review of the existing ten NPQs.
 
The scope of the Review includes, but is not limited to, consideration of the following key areas: 

• SEND.
• Leadership progression.
• Workload reduction.
• Operational leadership. 

 
Working in partnership with the Education Endowment Foundation (EEF), the DfE are seeking to update the evidence-base underpinning the NPQs and an Expert Steering Group has been convened with representation from Headteachers, Trust CEOs, Lead Providers, and the Chartered College of Teaching, which will be complemented by other stakeholder engagement. 

As a thorough process, the Review is expected to take approximately 18 months; during which time, the existing suite of NPQs will remain in place until completed with time for implementation. 
 
Our Strategic Lead, Roger Pope and member of the now voluntary Teaching School Hubs Council is leading a National NPQs Advisory Group with regional representation from other Teaching School Hubs. The recent launch meeting provided a useful opportunity to discuss various considerations that have been presented to the DfE as part of their information gathering. A compelling reflection (amongst many) from the discussion and, something we can all relate to in curriculum delivery, is of time as the Mother of Depth with the importance of NPQ Programme Members having enough time to cover the programme content and avoiding any dilution of time should the content be expanded.
 
We are pleased to be part of the Review engagement with the DfE and we look forward to contributing ultimately, as part of our commitment to provide professional qualifications that count for our teachers and leaders.

​Report by Jude Baylis, SWIFT Executive Assistant 

We are pleased to bring you this next EVENTS newsletter with details of professional learning opportunities. 

SWIFT Spring Leadership Forum | Thursday 20 March 2025 | 1530 - 1700
Our keynote speaker, Peps Mccrea will be presenting on ‘The Science of Motivation.’

In this session, Peps will provide a framework of five big ideas from the evidence on motivation plus five key practical strategies we can use to boost attention and effort in the classroom and will include video footage of great teaching in action.

In addition, SWIFT Executive Director, Martin Smith will set out an ambitious SWIFT offer for next academic year and provide delegates with the opportunity to put forward their own requests for speakers and courses.

Highlighted Courses/Support:

• SWIFT Summer Conference 2025
• Passive Intervention and Prevention Strategies (PIPS) Training
• AQA Writing for GCSE English Language Reaching Grade 7-9
• NPQ DfE Registration Open! Begin Your Leadership Journey Now!
• FREE Support for Pupil Premium Key Stage 2 Pupils
• Professional Communities

• Primary Subject Leader Briefings
• Events for your diary​

As we edge ever-closer to spring, we are pleased to bring you this February UPDATE.

Associate & Strategic Leader of Teaching & Research Schools (ESW) Roger Pope CBE reflects on the recent LSSW Connect study visit to The Charter Schools Educational Trust in London with a feature later in this issue.  The simple and succinct vision for the Charles Dickens Primary School is that greatness begins with academic excellence, creativity and social intelligence as Roger reports how he saw this in practice in the school during the study visit. 

In a part one feature, our Director of Teaching School Hubs, Jen Knowles recently met with the SWIFT Diversity, Equity and Inclusion Partnership Group to consider how SWIFT can address DEI across our Golden Thread programme delivery. We will report back once the DEI Group have processed the analysis phase of documents and communications, and share how the SWIFT Teaching School Hubs Team can take action on this important dimension of our work. 

We report back on the joint initiative working with Colyton Foundation and Atom Learning to promote Free Pupil Premium support for Key Stage 2 children across our South West schools. Take-up has been very encouraging and we hope that schools are seeing the benefits. If you are interested in finding out more about Atom Learning, you can watch a short demo video in the feature. 

Working with national Lead Providers is key to our delivery work as Teaching School Hubs and in this February issue, we interview Amy Lingfield, Director of Partnerships at Teach First who shares how we align as organisations. 

You might have spied the new name and logo, but Jon Eaton, Director of the newly rebranded Devon Research School explains what this means for you. 

Our sponsor, SchoolPro TLC shares their expertise and knowledge about data sharing with school immunisation services. You can meet Director, Ben Craig at next week's School Business Management Professional Community on Tuesday 11 February 2025 between 1300 – 1500. Ben will be presenting on Biometrics, Immunisation Data, SAR Guidance and AI. Book your place here This session is FREE to SWIFT Members or £25 for Non-Members. 

Our other sponsors are also here to help life in your classrooms and schools to be even more effective and enjoyable. ONVU Learning have developed Smart Moments as part of their lesson video capture technology that allows teachers to flag seamlessly key classroom moments in real-time designed to make post-lesson review easier than ever. Find out how in their feature. 

Meanwhile Exeter Supply Partnership are heading north of our region and are busy recruiting in North Devon for outstanding primary teachers and Teaching Assistants and working with schools as a not-for-profit organisation who invest in their supply team. 

Endlessly enthusiastic about all things food, Educatering showcase a special "out of this world" themed catering and show how they care about pupils having a hot school meal every day. Not only to benefit the school kitchen, but to boost concentration for pupils’ afternoon learning. 

Similarly, if you are thinking about a change to your school /Multi Academy Trust's catering, you can meet Educatering's Head of Catering, Rob Stevens at next week's School Business Management Professional Community (as detailed above).

It is all here for you.
Thank you for taking the time to read and relish our latest. 

“As a national organisation, we value immensely our partnerships with delivery partners, such as SWIFT, to develop a self-sustaining and improving system.”

Amy Lingfield is Director of Partnerships at Teach First before her previous career in communications and employee engagement at Instinctif Partners in the City of London, where she worked with clients including, Thomson Reuters, Aviva and Marriot Bonvoy.
 
Amy was drawn to working for Teach First in seeking to make a difference and to have an impact, and was particularly drawn to the focus on disadvantage and a commitment to a fair education for all. In her nearly ten years with Teach First, Amy has always worked in Partnerships and has enjoyed the roles of School Partnerships Manager, Regional Partnerships Manager, Head of Regional Partnerships London and Head of Regional Partnerships South.
 
As part of Amy’s career change from the City, she completed the Teach First Leadership Development programme and worked in schools in Lewisham before joining Teach First and is grateful for this understanding that complements working for a national provider.
 
SWIFT is pleased to work with Teach First for the delivery of the Early Career Framework and the National Professional Qualifications as part of the Golden Thread of teacher development. 

1. From your own background in business and education, what top three qualities do you bring as Director of Partnerships that Teach First?
From my background in both business and education, I believe the top three qualities that I bring to the role are firstly, the strategic collaboration. I know how to bring businesses, communities and schools together in a way that in my opinion, creates an impact focus.

Secondly, I think is leadership and education.
As an ambassador of the Teach First Leadership Development Programme, I understand the daily challenges that accompany the rewarding career of teaching in the classroom and I wish to ensure that our partnerships are truly built to support teachers and leaders.

Thirdly, I think would be a results-driven innovation, that draws on my business experience to build sustainable high impact initiatives that are focused around disadvantage that makes a difference to our partnerships and the education sector.

2. What do you consider to be the benefits of working with a delivery partner, like SWIFT?
As a national organisation, we value immensely our partnerships with delivery partners, such as SWIFT, to develop a self-sustaining and improving system. We can bring our national reach, our influence, our relationships and expertise in recruiting, retaining and developing teachers and leaders alongside the latest research and work with partners like SWIFT to contextualise for their schools appropriately.
 
SWIFT are the absolute experts within their context as Teaching School Hubs and are committed to the schools they work with. The Team brings a wealth of experience to ensure the Teach First products that we are developing as an organisation are exemplary and best serve the schools that need them most.

Our colleagues at SWIFT are very committed to providing the best possible experience for their schools and to ensure that we, at Teach First, are facilitating this experience and are providing open and honest feedback to us on a regular basis.

3. What has been most personally rewarding about working SWIFT?
Personally, I have thoroughly enjoyed watching the benefits of our collaboration on many aspects, including for example, ITT accreditation, working in partnership to improve our systems and processes at Teach First.

Certainly, for me, working on the review process provided an opportunity to take a step back and to enjoy and reflect on how far our partnerships have evolved and also to look to our future working together; which felt like a big turning point for our partnership in driving forwards. There is also clear alignment between our organisations in that we are both striving to provide a high-quality service for our schools.

On a personal note, I believe that SWIFT colleagues, Jen Knowles, Fiona McNeile and Martin Smith are already committed and focused to driving our partnership forwards to achieve our mutual aims and goals. For us, our SWIFT colleagues always have their schools and Multi Academy Trust partners at the forefront of their mind in decision-making and it is a genuine pleasure to support them in serving their community.

4. What do you believe to be the current challenges for teaching recruitment faced by Teach First?
Essentially, I think there are a breadth of challenges facing us, but lots to hope for and aspects that are starting to change. In particular, I think there are two current challenges, in the Graduate recruitment market into teaching and how this plays out in disadvantaged schools.

I believe there is a need for more flexible working in teaching and am pleased to see this is starting to shift. However, I think due to the structured teaching school terms, there has been a lack of flexible working available and the breadth of the job can sometimes be perceived as unattractive for Gen Z whom we wish to attract into the profession. Pay and often, location are also important, as the cost of living is so high, and many more students are choosing to stay at home and do not necessarily want to move. Therefore, getting to a school location can be tricky for them.

In our experience, disadvantaged schools generally face more recruitment difficulties with specific challenges for schools serving disadvantaged communities that are often exacerbated by funding challenges; which can sometimes impact on workload in those schools. I believe we need to see more funding and support for disadvantaged schools and communities to support both recruitment and retention in disadvantaged areas.
 
In terms of the Graduate recruitment space into teaching, competition for candidates remains tough in a relatively buoyant market with a career in teaching perhaps not the most popular profession choice amongst Graduates. It can be perceived as quite stressful, and not very well paid when compared with other Graduate jobs. Hence, attracting Graduates into the market and therefore new entrants into the market is challenging and many of the most sought-after Graduates may choose to pursue other careers. Gen Z typically value making a change in their career, but not necessarily at the expense of their financial or mental health.
 
But I still believe teaching is a rewarding and worthwhile career and I empathise with and commend teachers in the classroom inspiring the next generation of teachers.

5. What are your hopes for the future teacher training and how do you see Teach First evolving in this space?
Once again, I think for us at Teach First, it is a focus on disadvantage.
We want to see better funding and more support for schools, which could stimulate working in disadvantaged schools as an attractive place to work.

I think we also want to be working closely with our Delivery Partners, such as SWIFT to be looking at how in partnership we are able to support schools so they are not more disadvantaged within their geographical context with an enriched offer.
 
I think it will also be important that we see the continuing professional development offer bedding in, so that more future teachers will recognise the genuine development opportunities within the sector and start to see the dynamic career trajectory from an early stage.

Finally, I think the changes in the apprenticeship space will provide a valuable opportunity, and we are excited at Teach First about this new avenue into teaching that should provide openings to attract a new market of entrants into the profession and should certainly develop and grow more teachers from within their communities.

We thank Amy for her uplifting interview and for being our valued partner.

Interview by Jude Baylis, SWIFT Executive Assistant

As part of this mission, LSSW Connect runs leadership study visits.
This year sees its fifth annual programme, this time expanded to three separate visits:
 
1. Charles Dickens Primary School and The Charter School North Dulwich in London (The Charter Schools Educational Trust) 
2. The Castle School and Court Fields Schools in Somerset (Blackdown Education Partnership)
3. Ernesettle Community School and Tor Bridge Primary School in Plymouth (The Inspire Multi Academy Trust (South West))

We are pleased to bring you this next EVENTS newsletter with details of professional learning opportunities.  

SWIFT Spring Leadership Forum | Thursday 20 March 2025
Our keynote speaker, Peps Mccrea, will be presenting on ‘The Science of Motivation’.
In this session, Peps will provide a framework of five big ideas from the evidence on motivation plus five key practical strategies we can use to boost attention and effort in the classroom and will include video footage of great teaching in action.

In addition, SWIFT Executive Director, Martin Smith will set out an ambitious SWIFT offer for the next academic year and provide delegates with the opportunity to put forward their own requests for speakers and courses.

Highlighted Courses/Support:

• Coaching for Leaders
• AQA Writing for GCSE English Language Reaching Grade 7-9
• Good NPQ News 
• FREE Support for Pupil Premium Key Stage 2 Pupils
• Professional Communities

• Primary Subject Leader Briefings
• Events for your diary

We are pleased to bring you this next EVENTS newsletter with details of professional learning opportunities. 

Ensuring an Ambitious Curriculum for Early Years Pupils
This half day session will support you to consider how areas of learning fit into whole school curriculum planning, ensuring progression from Early Years into Key Stage One.
 
Highlighted Courses/Support:

• Supporting Children with ASD and High Anxiety
• FREE Support for Pupil Premium Key Stage 2 Pupils
• Good NPQ News to ring in the New Year!
• Professional Communities

• Primary Subject Leader Briefings
• Events for your diary

“Looking back now, I’m really grateful that my learning and exams gave me structure, motivation and skills for my working life.”
 
Justin Coombs joined national awarding Exam Board, AQA nearly ten years ago and is presently Executive Director of Assessment Technology, with responsibility for the design and development of the software systems used to deliver assessment, including administration of candidate entries and results, and scanning and marking of scripts.
 
Prior to joining AQA, Justin worked in software development roles in financial services, data science and medical technology.  In his role as Director of Systems Implementation at dunnhumby, Justin led the international rollout of their core data science platform through a significant phase of expansion.

Whilst Justin cannot now recall in any great detail his experience of exams as a learner – apart from an uncomfortable French A Level exam when he was poorly with a terrible bug - he certainly excelled in his exams; and embraced the content and skills learned from his subjects.
 
At A Level, Justin studied Maths, Further Maths, French and German and then went on to study Psychology and Philosophy at the University of Oxford.
 
We are pleased to find out more now about his role and insights of working for AQA.

1. What do you find to be most personally rewarding working for AQA?
For me, the most rewarding part of working for AQA is when we get to the annual A Level and GCSE results’ days.
 
As exams run through the Summer, we see huge volumes of exam papers arriving at our scanning centre in Milton Keynes, which provides an insight into the scale of the job that we do for the nation. So, it is great when we get to results day to take a moment appreciating the media coverage showing millions of learners across the country getting the grades they have worked for.
 
We can also enjoy listening to stories about them progressing onto university and college and, whatever comes next and reflect and be thankful for the fact that we have been able to help to move them forward.
 
2. What was your own experience of learning for GCSEs and A Levels?
I was fortunate in that I engaged with most of the subjects at GCSE and A Level; and much of this learning has been invaluable in my subsequent career. There is hardly a subject area that I have not applied – from the core skills of Maths and Computer Science typically associated with IT careers to the Geography, Modern Languages and Science, which have all helped me along my career journey.

3. What do you consider to be the most significant change in the exams system in recent years?
This is an interesting question, because aside from the COVID pandemic, where we obviously had to operate in a completely different system; the exams system has largely been stable since the last round of reform in 2017/2018.
 
However, at AQA, we have been working to refresh all our systems in order to make the lives of teachers and Exams Officers easier with the introduction of new technology and features, such as the digital media portal, which released new features for uploading audio and video over the last two summers.

4. What do you believe distinguishes AQA from other awarding bodies?
Fundamentally, the fact that AQA is a not-for-profit charity, rather than a commercial organisation.
 
Hence, at our core is our charitable purpose of delivering fair and accurate results and never to let a learner down. This means that we wish to ensure accurate and fair results for learners on results day that reflects their performance. It means that we offer some qualifications that other Exam Boards would not be able to offer, because we are driven by doing the right thing for education, rather than doing the right thing for shareholders.

5. How would you like to see exams evolve over the next ten years and how realistic is this thinking?
We anticipate that exams will evolve gradually over the coming years.
 
We are planning for an incremental shift towards digital assessment, as we recognise that digital skills are critical for today's young people who will be entering the workplace in the 2030 and 2040s. We know that many of today's students are used to doing a lot of their work on digital devices, but we still recognise the ‘digital divide’ in access to technology, so want to make sure every step we take drives greater equality.
 
But these evolutionary changes can only be within the boundaries of what schools can support. Furthermore, we completely recognise the challenges of teacher workload – so, we want to make sure that whenever we’re ready to introduce technology it has a positive impact for teachers and school leaders too.
 
We thank Justin for his dedication to all those learners who will be sitting and who have sat AQA exams in their educational career.

Starting 2025 with good communication intentions, we are pleased to bring you the January UPDATE. 

Associate & Strategic Leader of Teaching & Research Schools (ESW) Roger Pope CBE rings in the news year with good news that scholarship funding is being repeated for Cohort 4b:

"For many schools and Trusts, they are a key outcome of annual progress and development discussions with an allowance of funding built into annual budgets. In short, they are becoming an entitlement for staff."
 
You can find more information and how to apply here

For our January interviewee, we find out more about working for Exam Board AQA from Justin Coombs, Executive Director of Assessment Technology.

If you are currently on parental leave, or you have colleagues in your school/Multi Academy Trust (MAT), we encourage you to read more about The MaternityTeacher PaternityTeacher Project’s (MTPT) FREE return to work workshops - with the next session coming up on Monday 3 February 2025.

Our Data Protection expert sponsor, SchoolPro TLC unpicks the recently updated Subject Access Request (SAR) Department for Education guidance. As former school teachers and leaders, they are standing by to help you.

Meanwhile with our other sponsors. Goosemoor Educatering share some festive food and 2024 visual highlights and do feel able to get in contact should you like to find out more about catering for your school/MAT and/or foodie nutritional input to your curriculum. 

Exeter Supply Partnership are ready for the new year to support your primary supply teaching needs with their ethical not-for-profit ethos and ONVU Learning are also ready to support you with their dynamic teaching and learning classroom tool. Intrigued? Click the UPDATE link below to find out more.

Welcome back! With our warmest wishes for a happy and hopeful 2025. 

Team Achievements
The SchoolPro TLC Teams have their own expertise and are proud to have excelled in various projects with a commitment to deliver exceptional results and ultimately, to strive to exceed client expectations. Special recognition goes to the Data Protection Office Team for their outstanding performance in supporting schools with:
 
892 data breaches
671 Subject Access Requests
181 data decisions
 
The Data Protection Impact Assessors (DPIAs) saw a 74% increase on last year with 73 completed.
PLUS, numerous compliance checks and audits undertaken by the team and this does not even include an attempt to count the number of emails and phone calls responses!
 
The Training Team have supported (through the SchoolPro TLC online training platform) 11,922 school staff course completions across Cyber Security, Data Protection and Safeguarding training courses.
 
They have also run onsite and remote staff training sessions throughout the year and developed a number of new training courses focused on different Data Protection topics, including Subject Access Requests (SAR) management and How To Be A Data Protection Champion.

Finally, the launch of the ‘After School Sessions’ enjoyed a successful first in a sequence of training events on Safeguarding and Data Protection in the SchoolPro TLC Gloucestershire HQ in November.

Community Engagement
School Pro TLC are proud to have strengthened their commitment to corporate social responsibility, and participated in several initiatives that have made a positive impact on our community.
 
They continue with the SME Climate Hub Commitment and hope to carry on reducing emissions  into the new year and beyond with a target to achieve net zero by 2030.
 
Partnering with The Ocean Network in support of Surfers Against Sewage, this is an exciting relationship as they become a voice for the ocean in helping to protect the UK’s unique coastal environment. A cause that is close to the Team’s hearts.

Click on the logos below to find out more!

Looking Ahead | Strategic Goals for Next Year
Planning is in earnest for the launch of the new portal, which will increase team capacity with the intention of best serving schools and Trusts, whilst building on successes, and exploring new opportunities with partnerships to support SchoolPro TLC clients with even more cost-effective and high-quality services.
 
If you have yet to meet SchoolPro Safety, this new brand was launched in September, and offers a range of Health and Safety services; and will be joined by the upcoming SchoolPro Safeguarding, due to launch early this year.

The proof of delicious healthy food is certainly in the pictures, as you can see here some of their foodie highlights from 2024.  

Because they care, Educatering Team build on their love of food with positive healthy relationships with School Catering Teams.

As well as using the best produce, Educatering also provide two or three-week rolling menus for School Catering Teams. 

​They believe the best way to maximise the uptake in school meals, other than by providing better produce, is by creating exciting meals which the children will enjoy whilst also being nutritional.
​
Menus can be tailored and pupil voice and staff feedback is always well received.  Menus are updated termly or twice a year based upon preferences to move with the seasons allowing more local and seasonal produce to be used .

More Information 

Opportunity to Meet the Educatering Team

​Head of Catering, Rob Stevens will be presenting at the SWIFT School Business Management Professional Community on Tuesday 11 February 2025 AND the SWIFT Estates Management Professional Community on Tuesday 11 March 2025.

Find out about Sen.se (Special Educational Needs. Somerset Expertise), a collaborative partnership between all the special schools and three Pupil Referral Units (PRUs) across Somerset. 

The Laurel Trust is working with the schools and Sen.se to foster their ground-breaking work on creating viable routes to employment for young people with special educational needs.

Our project was intended to help to gain a better understanding of the barriers preventing young
people accessing the supported employment opportunities available in the rural county of Somerset.

Read about some of the challenges and barriers identified in getting young people with SEND to access work opportunities. For a start, the aspiration of parent/carers and some school/college staff with regard to young people gaining employment is low as they have never imagined their child living this scenario.

We always like to meet the people working behind the scenes and you can find out more about Derrick Brett, new consultant Director here.

Derrick's interest in in action research
was inspired from his Master of Education degree at Cambridge University and involvement in the “Improving the Quality of Education for All” initiative.

This inspirational work highlighted the profound effect that personal involvement in
research could have on school colleagues, their commitment to life long learning, their
collaboration with others and their
capacity to challenge themselves.  

More Information | Funding for Innovative School-Based Projects 
​
The Laurel Trust invites applications for grants designed to support groups of schools to work together to re-imagine education in our current world, and to place emphasis on a culture rooted in emotional and academic resilience.

The closing date for this applications round is Friday 28 February 2025 at 1700.

The theme for projects this year is:
Effective Transition | Educational readiness for every school at every phase.

We are pleased to bring you this next EVENTS newsletter with details of professional learning opportunities. 

Anti-Racism - Ways to Combat Systemic Racism
This course will equip you with the skills to identify and understand racism in its less obvious forms, create an inclusive and responsive classroom environment, and confidently address racist incidents with appropriate actions.
 
Highlighted Courses/Support:

• Supporting Children with ASD and High Anxiety
• FREE Support for Pupil Premium Key Stage 2 Pupils
• Leading Effective Disadvantage Provision for Secondary School Pupils
• TA Training: New to the role of Teaching Assistant
• Professional Communities

• Primary Subject Leader Briefings
• The Laurel Trust - funding available for innovative school-based projects
• Events for your diary ​

The Laurel Trust is committed to raise hopes and horizons for vulnerable children and their families across the South West region and is keen to support schools serving disadvantaged communities to make sustainable differences to children’s learning and life chances.
 
In recent years, through grant funding and support, the Trust has worked with cohorts of schools and other agencies to put evidence-informed research into practice and supported projects across the country in diverse settings, including areas of deprivation and disadvantage in cities, urban, rural and coastal areas from Okehampton to Blyth and from Ipswich to Blackpool.
 
The opportunity to apply in the current funding round is now open and will remain open until:
​Friday 28 February 2025 at 1700.

The theme for projects this year is:
Effective Transition | Educational readiness for every school at every phase.

The grants are designed to support groups of schools to work together to re-imagine education in our current world, and to place emphasis on a culture rooted in emotional and academic resilience. The proposed research must focus on improving the life chances for children and young people from educationally disadvantaged backgrounds.

With this in mind The Laurel Trust is looking to support imaginative collaborations between schools, which develop innovative approaches that foster collaboration and creativity to promote continuity of learning, well-being and resilience, and which build sustainable relationships between teachers and families to support the readiness of children and young people for the next phase of their education.
 
Applications are encouraged from all stages of educational transition, including Early Years and Special Schools. This year The Laurel Trust are particularly welcoming applications from the areas in which they have had fewer applications in the past – and this includes the South West!
 
If you have an exciting project that you feel would be of interest to The Laurel Trust and you would like to apply for a grant in this coming cohort, you can find more information, an application form and guidance on making your application on the links below. You can read summaries of all previous projects, funded by the Trust and the project findings and recommendations are freely available for use in your own setting. 

The Laurel Trust sends a heartfelt thank you to every school for all they have achieved for children and communities and as this Autumn Term draws to a close, they wish you all a happy and peaceful Christmas and a very happy new Year.
​
By Derrick Brett, Director of The Laurel Trust 

School Staff Mobile Phones | Balancing Safety and Safeguarding
In recent months, whilst delivering first aid courses across various educational settings, I have noticed a growing trend of policies prohibiting staff from carrying personal mobile phones during the school day. This is particularly common in Early Years settings, although it exists across all age ranges.
 
Policies restricting mobile phones often stem from safeguarding concerns. Misuse, distractions, or breaches of privacy are valid reasons for such rules. However, a blanket ban can conflict with the nuanced demands of emergency preparedness, sometimes even undermining a school’s first aid protocols.
 
The Case for Mobile Access
Every setting is unique, but consider a large primary school on a summer day, where children are playing at the far end of a field, 100 meters from the main building. One child experiences their first allergic reaction to a wasp sting and begins struggling to breathe. This child is not known to have severe allergies, so they do not have an auto-injector available. In such a case, the response is clear: do not move the child, call 999, and follow the call handler’s instructions.
 
The most effective way to do this is for the nearest staff member to use their mobile phone, placing the call on speaker to follow the call handler’s instructions whilst assisting the child. A policy restricting mobile phone access could result in critical delays, potentially costing lives. While such incidents are rare, high-profile cases like the death of five-year-old Benedict Blythe in 2021 remind us of the stakes.
 
The Problem with Personal Mobile Phones
Staff personal mobile phones undeniably pose challenges in schools. More trivially, the buzzing and beeping of notifications can distract staff, disrupting teaching and learning. While they might be used professionally to set reminders of a break duty or the need to set homework, misuse, such as checking social media is common. More concerning are cases where personal phones have been used to photograph or film students inappropriately, posing severe safeguarding risks that can be as harmful as a dangerous accident involving first aid. 

Possible Solutions

​1. Two–way radios: These are used affectively for lots of reasons in schools; but, in my opinion are not a good solution to this problem. Communication takes a long time and is often unclear. It is almost impossible to pass on messages to a 999 call handler effectively.
 
2. Work-Provided Devices: Issuing staff with work-only mobile phones or basic devices ensures consistent access and protects privacy. These can be included in grab bags with first aid kits, particularly for remote or high-risk areas. Though costly, this option provides a comprehensive solution.
 
3. Senior Leadership Teams (SLT): Equipping SLT members with work devices positions them as first responders, reducing the need for all staff to carry phones.
 
4. Policy Flexibility: Adopting “off and away” mobile phone policies for staff, similar to those used for students, could balance safety and accountability. Exceptions can be made for emergencies or specific roles.
 
5. Training and Accountability: Instead of outright bans, my favoured approach is schools training staff on responsible phone use. Clear guidelines and regular oversight can ensure phones are accessible without compromising safeguarding.
 
Getting the Balance Right
The UK government has encouraged mobile-free environments in schools to reduce distractions and improve behaviour. Engaging staff and the broader school community in creating and revising policies can build trust and foster a safety-conscious culture. Balancing emergency readiness with safeguarding concerns requires ongoing review and adaptation to fit each school’s unique context.

Ultimately, the question remains...
How does your school ensure the fastest and most effective emergency responses whilst maintaining a safeguarding-first approach? Exploring solutions like these could help bridge the gap between competing priorities.

By Jamie Bartlam, Director SchoolPro Safety (SchoolPro TLC Ltd)

More Information 

We are pleased to bring you this next UPDATE. 

Associate & Strategic Leader of Teaching & Research Schools (ESW) Roger Pope CBE reflects on the work ethic of his former pupils (working on his house) in the context of the current Department for Education (DfE) Curriculum Review and the Government's announcement to tackle the problem of the high number of people of working age not in work: 

"I find myself in the position of, as it were, consuming my own product. Does our school produce people who are not only good at their job, but good at relating to their clients and good at making the most of their lives?"

A theme close to our hearts here in the South West, we report on the recent National Institute of Teaching study into the experiences of delivering Early Career Framework (ECF)-based programmes in different school contexts across England, with a particular focus on schools in rural and coastal communities.

This resonates with the report on educational isolation at our Autumn Leadership Forum by Professor (Dr) Tanya Ovenden-Hope, Dean of Place and Social Purpose and Professor of Education, Plymouth Marjon University. Ofsted Assistant Regional Director, Sarah McGinnis reports back on the Big Listen commitment to help to build a better Ofsted.

We interview Ilsham English Hub Lead and Early Years and Phonics Specialist Leader of Education, Danni Cooke with the Learning Academy Partnership South West whose dedication to reading, English and all things literacy is abundantly clear.    

This issue features exciting educational opportunities.
If you are looking for a professional learning opportunity to visit other schools, you might wish to apply for the LSSW Connect Leadership Study Visit Programme taking place in January. 

School-centred charity, the Colyton Foundation is offering support for Sixth Forms for competitive Higher Education applications. Worth a read for those schools considering applications for their students to Oxford, Cambridge and universities in the USA; plus those applying for Medicine, Veterinary Science and Dentistry. 

If you have yet to meet The Laurel Trust, you can find out more about the work of this national charity to support schools with a funding opportunity. The theme this year is Effective Transition | Educational readiness for every school at every phase.

On the topic of considered collaboration, Kingsbridge Research School provides a thoughtful feature on why it is important to engage people in planning.

Our sponsor, SchoolPro Safety presents some excellent guidance on staff mobile phone safety and safeguarding in school that is a very worthwhile. We need them, but we need to use them safely and sensibly in school. 

Also, Exeter Supply Partnership are here/ there if you need them and with their caring ethic to support your school and the supply teacher.  You can step into the world of ONVU Learning with a video demo of the 360-degree camera technology by VP Matt Tiplin and see how this can support professional development in your school and Trust.

If Educatering has yet to reach your school kitchen, the pictures say it all in this issue. Healthy and exciting that bring alive school dinners with an international twist this time and support for Children in Need 2024.

We hope you enjoy reading and discovering in this issue of UPDATE and we wish you all a rewarding end to the Autumn Term and a Happy Christmas very soon.

For our Autumn Forum, Ofsted Assistant Regional Director, Sarah McGinnis was the first speaker with an update on feedback to the Big Listen to help build a better Ofsted.

“We will be a learning organisation that operates transparently, listens to challenge and takes action to change.” 
​ 
Education can feel like a cyclical routine with certain known quantities playing their role as moving parts; notably, leaders, teachers, staff and children and young people. But we also know that things change. New leadership can lead to a new ethos, curriculum reviews impact on timetables, new thinking in response to a variety of events and circumstances - artfully articulated in school improvement plans.
 
So, when change is afoot, it feels right to sit up straight and listen, which is exactly what Ofsted have been doing in response to their Big Listen. Instigated by the Chief Inspector (HMCI), Sir Martyn Oliver wanted to hear from the sector and children about their experiences during his first year of office, and Ofsted has engaged extensively.  

Change with goodwill and good intentions and the mantra to build a better Ofsted based on the feedback results is focusing on the following three R’s to: 
1. Reset
2. Refine
3. Rebuild
 
During Sarah’s presentation, there was there was a palpable can-do-ness, a willingness to listen, to foster a positive and professional dialogue, Open honest conversations, combined with transparency and consistency and support for school leadership - and the Ofsted teams as well. 

The various Big Listen feedback results was an important exercise to underpin the changes and were thoughtfully condensed into seven core messages – the Seven C’s:
 

1. Children and learners first
2. Care and well-being of those we inspect
3. Consistency of inspections
4. Content of frameworks
5. Complaints
6. Consequences of judgements
7. Constructive feedback and reporting 

Sarah also explained in more detail about ungraded inspections further to extensive piloting and listening with an emerging greater flexibility, no shifting the goal posts and opportunity for dialogue between school leaders and the inspection team to work together to plan the inspection and to demonstrate impact.
​
Another C = collaboration.
 
Looking to the future, the Big Listen certainly feels like a significant opportunity for positive and hopeful change. The consultation continues in January.

We were also listening attentively to our second speaker, Professor (Dr) Tanya Ovenden-Hope, Dean of Place and Social Purpose and Professor of Education, Plymouth Marjon University. Tanya has been instrumental in shaping thinking around what educational isolation looks like and how it plays out in the South West from her extensive research around the South West, and also the UK and into the United States, Norway, Australia and other areas.

Tanya’s own geography started in Kent where she grew up in rural, coastal socio-economically deprived, Romney Marsh before moving to Cornwall where she has lived for the past 30 years that has both benefits and economic deprivation, geographical remoteness and cultural isolation.

Educational isolation is when a school is in a place that experiences high levels of socio-economic deprivation, cultural isolation, and geographical remoteness.
 
Most educationally isolated schools in the UK are in rural, coastal or ex-industrial areas away from the large urban conurbations. The concept evolved from schools identifying these three factors as the key challenges they faced as a consequence of place.
 
One fifth of the South West is rural/coastal.
In 2020, in England, 19% of all primary schools and 16% of secondary schools were in a rural area (DfE).
The South West is impacted more significantly because of the type of schools and places they are serving compared to other places in the country.
 
Educational isolation is not a deficit model of schools.
It seeks to identify and conceptualise the place-based challenges for schools and once these are understood, strategies can be put in place to mitigate them.

The effects of educational isolation can limit a school's access to resources needed for school improvement; including and very significantly, recruiting and retaining a high-quality workforce and notably Early Career Teachers, a lack of churn with middle career teachers and more unqualified teachers in schools; limited access to professional development and learning; limited access to school-to-school support and externally funded interventions. All of which can ultimately limit outcomes for pupils. Although in her paper, “Getting a Fair Deal,” Tanya showed how school leaders in coastal schools did everything they could to ensure their children and young people had opportunities of cultural diversity, and trips and visits as they wanted their children and young people to have a full and balanced curriculum.
 
This is why educational isolation offers an important model that Government can use to identify the ways in which it needs to target resources.
 
In some cases, however, educational isolation can add other benefits and richness that can be utilised by the schools in different ways, including outdoor learning for a rural school.

Of significant concern, research shows that persistently disadvantaged pupils in educationally isolated schools do less well and have poorer outcomes than similarly disadvantaged pupils in urban schools.

The definition however needed clarity. For example, in defining geographical remoteness. In the busy summer season, even a short distance in Cornwall can be doubled when the tourists arrive. Hence, Tanya uses the complex software, Track Data, to look at the exact time taken at different points in the day, and different points in the year to get from one place to another.

School-to-school support has changed since the pandemic with opportunity to access high-quality professional learning online. Although it can still be more difficult for educationally isolated schools to get to places where high quality professional development and learning because of travel time and costs and time out of school.

Compared to the urban situation, Tanya’s work with colleagues in London local authorities shows that disadvantaged children are doing very well. Partly perhaps from the investment of the London Challenge. But advantageous collaborative working practices with London schools were already established, working closely in terms of resource-sharing and opportunities for school improvement and enhancement. Significantly, London schools benefited from close proximity geographically and could share staff, ideas and professional learning - all of which supports school improvement and school enhancement. 

​Urban and rural areas clearly present different infrastructural challenges. It is less disruptive in London and other densely populated urban areas for school leaders who wish to progress and move on in their career. There are more likely to be close-by schools to move to and therefore less need to move house, plus the other practical implications of children moving schools and spouses finding work.

Rural and coastal areas present other infrastructural challenges for young staff. Housing is costly. There is also the prospect of winter. Teachers might be attracted by the memory of a happy summer holiday, but then have to work through a winter here; which is very different. Rental properties available in the winter are not always available in the summer because they are used for Airbnb, pushing up the rental prices. Buying a house in the South West depends on the location. But a more affordable area might not be supported with the same resources.
 
Other push and pull factors of moving to and staying in rural schools include limited public transport and travel time, few non-seasonal employment opportunities for spouses, fewer leisure or cultural opportunities, variable WIFI – all of which can impact on a sustainable and stable high-quality teaching workforce. 

For those staff who have been in the same school for a long time, internal promotion opportunities can be low. Although this is changing with the progression of Multi Academy Trusts who are using promotional opportunities within the Trust as a way of maintaining and sustaining their retention of teachers.

When speaking at an educational conference in Blackpool earlier this year Tanya reported that none of the 200+ leaders in attendance recognised any positive impact from the Opportunity Area Funding. Blackpool suffers from extreme child poverty that cascades through into school and places additional demands onto teachers in terms of additional support for child welfare and well-being; which is similarly experienced in the South West.
 
It is worth noting that data can be skewed because of multiple indices. The South West has affluence and poverty juxtaposed which nullifies the data. Hence, the educational isolation concept is helpful because it can target down to the granular level of the school where support is needed and identify place-based challenges that school faces.

As a positive example, Tanya cited a South West Multi Academy Trust she worked with who wanted to create a structure to support their educationally isolated schools and to give them access to resources. For example, small schools who do not have a minibus, to get their children to the swimming pool for swimming lessons.
 
In her “Locality Matters Report,” Tanya showed how the MAT successfully circumvented some of the place-based challenges, transport and even housing issues for teachers coming into schools by creating a Hub model. Their 20 schools were geographically co-located into groups of four, two fives and six with a Hub Lead who was an existing Headteacher for one of those schools and supported their Hub schools by creating a network for the school leaders to work and collaborate together.
 
One of the unexpected findings of the research were the relationships that developed between the school leaders who became very caring of each other and the opportunities to develop their schools within the Hubs. This led to collaboration and sharing resources, including minibuses, Ofsted materials, as well as teachers and administration staff. The Hub became their own community of practice; and fed out to parents and carers in the wider community, running events outside school as a Hub and created an ethos and presence in their locality.
 
It was supported by the MAT’s communication strategy to support the Hubs through concentric circles of communication. The Executive Leadership Team were aware of the Hub issues through the Hub Leads and then through the schools to the teachers via the Headteachers.
 
Named the “Locality Matters Report,” Tanya showed how the MAT successfully circumvented some of the place-based challenges, transport and even housing issues for teachers coming into schools within their Hubs.

We thank Tanya for sharing her research and wisdom on this important topic that resonates for many schools here in the South West.
 
You can also read more about the recent research of the National Institute of Teaching into how to support educationally isolated schools and particularly those in coastal and rural areas and how to support their Early Career Teachers here

More Leadership Forums
Watch out more details about the Spring Leadership Forum details and save the date for the 2025 Summer Conference on Thursday 19 June 2025 at the Future Skills Centre in Exeter.

Reports by Jude Baylis, SWIFT Executive Assistant

​SWIFT is pleased to be collaborating with the Colyton Foundation and Colyton Grammar School on a new initiative for schools.

The Colyton Foundation is a school-centred charity which aims to increase access to competitive higher education courses for young people in the South West, particularly those who have experienced disadvantage.
 
Working in partnership with SWIFT, we are pleased to share details of a programme of support for students in South West schools considering applications to Oxford, Cambridge and universities in the USA, plus those applying for Medicine, Veterinary Science and Dentistry. The programme also seeks to develop the knowledge and expertise of teachers and advisors supporting higher education applications in participating schools.

This programme aims to use the knowledge and capacity Colyton has developed in this area to support students in schools and colleges which may have fewer applicants to these destinations each year.
 
The programme combines advice, guidance and subject specific preparation for students with continuing professional development for Sixth Form teachers and advisors, designed to develop their ability to support future competitive applications.
 
Teachers and advisors receive a half day training course early in the programme and are encouraged to shadow student participants during other programme elements to develop their capacity to support students in future.
 
The fee for participation of the programme, to include CPD for one teacher/advisor and application support for up to four students, is £975 per school.
 
In line with the Colyton Foundation’s aims as a charity supporting schools, every attempt has been made to keep the cost to schools as low as possible.
  
Bespoke quotations are available where numbers of participating students and staff vary, and where multiple schools within a Multi Academy Trust wish to participate in the programme.

For More Information
If you would like to discuss the potential for collaboration with your school or college further, please get in contact on the links below.

​By Nick Wakeling, Director, Colyton Foundation

“Schools are doing so many wonderful things, but to get children to access that curriculum independently then we have to focus on getting them reading.”

Danni Cooke is the Hub Lead for Ilsham National English Hub which is one of 34 designated by the Department for Education since 2018.  She is also an Early Years and Phonics Specialist Leader of Education and works for the Learning Academy Partnership South West. 
 
A Graduate of Education, Danni then qualified as a teacher and for her first three/ four years she taught in Somerset, before moving to Devon and joining Ilsham C of E Academy as the Early Years Lead. At this time, Ilsham was a national support school and Danni supported other schools and nurseries before becoming one of a small number of Specialist Leaders in Education (SLE) in the first recruitment round in 2012. 
 
You can read more about Danni’s journey throughout her career in question 2.

1. What do you find most personally rewarding as Ilsham DfE National English Hub Lead? 
The rewards come from being part of each school's journey and sharing their successes along the way.
I am lucky to work with a large team consisting of literacy specialists, audit team members and the English Hub leadership team.  Together we work with the other national English Hubs to help everyone in schools to make a difference in the main three Hub aims of supporting learning to read through systematic, synthetic phonics, building the love of reading and supporting early language. 

We focus on the main English Hub aims enabling children to reach their full potential and flourish. It is knowing that we are making a difference to children’s reading outcomes and building children as readers.  Seeing the impact of everyone’s hard work is rewarding.
 
2. How has your own journey guided you in your role? 
I have been very lucky in my opportunities in the 18 years of my teaching career. 
I became a Specialist Leader of Education (SLE) for Early Years and Phonics in 2012 and since then I have undertaken different school improvement roles, supporting schools in teaching and learning, classroom practice, assessment, phonics etc. 

I was also an Assistant Head and have led the Early Years across a range of schools, as well as being a classroom teacher. So, I understand what it is like on a daily basis in the classroom and I understand the challenges.   
 
In the past, we have led a strategic school improvement Department for Education (DfE) funded project in the South West to raise phonics attainment through a train-the-trainer model. I have also undertaken work previously with Ofsted on phonics.  Our work on phonics and the outcomes of the children's early reading at Ilsham, the hub school supported our bid to become a National English Hub.  I have been the IIsham National English Hub Lead since it was formed in 2018.
 
Ilsham Academy is the English Hub school base which is part of the Learning Academy Partnership (South West) Multi Academy Trust of 18 schools, where I oversee the Early Reading and Phonics leadership. 

I think I am fortunate to have such a fulfilling job.  Every day I can help support the futures of so many children.  Across the years my role has changed, I have had a multitude of opportunities and I feel proud to have been able to provide support to both teachers, support staff and leaders. My role has enabled me to work together with hundreds of other schools across the South West region where everyone is dedicated to supporting children to succeed in learning to read, giving them the best possible chances and this is rewarding for me. 
 
3. If we were to visit your school, how would you wish us to perceive English and literacy? 
The first thing we want anyone to experience when visiting schools is to see that the love of reading is everywhere, and is at the heart of the school, the bedrock. Children can be seen immersed in books, both choosing and wanting to read independently.  Staff read and share books with children, expanding their vocabularies and supporting them in reading for pleasure.  Crucially all staff know their children really well and see them as readers in their own right. 
 
Staff know the importance of teaching children the mechanics of learning to read, giving them their crucial next steps to success and ensuring that every child is successful, regardless of background, needs or abilities, overcoming whatever barriers that they may have.  Staff focus on keeping children reading as we collectively know that reading changes lives. Once children become independent readers, we know then the curriculum is unlocked, and only then can they independently access all those amazing opportunities that schools are providing.  Because, even in Maths, for example, children need to have basic reading skills as an independent reader to comprehend what they need to do. 
 
Staff understand that those children with barriers can get frustrated and too often, rely on someone else to help them to access their work.  The key is continually working hard to ensure that this does not happen.  We know that if we systematically teach and support every child to read early whilst facilitating and growing that love of reading, being aware of the importance of supporting early language development, then we can close those barriers early.  We can support all children to flourish and get the best outcomes by the end of primary school. 
 
The main three aims of the English Hubs are supporting getting children reading, focusing on phonics as their route to learning how to read independently.  Building children’s love of reading, creating volitional readers who want to read and keep reading. Finally focusing on the early language gap, vocabulary and oracy, the importance of interactions and sharing stories; particularly post-COVID we know there are increasing numbers of speech and language challenges in our schools. 
  
4. From your experience, what do you consider to be the most significant challenges to foster good literacy in primary schools? 
The most important challenge I feel is to build relationships with schools, to work closely to get buy-in from the Senior Leadership and the whole team. We talk about unlocking the curriculum for our children.  Schools are doing so many wonderful things, but to get children to access that curriculum independently then it is important to focus on getting children reading.  We have to know that if we do not get it right for early reading, this has a knock-on effect in every subject area. 
 
I know that a huge challenge for schools at the moment is time. If only like Bernard's Watch, we could stop time and had extra time! Everyone needs to find what works for them and their school.  We might need to think more creatively about how to overcome some of the barriers we are facing.  As an English Hub we work collectively to support schools and build the whole staff team expertise; rather than focusing on only one staff member being the ‘spotlight of excellence’.  It is about reading being everyone's responsibility and on everyone's agenda. 
 
We know that we have so many excellent people in our schools and it is making sure that we are building that whole team together.  The importance of spending time supporting training and ongoing professional development, to give people time to monitor what is happening, coach and to support. Thinking about those small incremental steps to support staff, building confidence in the delivery of what is being taught so it can be of the highest quality.  This then supports every child to get to their age-related expectations.   
 
I am a firm believer that, everyone is in the teaching profession for a reason.  Staff are passionate and dedicated to making a difference.  They are improving children's outcomes and supporting and helping them with their next steps.  It is a job where there are never enough hours in the day, thus making it crucial to think about how we can provide support to schools about small next steps with the mantra of working smarter rather than harder.  We know within all schools that staffing is a challenge.  How can we retain staff and help teams overcome barriers together? Working alongside, coaching and championing staff to help them overcome challenges.  This is not about us telling people what to do and then leaving them to it, this is about teamwork, working together, thinking creatively paving the next steps together. 
 
5. What are your three top tips for promoting literacy? 
Number one: read, read, and read some more. 
Get to know your children's books and your old and gold, your new, diverse and bold.  This will support you making recommendations to children.  Become a reading influencer! 
  
Number two: get to know your children as readers. 
What do they like? 
What do they dislike? 
  
The American author, James Patterson said that there is no such thing as a child who hates reading. There are children who love reading and there are children who are reading the wrong books. 
I am very passionate about finding the right book for every child to ignite that love of reading.  We need to continue to support our staff in order to boost their subject knowledge of appropriate texts. We work hard to get our children reading.  However, we also need to think about what we are doing to keep them reading, wanting to read and loving reading.  How can reading be seen as a positive social habit? 
 
Number three: thinking about the reading routines. We brush our teeth every day, twice a day, because we are programmed to know that it is important. So how can we think about habits and the importance of routines, systems and structures for sharing books and making independent reading routines.  As soon as children can independently blend sounds together to read a simple word how are we encouraging that practice?

Building the habit of reading.  The more we practise, the better we get and the better we get the more we want to practice.  How can we help children to find time to practise, because practice is important and practice makes permanent.  Once we get our children reading, if we keep them reading, we are going to change their life chances. 

If we can target children as soon as gaps arise and daily work towards closing those steps then we are supporting them in accessing the curriculum. It is a bit like footballers or playing the piano and lots of other different skills, the key is repeated practice, every day, little and often. 
 
And I would add a number four, if you have yet to contact your local English Hub, please do so.  
There are 34 national English Hubs.  We can provide free support, advice and funding to schools.  This is about knowing where to go to tap into knowledge and support, working together, problem-solving to make a difference to ensure the best outcomes for every child to flourish.  

More Information about English Hubs 
Department for Education National English Hubs offer a range of support and continuing professional development (CPD) to primary schools to improve the teaching of early reading, with a particular focus on systematic synthetic phonics, early language and reading for pleasure through tailored support from a literacy specialist, professional development and funding to buy phonics and early language resources.  

In our role as an Associate College of the National Institute of Teaching (NIoT), SWIFT was pleased to be involved in a recent study that resonated with our Teaching School Hubs (TSHs) area.

The study was designed to understand experiences of delivering Early Career Framework (ECF)-based programmes in different school contexts across England, with a particular focus on schools in rural and coastal communities, and especially small schools (the definition is intentionally broad).
 
Working alongside the David Ross Education Trust (DRET), a Multi Academy Trust with a Teaching School Hub in North Lincolnshire and North East Lincolnshire, the one-year collaborative study also aimed to identify good practice delivered by these rural, coastal and small schools to deliver ECF programmes and to support Early Career Teachers (ECTs), and to understand how these can be adapted to better support schools.
 
It is pleasing that the impetus came from conversations between the NIoT and our SWIFT Team in highlighting the importance of generating formal evidence into how small schools in Devon are experiencing the ECF, and what support they may need. It is particularly pleasing our Director of TSHs, Jen Knowles was part of the study author team and Director of Business Development, Fiona McNeile provided feedback through the RAG board for the Research Team.

This was a mixed methods study, conducted between February to May 2024.
It involved a survey of 132 participants in 68 schools across England, and qualitative interviews with staff from nine schools within six Multi Academy Trusts (MATs) in rural and coastal communities.

The study found that whilst the ECF was valued, and most experiences were positive overall, all schools are facing similar challenges. Some schools are struggling to deliver ECF programmes, but this did not appear linked to school context.
 
80% of all ECTs were very or somewhat satisfied by their induction offer.
91% of Mentors felt able to manage their mentoring workload alongside their other duties, which was a consistent trend across schools of different sizes and locations.
 
There were some differences in the delivery of ECF programmes for schools in rural and coastal communities, compared to urban and inland schools, but this did not seem to affect overall satisfaction. Overall, there were different approaches to delivering the ECF, linked to school culture and context.
 
Small schools had particular strengths in delivering ECF programmes. For example, offering whole-school support to ECTs. However, fulfilling the requirements of the ECF, particularly around staff time and timetabling, could be challenging for schools with small staff bodies, and the support of Trusts (or other external) was very important, particularly in rural and coastal communities.

The Early Career Framework
The ECF is an established two-year package of support and training for state schools in England.

In-school Mentors are essential in supporting Early Career Teachers (ECTs) and this support is mutually valued. However, it can place a burden on Mentors alongside their existing workloads and equally for schools, the Government-required entitlement for time off-timetable for the training and mentoring activities can pose logistical and financial challenges for schools.

Key questions that are currently being considered in Initial Teacher Education and also questions around content repetitiveness, and suitedness of ECF programme content for different school contexts.
 

Value-Added Research 
After asking the questions, the value of any research is putting into practice the findings and the onwards work and this study has highlighted some important signposts that the NIoT, SWIFT and DRET, as providers of the Early Career Framework (ECF) will be considering in the continued design and deliver of the NIoT ECF programme.

Similarly, the signposts will be useful for other ECF providers and schools across the country as a platform for discussion about how to continue to strengthen support for Early Career Teachers. 

We are pleased to bring you this next EVENTS newsletter with details of professional learning opportunities. 

Leading Effective Disadvantage Provision for Primary School Pupils
The programme will support effective planning for disadvantaged pupils in primary schools, showing how to measure the impact of strategies, but also knowing what to stop doing.

Marc Rowland will share his expertise to teach and empower participants, also presenting on social isolation and focusing on what strong leadership of school culture and expectations can look like as a key to unlocking better outcomes.
 
Highlighted Courses/Support:

• Understanding Communication - Friendly Practices & Provision in EYFS
• FREE Support for Pupil Premium Key Stage 2 Pupils
  
• Outstanding Curriculum Design for Primary Languages Programme
• TA Training: New to the role of Teaching Assistant
• Professional Communities
• Primary Subject Leader Briefings
• The Laurel Trust - Funding available for innovative school-based projects
• Events for your diary